Attachment_C1_CNA_toolkit.pdf

Migrant Education

Comprehensive Needs

Assessment Toolkit

A Tool for State Migrant Directors

Summer 2012

Developed by the U.S. Department of Education Office of Migrant Education through a contract with The SERVE Center at the University of North Carolina-Greensboro.

i Comprehensive Needs Assessment Toolkit: Table of Contents

Section A: Introduction and Overview Letter to State Directors A.1 Purpose of the Comprehensive Needs Assessment Toolkit and the Continuous

Improvement Process A.2 Responsibility of the State MEP in Developing the CNA A.3 Suggested Elements of the CNA A.4 Seven Areas of Concern A.5 Step-by-Step Approach to the CNA A.6 How to Use the Comprehensive Needs Assessment Toolkit A.7 How to Adapt the Process for Small States A.8 Resources and Tools in Appendix A Appendix A.1 A Step-by-Step Approach to Developing the Comprehensive Needs Assessment Appendix A.2 Terms and Definitions Related to the MEP Comprehensive Needs Assessment, Service Delivery Plan, and Program Evaluation

Section B: Overview of Statutes, Regulations, and Non-regulatory Guidance Related to the Comprehensive Needs Assessment B.1 Legal Requirements B.2 What is a Comprehensive Needs Assessment?

B.3 Migrant Education Program Priority and Goal Areas B.3.1 Goal Areas B.3.2 Government Performance and Results Act Indicators B.3.3 Priority for Service Students B.4 Serving Preschool Migratory Children B.5 Resources and Tools in Appendix B Appendix B.1 Checklist of Requirements for the Comprehensive Needs Assessment

Step 1: Preliminary Work

Section C: Developing a Management Plan for the Comprehensive Needs Assessment Process C.1 Conceptualizing the Big Picture C.2 Establishing a Management Team C.3 Working with an External Consultant C.4 Developing a Timeline and Task Plan C.5 Planning for Teams and Work Groups C.5.1 Expert Work Groups C.5.2 Planning for Expert Work Groups C.6 Creating a Communications and Report Archive C.7 Manager’s Checklist and Reflection C.8 Resources and Tools in Appendix C Appendix C.1 Sample One-Page Description of the CNA Process Appendix C.2 Sample Management Team Meeting One Agenda Appendix C.3 Template for a Timeline and Task Plan for the CNA Process ii Comprehensive Needs Assessment Toolkit: Table of Contents

Section D: Creating a Needs Assessment Committee D.1 Identifying Categories and Role Groups of Participants D.2 Determining the Size of the NAC D.3 Soliciting Nominations D.4 Recruiting Team Members D.5 Manager’s Checklist and Reflection D.6 Resources and Tools in Appendix D Appendix D.1 Needs Assessment Committee Nominations Chart Appendix D.2 Needs Assessment Committee Roles and Responsibilities Appendix D.3 Talking Points for Recruiting Needs Assessment Committee Members

Section E: Creating a Migrant Program Profile E.1 Demographics on Students and Families E.2 Academic Outcomes E.3 Mobility E.4 Data from Other Agencies E.5 Representing and Archiving Data E.6 Manager’s Checklist and Reflection E.7 Resources and Tools in Appendix E Appendix E.1 Texas Map of Local Operating Agencies and Numbers of Migrant Students from the Texas 2011 Statewide Service Delivery Plan Appendix E.2 Sample Types of Data for MEP Needs Assessment Appendix E.3 Sample Migrant Student Profile Appendix E.4 New York State “Parent-Friendly” Comprehensive Needs Assessment Summary from the 2009 New York State Migrant Education Program Service Delivery Plan

Step 2: Explore What Is

Section F: Identifying Concerns F.1 Convening the NAC F.2 Generating Concern Statements F.3 Prioritizing Concerns F.4 Considerations for Small States F.5 Archiving Information for the CNA F.6 Manager’s Checklist and Reflection F.7 Resources and Tools in Appendix F Appendix F.1 Sample Handout for the Seven Areas of Concern Appendix F.2 Instructions for Conducting Group Activities Appendix F.3 Sample Agenda for the First NAC Meeting Appendix F.4 Concern Statements Appendix F.5 Worksheet for Developing Concern Statements

Section G: Writing Need Indicators G.1 Convening the NAC and Alternatives for a Participatory Process iii Comprehensive Needs Assessment Toolkit: Table of Contents

G.2 Developing Need Indicators G.3 Recommending Data Sources G.4 Comparison Groups for Need Indicators G.5 Prioritizing Need Indicators G.6 Archiving Information for the CNA G.7 Manager’s Checklist and Reflection G.8 Resources and Tools in Appendix G Appendix G.1 Linking Concerns, Needs, and Data Table Appendix G.2 Sample Agenda Second NAC Meeting Appendix G.3 Activity for Developing Need Indicators and Identifying Data Sources Appendix G.4 Sample from Concern Statement to Need Indicator Handout

Step 3: Gather and Analyze Data

Section H: Developing a Data Collection and Analysis Plan H.1 Planning Data Collection H.2 Identifying Support and Resources H.3 Reviewing Existing Data H.4 Collecting Primary Data H.4.1 Determining Sampling H.4.2 Determining Comparison Groups H.4.3 Determining Data Collection Strategies H.4.4 Conducting Surveys H.5 Selecting Data Collection Tools and Strategies H.6 Developing a Data Collection Plan H.7 Launching the Data Collection and Managing the Process H.8 Archiving Information for the CNA H.9 Manager’s Checklist and Reflection H.10 Resources and Tools in Appendix H Appendix H.1 Tips and Online Resources on Conducting Interviews, Administering Surveys, and

Conducting Observations Appendix H.2 Survey Sample - National Center for Educational Statistics: National Household Education Surveys Program (Phone Interview) Appendix H.3 Survey Sample - National Center for Educational Statistics: National Education

Longitudinal Study of 1988 (Written Survey) Appendix H.4 Examples of How Survey Questions can be Improved through Pilot Feedback Appendix H.5 Considerations for Consistent Survey Administration Appendix H.6 Data Collection Template Appendix H.7 Sample Data Collection Plan for a Need Indicator Appendix H.8 Template for Data Collection Plan for a Need Indicator

Section I: Analyzing and Writing Need Statements I.1 Preparing the Data for Analysis I.2 Data Analysis Challenges iv Comprehensive Needs Assessment Toolkit: Table of Contents

I.3 Conducting a Participatory Data Review and Analysis Process I.4 Writing Need Statements I.5 Prioritizing Need Statements I.6 Archiving Information for the CNA I.7 Manager’s Checklist and Reflection I.8 Resources and Tools in Appendix I Appendix I.1 Sample Agenda for NAC Meeting to Review and Analyze Data Appendix I.2 Template for Developing a Need Statement

Step 4: Make Decisions

Section J: Proposing Specific Solutions J.1 Preparing for the NAC Meeting J.2 Convening the NAC J.3 Expert Work Groups – Getting on the Same Page J.4 Expert Work Groups – Identifying Solutions J.5 Reviewing Proposed Solutions J.6 Summarizing the Proposed Solutions J.7 Archiving Information for the CNA J.8 Manager’s Checklist and Reflection J.9 Resources and Tools in Appendix J Appendix J.1 Statement of Purpose for Expert Work Groups Appendix J.2 Sample Agenda for a NAC Meeting and Expert Work Groups Appendix J.3 Summary Worksheet for Proposed Solutions and Solution Strategies Appendix J.4 Template for an Expert Work Group Summary PowerPoint Presentation

Section K: Recommending Priority Solutions K.1 Developing Criteria for Prioritizing Proposed Solutions K.2 Prioritizing Strategies K.3 Developing Measurable Program Outcomes for Prioritized Solutions K.4 Archiving Information for the CNA K.5 Manager’s Checklist and Reflection K.6 Resources and Tools in Appendix K Appendix K.1 Cause and Consequence Analysis Worksheet Appendix K.2 Additional Sample Criteria for Prioritizing Solutions

Step 5: Transition to the Service Delivery Plan

Section L: Writing the Comprehensive Needs Assessment Report L.1 Suggested Outline of Sections of the CNA Report L.2 Reviewing the CNA Report L.3 Archiving Information for the CNA L.4 Manager’s Checklist and Reflection v Comprehensive Needs Assessment Toolkit: Table of Contents

Section M: Using the Comprehensive Needs Assessment M.1 Sharing the Plan with the Service Delivery Plan Planning Team M.2 Updating the Comprehensive Needs Assessment M.3 Using the CNA in the Migrant Education Program M.4 Communicating the CNA to Stakeholders M.5 Creating Venues and Formats for Sharing the CNA M.6 Archiving Information for the CNA M.7 Manager’s Checklist and Reflection M.8 Resources and Tools in Appendix M Appendix M.1 Template for a Comprehensive Needs Assessment Dissemination Plan

A-1 Comprehensive Needs Assessment Toolkit: Introduction and Overview

Section A: Introduction and Overview

Letter to State Directors

Under Title I, Part C - Education of Migratory Children of the Elementary and Secondary Education Act, state education agencies must conduct a Comprehensive Needs Assessment.

The Comprehensive Needs Assessment Toolkit is the first in a series of three documents that have been developed through the Office of Migrant Education. Subsequent documents include the Service Delivery Plan Toolkit and the Program Evaluation Toolkit.

Taken together, these three toolkits provide a guide for a continuous improvement cycle of program planning, implementation, and evaluation. In this cycle, states identify the current needs and priorities of migrant students and families, select appropriate strategies to meet those needs, implement services that reflect such strategies, and assess the degree to which planned services have been successful at meeting identified needs.

This Toolkit is designed as a step-by-step process for state Migrant Education Program Directors to plan and conduct a state Comprehensive Needs Assessment.

We hope that you find the Comprehensive Needs Assessment Toolkit useful, and we invite you to send us your comments and share your administrative and governance best practices. We would like to express our thanks and gratitude to those states that shared their policies, procedures, and forms with us and made their usage available as examples.

Thank you, The Office of Migrant Education

A-2 Comprehensive Needs Assessment Toolkit: Introduction and Overview

A.1 Purpose of the Comprehensive Needs Assessment Toolkit and the Continuous Improvement Cycle

The purpose of the Comprehensive Needs Assessment Toolkit is to provide state and local directors of Migrant Education Programs (MEPs) with guidance and resources to assess the needs of migrant students. This assessment takes into account what has been done in the past and identifies continuing needs and priorities. In addition, it proposes successful strategies that can be incorporated to move the MEP closer to achieving Federal program and state performance goals.

The Comprehensive Needs Assessment (CNA) is part of a Continuous Improvement Cycle, as depicted in Figure A.1. In this cycle, each step in developing a program: assessing needs, identifying strategies, implementing them, and evaluating the results, builds on the previous activity and informs the subsequent activity. The CNA provides an opportunity to review data

Figure A.1 State Migrant Education Program Continuous Improvement Cycle (Office of Migrant Education, 2012)

A-3 Comprehensive Needs Assessment Toolkit: Introduction and Overview on migrant students and review the progress toward program goals included in the MEP program evaluation. This information is utilized to identify further needs and to propose research-based strategies to meet those needs. The CNA, in turn, informs the Service Delivery Plan (SDP). In the process to develop a plan for providing services to migrant students, a planning team reviews the strategies, prioritizes them, and develops a statewide plan for implementing the strategies. The program evaluation assesses the level of implementation, which the MEP can use to improve its delivery of services, and assesses the results of the implementation. The MEP can also use the program evaluation to determine the progress of migrant students toward Federal and state goals. The program evaluation feeds into the needs assessment process and the cycle continues.

The CNA process presented in this Toolkit can be adapted to the resources and organizational structures in specific state settings. However the basic process is utilized, a useful CNA is one that lays the groundwork for designing a data-based, needs-driven SDP by proposing solutions to address the complex problems of migrant students, utilizing the most current research and expertise whenever possible.

A.2 Responsibility of the State MEP in Developing the CNA

The state MEP, and more specifically the state director, is responsible for facilitating or overseeing the CNA process. This initiative involves a collaborative process of analyzing a variety of data from multiple sources to determine what migrant children need in order to have successful educational outcomes. In addition, the most recent MEP program evaluation report should be reviewed to determine progress of migrant children toward state performance goals.

The CNA should be used as a decision-making tool that will impact operation of the MEP at both the state and local levels. Your CNA will benefit not only SEA administrators, but also local program staff, who will be able to use it to target services more closely to the needs of migrant children.

Ideally, the process to develop your CNA will:

• Be participatory and ensure statewide involvement

• Ensure that the unique needs of migrant students are identified through reviewing existing data and collecting additional data when necessary to provide quantitative and qualitative information that will guide programming and policy decisions

• Identify areas of critical need, both for Priority for Services (PFS) students and with respect to program goals, making it easier to ensure that subgranted MEP funds are properly used

• Involve a thorough review of the entire statewide MEP, including program evaluation reports

A-4 Comprehensive Needs Assessment Toolkit: Introduction and Overview

• Engage state MEP staff, educators, parents, and community members to establish broad-based involvement to shape the MEP and implement changes as needed

• Provide a rational decision-making process for determining how MEP funds are allocated

At the end of conducting a statewide CNA, you are encouraged to produce a summary of findings that will be the basis for an action plan for the SDP.

A.3 Suggested Elements of the CNA

Regardless of the exact steps your state uses to conduct its CNA, there are major elements you will likely want to include:

• Management plan o How will you facilitate the involvement of key stakeholders in doing what?

o What is a reasonable timeline within which to conduct the CNA?

• Partners and stakeholders o Who will help?

o In addition to working with state and local MEP staff, will you be able to count on help from the State Migrant Parent Advisory Council, local universities, or other organizations?

• Special educational needs unique to migrant children o What is it about the migratory lifestyle or particular situations faced by migrant children or their families that interferes with the academic success of the state’s migrant students?

• Data o How do you ensure data of high quality and from multiple sources for a comprehensive assessment?

o How much do you really know about the challenges and barriers faced by your migrant students?

o Which challenges are grounded in data and which are assumptions?

• Potential solutions o What are some possible ways the MEP could address the special educational needs of migrant children?

• System-wide approach o How do the needs of migrant children vary across the state, across grades, and across other groups (preschool and Out-of-School youth)?

A-5 Comprehensive Needs Assessment Toolkit: Introduction and Overview

A.4 Seven Areas of Concern

An "Area of Concern" is defined as a broad area based on the root causes of the unique characteristics of the target group. It can be considered a collection of related concerns.

The Office of Migrant Education identified Seven Areas of Concern through a process that involved a review of research on the literature on migrant education and the needs of migrant students, as well as the implementation of a pilot program on needs assessment conducted in four states. These Seven Areas of Concern were found to consistently arise across several pilot states. The root causes are apparent in the migratory lifestyle of migrant children.

The root causes include:

• Mobility

• Possible moves from one country to another

• Low wages for work

• Feelings of isolation from the larger community due to cultural adjustment and linguistic differences

The Seven Areas of Concern are:

• Educational continuity

• Instructional time

• School engagement

• English language development

• Educational support in the home

• Health

• Access to services

We suggest that you use these identified Areas of Concern as a framework for identifying the needs of migrant children in your state.

A.5 A Step-by-Step Approach to the CNA

In 2002, OME issued guidance requesting that states consider using the needs assessment approach published in Planning and Conducting Needs Assessments: A Practical Guide (Witkin & Altschuld, 1995). Over 20 states have used the Witkin and Altschuld "model" to complete their CNAs. Some state MEPs modified the process to simplify the steps to better “fit” their program. The Comprehensive Needs Assessment Toolkit converts this model to a five-step process that includes a step for planning and a step for connecting the CNA to the development of the SDP.

A-6 Comprehensive Needs Assessment Toolkit: Introduction and Overview

The five basic steps are described below.

Step 1 - Preliminary Work

• The state director reviews requirements of the CNA.

• The state director develops a management plan that sets the project's general timeline and identifies the teams needed for accomplishing each phase.

• The state director establishes a Needs Assessment Committee (NAC) that reflects a broad representation of perspectives to provide thoughtful guidance to the process.

• The state director develops a migrant student profile that provides baseline data on the migrant population.

Step 2 - Explore What Is

• The NAC reviews existing data and program evaluation reports.

• The NAC identifies concerns about migrant students and families.

• The NAC develops Need Indicators and suggests areas for data collection that will confirm and challenge their assumptions about their concerns.

Step 3 - Gather and Analyze Data

• The state director oversees data collection that measures the identified needs and the gaps between migrant students and their non-migrant peers.

• The NAC or a work group organizes and analyzes the data.

• The NAC or work group creates a set of Need Statements and prioritizes them.

Step 4 - Make Decisions

• The NAC reviews the prioritized Need Statements and proposes evidence-based solutions for closing the educational gaps that migrant children face in school.

• The NAC prioritizes the solutions.

Step 5 - Transitioning to a Service Delivery Plan

• The state director writes, or oversees the writing of, the final CNA report that documents the CNA process and findings.

• The state director shares the CNA with stakeholders and administrators at the SEA and LEA level.

• The state director uses the CNA as the basis for initiating the SDP planning process.

A-7 Comprehensive Needs Assessment Toolkit: Introduction and Overview

Table A.1 A Step-by-Step Approach to Developing the Comprehensive Needs Assessment

Step 1: Preliminary Work

Activity Related Sections in the Toolkit Recommended Tasks Highly Recommended

Review the requirements for the

CNA

Section B • Review the summary of the laws and regulations related to the CNA

• Review OME goals and priorities

• Access the law, guidance, and regulations online and review

Develop a Management Plan for the CNA Process

Section C • Receive approval to begin CNA process from all appropriate levels within the SEA

• Identify a Management Team and delineate clear roles and responsibilities for staffing

• Establish a general schedule for the process with a calendar of meeting dates

• Identify resources needed for each step

• Create Management Plan benchmarks for ongoing monitoring

• Ensure that team members are kept apprised of meeting outcomes

• Specify staffing by Management Team, NAC, and other teams or work groups needed

• Provide periodic updates to wider community about CNA progress

Create a Needs Assessment Committee (NAC)

Section D • Determine commitment of time and effort necessary

• Choose members to assure geographic representation

• Include Parent Advisory Council (PAC) representatives and other non-MEP staff stakeholders

• Invite selected

Make sure NAC includes:

• Subject matter expertise

• Areas of Concern expertise ( healthcare)

• Coordinating agencies

• Data specialists

• Recognized MEP leaders

• Other Federal program directors (for

A-8 Comprehensive Needs Assessment Toolkit: Introduction and Overview individuals to join the

NAC

• Communicate to NAC members the time and work commitment involved example, Title III)

Create a migrant student profile

Section E Collect and examine demographic data of migrant students as a snapshot of the population to be used as a foundation for the needs assessment process

• Include a summary of the most recent program evaluation to feature progress toward goals

• Include academic performance indicators as well as demographics

• Include a summary that highlights patterns and trends

• Include comparison groups, migrant, non-migrant, PFS, (whenever possible) to prove a means for gap analysis

Profile data used as foundation for needs assessment process

If possible include:

• Data on migrant families

• Mobility patterns

• Data from multiple years drawn from longitudinal analysis

Step 2: Explore What Is

Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Identify concerns Section F NAC meets and holds discussions:

• Begin with concerns previously identified by the state or with the Seven Areas of Concern (identified by OME) and the statutory Goal Areas for migrant students

• Include iterations of refinement in light of additional criteria

• Gather community input beyond NAC

A-9 Comprehensive Needs Assessment Toolkit: Introduction and Overview

• Review migrant profile

• Review program evaluation

• Focus primarily on student need

• Conduct prioritization of needs with criteria and rationale

Write Need Indicators and recommend data sources

Section G • NAC identifies Need Indicators (present needs as differences between what is and what should be)

• Each Need Indicator explicitly connects to one of the prioritized Concern Statements

• Potential data sources are identified

• Create iterations of refinement Need Indicators in light of additional criteria

• Create multiple Need Indicators for each Concern Statement

• Gather community input beyond NAC

Step 3: Gather and Analyze Data

Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Develop a data collection plan and collect data

Section H Management Team and NAC determine:

• Roles, responsibilities, and timelines for data collection

• Existing data to review

• Primary data to collect

• Sampling process

• Instrumentation

• Comparison groups

Data collection leader identified to manage the process

• Coordination with data specialists at SEA

• Coordination with regional MEP managers

Analyze data and write Need Statements

Section I • NAC analyzes data and articulates gap between “what is” and “what should be”

• NAC ensures that each Need Statement links

Each Need Statement:

• Derived from a participatory process

• Considers the magnitude of the gap

A-10 Comprehensive Needs Assessment Toolkit: Introduction and Overview to Goal Area or Area of Concern

• NAC determines prioritization of Need Statements

Step 4: Make Decisions Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Propose specific solutions

Section J NAC meets, and based on summary of findings, develops:

• List of possible solutions and related strategies

• Recommends use of topic experts, expert practitioners and experts in other areas

• NAC explores implementation issues

• Include researchers with relevant expertise in deliberations

Recommend priority solutions

Section K NAC determines:

• Priority criteria for solutions

• Prioritized list of

For each of the selection criteria, consideration of:

• Acceptability by the community

• Feasibility of solutions

Step 5: Transition to a Service Delivery Plan Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Write the CAN Report Section L Include each of the following:

• Executive summary

• Updated Migrant

Student Profile

• Purpose and scope of the report

• Methodology

• Results and implications

• Solution strategies and

Include

• Synthesized key deliberations

• New learning

• Consider future data collection opportunities

A-11 Comprehensive Needs Assessment Toolkit: Introduction and Overview

Measurable Program Outcomes

• Conclusion and next steps

Disseminate the CNA Report

Section M • Establish a time and procedure for getting the Service Delivery Plan planning team up to speed on the CNA

• Ensure that the CNA will be reviewed on an annual basis and updated as needed

• Communicate the plan to stakeholders

• Develop a communication plan for the CNA that entails disseminating briefs and conducting presentations to stakeholder groups

• Invite NAC committee members to continue to serve for CNA updates or to serve on the SDP planning team

A.6 How to Use the Comprehensive Needs Assessment Toolkit

State MEPs vary widely in the demographics of the students they serve, the types of migrant programs in place, and the size of the program. Moreover, state directors have a wide range of experience and expertise in migrant education and in program planning. Therefore, a toolkit cannot meet all needs.

As a state director, you need to assess what your expertise is, that of those who may be able to assist you through the CNA process, and determine how the Toolkit will best benefit you. Some state directors will want to read the Toolkit as a total document, while others will want to utilize only those sections and tools that they feel they need.

The Toolkit is made available on the OME website in two formats. One is a downloadable document that includes all sections and appendices. The other is a hyperlinked listing of individual sections and appendices that may be downloaded individually.

Please note that the Toolkit provides only suggestions and recommendations for developing the CNA. While the state MEP is required to conduct a CNA, it is not required to utilize the specific format depicted in the Comprehensive Needs Assessment Toolkit.

A.7 How to Adapt the Process for Small States

The Comprehensive Needs Assessment Toolkit is directed toward state MEPs that have the capacity to convene a team to carry out the CNA process and to enlist the support of its data support staff or consultants. This level of involvement in conducting the CNA may not be

A-12 Comprehensive Needs Assessment Toolkit: Introduction and Overview practical for small states (defined as those with $1m or less in MEP funding). Therefore, if you are a director of a small state, you will need to consider ways to scale down the activities in the process to meet your needs, while still meeting statutory requirements and developing a quality needs assessment.

Some general tips for adapting the process for small states include:

• Determine the minimum amount of data that will provide a picture of the needs of migrant students in your state and collect only this data.

• Develop a limited set of specific questions related to concerns that will help you focus the data collection.

• Make the best use of existing data.

o Enlist the help of your SEA data managers to utilize the Consolidated State

Performance Report (CSPR) data to its fullest capacity.

o Utilize data in state MEP databases.

• Spread the needs assessment process and solution implementation process over a longer period of time, perhaps addressing only one or two of the Areas of Concern each year.

• Leverage your resources with another program that serves migrant students, such as the homeless education program or Title III program, to conduct a needs assessment that serves both programs.

• Ask for support from a college or university to assist with the needs assessment; many colleges seek opportunities for graduate students to practice their data collection and analysis skills.

In addition to these suggestions, you will find tips included throughout the Toolkit for adapting the process for small states.

A.8 Resources and Tools in Appendix A

Appendix A.1 A Step-by-Step Approach to Developing the Comprehensive Needs Assessment Appendix A.2 Terms and Definitions Related to the MEP Comprehensive Needs Assessment, Service Delivery Plan, and Program Evaluation

A-1-1 Comprehensive Needs Assessment Toolkit: Introduction and Overview Appendix A.1 A Step-by-Step Approach to Developing the Comprehensive Needs Assessment

This is the list of activities and the corresponding sections in the Comprehensive Needs Assessment Toolkit. Please use this as a reference when creating your CNA.

Activity Related Sections in the Toolkit Recommended Tasks Highly Recommended

Review the requirements for the

CNA

Section B • Review the summary of the laws and regulations related to the CNA

• Review OME goals and priorities

• Access the law, guidance, and regulations online and review

Develop a Management Plan for the CNA Process

Section C • Receive approval to begin CNA process from all appropriate levels within the SEA

• Identify a Management Team and delineate clear roles and responsibilities for staffing

• Establish a general schedule for the process with a calendar of meeting dates

• Identify resources needed for each step

• Create Management Plan benchmarks for ongoing monitoring

• Ensure that team members are kept apprised of meeting outcomes

• Specify staffing by Management Team, NAC, and other teams or work groups needed

• Provide periodic updates to wider community about CNA progress

Create a Needs Assessment Committee (NAC)

Section D • Determine commitment of time and effort necessary

• Choose members to assure geographic representation

• Include Parent Advisory Council (PAC) representatives and

Make sure NAC includes:

• Subject matter expertise

• Areas of Concern expertise ( healthcare)

• Coordinating agencies

• Data specialists

• Recognized MEP

A-1-2 Comprehensive Needs Assessment Toolkit: Introduction and Overview other non-MEP staff stakeholders

• Invite selected individuals to join the

NAC

• Communicate to NAC members the time and work commitment involved leaders

• Other Federal program directors (for example, Title III)

Create a migrant student profile

Section E Collect and examine demographic data of migrant students as a snapshot of the population to be used as a foundation for the needs assessment process

• Include a summary of the most recent program evaluation to feature progress toward goals

• Include academic performance indicators as well as demographics

• Include a summary that highlights patterns and trends

• Include comparison groups, migrant, non-migrant, PFS, (whenever possible) to prove a means for gap analysis

Profile data used as foundation for needs assessment process

If possible include:

• Data on migrant families

• Mobility patterns

• Data from multiple years drawn from longitudinal analysis

Step 2: Explore What Is

Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Identify concerns Section F NAC meets and holds discussions:

• Begin with concerns previously identified by the state or with the Seven Areas of Concern (identified by OME) and the statutory Goal Areas

• Include iterations of refinement in light of additional criteria

• Gather community input beyond NAC

A-1-3 Comprehensive Needs Assessment Toolkit: Introduction and Overview for migrant students

• Review migrant profile

• Review program evaluation

• Focus primarily on student need

• Conduct prioritization of needs with criteria and rationale

Write Need Indicators and recommend data sources

Section G • NAC identifies Need Indicators (present needs as differences between what is and what should be)

• Each Need Indicator explicitly connects to one of the prioritized Concern Statements

• Potential data sources are identified

• Create iterations of refinement Need Indicators in light of additional criteria

• Create multiple Need Indicators for each Concern Statement

• Gather community input beyond NAC

Step 3: Gather and Analyze Data

Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Develop a data collection and analysis plan

Section H Management Team and NAC determine:

• Roles, responsibilities, and timelines for data collection

• Existing data to review

• Primary data to collect

• Sampling process

• Instrumentation

• Comparison groups

Data collection leader identified to manage the process

• Coordination with data specialists at SEA

• Coordination with regional MEP managers

Analyze data and write Need Statements

Section I • NAC analyzes data and articulates gap between “what is” and “what should be”

• NAC ensures that each Need Statement links to Goal Area or Area

Each Need Statement:

• Derived from a participatory process

• Considers the magnitude of the gap

A-1-4 Comprehensive Needs Assessment Toolkit: Introduction and Overview of Concern

• NAC determines prioritization of Need Statements

Step 4: Make Decisions Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Propose specific

Section J NAC meets, and based on summary of findings, develops:

• List of possible solutions and related strategies

• Recommends use of topic experts, expert practitioners and experts in other areas

• NAC explores implementation issues

• Include researchers with relevant expertise in deliberations

Recommend priority solutions

Section K NAC determines:

• Priority criteria for solutions

• Prioritized list of

For each of the selection criteria, consideration of:

• Acceptability by the community

• Feasibility of solutions

Step 5: Transition to a Service Delivery Plan Activities Related Sections in the Toolkit Recommended Tasks Highly Recommended

Write the CAN Report Section L Include each of the following:

• Executive summary

• Updated Migrant

Student Profile

• Purpose and scope of the report

• Methodology

• Results and implications

• Solution strategies and

Measurable Program Outcomes

• Conclusion and next

Include

• Synthesized key deliberations

• New learning

• Consider future data collection opportunities

A-1-5 Comprehensive Needs Assessment Toolkit: Introduction and Overview steps Disseminate the CNA Report

Section M • Establish a time and procedure for getting the Service Delivery Plan planning team up to speed on the CNA

• Ensure that the CNA will be reviewed on an annual basis and updated as needed

• Communicate the plan to stakeholders

• Develop a communication plan for the CNA that entails disseminating briefs and conduction presentations to stakeholder groups

• Invite NAC committee members to continue to serve for CNA updates or to serve on the SDP planning team

A-2-1 Comprehensive Needs Assessment Toolkit: Introduction and Overview

Appendix A.2 Terms and Definitions Related to the MEP Comprehensive Needs Assessment, Service Delivery Plan, and Program Evaluation

Concern Statements: Clear and consistent interpretations of the points that the NAC discussed that should be used to guide the work in developing the CNA. Concern Statements identify particular areas that require special attention for migrant students.

Expert Work Groups: Technical experts who provide input on research and evidence-based strategies that support solutions which contribute to closing the gaps identified during the needs assessment.

Implementation Question: An evaluation question that addresses the extent to which a strategy is implemented.

Management Team: A core group of advisors that helps develop the management plan and oversees the process.

Measurable program outcomes (MPOs): Outcomes (i.e., objectives) that a State’s migrant education program will produce to meet the identified unique needs of migratory children and help migratory children achieve the State’s performance targets.

Need: The difference between “what is” and “what should be.”

Needs Assessment Committee (NAC): A broad-based committee of stakeholders that provide input and direction throughout the CNA process.

Need Indicator: A measure that can be used to verify that a particular gap/discrepancy exists for migrant children and sets a parameter to specify the severity of that gap.

OME Seven Areas of Concern: A broad area based on the root causes of the unique characteristics of the target group. The Office of Migrant Education has identified seven areas of concern which are:

Educational Continuity, Instructional Time, School Engagement, English Language Development, Educational Support in the Home, Health, and Access to Services.

Priority for Services: Section 1304(d) of the Elementary and Secondary Education Act establishes a Priority for Services (PFS) requirement. In accordance with this requirement, MEPs must give PFS to migrant children who are failing, or are most at risk of failing, to meet the state’s content and performance standards and whose education has been interrupted during the regular school year.

Results Question: An evaluation question that addresses the level of improvement resulting from a program or strategy.

Service Delivery Plan: A plan for delivering and evaluating Migrant Education Program-funded

A-2-2 Comprehensive Needs Assessment Toolkit: Introduction and Overview services to migratory children. It is based on the results of an up-to-date statewide Comprehensive Needs Assessment and is intended to meet the unique needs of migrant children and their families.

Solution Strategy: A strategy that addresses an identified need.

B-1 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of Statutes, Regulations, and Non-Regulatory Guidance Related to the Comprehensive Needs Assessment

Section B: Overview of Statutes, Regulations, and Non-Regulatory Guidance Related to the Comprehensive Needs Assessment

Activity Recommended Tasks Highly Recommended

Review the requirements for the

CNA

• Review the summary of the laws and related to the CNA

• Review OME goals and priorities

• Access the law, guidance, and regulations online and review

Three main documents inform and guide migrant education programs (MEPs) and their service delivery. It is important to fully read the documentation to ensure complete compliance with program requirements i. They are the:

• ESEA, Section 1306, Comprehensive needs assessment and service delivery plan;

authorized activities (http://www2.ed.gov/policy/elsec/leg/esea02/pg8.html#sec1306 ).

• Code of Federal Regulations, Title 34, 200.83, Responsibilities of SEAs to implement projects through a comprehensive needs assessment and a comprehensive state plan for service delivery (http://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1.pdf).

• Non-Regulatory Guidance: Education of Migrant Children under Title I, Part C of the Elementary and Secondary Education Act of 1965 (specifically Chapter IV – Comprehensive Needs Assessment and Service Delivery Plan) (http://www.ed.gov/programs/mep/mepguidance2010.doc).

While a summary of the requirements is provided in this section, it is important to read the relevant sections of the referenced documents fully, especially to clarify questions regarding program requirements.

B.1 Legal Requirements

The Elementary and Secondary Education Act (ESEA), the statute that authorizes the MEP in Title I, Part C, requires states to conduct a Comprehensive Needs Assessment (CNA). The ESEA requires that a state that receives funds to ensure that both the state and “its local operating http://www2.ed.gov/policy/elsec/leg/esea02/pg8.html#sec1306 http://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1.pdf http://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1.pdf http://www.ed.gov/programs/mep/mepguidance2010.doc

B-2 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of agencies address the special educational needs of migratory children in accordance with a plan that”, in part, (ESEA, Section 1306):

• Provides that migratory children will have an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are expected to meet (a)(1)(C)

State applications for funds will include (ESEA, Section 1304):

• A description the state’s priorities for using funds and how those priorities connect with the needs assessment (b)(4)

• How the state will determine the amounts to be awarded to local operating agencies as subgrants (b)(5)

In addition, program regulations in 34 C.F.R. 200.83 state that a needs assessment (which is to be included in a state comprehensive plan) must:

• Identify and assess “the unique educational needs of migratory children that result from the children’s migratory lifestyle” and other needs that must be met in order for migratory children to participate effectively in school (a)(2)(i, ii)

• Be current (a) (defined in policy guidance as not more than three years old (Guidance, p.

60, “IV. Comprehensive Needs Assessment and Service Delivery Plan,” “A.

Comprehensive Needs Assessment,” “How often must an SEA and local operating agency conduct a needs assessment?”)

The Guidance explains that an assessment plan should:

• Guide the overall design of the MEP on a statewide basis (p. 55, “IV.

Comprehensive Needs Assessment and Service Delivery Plan”)

• Help local operating agencies and SEAs prioritize needs of migrant children (p.

55, “IV. Comprehensive Needs Assessment and Service Delivery Plan”)

• Provide the basis for the SEA to subgrant MEP funds (p. 134, “XI. State Administration,” “B. Subgranting,” “B10. How does the SEA take into account the needs of migrant children in determining the amount of the subgrant?”)

B.2 What is a Comprehensive Needs Assessment?

The Guidance states that a “needs assessment” is a systematic assessment and decision-making process that progresses through a defined series of phases to determine needs, examine their nature and causes, and set priorities for future action. (p. 56, “IV. Comprehensive Needs Assessment and Service Delivery Plan,” “A. Comprehensive Needs Assessment,” “A2. What is a ‘needs assessment’?”)

B-3 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of

A needs assessment, according to the Guidance:

• Focuses on the ends (e.g., outcomes) to be achieved, rather than the means (e.g., process). For example, reading achievement is an outcome, whereas reading instruction is a means toward that end.

• Gathers data by means of established procedures and methods that are thoughtfully selected to fit the purposes and context of the needs assessment.

• Sets priorities and determines criteria for solutions so that planners and managers can make sound decisions.

• Sets criteria for determining how best to allocate available money, people, facilities, and other resources.

• Leads to action that will improve programs, services, organizational structure and operations, or a combination of these elements (2010, p. 56).

The Guidance goes on to state that a needs assessment is “comprehensive” as long as it:

• Includes both needs identification and the assessment of potential solutions

• Addresses all relevant performance targets established for migrant children (e.g., proficiency in reading, proficiency in math, graduation from high school, reduction of the dropout rate, and any other program goals set for migrant children by the state, including school readiness)

• Identifies the needs of migrant children at a level that is useful for program design purposes

• Collects data from appropriate target groups (e.g., students, parents, teachers, etc.)

• Examines data disaggregated by key subgroups

• Is conducted on a statewide basis (2010, pp. 56–57)

B.3 Migrant Education Program Priority and Goal Areas

B.3.1 Goal Areas

Based on work with the migrant education community to identify minimum goals for the MEP, regulations published at 34 C.F.R. 200.83(a)(2) require all SEAs that receive MEP funds to have a state plan (based on its comprehensive needs assessment) that, at a minimum, has performance targets established by the state has established for all children in:

(1) reading achievement

(2) math achievement

(3) high school graduation

(4) school dropouts

(5) school readiness, if established by the state

B-4 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of

(6) any other performance targets the state has established for migrant children

When implementing their migrant programs, SEAs must pay particular attention to those migrant students who have priority for services. The needs of priority children in these six areas should be paramount.

B.3.2 Government Performance and Results Act Indicators

The Government Performance and Results Act (GPRA) of 1993 requires all Federal agencies to establish goals, measures, and targets. The purpose of GPRA is to enhance the effectiveness, efficiency, and accountability of Federal programs. GPRA directs agencies to focus management efforts on results. Each year, Federal programs ask their grantees for data to establish progress against GPRA indicators.

OME proposes the following four GPRA measures for which MEPs must report data:

(1) Percentage of MEP students that scored at or above proficient on their state's annual Reading/Language Arts assessments in grades 3-8 and high school

(2) Percentage of MEP students that scored at or above proficient on their state's annual Mathematics assessments in grades 3-8 and high school

(3) Percentage of MEP students who were enrolled in grades 7-12, and graduated or were promoted to the next grade level

(4) Percentage of MEP students who entered 11th grade and received full credit for Algebra I, or who were enrolled in a non-remedial Math course for which Algebra I was a prerequisite

This information reflects critical priorities of the Federal MEP and should be considered when determining gaps in performance of migrant students.

B.3.3 Priority for Service Students

Section 1304(d) of the ESEA established a Priority for Service (PFS) requirement. In accordance with this requirement, MEPs must give Priority for Service (PFS) to migrant children:

• Who are failing or are most at risk of failing to meet the state’s content and performance standards

• Whose education has been interrupted during the regular school year

SEAs must define the types of situations that constitute educational interruption as a result of the migrant lifestyle and communicate these to local operating agencies (LOAs). The MEP must

B-5 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of target services for these students and demonstrate that they are improving in their performance. For this reason, the CNA must address the specific needs of PFS students, especially in the six goal areas.

B.4 Serving Preschool Migratory Children

• Section 1304(c)(4) in the ESEA requires that states, in carrying out their programs and projects, address the unmet needs of preschool migratory children.

B.5 Resources and Tools in Appendix B

Appendix B.1 Checklist of Requirements for the Comprehensive Needs Assessment i U.S. Department of Education (2010). Guidance: Education of migratory children under Title I, Part C of the Elementary and Secondary Education Act of 1965. Office of Elementary and Secondary Education. Retrieved from www2.ed.gov/programs/mep/mepguidance2010.doc.

B-1-1 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of Statutes, Regulations, and Guidance Related to the Comprehensive Needs Assessment

The following checklist is based on the Elementary and Secondary Education Act (ESEA; Title I, Part C, Section 1306); the Code of Federal Regulations, and the 2010 Non-Regulatory Guidance:

Education of Migrant Children Under Title I, Part C of the Elementary and Secondary Education Act of 1965. This checklist can serve as a quick reference guide to help determine if your CNA meets the Federal requirements.

The CNA meets legal requirements by:

Providing migratory children with an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are expected to meet

Including a description of the connection of the state’s use of funds to the needs assessment

Identifying and assessing the unique educational needs of migratory children that result from the children’s lifestyle and other needs in order for migratory children to participate effectively in school

The CNA:

Focuses on the ends to be achieved and not the means to achieve them Gathers data through established procedures and methods that are thoughtfully selected to fit the purposes and context Sets Priorities and determines criteria for outcomes to help planners and managers make sound decisions Leads to action that will improve programs, services, organizational structure, and operations Is conducted every three years

The CNA is comprehensive because it:

Identifies needs and assesses potential solutions Examines all relevant performance targets established for migratory children Identifies the needs of migratory children at a level that is useful for program design Collects data from appropriate target groups, such as students, parents, and teachers Examines data disaggregated by key subgroups Is conducted on a statewide basis

The CNA provides information for the state plan that is based on performance targets for:

Reading achievement

B-1-2 Comprehensive Needs Assessment Toolkit: Step 1-Preliminary Work: Overview of Statutes, Regulations, and Guidance Related to the Comprehensive Needs Assessment

Math achievement High school graduation Dropout prevention School readiness (if adopted by the SEA) Any other performance target the state has identified for migrant children

The CNA establishes progress on GPRA indicators by including federal MEP measures, including:

The percent of students eligible for MEP…