CNA Guidebook

Comprehensive

Needs Assessment

Focusing Statewide Programs on Student Needs

Based on a Pilot Study Sponsored by the

Office of Migrant Education

DRAFT DOCUMENT – For discussion purposes only. Not for distribution.

Table of Contents

Introduction...... 1

Why Conduct a comprehensive needs assessment...... 2-5

comprehensive needs assessment process overview...... 6-9

preliminary work ...... 10-17

initial Migrant student profile ...... 18-19

Three-Phase model ...... 20

Phase I: Explore “what is” ...... 21-35

seven areas of concern...... 25-26

phase II: gather and analyze data ...... 36-43

phase III: Decision making ...... 44-48

additional information...... 49-51

resources ...... 52

1

DRAFT DOCUMENT – For discussion purposes only. Not for distribution.

Introduction

Based on a two-year pilot study involving four states, this guide is designed to assist Migrant Education directors and staff in each state in conducting a Comprehensive Needs Assessment (CNA). It provides a framework for a comprehensive evaluation of needs, one that utilizes a variety of data sources and types to develop an understanding of the key needs of migrant students and their families. With insight into the most crucial needs, program planning and implementation, the CNA process specifically targets those areas most likely to impact the educational success of migrant students. Not only does this analysis of needs provide a solid foundation for the future directions of programs, but it also offers evidence for the effectiveness of the program and subsequent expenditures of funds. The process, based on the principle of continuous improvement, is an on-going one, which is comprehensive in its fundamental nature.

The following CNA process can be adapted to the resources and structures available in specific state settings. There is a great deal of flexibility in the details of the process, although outcomes should all provide the data and understanding to guide the development and implementation of solutions. It is expected that the process will improve and evolve over time to generate a clear and purposeful Migrant Education Program.

Why Conduct a Comprehensive Needs Assessment?

What do migrant children need to succeed?

This question is the starting point of our investigation and a comprehensive needs assessment is the tool we’ll use to answer it.

Comprehensive Needs Assessment (CNA) is a process that will help each state identify the needs of migrant students and their families. In order to be truly comprehensive the CNA process will look beyond simply reporting the numbers of students proficient by subject, or a single survey, to include a variety of data that will help ascertain what migrant children need in order tohave a successful educational experience. The information, including facts (outcome, demographic, and program data) and opinions (perception data), derived from the CNA will guide programming and policy decisions. The process is participatory and ensures statewide involvement in its solutions. Since populations that seem quite similar demographically often perceive their needs as being very different from each other, this process will ensure that unique needs are identified.

Benefits of Conducting a Comprehensive Needs Assessment
  • The process will encourage a thorough review of the entire statewide Migrant Education Program.
  • The process engages Migrant Education Program (MEP) staff, parents and community members and creates readiness for change by establishing this broad-based involvement to shape the program.
  • Developing critical areas of focus for the program ensures that programming efforts are directed at the most needed and most effective services for migrant students.
  • A needs assessment completed within the particular conditions and settings of a specific state, leads to actions responsive to the groups within the state.
  • The CNA process will provide a rational decision-making process for determining how funds are allocated. (The CNA will identify the areas of critical need, both for “priority” students and within goal areas, making it easier to sub-allocate funds properly.)

The CNA is a decision-making tool for state migrant policy and district programs. It benefits not only SEA administrators, but also district staff who will be able to target services more closely to the needs of migrant clients. Most importantly, it directly benefits migrant students and their families. Its focus is that of policy and programs, not individual diagnosis; however, a well-conducted CNA can lead to solutions that will directly benefit individual needs.

Legal Requirements
No Child Left Behind (NCLB): The statute that authorizes Migrant Education requires that a Comprehensive Needs Assessment be conducted. Legislation in NCLB requires that States describe:
  • a comprehensive plan for needs assessment and service delivery that identifies the special educational [unique] 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.

Title I, Part C, sec 1304 & 1306: Program regulations (sec. 200.83) and policy guidance issued by the Office of Migrant Education (OME) state that a needs assessment:

  • must be current;
  • must identify the “special educational needs” of migratory children, which include the unique educational needs that must be met in order for migratory children to participate effectively in school and other needs that must be met in order for migratory children to participate in school;
  • use the best information available;
  • guide the development of each State’s Migrant Education Plan (MEP) service delivery plan to meet the identified needs of migrant children;
  • establish statewide priorities for local procedures; and
  • provide the basis for the allocation of funds.

The statute also states that, “all children are expected to meet…measurable program goals and outcomes” Sec. 1306 (C)(D). More and more programs will be required to report not only the needs of the children and families being served, but report on the measurable results of that States’ efforts. The CNA will assist the MEP by using data to measure needs, set measurable goals (initially to be able to identify the “gaps”), and prepare the program to evaluate the on-going results of the intervention strategies.

The final CNA report provides an action plan with suggested strategies and interventions that aim to close the gaps between where the migrant students are now and the goals the Needs Assessment Committee believes can be achieved. This action plan drives the programming offered in the Comprehensive State Plan, and that state plan must be evaluated for its effectiveness annually.

Whatever the process utilized, a valid CNA is one that lays the groundwork for designing a data-based program or needs based program of service, sets measurable goals, criteria for training personnel, and selects scientifically-based research solutions to address complex problems of migrant students. An invalid CNA is one that merely provides a process for confirming an existing program.

Needs Assessment in a Continuous Improvement Cycle


Data-Based Decision Making

Using data to make decisions helps determine the viable priorities for programs and evaluates the solutions. It provides evidence to support choices in state funding expenditures and how district staff are expected to focus their efforts. Strategic state planning cannot be completed without the use of data. Data collected during the CNA process provides information about statewide issues, while identifying specific needs.

Data collection is based on:

  • the characteristics of the target and respondent groups,
  • the need for different types of information,
  • resources, such as time, personnel, cost and other constraints,
  • the size of the system,
  • the degree of interaction desired,
  • availability, and
  • criticality.

If little data on migrant programs and students is available at the state level when the CNA process begins, one strategy may be the establishment of a database and the identification of fields that will yield critical information. Strategic focus groups or surveys with teachers, students, parents, district/school staff, and administrators may assist in determining what information will be helpful and how to obtain it.

If data are scattered throughout state education department divisions or program offices, mechanisms that allow the merging of databases may require early attention, as well as work with district staff to determine methods of data collection. A review of existing data will sometimes yield more information than is initially thought to be available and also provides clues to formats that will be helpful.

Relationship of the CNA to Other Programs and Requirements

The Migrant Education Program (MEP) is supplemental in nature and should not replace the general education program or other Title programs. The MEP is additive, that is, it adds to the services of the general education program and to other Title programs, targeting the unique and special educational needs of migrant students. It should not duplicate or supplant the services that other programs are designed to deliver.

Other Requirements

Legislation requires a comprehensive needs assessment, a Comprehensive State Plan, the State Service Delivery Plan and a program evaluation. The CNA should guide the focus of the MEP as it contributes to the Comprehensive State Plan, determining program priorities and types stated in the State Service Delivery Plan. It should be interwoven with program evaluation and monitoring.

CNA Process Overview

What is a Need?

A “Need” is the gap between a current condition or present state (what is) and a desired, future, or end state (what should be). The need is neither the current condition nor the desired state; it is the distance or gap between them. As a verb, need points to what is required to fill the discrepancy. A need is derived from examining the present state and comparing it to a vision for a future state, which represents an improved condition.

An example from the goal area of School Readiness might be:

Current Results / Desired Results / Need
50% of migrant students can currently name the letters of the alphabet upon entry into kindergarten. / Upon entry into kindergarten, 100% of migrant students will be able to name the letters of the alphabet. / An additional 50% of migrant students must learn to name the letters of the alphabet prior to entering kindergarten.

What is a Needs Assessment?

In general terms, a “Needs Assessment” is a systematic set of procedures that is used to determine needs, examine their nature and causes, and set program priorities for future action. It is concerned with policy and programs, offering a useful and rational approach to identifying specific areas of need, discovering factors contributing to the perpetuation of the needs, and devising criteria for plans to meet the needs.

Specifically, the No Child Left Behind statute requires a comprehensive plan for needs assessment and service delivery, determining the allocation of money, people, facilities, and other resources. Section 200.83 of migrant program regulations require identification of the “special educational needs” of migratory children. These needs include:

(1)the unique educational needs that result from the children’s migratory lifestyle, and

(2)other needs that must be met in order for migratory children to participate effectively in school.

The needs assessment must use the best information available to guide the development of the state’s MEP service delivery plan to meet the identified special needs of migrant children and establish statewide priorities for local procedures.

Priority-for-Service Students

In determining the primary recipients of the CNA, Priority-for-Service students should receive primary consideration. This includes students who: (a) are failing or at risk of failing and (b) have an interrupted school year.

Foundations for Comprehensive Needs Assessment

Goal Areas

At the direction of the OME, the Comprehensive Needs Assessment is conducted within the four major goal areas of each state’s migrant education program. These areas are:

  • School Readiness
  • Reading Achievement
  • Mathematics Achievement
  • Graduation from High School

Target Groups

Needs assessments are focused on particular target groups within a system. There are three potential levels of focus including:

Level 1 – those who are receiving the service – in this case, migrant students and their families

Level 2 – those providing the service and setting policy –

teachers, administrators, migrant education staff

Level 3 – the system that structures the resources and solutions to problems

In order to best meet the needs of those for whom the system exists (service receivers), the needs assessment is initially conducted to determine and meet the needs of students and their families. Subsequently, other parts of the system must also be taken into account within the context of the needs of the students and the solutions that are considered.

The CNA conducted here will initially focus on the Level 1 target group. Levels 2 and 3 will be addressed in future cycles.

This Level 1 focus and the sequential, yet repetitive, nature of the CNA process requires participants to make a paradigm shift. Participants will need to shift from beginning with system change and then measuring the effect on students to beginning with student needs and then, once they are determined, moving to select Level 2 and 3 solutions that address those CNA findings about student’s needs.

One additional element that requires participants to think differently is the concept of continuous improvement. Once the initial needs are identified, there is a continuous process of redefining those needs, seeking solutions and reassessing.

Definition of Key Terms

“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.

Desired Results [1] / Need / Current results
(What should be) / (Gap) / (What is)
100% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. / 70% of third grade migrant children must learn to use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. / 30% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize.

“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 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 concerns 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).

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.

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.

Needs assessment sets priorities and determines criteria for solutions so that planners and managers can make sound decisions.

Needs assessment sets criteria for determining how best to allocate available money, people, facilities, and other resources.

Needs assessment leads to actions that improve programs, services, organizational structure and operations, or a combination of these elements.

A "Comprehensive"needs assessment:

  • includes both needs identification and the assessment of potential solutions;
  • addresses all relevant goals established for migrant children (i.e., school readiness, proficiency in reading, proficiency in mathematics, graduation from high school, and any other program goal set for migrant children by the State);
  • identifies the needs of migrant children at a level useful for program design purposes;
  • collects data from appropriate target groups (i.e., students, parents, teachers, etc.);
  • examines need data disaggregated by key subgroups; and
  • is conducted on a statewide basis.

An "Area of Concern" (e.g., school engagement) 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.


Preliminary Steps