migrant education comprehensive needs assessment overview
TRANSCRIPT
Migrant Education Comprehensive Needs Assessment
Overview
Pilot
Cooperative effort:U.S. Department of Migrant EducationFive Federal Comprehensive CentersFour states– Arizona– Texas– Michigan– Pennsylvania
Purpose
Establish a functional process to conduct a comprehensive needs assessment for Migrant Education Programs to assist with Service Delivery PlansProvide an electronic Implementation Guide that will allow states not in the pilot to use this same process
Theoretical Basis
Based on the work of Altschuld and Witkin:Planning and Conducting Needs Assessments: A Practical Guide (1995)From Needs Assessment to Action: Transforming Needs into Solution Strategies (2000)
Benefits of Comprehensive Needs Assessment
Review of statewide programCreates readiness for changeDevelops critical areas for program focusEstablishes a rational process for decision making
Legal Requirements
NCLB (Section 1304 – 1306) requires states to submit applications that describe:A comprehensive plan for needs assessment and service delivery that identifies the special educational needs of migrant childrenHow the state’s priorities for the use of funds relate to the state’s need assessment How the state will award subgrants to reflect the results of the comprehensive needs assessment
Program Requirements
Program regulations (Section 200.83) and policy guidance states that needs assessment:Must be currentMust identify the “special educational needs” of migratory children related to– Migratory lifestyle– Other needs so that children can have effective participation in school
Use the best information availableGuide the development of service delivery plansEstablish statewide priorities for local proceduresProvide a basis for allocation of funds
LEA Migrant Program
Supplemental in Nature
Goal Areas from NCLB
School Readiness
Proficiency in Math
Proficiency in Reading
High School Graduation
Comprehensive Needs Assessment(CNA)
Gap AnalysisContinuous Improvement CycleData-Based Decision MakingBroad-Based Involvement
Levels of Needs
Level I: Service receiver needs (Migrant students & their families)
Level II: Service provider & policy maker needs (School staff & migrant liaisons, administrators, community services staff)Level III: System needs
(resources/ procedures/retrieval systems /transportation/supplies/delivery systems)
Needs Assessment Key Terms
NEED – gap or discrepancy between the present state (what is) and
a desired state (what should be)TARGET GROUP – students, parents, teachers, administrators, and community-at-largeNEEDS ASSESSMENT – systematic approach that progresses through a defined series of phases
Key Terms (continued)
COMPREHENSIVE –the extensiveness required by lawCONCERN STATEMENT– a Level 1 statement expressing concerns related to the quality of migrant student educationNEED INDICATOR –measurable evidence related to a Concern Statement that demonstrates that an area of concern exists
RolesState Migrant Education Program
State Department of Education
Student Information Systems Staff
CNA Committee
Contractor
Comprehensive Center Staff
Provide leadership, CNA management plans, finalize needs assessment program, service delivery plan
Provide support to project; ensure state requirements are fulfilled
Offer guidance and provide data to working teams and possibly a contractor
Recommendation-making body that guides the process and makes final recommendations to SDEConducts specified in-depth work, particularly in data collection/analysis, in conjunction with SDE
Advisement and guidance in process
Three Phase Process
Phase I: Explore “what is”
Phase II: Gather and analyze data
Phase III: Make decisions
Preparation
Prepare Management Plan for CNA WorkSelect Committee and Goal/Data Team membersDevelop Initial Migrant Student Profile using available data
Phase I
Finalize Migrant Student Profile by gathering community input and including additional dataFinalize Concern StatementsDetermine Measurable Need Indicators Identify Data Sources Decide Preliminary Priorities
Migrant Student Profile
Starting PointComprehensive understanding of migrant student characteristicsPicture of population patternsStudent and family measures
Phase II
Develop Data Collection & Analysis Plan Gather Data to Define NeedsAnalyze Needs Write and Prioritize Need StatementsSummarize Findings
Phase III
Identify Possible SolutionsSelect Solution StrategiesPropose Action Plan Final Approval Prepare Report for USOME
Unique Needs of Migrant Students
Focus on migrant student and family needs (Level I) for first cycle of processConsider the root causes and “unique” needs of migrant studentsConsider cumulative effects
Root Causes
MobilityPossible moves from one country to anotherLow wages for workFeelings of isolation from the larger community
Seven Areas of Concern
Educational ContinuityInstructional Time School EngagementEnglish Language Development for Literacy in Content AreasEducational Support in the HomeHealthAccess to Services
Goal
Area of Concern
Concern Statement
Concern Statement
Indicator 1 Data Sources Indicator 2 Data Sources
Indicator 3 Data Sources
Indicator 1 Data Sources
Indicator 2 Data Sources
Organization of Needs Assessment
Data Sources
SurveysDatabases– Migrant– Student Information Systems– Links with other states
District/School Information
Outcomes
Process for states to use and improveMost critical needs for migrant program focusChange agent for stateExchange among migrant staffImprovement of database interfacing and pertinent fields