Office of Migrant Education:Comprehensive Needs Assessment Pilot

Arizona Component

Pilot Overview

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 PlanProvide an “end product” 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)

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 Supplemental Program

Pyramid Demonstration

Tasks for Today

Overview of Comprehensive Needs Assessment Pilot and ProcessPresent Working Group Outputs: – Migrant Student Profile– Areas of Concern

• Factors• Need Indicators• Data Sources

Determine Preliminary Priorities

Levels of Needs

Level I: Service receiver needs (Migrant students & families)

Level II: Service provider & policy maker needs (School staff & migrant liaison; 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 lawAREA OF CONCERN – general area of needFACTOR – variable or issue that is associated with academic achievementINDICATOR – provides measurable evidence related to a factor that shows an area of concern exists

Roles

ADE Department of Migrant EducationADEADE Data StaffAZ Steering CommitteeContractorComprehensive Center Staff

Provide leadership, CNA management plans, finalize needs assessment program, service delivery planProvide support to project; ensure state requirements are fulfilledOffer guidance and provide data to Contractor and working groupRecommendation-making body: final recommendations to AZSDEConduct in-depth work, particularly in data work, in conjunction with AZSDEAdvisement and guidance in process

Three Phase Process

Phase I: Explore “what is”

Phase II: Gather and analyze data

Phase III: Make decisions

Phase I

Prepare Management Plan for Work (completed: ADE)Identify Areas of Concern (completed: Working Group)Determine Measurable Indicators (completed: Working Group)Identify Data Sources (completed: Working Group)Decide Preliminary Priorities (Steering Committee)

Phase II

Develop Data Collection & Analysis Plan (partially completed: ADE)Gather Data to Define Needs (RMC & ADE staff)Analyze Needs (RMC & ADE staff)Identify & Analyze Causes (RMC & ADE staff)Summarize Findings (RMC & ADE)

Phase III

Set Program Priority Needs (Steering Committee)Identify Possible Solutions (Steering Committee)Select Solution Strategies (Steering Committee)Propose Action Plan (Steering Committee)Final Approval (ADE)Prepare Report for USOME (ADE & RMC)

Unique Needs of Migrant Students

Focus on migrant student and family needs (Level I) Activity: Look at general needs of struggling students and add the “unique” migrant needDefine “unique” or “special educational” needs

“Unique” Needs of Migrant StudentsGeneral Student:

English Language AcquisitionInstructional QualityCorrect placement Grade level progressHealth servicesParent/family involvementKnowledge of school system & student rights

Migrant Student:?

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Goal Areas from NCLB

School Readiness

Proficiency in Math & Reading

Graduation

Plus:Migrant Student Profile

Goal

Area of Concern

Factor A

Factor B

Indicator 1 Data Sources Indicator 2 Data Sources 

Indicator 3 Data Sources

Indicator 1 Data Sources

Indicator 2 Data Sources

Organization Structure of Needs Assessment

Goal: Graduation

Area of Concern: High School Completion

English Language Proficiency

Attendance

1.Percent of orally 1. State students proficient students assessment

 2. Percent of 2. State Students proficient assessmentIn reading

1. Number of 1. Attendance ratesstudents monitored for absences

2. Percent of parents 2. District/schoolcontacted regarding dataexcessive absences

Example of Needs Assessment Work

Data Sources

Surveys– 2002 Migrant Questionnaire– Additional surveys

Databases– COEStar– SAIS– Link with California

District Information

Steps in Setting Preliminary Priorities

Focus on Level I NeedsConsider the “Unique” Needs of Migrant Students & their FamiliesForm Four Groups - One for each Goal Area & for the Student ProfileSet the Preliminary Priorities by Area of ConcernSet the Preliminary Priorities by FactorSet the Preliminary Priorities by Need Indicator