1. GCEL Conference February 2016
Comprehensive Needs Assessment (CNA) Title I, Part C Education of Migratory Children
GCEL Conference
February 2016

2. Objectives
Participants will learn about the Title I, Part C State Comprehensive Needs Assessment (CNA) and the progress of current updates
Participants will learn strategies to easily and successfully implement a district level CNA.

3. State Assessments Local Benchmarks GKIDS Retention concerns (K-12)
Migrant Graduation Rate
CNAs/PACs
Parent, Student, and Staff Surveys
GKIDS
Local Benchmarks
OSY/Drop Out Students
Retention concerns (K-12)
State Assessments
Preschoolers
Language
Mobility

4. The purpose of the MEP in Georgia (and the United States) is to ensure that migratory children fully benefit from the same free public education provided to all children and that the unmet education-related needs resulting from their migratory lifestyle are met.

5. Legal Authority Comprehensive Needs Assessment
Statue: Elementary and Secondary Education Act ESEA) of 1965: Title I, Part C, Sections 1304(b) and 1306(a) 2015 Every Student Succeeds Act (ESSA)
Code of Federal Regulation: 34 CFR (b)
Guidance: MEP Guidance, October 2010, Pages 55-64
Comprehensive Needs Assessment

6. Title I Part C Continuous Improvement Cycle

7. State Comprehensive Needs Assessment (CNA)
State Goals and Progress ( )
Students, preschoolers, and youth making progress within Implementation Plans (IP)
Gaps remain on state and local assessments when compared to non-migratory groups

8. State Comprehensive Needs Assessment (CNA)
State Update Process:
CNA stakeholders feedback (migrant staff, GaDOE staff, teachers, parents, community partners, etc.)
Data collection (state performance data, project plans, surveys, etc.)
Identification of current academic performance gaps
Concern statements
Goals development
CNA/SDP draft development

9. Gather and Analyze Data
Methodology I
Explore “What Is” II
Gather and Analyze Data
III
Make Decisions
9/21/2018

10. Performance Data Review
Milestones
GKIDS
CRCT
Writing Assessments
EOCT
GHSGT
MEP Implementation Plan Progress

11. State Comprehensive Needs Assessment (CNA)
Proposed gaps, concerns, and goals

12. Who is responsible for the local CNA?
Can the MEP funded staff assist?
But it should not be the responsibility of the migrant staff alone.
The CNA is a Federal requirement!

13. Parents CNAs are more than about just presenting information
Or having a group of professionals agreeing on anything...
Stakeholders.... Information gathering is about a dialogue to identify the unique academic needs of MEP children and youth.
And is not just having a group of professionals agreeing on anything...

14. Why assess needs? What do YOU think?
Turn to a neighbor and give them one good reason.
You each have minute!

15. Comprehensive Needs Assessment (CNA) District Process
Collect and Review Data
Identify Gaps
Identify Needs
Set Goals, Design Services
Measure Progress
Annual District Evaluation
Aligned within the Framework of the State Service Delivery (SDP)

16. Why the need for a CNA?
Provides direction for programs, projects, and activities
Allows staff to determine priorities and allocate resources
Creates cohesions through the alignment of goals, strategies, professional development, and desired outcomes
Enables benchmarking and monitoring of implementation and impact
Assists with continuous improvement activities

17. Perfect CNA Model?
There is no single model or protocol for a needs assessment; the exact components will depend on a school or district's specific context, human and fiscal resources, and needs.
Use the LEA Annual Program Evaluation and CNA Report Template found on the MEP website:

18. Completing the CNA Small Districts Large Districts
Process is the same regardless of size and number of migratory participants residing in the district.

19. The assessment of needs is the first step in planning services.
In the real world, there is never enough money to meet all needs.
CNA is conducted to help identify and select the the most at-risk student/group and the right programs to meet their needs. 19

20. Forming the CNA TEAM
Local Education Agency – (Administrators & Personnel)
Writing Teacher
Math Teacher
Reading/English Teacher
Preschool Teacher/Administrator
ESOL Teacher
MEP Recruiter
MEP Resource Specialist
School Social Worker
School Psychologist
Title I Administrator
Community Health Representative
High School/Middle School Guidance Counselor
School Principal
Migrant Parent
Migrant Student

21. CNA Timeline Complete CNA in the spring
.....And CNA conducted in the middle of the summer or right before new school year starting….is NOT really a CNA!

22. Role of the CNA Committee
A Needs Assessment Committee is a group of key stakeholders, decision makers, policymakers, and content experts who represent the organizations and individuals that are necessary to ensure commitment to the needs assessment process and implementation of the results.
The active use of a Needs Assessment Committee is one important method of obtaining expert advice and gaining commitment for both the process and the execution of the results.

23. MEP Participant Category Final FY15 MEP Allocation
CNA
The district’s MEP CNA is used as the foundation for all service delivery plans.
Allocation
District
MEP Participant Category
Final FY15 MEP Allocation
XYZ
3- Preschool
$1,498.00
9- K-12
$16,325.00
7- Out-of-School Youth
$2,621.00
TOTAL ALLOCATION
$20,444.00

24. Conducting the CNA Select an individual to lead the local CNA process;
Conduct a migrant CNA meeting (can be part of another CNA meeting as long as migratory children’s needs are addresses separately);
Invite the stakeholders;
Collect relevant data on migratory student performance:
Progress within MEP funded services
Local assessments; benchmarks
State assessments

25. What to do with the data during the CNA?
Identifying Gaps
How are migrant students performing compared to non-migrant students?
How are migrant priority for services (PFS) students performing compared to migrant non-PFS students?

26. What to do with the data during the CNA?
Prioritize the needs of migrant students in the system (don’t feel as though you must address every need identified – you should address the most important for your district).
Make program-planning decisions based on “gap” information, always checking priorities against the state’s SDP.
Develop budgets and coordinate services based on needs.

27. Do Your Local CNA Results…
Align with the Georgia MEP State Goals?
Writing
Math
School Readiness
Out of School Youth Services
Reading
Professional Development

28. TIPs for CNAs Engagement Face-to-face At a local stakeholders meeting
Surveys-paper/online
Group CNA
Focus groups
At home

29. Title I Part C Continuous Improvement Cycle
CNA Profile Form Submission
State monitors the local CNA and uses projected needs to support program implementation and project plans
Different from the CNA template and the CNA meeting

30. Summary State Assessments Local Benchmarks GKIDS
Migrant Graduation Rate
CNAs/PACs
Parent, Student, and Staff Surveys
GKIDS
Local Benchmarks
OSY/Drop Out Students
Retention concerns (K-12)
State Assessments
Preschoolers
Language
Mobility

31. Resources Documents on the MEP Website:
LEA Annual Program Evaluation and CNA Report Template
State CNA and Service Delivery Plan
Information.aspx

32. Questions?
Contact Information:
John Wight;
Omar Lopez-Nunez;
Margarita Munoz;
Israel Cortez;