1. Migrant Education Comprehensive Needs Assessment
Overview
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2. Pilot Cooperative effort: U.S. Department of Migrant Education
Five Federal Comprehensive Centers
Four states
Arizona
Texas
Michigan
Pennsylvania
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3. Purpose
Establish a functional process to conduct a comprehensive needs assessment for Migrant Education Programs to assist with Service Delivery Plans
Provide an electronic Implementation Guide that will allow states not in the pilot to use this same process
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4. 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)
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5. Benefits of Comprehensive Needs Assessment
Review of statewide program
Creates readiness for change
Develops critical areas for program focus
Establishes a rational process for decision making

6. 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 children
How 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
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7. Program Requirements
Program regulations (Section ) and policy guidance states that needs assessment:
Must be current
Must 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 available
Guide the development of service delivery plans
Establish statewide priorities for local procedures
Provide a basis for allocation of funds
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8. Supplemental in Nature
LEA Migrant Program
Supplemental in Nature
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9. Goal Areas from NCLB School Readiness Proficiency in Math
Proficiency in Reading
High School Graduation
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10. Comprehensive Needs Assessment (CNA)
Gap Analysis
Continuous Improvement Cycle
Data-Based Decision Making
Broad-Based Involvement

11. 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)
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12. 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-large
NEEDS ASSESSMENT – systematic approach that progresses through a defined series of phases
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13. Key Terms (continued) COMPREHENSIVE –the extensiveness required by law
CONCERN STATEMENT– a Level 1 statement expressing concerns related to the quality of migrant student education
NEED INDICATOR –measurable evidence related to a Concern Statement that demonstrates that an area of concern exists
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14. Roles State 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 SDE
Conducts specified in-depth work, particularly in data collection/analysis, in conjunction with SDE
Advisement and guidance in process
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15. Three Phase Process Phase I: Explore “what is”
Phase II: Gather and analyze data
Phase III: Make decisions
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16. Preparation Prepare Management Plan for CNA Work
Select Committee and Goal/Data Team members
Develop Initial Migrant Student Profile using available data

17. Phase I Finalize Migrant Student Profile
by gathering community input and including additional data
Finalize Concern Statements
Determine Measurable Need Indicators
Identify Data Sources
Decide Preliminary Priorities
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18. Migrant Student Profile
Starting Point
Comprehensive understanding of migrant student characteristics
Picture of population patterns
Student and family measures

19. Phase II Develop Data Collection & Analysis Plan
Gather Data to Define Needs
Analyze Needs
Write and Prioritize Need Statements
Summarize Findings
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20. Phase III Identify Possible Solutions Select Solution Strategies
Propose Action Plan
Final Approval
Prepare Report for USOME
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21. Unique Needs of Migrant Students
Focus on migrant student and family needs (Level I) for first cycle of process
Consider the root causes and “unique” needs of migrant students
Consider cumulative effects
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22. Root Causes Mobility Possible moves from one country to another
Low wages for work
Feelings of isolation from the larger community

23. Seven Areas of Concern Educational Continuity Instructional Time
School Engagement
English Language Development for Literacy in Content Areas
Educational Support in the Home
Health
Access to Services

24. Organization of Needs Assessment
Goal
Area of Concern
Concern Statement
Indicator Data Sources
Indicator Data Sources
Indicator Data Sources
Concern Statement
Indicator Data Sources
Indicator Data Sources

25. Data Sources Surveys Databases District/School Information Migrant
Student Information Systems
Links with other states
District/School Information
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26. Outcomes Process for states to use and improve
Most critical needs for migrant program focus
Change agent for state
Exchange among migrant staff
Improvement of database interfacing and pertinent fields
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Explain “preliminary”