1. Module 6: Program Planning – Comprehensive Needs Assessment
New Directors’ Orientation Tutorial

2. Table of Contents Section Slide # Getting Started 3 What is Required 9
Continuous Program Improvement Cycle 18
Setting the Context for the Comprehensive Needs Assessment 22
Conducting the Comprehensive Needs Assessment 32
Wrapping Up 67

3. Getting Started In This Section Tutorial Objectives
How to Use the Tutorial
Icons to Guide You
Key Readings and Resources

4. Tutorial Objectives Module 6 will enable new state directors to
understand the legislative and regulatory requirements for the Comprehensive Needs Assessment (CNA);
understand how the CNA lays the foundation for the Service Delivery Plan (SDP) in a cycle of continuous program improvement;
implement a process for developing the CNA recommended by the Office of Migrant Education (OME);
identify appropriate role and interest groups to jointly plan the CNA;
review their current CNA, and determine when and how to improve the next CNA; and
create an action plan for developing a CNA for their state.

5. How to Use the Tutorial
For optimal benefit from the tutorial, you should
allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets;
read each slide as well as the information referenced in the slides;
engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.);

6. How to Use the Tutorial
For optimal benefit from the tutorial, you should (continued)
pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.);
complete the “Pop Quiz!” slides to reinforce key concepts;
review your state’s MEP documents and reports as directed;
develop an action plan using the worksheets provided;
add actionable items to your MEP planning calendar (See QRRS ); and
contact your OME Program Officer for follow-up questions.

7. Icons to Guide You
The following icons will guide you in making the best use of this tutorial:
What Do You Think?
Check-in
Pop Quiz!
Quick Reference and Reflection Sheet (QRRS)
Action Planning
Calendar Item

8. Key Readings and Resources
You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics.
MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965, Chapter IV
Comprehensive Needs Assessment (CNA) Toolkit developed by the Office of Migrant Education (OME)
Your state CNA and SDP

9. What is Required In This Section
Basic Requirements for Comprehensive State Plan
Required Components of Comprehensive State Plan: Needs Assessment, Service Delivery, and Evaluation

10. Basic Requirements
States must ensure that the state and local operating agencies (LOAs) identify and address the special educational needs of migratory children in accordance with a comprehensive state plan that—
Is integrated with other programs,
May be submitted as part of the consolidated application,
Provides that migratory children will have an opportunity to meet the same challenging state academic content standards as other children,
Specifies measurable program goals and outcomes,
Encompasses the full range of available services,

11. Basic Requirements
Is the product of joint planning among such local, State, and Federal programs, including programs under part A, early childhood programs, and language instruction educational programs under part A or B of Title III, and
Provides for the integration of services with other programs.
Section 1306(a)(1) of the ESEA, as amended

12. Required Components of Comprehensive State Plan
State education agencies (SEAs) must develop and update a written comprehensive state plan based on a current statewide needs assessment that, at a minimum, has:
Performance targets* that the state has adopted for all children in reading and mathematics, high school graduation, and the number of school dropouts, as well as the state’s performance targets, if any, for school readiness;
*If ED has approved a state’s request for a ESEA Flexibility, the updated performance targets are referred to as Annual Measurable Objectives (AMOs).

13. Required Components of Comprehensive State Plan
A needs assessment, which is an identification and assessment of—
The unique educational needs of migratory children that result from the children’s migratory lifestyle; and
Other needs of migratory students that must be met for migratory children to participate effectively in school;
Measurable program outcomes (covered in Module 7);
Service delivery (covered in Module 7); and
An evaluation plan (covered in Module 8).
NOTE: This plan must be developed in consultation with the State parent advisory council (PAC), or, for SEAs not operating programs for one school year in duration, in consultation with the parents of migratory children. This consultation must be in a format and language that the parents understand.
34 CFR §

14. Pop Quiz!
Instructions: Note whether the following statements related to requirements for the comprehensive state plan are True or False
Statement T F
The comprehensive state plan must be the product of joint planning.
SEAs must base the comprehensive state plan on a statewide needs assessment.
The comprehensive state plan must include performance targets developed only for migrant students.
The needs assessment will identify only the unique educational needs of migrant students that result from their migratory lifestyle.
The comprehensive state plan must be integrated with other programs.

15. Pop Quiz! - Response Numbers 1, 2, and 5 are TRUE.
Number 3 is FALSE – the comprehensive state plan must include the performance targets that the state has adopted for all children; in addition to these, if the state has developed any other performance targets identified for migrant children, it must include these as well.

16. Pop Quiz! - Response
Number 4 is FALSE – the needs assessment must identify and assess not only the unique educational needs of migrant students that result from their migratory lifestyle, but also other needs that must be met for migratory children to participate in school.

17. Comprehensive State Plan
The needs assessment may be incorporated in a single, comprehensive state plan for service delivery, however most grantees have submitted these components as two separate documents: a Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP).
For this reason, OME has developed technical assistance tools that address each component separately.

18. Continuous Program Improvement Cycle
In This Section
Continuous Improvement Cycle
Making Connections in the Planning Process

19. Continuous Improvement Cycle

20. Making Connections in the Planning Process
Program planning is a continuous cycle of needs assessment, planning services, and evaluating implementation and results.
The Comprehensive Needs Assessment (CNA) informs and guides the development of, the Service Delivery Plan (SDP) to ensure that all services target specific needs identified through data collection and analysis. In addition, the SDP must include a plan for how the services will be evaluated.

21. Making Connections in the Planning Process
While the diagram illustrates a cycle, all components are interrelated and can simultaneously influence and can be influenced by one another.
The CNA and SDP should be updated as significant changes occur in the program, needs, and/or demographics of migrant students.
The evaluation will inform the SEA of necessary revisions to the previously assessed needs of migratory children (CNA) and any necessary improvements to the services being delivered (SDP).

22. Setting the Context for the Comprehensive Needs Assessment
In This Section
Purpose of the Comprehensive Needs Assessment
Key Terms

23. Purpose of the Comprehensive Needs Assessment
The CNA:
Guides the overall design of the MEP on a statewide basis,
Identifies the statewide special educational needs of migrant children,
Identifies the gap between the performance of the migrant children and the performance of all children in relation to the state’s performance targets, and
Prioritizes needs for the most effective allocation of resources.

24. Key Terms
A needs assessment is a systematic assessment and decision-making process with a defined series of phases to:
Determine needs,
Examine their nature and causes, and
Set priorities for future action.
MEP Guidance, Chapter IV, A2

25. Key Terms A needs assessment:
Focuses on outcomes to be achieved, rather than the process to achieve desired outcomes;
Gathers data using procedures and methods that fit the purposes and context;
Sets priorities and determines criteria for solutions;
Sets criteria for how to best allocate available money, people, facilities, and other resources; and
Leads to action that will improve programs.
MEP Guidance, Chapter IV, A2

26. Key Terms A needs assessment is comprehensive if it:
Includes both needs identification and assessment of potential solutions,
Addresses all relevant performance targets established for migrant children,
Identifies needs at a level that is useful for program purposes,
Collects data from appropriate target groups (i.e., students, parents, teachers),
Examines data disaggregated by key subgroups, and
Is conducted on a statewide basis.
MEP Guidance, Chapter IV, A3

27. Check-in
To what extent does your state’s CNA meet the criteria for a comprehensive needs assessment?
See QRRS 6.1 – Does My State CNA Meet All the Basic Criteria?

28. Key Terms
For the purposes of the CNA, a need is a discrepancy or gap between the present state (“what is”) and the desired state (“what should be”).
Desired states (“what should be”) might refer to:
State performance targets,
Behaviors or circumstances that facilitate full participation in school (e.g., no school absences), and
Implementation of instruction or educational support (e.g., parents reading to preschool-aged children).

29. Key Terms
Illustration of the gap between “what is” and “what should be”
Current State
Desired State
Need Statement
(What is)
(What should be)
(Gap)
3rd grade migrant students receive only 150 days of instruction in reading per school year due to family mobility.
3rd grade students receive 180 days of instruction in reading per school year.
3rd grade migrant children must obtain 30 days of additional instruction in reading each year.
150 days
180 days
-30 days

30. Sample Need Statements
What Do You Think?
Which of the following do you think is a strong statement of need to guide MEP planning?
Sample Need Statements
Very few preschool-aged migrant children are exposed to picture books or early literacy activities prior to enrollment.
The MEP needs more funding for preschool activities.
Approximately 55% of migrant children who enroll in preschool recognize their letters and numbers; this percentage needs to increase to 95% over the next three years to meet the State Performance Target.

31. What Do You Think? - Reflection
If you selected #3, you probably noted that it was specific, based on data, and measurable. It also shows the discrepancy between “what is” and “what should be.” This was your best option.
#1 is a statement or observation that does not express a specific need or gap. There is no data to support the current state (“what is”) or the desired state (“what should be”).
#2 is a general expression of need that cannot be addressed in an MEP plan.
More information on Need Statements is included in Slide 53 of this module.

32. Conducting the Comprehensive Needs Assessment
In This Section
Five Steps to Conduct the Comprehensive Needs Assessment

33. Five Steps to Conduct the Comprehensive Needs Assessment
Conduct Preliminary Work
Explore What Is
Gather and Analyze Data
Make Decisions
Transition to an SDP
The Comprehensive Needs Assessment Toolkit developed by OME contains additional details on each of the steps.

34. Step 1: Conduct Preliminary Work
The purpose of Step I is to plan an efficient and effective CNA process.
Step 1 activities:
Conceptualize the big picture and identify time and resources needed.
Establish a Needs Assessment Committee (NAC)
Identify expertise to support the work of the NAC
Create a migrant student profile based on existing data
Note: You will want to customize the process for the size of your state’s MEP.

35. Step 1: Conduct Preliminary Work
Conceptualize the big picture
Consider the following questions:
What is the time frame for conducting the CNA?
Who needs to be notified of this initiative?
What resources will be needed?
What staff will be involved? Will you establish a management team or a project leader?

36. Step 1: Conduct Preliminary Work
Consider the following questions (continued):
How will you make the process reflect joint planning?
How many and what types of meetings will you conduct (face-to-face, online, phone consultation)?
How will all data and information be filed during the planning process?
Who will write the CNA report (if there will be a separate written report from the SDP)?

37. Step 1: Conduct Preliminary Work
Establish a Needs Assessment Committee (NAC) Select members representing as many of the following interest groups as possible:
Federal program administrators from the SEA
Representatives from state initiatives in relevant areas (e.g., school readiness, dropout prevention)
Local program coordinators
Migrant recruiters
After school program administrators
Teachers
Parents
Service providers

38. Step 1: Conduct Preliminary Work
Expand the expertise of the NAC
You will want to ensure that you have the best guidance on data collection and analysis, and on identifying research-based services.
Consider including on the NAC:
Program evaluation expert,
A data specialist, and
Content-area experts (e.g., reading/language arts, mathematics).

39. Check-in
Which people representing key interest groups do you need to include on the NAC for your MEP?
See QRRS 6.2 – Key People to Serve on the NAC

40. Step 1: Conduct Preliminary Work
Develop a Migrant Student Profile
The purpose of the Migrant Student Profile is to provide a starting point for the NAC.
Possible items to include:
Information from state migrant databases
Consolidated State Performance Report (CSPR) data and other State performance data
See Step 1.C. in Comprehensive Needs Assessment Toolkit developed by for more information on creating a profile of migratory children.
See QRRS 6.3 – Data for a Migrant Student Profile

41. Step 1: Conduct Preliminary Work
The purpose of the Migrant Student Profile is to provide a starting point for the NAC (continued).
End-of-year and monitoring reports from LOAs
Survey data

42. Step 2: Explore What Is
The purpose of this step is for the NAC to identify concerns for migrant children and youth, which will form the basis for data collection.
Step 2 activities:
Identify Areas of Concern
Develop Concern Statements
Develop Need Indicators

43. Step 2: Explore What Is
A Word on Alignment The CNA process takes a broad area of concern and eventually leads the group to develop a specific and data-based articulation of need. Each step of the process leads to the next.
Area of Concern
Concern Statement
Need Indicator

44. Step 2: Explore What Is Identify Areas of Concern
An Area of Concern is a broad category of challenges a group faces that suggests root causes of the challenges.
OME recommends using the following Seven Areas of Concern as a framework for identifying needs of migrant children and youth in your state. States may use these and/or any others that they feel are relevant.
Seven Areas of Concern:
Educational continuity,
Instructional time,
School engagement,
English language development,
Educational support in the home,
Health, and
Access to services.

45. Step 2: Explore What Is Develop Concern Statements
Concern Statements are clear and consistent interpretations of the preliminary data, which identify particular areas that require special attention for migrant students.
The NAC should develop Concern Statements that:
Are stated concisely,
Reflect a specific goal area or area of concern identified by the NAC,
Are based on possible reasons why migrant students are not doing well in school,
Reflect the preliminary data or expertise of the NAC, and
Be presented in a way that can lead to targeted services and interventions.

46. Sample Concern Statements
Pop Quiz!
Instructions: Determine which of the following are strong Concern Statements.
Check
Sample Concern Statements
We are concerned about educational continuity for migrant students.
We are concerned that migrant high school students are not accruing enough credits in the core content areas to enable them to graduate on time.
We are concerned that migrant students in high schools perform 28 percentage points lower than other high school students in the state.

47. Pop Quiz! - Response
#2 is the strongest Concern Statement because it proposes a reason for lack of on-time graduation, which can be further explored with data.
#1 merely introduces a general topic. It does not convey information about what specific issues are related to educational continuity.
#3 is a restatement of the data and does not indicate a specific challenge or reason for poor performance.

48. Step 2: Explore What Is Develop Need Indicators
A Need Indicator is a measure that can be used to verify that a particular gap exists for migrant children.
Need Indicators:
Should be developed for each Concern Statement,
Provide a measurement for the need,
Define a specific group for which the need exists,
Identify a time frame for data collection (and identify the type of data that will be appropriate), and
Include details for what will be measured.

49. Step 2: Explore What Is Example of a Need Indicator:
Concern Statement: We are concerned that migrant high school students are not accruing enough credits in the core content areas in order for them to graduate on time.
Need Indicator (a measure to determine the level of need): Percentage of migrant students who enrolled in the 9th grade in Fall 2010 and have two or fewer graduation-required credits in each of the four core content areas at the end of SY 2012.
Note: A Concern Statement may have several Need Indicators to create a more extensive picture of the concern.

50. Step 2: Explore What Is Example of Multiple Need Indicators
Notice how multiple indicators can lead to the exploration of possible reasons for non-graduation.

51. Step 3: Gather and Analyze Data
The purpose of this step is for the NAC and data experts to develop a plan to collect data on the Areas of Concern, using the Need Indicators developed in Step 2, and to analyze the data.
Step 3 activities:
Develop a data collection plan
Develop Need Statements
Prioritize Need Statements

52. Step 3: Gather and Analyze Data
Develop a Data Collection Plan
The NAC and data experts should develop a data collection plan for each Area of Concern and its Need Indicators.
The plan should include:
Data source,
Collection procedures,
Timeline, and
Persons responsible.
See the Comprehensive Needs Assessment Toolkit developed by OME for a Data Collection Plan template.
See QRRS 6.4 – Practice Developing a Data Collection Plan

53. Step 3: Gather and Analyze Data
Develop Need Statements
Data should provide concrete evidence of the gap between “what is” and “what should be.”
What is: e.g., current level of performance, current implementation level of a service
What should be: e.g., state performance target, desired implementation level of a service
The NAC should develop Need Statements that articulate a measurable gap.

54. What Do You Think?
What would you suggest for a Need Statement based on the following?
What Is
What Should Be
Only 35% of migrant 8th graders enrolled in Algebra I successfully completed the course with a C or better.
At least 95% of migrant 8th graders enrolled in Algebra I should successfully complete the course with a C or better in order to meet the State Performance Target.

55. What Do You Think? - Reflection
If you indicated something similar to the following, you are on target:
An additional 60% of migrant students enrolled in Algebra I need to successfully complete the course with a C or better.
Note: A Need Statement should be specific and measurable and should articulate the gap between what is and what should be.

56. Step 3: Gather and Analyze Data
Revisiting Alignment
Note how all parts of the process align so that the Need Statements reflect the earliest explorations of the NAC.

57. Step 3: Gather and Analyze Data
Prioritize Need Statements
Once the NAC has developed Need Statements, it should prioritize them based on the following factors:
Magnitude of the gaps between “what is” and “what should be”;
Critical nature of the need;
Special needs of PFS students;
Degree of difficulty in addressing the need;
Risk/consequences of ignoring the need; and
External factors, such as state and district priorities and goals.

58. Step 4: Make Decisions
The purpose of this step is to make recommendations for solutions to address the Need Statements prioritized in Step 3.
Step 4 activities:
Identify research-based solutions.
Prioritize the solutions to recommend for inclusion in the SDP.

59. Step 4: Make Decisions Identify Research-Based Solutions
The NAC should research and/or invite experts in the areas of the Need Statements to ensure that proposed solutions are grounded in data and results.
Expert Work Groups, which include those who specialize in the specific areas of need, may provide valuable guidance for strategies to close the gaps identified for migrant students.

60. Step 4: Make Decisions Prioritize solutions
The NAC should prioritize a list of solutions it will recommend for inclusion in the SDP.
Criteria to consider:
The severity of the need (size of the gap),
Likelihood the solution will reduce the gap,
Feasibility of implementing the solution,
Extent to which the solution addresses a root cause,
Extent to which the solution can supplement existing programs, and
Extent to which the outcomes of the solution are measurable

61. Step 5: Transition to a Service Delivery Plan
The purpose of Step 5 is to review the results from the CNA to inform the development of the SDP.
Step 5 activities:
Summarize the results of the CNA to guide the SDP process
Determine with whom to share the CNA
Develop formats appropriate to specific audiences

62. Step 5: Transition to a Service Delivery Plan
Develop a written report* for the CNA
Suggested components of the report:
Executive summary,
Purpose and scope,
Updated migrant student profile,
Methodology (work of the NAC, data collection and analysis, use of expert work group or consultants),
Results and implications (prioritized needs, proposed solutions), and
Next steps (how this work will guide the planning for services).
*This information may be included as part of the comprehensive service delivery plan, or be written as a separate document.

63. Step 5: Transition to a Service Delivery Plan
Determine with whom to share the CNA
Reasons for sharing the findings of the CNA:
Program planning,
Accountability,
Collaboration, and
Advocacy.

64. Step 5: Transition to a Service Delivery Plan
Suggested stakeholders with whom to share the CNA:
SEA administrators;
Federal program coordinators;
State-level service agency administrators (e.g., housing, health, social services);
Administrators from programs that serve migrant students (e.g., HEP, CAMP);
Local school district superintendents;
School and district administrators that serve migrant students (e.g., principals, counselors, ELL specialists)

65. Step 5: Transition to a Service Delivery Plan
Suggested stakeholders with whom to share the CNA (continued):
LOA coordinators;
Parent Advisory Councils (PACs); and
Preschool program administrators.

66. Step 5: Transition to a Service Delivery Plan
Develop formats appropriate to specific audiences
Consider:
Time they have available for reading the CNA,
Key messages or information they need,
Literacy level, and
Native language.

67. Wrapping Up
In This Section
Key Points
Action Planning
Resources

68. Key Points The CNA should:
Be conducted at least every three years so that it remains current– updated more frequently if needed;
Be jointly planned, with representation from a broad array of stakeholders, including parents;
Begin with discussion and exploration of identified concerns that will guide the data collection to identify gaps between what is and what should be (needs);
Result in a prioritized list of documented needs and proposed solutions; and
Provide a strong foundation for the development of the SDP.

69. Action Planning Consider the following questions:
When was the current CNA developed? When do you need to develop a new CNA?
How long do you estimate the process will take?
What resources – internal and external – will you need? When do you need to arrange these?
Who needs to be involved and when do they need to be contacted?

70. Action Planning Consider the following questions (continued):
To what extent will the CNA process recommended by OME work for your state?
How will you customize this process for your state (size of your state, number of migrant students, and resources available)?
See QRRS 6.5 – Comprehensive Needs Assessment Action Planning
Add any actionable items to your MEP planning calendar.

71. Resources for the Comprehensive Needs Assessment
MEP Guidance on Education of Migratory Children under Title I, Part C, of the Elementary and Secondary Education Act of 1965 – Explanation of guidelines to implement the laws and regulations related to the MEP
Comprehensive Needs Assessment Toolkit developed by OME – Suggested step-by-step guide with tools and templates to develop the CNA

72. Migrant Education Program Resources
MEP Officers – List of OME contact information (
Glossary of Terms – Alphabetical listing of key terms applicable to migrant education ( manual/section/glossary/glossary)