Office of Migrant Education: Comprehensive Needs Assessment Pilot Arizona Component

Pilot Overview Cooperative effort: U.S. Department of Migrant Education Five Federal Comprehensive Centers Four 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 Plan Provide 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 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

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

LEA Migrant Supplemental Program Pyramid Demonstration

Tasks for Today Overview of Comprehensive Needs Assessment Pilot and Process Present 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-large NEEDS ASSESSMENT – systematic approach that progresses through a defined series of phases

Key Terms (continued) COMPREHENSIVE –the extensiveness required by law AREA OF CONCERN – general area of need FACTOR – variable or issue that is associated with academic achievement INDICATOR – provides measurable evidence related to a factor that shows an area of concern exists

Roles ADE Department of Migrant Education ADE ADE Data Staff AZ Steering 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 Contractor and working group Recommendation-making body: final recommendations to AZSDE Conduct in-depth work, particularly in data work, in conjunction with AZSDE Advisement 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 need Define “unique” or “special educational” needs

“Unique” Needs of Migrant Students General Student: English Language Acquisition Instructional Quality Correct placement Grade level progress Health services Parent/family involvement Knowledge of school system & student rights Migrant Student: ?

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 assessment In reading 1. Number of 1. Attendance rates students monitored for absences 2. Percent of parents 2. District/school contacted regarding data excessive 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 Needs Consider the “Unique” Needs of Migrant Students & their Families Form Four Groups - One for each Goal Area & for the Student Profile Set the Preliminary Priorities by Area of Concern Set the Preliminary Priorities by Factor Set the Preliminary Priorities by Need Indicator