The Comprehensive Needs Assessment, the Service Delivery Plan, and the Evaluation

1. The Comprehensive Needs Assessment, theService Delivery Plan, and the Evaluation Panel Discussion New Directors Meeting February 29, 2012

2. Continuous Cycle – CNA – SDP - Evaluation

3. Legal References for CNA and SDP

4. Legal references for Evaluation

5. Comprehensive Service Delivery Plan SEAs must develop and update a written comprehensive state plan (SDP) that includes the following components: • State approved performance targets which focus on reading, mathematics, high school graduation, high school dropouts, school readiness if appropriate, and any other state identified targets for migrant children. • Needs assessments that include information on the identification and assessment of the unique needs of migrant children resulting from a migratory lifestyle and other needs that must be met for migrant students to participate effectively in school.

6. Service Delivery Plan (cont.) • Measurable program outcomes including measurable goals and outcomes the MEP will produce statewide through specific educational or educationally-related services. • Service delivery strategies to meet the performance targets and measurable program outcomes developed for the plan. • Evaluation descriptions that outline how the SEA will evaluate the MEP. (Non-Regulatory Guidance – October 2010.)

7. CNA As part of the SEAs Comprehensive Service Delivery Plan, the CNA: • Must be current (defined in policy guidance as not more than three years old); • Must identify the “special educational needs” of migratory children; • Guides the development of each State's MEP-specific Service Delivery Plan; • Establishes statewide priorities for local procedures; and • Provides the basis for the SEA to sub grant MEP funds.

8. The SDP and PFS Section 1304(d) of Title I, Part C requires that states give priority to those migrant students who are most vulnerable and in need of services. Under this definition, states must give priority to migrant children: • Who are failing or who are most at risk of failing to meet the state’s academic and achievement standards, and • Whose education has been interrupted during the regular school year

9. Recommended SDP Additional Components The SEA may also include the policies and procedures it will implement to address other administrative activities and program functions, such as: • Parent Involvement. • Identification and Recruitment. • Student Records.

10. PROGRAM EVALUATION Evaluations allow SEAs and local operating agencies to: • Determine whether the program is effective and document its impact on migrant children; • Improve program planning by comparing the effectiveness of different types of interventions; • Determine the degree to which projects are implemented as planned and identify problems that are encountered in program implementation; • Identify areas in which children may need different MEP services. (Non-Regulatory Guidance – October 2010)

11. Panel Members Comprehensive Needs Assessment: • Beth Robinson, IL MEP Service Delivery Plan: • Tomas Mejía, CO MEP Program Evaluation: • Angela Branz Spall, MT MEP