Continuous Improvement Cycle
The primary purpose of the Comprehensive Needs Assessment (CNA) is to guide the overall design of the Migrant Education Program (MEP) on a statewide basis. The CNA helps state education agencies (SEAs) and local operating agencies (LOAs)/local educational agencies (LEAs) prioritize the needs of migrant children by determining the specific services that will help migrant children achieve the State’s measurable outcomes and performance targets.
- CNA Toolkit (Revised 09/20)
The below tools can be found in the CNA Toolkit (Revised 09 /20).
Tool 1-1 Nebraska MEP Local CNA Checklist
Tool1-2A Migrant Education Program Parent Needs Assessment Survey (English)
Tool 1-2B Migrant Education Program Parent Needs Assessment Survey (Spanish)
Tool 1-3 Nebraska Migrant Education Program Staff Needs Assessment Survey
Tool 1-4A Nebraska Migrant Education Program Secondary Student/ Out-of-School Youth Needs Assessment Survey (English)
Tool 1-4B Nebraska Migrant Education Program Secondary Student/ Out-of-School Youth Needs Assessment Survey (Spanish)
Tool 1-5 Nebraska Migrant Education Program Sample Focus Group Interview Questions (Optional)
Tool 1-6 Nebraska Migrant Education Program Sample Timeline and Template for Conducting the Local CNA
Tool 2-1 Nebraska Migrant Education Program CNA Data Checklist
Tool 2-2 Nebraska Migrant Education Program CNA Data Summary Sheet
Tool 2-3A Nebraska Migrant Education Program Sample Needs Assessment Data Table Frames
Tool 2-3B Nebraska Migrant Education Program Sample Needs Assessment Data Table Frames (Continued)
Tool 2-4 Nebraska Migrant Education Program Sample Data Profile Form
Tool 3-1 Nebraska Migrant Education Program Need-Solution-Priority Matrix
Tool 3-2 Nebraska Migrant Education Program List of Nebraska’s MPOs and Solution Strategies – 2019-20 School Year
Tool 3-3 Nebraska Migrant Education Program Data, MPOs, Program Improvement Chart
Sections 1304(b)(1) and 1306(a)(1) of the statute require the state education agency (SEA) to ensure that the state and its local operating agencies (LOAs) identify and address the special educational needs of migrant children. Furthermore, every SEA must develop and update a written comprehensive state service delivery plan (SDP) that includes an identification and assessment of the special educational needs of migrant children.
SEAs must conduct a comprehensive needs assessment (CNA) in order to develop a comprehensive state plan for service delivery that addresses the special educational needs of migrant children. LOAs must conduct a needs assessment in order to provide services that will meet the identified needs in accordance with the comprehensive state plan for service delivery.
The SDP describes the strategies the SEA will pursue on a statewide basis to help migrant children and youth reach the performance targets the state has identified for them.
States are required to evaluate the effectiveness of the Migrant Education Program (MEP) and to provide guidance to their local projects on how to conduct local evaluations. Evaluations allow State Education Agencies (SEAs) and Local Operating Agencies (LOAs) to: (1) determine whether the program is effective and document its impact on migrant children; (2) improve program planning by comparing the effectiveness of different types of interventions; (3) determine the degree to which projects are implemented as planned and identify problems that are encountered in program implementation; and (4) identify areas in which children may need different MEP services. A proper evaluation can provide powerful information regarding how best to use MEP funds to achieve the desired result.
2020-2021 Evaluation Toolkit
Evaluation Toolkit 2020-21 Overview
The Evaluation Toolkit was created to assess the strategies implemented by providing data relating to each measurable program outcome (MPO) as outlined in the migrant service delivery plan.
As you choose various strategies to implement in any of the three goal areas, (1) School Readiness; (2) Reading/Writing and Mathematics; and (3) Graduation and services to Out-of-School Youth, you will notice each strategy is tied to an MPO. The MPOs allow the MEP to determine whether and to what degree the program has met the unique needs of migrant students as identified in the needs assessment.
To support the data collection for each MPO, an Evaluation and/or Monitoring tool has been created. As you select strategies for implementation, please review the MPO and Evaluation and Monitoring Tools that coincide. Some of the tools may require projects to collect pre/post assessment data, staff training evaluations, and parent surveys.
Evaluation Toolkit 2021-22 Checklist
The Evaluation Data Checklist highlights the instruments provided in the Evaluation Toolkit as well as which MPO(s) they measure, who should utilize the tool, and when the evaluation results are due to the state.
2020-2021 Toolkit Forms
Due Annually 08/31
Parent Training Evaluation, Form 1 (Word)
Parent Training Evaluation, Form 1 – Arabic (PDF)
Parent Training Evaluation, Form 1 – Karen (PDF)
Parent Training Evaluation, Form 1 – Somali (PDF)
Parent Training Evaluation, Form 1 – Somali (Word)
The Parent Training Evaluation should be administered following any MEP parent trainings.
Please note: Specify which goal area(s) was addressed during the training.
MEP Staff Training Evaluation, Form 2 (Word)
The Staff Training Evaluation survey should be administered after any MEP-funded professional opportunity.
Please note: Specify which goal area(s) was addressed during the training.
Parent Survey, Form 4 (PDF)
Parent Survey, Form 4 (Word)
The Parent Survey will be administered by the State PAC Facilitator to a random sampling of parents across the state. Projects are welcomed to utilize this survey for their own reference.
Preschool Student Tracking Form, Form 5 (Excel)
This tracking form to be completed by projects for any students receiving at least 50 hours of MEP preschool instruction. Include the students’ MIS2000 ID, PFS status, name of assessment, and pre/post assessment scores.
Math Reading OSY Assessment Tracking Record, Form 6 (Excel)
This tracking form to be completed by projects for any students receiving MEP supplemental education services in mathematics or reading. Include the students’ MIS2000 ID, PFS status, name of assessment, and pre/post assessment scores.
MIS2000 Database Management System
Section 1304(b)(3) requires SEAs to promote interstate and intrastate coordination by providing for educational continuity through the timely transfer of pertinent school records (including health information) when children move from one school to another, whether or not the move occurs during the regular school year. The Nebraska Migrant Education Program (MEP) uses MIS2000 to record this information.
MIS2000 is a solution for the information needs of states serving migrant children. MIS2000 provides for the storage, retrieval and reporting of student information. Records are electronically transferred without a dependency on a national database. The installation process establishes a state database which is served by multiple sub-state installation sites with region, county, or district levels. Each sub state site communicates directly with the state system. States using MIS2000 can easily transfer student information from state to state. The Nebraska MEP promotes interstate and intrastate coordination through the continuity of records.
Danielle Waite, State Migrant Program Analyst
2456 N Walnut
PO Box 212
Shelby, NE 68662
Reporting Data Elements
Section 200.84 of the regulations requires SEAs to determine the effectiveness of the MEP through a written evaluation that measures the implementation and results achieved by the programs against the State’s measurable outcomes and performance targets, particularly for those students who are a priority for services.
Priority for Services (PFS) and At-Risk
Priority for Services – This term is described in section 1304(d) of the statute as “migratory children who are failing, or most at risk of failing, to meet the State’s challenging State academic content standards and challenging State student academic achievement standards, and whose education has been interrupted during the regular school year.”
Priority for services is given to migratory children who (1) have made a qualifying move within the previous 1-year period and who (2) are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school, (applies to USA schools only).