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Section 1 - Need Analysis Report

Executive Summary
==Children of migrant farm workers move frequently to accommodate harvest and employment demands, and therefore fall behind their non-migrant peers – developmentally, socially, and educationally. The Lincoln Intermediate Unit #12 and New Oxford Elementary School's goal is to help migrant children experience success; “to ensure that all enrolled migrant students receive educational services necessary to develop to their fullest potential.” Their vision is to promote life-long learners and productive citizens of the world community. == ==In order to achieve this goal, the LIUMEP (Lincoln Intermediate Unit #12 Migrant Education Program) was developed to provide // supplemental education for children of migratory farm workers (agricultural workers), and ESL instruction in contracted school districts. //The basic purpose of the Migrant Education Program is to assist local school districts in improving and coordinating the educational continuity for the children of the nation's migratory workers who have had their schooling interrupted and to allow for them to attain the same high standards of academic excellence as their peers. GREAT SUMMARY! ==

Learning Opportunity
Within our school district, it has been acknowledged that Migrant/ESL students are coming to school with the lack of skills needed to help them progress successfully through the school year on their own. Skill levels are often well below expectations at the beginning of the school year. Initial assessments (of Kindergarten and First Grade) show that they don’t know all of their letters, sounds, numbers, or sight words. Post assessments show that they aren’t progressing much. Initial analysis shows that the reason they aren’t progressing much is because classroom teachers: lack knowledge on how to teach Migrant/ESL students, lack specific teaching materials for teaching to Migrant/ESL students, and lack the communication skills needed to collaborate with the diverse student body and their families.

In order to improve the teacher’s deficiency in this area, a training project is recommended. Proposal: Provide teachers with a learning program based on an existing program/curriculum, but modify it to meet the needs of the teachers who teach Migrant/ESL students.

Expected Benefits
==There are benefits to be expected. The first is //Positive Collaboration// among teachers; teachers working together towards improving the deficiency. The second is specific //Resources/Tools//; teachers provided with additional reading, phonics, and writing strategies that are specific to a Migrant/ESL student. The third is //Background Knowledge//; teachers provided with the knowledge of lifestyle, culture, language, etc. specific to a Migrant/ESL student. The fourth is //Classroom Materials//. The fifth is //Parent Communication Tools//. The sixth is less //Frustration//. The seventh is //Improved Attitudes Among Teachers//. ==

- Instructional Support Teachers
 - Work with Migrant/ESL students - Have knowledge of the curriculum taught in grades K-1 - Use assessments and/or progress monitoring to determine what skills students struggle with and/or excel in - Have knowledge of interventions (guided reading +, assisted writing, Fundations, Reading Recovery, etc.) that are used to teach below level students in grades K-1 - Have basic computer skills - Have participated in conferences including those where a translator was needed - Some like receiving training, others find it a necessary evil - Work closely with one another (participate in team planning, coordinating field trips, coordinating groups around a schedule, participate in team meetings, assist and observe in each other's rooms, etc.) - Have had experience with a Migrant/ESL student that was below level, just barely on level, and/or above level - Have completed graduate courses in the education field.
 * Characteristics of the target audience include:**

Project Design
This implementation of this project will consist of 2 phases. Phase 1 is an Instructor led class facilitated during a 2 hour Delay or a 2 Hour extension. The instructor would provide a blended solution presenting reading strategies for teachers working with Migrant/ESL students, Parent Communication Tools, and how to modify existing curriculum to meet the needs of the teachers who teach Migrant/ESL students.

Phase 2 is an on the job training provided during the regular school day. A Subject Matter Expert would facilitate a Language Arts lesson within the regular classroom while the classroom teacher observes.

Project Success Measures
==After training, teachers will be provided surveys to complete and use as exits slips. Teachers will be required to answer what benefits of the training they received, what are 3 things they learned, and what questions they still have. They will also be required to state how they are going to use this information in their classroom. == ==There will be a follow up procedure. Follow up will include a teacher observation; to see how they are implementing the training information provided. Follow up will also include review of Migrant/ESL student progress. Student data of writing assessments, reading level/running records, sight word assessments, and Aimsweb progress monitoring will be collected and reviewed. Teacher’s needs will be reevaluated to see if their needs were met and if the students made progress with the improved teaching methods. ==

Not included in this learning is: GOOD
-Migrant Education in grades 2 and up -Requirements of Migrant/ESL students in grades 2 and above -Staff will not be required to use a computer. -Science, Social Studies, or Mathematics concepts -Classroom management techniques -Discussion of reading groups or reading levels of other students -How to do assessments

Estimated Project Costs
Analysis: No cost Design/Development: Copyright materials Photocopy of materials Implementation: Phase 1 – none Phase 2 - $85 per Substitute needed (1 Day needed) Evaluation: Photocopy of surveys/exit slips Photocopy of assessment materials

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