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Using Needs Assessment to Build A Strong Case for Funding

Using Needs Assessment to Build A Strong Case for Funding. Anna Li SERVE, Inc. Purpose. Why? How? Lessons learned Tips. Introduction. Definitions of Need. the gap or discrepancy between a present state (what is) and a desired end state (What should be) (Kaufman, Witkin & Altschuld).

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Using Needs Assessment to Build A Strong Case for Funding

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  1. Using Needs Assessment to Build A Strong Case for Funding Anna Li SERVE, Inc.

  2. Purpose • Why? • How? • Lessons learned • Tips

  3. Introduction

  4. Definitions of Need • the gap or discrepancy between a present state (what is) and a desired end state (What should be) (Kaufman, Witkin & Altschuld) Current Desired 0 State State MEANS END END

  5. Definitions of Need • Needs ¹ Demands ¹ Wishes ¹ Wants

  6. Definitions of Need • Need as a verb: What is required or desired to fill the discrepancy - solutions, means to end

  7. What is a Needs Assessment? • a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. The priorities are based upon identified needs. (Witkin & Altschuld)

  8. What is NA? • A tool for determining valid and useful problems which are philosophically as well as practically sound. (Kaufman & English)

  9. Why Conduct NA? • Obtain valid and reliable information • to build a case for funding (example) • sets criteria for determine how best to allocate resources • to get buy-in from the stakeholders

  10. Why Conduct NA ? • Regulations or laws mandates • Resource allocation and decision-making • assessing the needs of specific underserved subpopulation • As a part of program evaluation

  11. Levels of Needs - Stakeholders • Level 1: service receivers: students, teachers • Level 2: Service providers and policymakers: teachers, SEAs, LEAs • Level 3: Resources or solutions: buildings, facilities, computers

  12. Three-Phase NA • Preassessment - Exploration • Assessment -Data Gathering • Postassessment- Utilization

  13. Preassessment • to investigate what is already known • to determine the focus and scope of the assessment • to gain commitment for all stages of the assessment

  14. Secondary Data • archival data and current wisdom • demographics • achievement scores • census data • current literature

  15. Data Collection Methods • Survey • Interviews • Group Processes • Community Forum • Nominal Group • Focus Group • Modified Delphi

  16. Three Factors • Time • Resources (funding and personnel) • Knowledge

  17. Content of Technology NA • skills, knowledge and attitudes • access to information services • staff development programs • Inventory of Hardware and Software • Technology support staffing

  18. Content of Technology NA • networking and telecommunication requirements • budget and funding resources • facilities

  19. Interviews • structured • semi-structured • open-ended • face to face and telephone • best for key informants

  20. Focus Group • group size: 12+- • length of time: 40 minutes to 3 hours • best for: information from select or homogeneous groups

  21. Sampling • Simple Random Sampling • Convenience Sampling • Quota • Interval • Judgment • Systematic • Snowball

  22. Quota • Deciding on a fixed number of subjects with particular characteristics • 25 male, 25 female

  23. Interval • Selection of subjects in periodic sequence e.g.: every 10th, or 25th

  24. Systematic • Used for a very large sample • # population/sample size = n • Choose every nth

  25. Judgment Sampling • Using the knowledge of experts to select a sample • Disadvantage: Subjective, could be biased

  26. Snowball Sampling • Starting with a small group and using them to recruit others

  27. Sample Size • Desired accuracy: sampling error • Confidence level: 95%

  28. Sampling Size Table

  29. SEIR*TEC Needs Assessment Overview • Faculty and Staff • Young Child (K-3) • Student Questionnaire (4th - 12th) • Parent Questionnaire • School Community Questionnaire • Administrators’ Supplement • Technical Supplement

  30. Assessment • Determine context, scope, and boundaries of NA • Gather data on needs • Set preliminary priorities on needs- Level 1 • Analyze and synthesize all data

  31. Data Analysis • statistical analysis • coding qualitative data by themes or patterns

  32. Reporting:Common mistakes: • not documenting findings • not providing findings in useful formats • not disseminating findings

  33. Reporting: Audience • Founders • Agency board • Administrators • Public or program/agency users

  34. Reporting: Contents • Executive Summary • Introduction • Methods • Results • Discussions • Conclusions and Recommendations • References

  35. Postassessment • Set priorities on needs at all applicable levels • Consider alternative solutions • Develop an action plan to implement solutions • Evaluate the NA • Communicate results

  36. Tips • Ensure broad-based Stakeholder participation • Choose appropriate means of data gathering • Recognize core values in the group • Make NA a participatory process

  37. Tips • Do not ignore political factors • Make NA a decision-making process • Make NA an on-going process

  38. References • Witkin, B. R. & Altschuld, J. W. (1995). Planning and conducting needs assessments, Sage Publications. • Soriano, F. I. (1995). Conducting Needs Assessments, Sage Publications.

  39. Web Resources • Http://www.seirtec.org/surveys • http://www.ties.k12.mn.us/techplan/needs.html • http://www.nctp.com/articles/assess.pdf

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