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)

0CurrentState

DesiredState

MEANS

END END

Definitions of Need

• Needs Demands Wishes Wants

Definitions of Need

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

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)

What is NA?

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

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

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

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

Three-Phase NA

• Preassessment - Exploration

• Assessment -Data Gathering

• Postassessment- Utilization

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

Secondary Data

• archival data and current wisdom– demographics– achievement scores– census data

• current literature

Data Collection Methods

• Survey

• Interviews

• Group Processes– Community Forum– Nominal Group– Focus Group– Modified Delphi

Three Factors

• Time

• Resources (funding and personnel)

• Knowledge

Content of Technology NA

• skills, knowledge and attitudes

• access to information services

• staff development programs

• Inventory of Hardware and Software

• Technology support staffing

Content of Technology NA

• networking and telecommunication requirements

• budget and funding resources

• facilities

Interviews

• structured

• semi-structured

• open-ended

• face to face and telephone

• best for key informants

Focus Group

• group size: 12+-

• length of time: 40 minutes to 3 hours

• best for: information from select or homogeneous groups

Sampling

• Simple Random Sampling

• Convenience Sampling– Quota– Interval– Judgment– Systematic– Snowball

Quota

• Deciding on a fixed number of subjects with particular characteristics– 25 male, 25 female

Interval

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

Systematic

• Used for a very large sample

• # population/sample size = n

• Choose every nth

Judgment Sampling

• Using the knowledge of experts to select a sample

• Disadvantage: Subjective, could be biased

Snowball Sampling

• Starting with a small group and using them to recruit others

Sample Size

• Desired accuracy: sampling error

• Confidence level: 95%

Sampling Size TableSampling Error Sample Size Sampling Error Sample Size

1.0 10,000 5.5 330

1.5 4,500 6.0 277

2.0 2,500 7.0 204

2.5 1,600 7.5 178

3.0 1,100 8.0 156

3.5 816 8.5 138

4.0 625 9.0 123

4.5 494 9.5 110

5.0 400 10.0 100

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

Assessment

• Determine context, scope, and boundaries of NA

• Gather data on needs

• Set preliminary priorities on needs- Level 1

• Analyze and synthesize all data

Data Analysis

• statistical analysis

• coding qualitative data by themes or patterns

Reporting:Common mistakes:

– not documenting findings– not providing findings in useful formats– not disseminating findings

Reporting: Audience

• Founders

• Agency board

• Administrators

• Public or program/agency users

Reporting: Contents

• Executive Summary

• Introduction

• Methods

• Results

• Discussions

• Conclusions and Recommendations

• References

Postassessment

• Set priorities on needs at all applicable levels

• Consider alternative solutions

• Develop an action plan to implement solutions

• Evaluate the NA

• Communicate results

Tips

• Ensure broad-based Stakeholder participation

• Choose appropriate means of data gathering

• Recognize core values in the group

• Make NA a participatory process

Tips

• Do not ignore political factors

• Make NA a decision-making process

• Make NA an on-going process

References

• Witkin, B. R. & Altschuld, J. W. (1995). Planning and conducting needs assessments, Sage Publications.

• Soriano, F. I. (1995). Conducting Needs Assessments, Sage Publications.

Web Resources

• Http://www.seirtec.org/surveys

• http://www.ties.k12.mn.us/techplan/needs.html

• http://www.nctp.com/articles/assess.pdf