Comprehensive Needs Assessments: A January Series for Federal Programs

January marks the start of Comprehensive Needs Assessment (CNA) season for schools and districtwide programs receiving federal funds under the Elementary and Secondary Education Act (ESEA). Across Title I and other ESEA programs, CNAs are a required planning step and a foundational component of schoolwide and targeted support models. At their best, CNAs are intended to help schools and programs understand where needs exist, why those needs persist, and how resources should be allocated to address them.

There is no shortage of guidance on how to conduct a CNA. Federal guidance, state templates, district tools, and professional development sessions provide detailed instructions on stakeholder engagement, required data sources, and documentation expectations. Most schools, programs, and leaders are already familiar with the process. For that reason, this January CNA series will not revisit definitions or procedural steps. Instead, it focuses on practical ways to strengthen CNAs as tools for decision-making within federal programs.

Over the next few weeks, I will explore:

·       How to move from data to root cause to move away from surface-level problem statements

·       Common CNA mistakes that undermine planning before it begins

·       How identified needs should drive program selection and budget decisions

·       Why CNAs matter long after planning season ends, particularly for evaluation and accountability

The goal of the CNA series is to help schools and districts use the CNA as it was intended: a foundation for defensible decisions grounded in evidence.