Who is Involved?

Partnerships in Completing an Early Learning Needs Assessment

ELNA is intended to be completed and updated annually by a diverse team, representing leaders in both elementary and early childhood within the community. To gather the data most effectively and efficiently, school and district leadership are advised to include early childhood administrators. For school level assessments, membership may include: 

• Elementary leadership: elementary principals, READ and/or school readiness coordinators, school psychologists  
• Early childhood leadership: early childhood administrator, Early Childhood Special Education (ECSE) administrator 
• Community leadership: Head Start and community program directors, Early Childhood Councils, Local Coordinating Organization and other community agency representatives (e.g., local mental health agencies, migrant, human services)  

While a diverse, cross-sector team is recommended to strengthen the work, we recommend beginning with a team that represents the current relationships and teaming within your local context (Patterson, et al., 2018). Completion of an ELNA involves collecting, organizing, and analyzing existing data to create an action plan. This includes modifying existing family engagement plans and professional development plans, and selecting evidence-based strategies to address identified areas for improvement. Initially, the approximate time commitment for completion depends on the size and procedures of the team and could take several hours over the course of multiple meetings. Gathering and preparing data and materials prior to meeting to analyze the ELNA is recommended. Following completion of an ELNA, ongoing updates are needed as action steps are completed, updated data is available, and new strategies and action plans are created. Periodically, an ELNA may need deeper revisions with the addition of new team members, data sources, or changes within the early childhood community.