annual performance reports & matching funds march 19, 2015 year 1 apr webinar for fy 14 teacher...

Annual Performance Reports & Matching Funds

March 19, 2015

Year 1 APR Webinar for FY 14 Teacher Quality

Partnership (TQP) Grantees

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Teacher Quality Partnership Grant Program

US Department of EducationOffice of Innovation and Improvement (OII)

Teacher Quality ProgramsVenitia Richardson, Director

TQP TeamMia Howerton, Team Lead

Adam BookmanChristine Miller

Beatriz York

Agenda• Purpose of APRs and Deadlines• ED 524B

• Cover Sheet• Executive Summary• Section A: Performance Objectives Information• Section B: Budget Information• Section C: Additional Information

• Match Requirements/Waivers• 100K in 10

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Program AcronymsAcronym Meaning

TQP Teacher Quality Partnership

APR Annual Performance Report

FPR Final Performance Report

GPRA Government Performance and Results Act

ED U.S. Department of Education

HEA Higher Education Act

CPP Competitive Preference Priority

Pre-Bac Pre-Bac is short for programs that are addressing Absolute Priority 1 Pre-Baccalaureate Programs or 5th Year Initial Licensure Program

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Purpose• Annual and Final Performance reports are REQUIRED

of all ED grantees• APRs help to ensure that individual TQP projects are

making substantial progress toward meeting GPRA performance measures and project objectives

• APRs clearly and comprehensively describe the extent to which a TQP project has progressed toward meeting stated goals and objectives as described in the funded application

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U.S. Department of EducationTeacher Quality Partnership Grant

Program

The 100Kin10 network was formed in 2011 to respond to an urgent national need: train 100,000 excellent STEM teachers over the next 10 years through collaboration and innovative problem solving.

Partners include:•Corporations•Federal Agencies•Foundations•States•Nonprofits•Universities•School Districts•Science-Rich Institutions

ABOUT 100Kin10

100Kin10

PARTNER COMMITMENTS TOWARDS 100Kin10

100Kin10

Each partner makes one or more unique commitment towards our shared goal.

100Kin10 SUPPORTS PARTNERS TO ACHIEVE THEIR COMMITMENTS

100Kin10

• Academy for Urban School Leadership (in partnership with National Louis University)• American Museum of Natural History• Arizona State University, Board of Regents (home of the Mary Lou Fulton Teachers

College)• Boston Plan for Excellence in the Public School Foundation (parent program to Boston

Teacher Residency)• California State University (seven campuses representing six individual grants)• Colorado Boettcher Teacher Residency, Public Education & Business Coalition• EnCorps STEM Teachers Program (in partnership with California State University)• Fresno Unified School District• Guilford County Schools (in partnership with University of North Carolina at Greensboro)• Los Angeles Unified School District (in partnership with California State University and

University of California, Los Angeles)• Montclair State University• National Commission on Teaching and America’s Future (in partnership with Georgia State

University)• National Science Foundation (in partnership with the American Museum of Natural

History)• New Visions for Public Schools• New York City Department of Education (in partnership with New Visions for Public

Schools)• Teaching Channel (in partnership with Fresno Unified School District)• University of California, Los Angeles (home of UCLA California Teach)• Virginia Commonwealth University (home of Richmond Teacher Residency)• WestEd (in partnership with California State University and Fresno Unified School District)

100Kin10 and TQP

100Kin10

We’re so thrilled that 19 100Kin10 partners are involved in TQP funded projects

THANK YOU!

Maya LundhagenCo-founder and Director, Partner Commitments and Growth

[email protected]

mailto:[email protected]

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Questions

Please submit your questions about 100K in 10 using the chat box feature of the webinar software.

Reporting Requirements• Annual Performance Report

– Completed annually using the ED 524B– Reports on activities, challenges, GPRA measures, project

objectives and expenditures– Reports should be emailed directly to your ED program

contact

• 100% Non Federal Match Requirement– If applicable, complete the TQP Waiver Request form as

part of the APR

• Reports due on or before May 22, 2015

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Parts of the APRGrantees will use the ED 524B form to complete the APR. Reporting period is 10/1/14-04/30/15.•Cover Sheet•Executive Summary•Project Status Chart

– Section A- GPRA, HEA, and Project Related Performance Measure Data

– Section B- Budget Information – Section C- Changes/Additional Information

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Sample APR Cover Sheet

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10 01 2014 04 30 2015

U336S1400--

$0.00 $0.00

APR Executive Summary

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The executive summary should be a 3-5 page concise and focused overview of the project. It should contain a narrative description of the activities and work completed in Year 1 of the project including:

Project planning and start up:• Discussion of main project goals and your progress toward meeting them.• Outline of Year 1 recruitment strategies and program planning activities• List your original target participant number for Cohort 1.• Description of participants recruited thus far (number of recruits and

credentialing area).

Progress toward meeting CPP 1 and/or CPP2:•Name which CPP(s) you addressed in your original application and a brief summary of how you said you would address the priority•Discuss what groundwork has been completed thus far toward meeting the goals of your CPP plan?

APR Executive SummaryEligible Partnership:•Have there been any issues/changes with members of the eligible partnership?•How has the relationship between the IHE and partnering LEA(s) improved as a result of TQP?Challenges:•What has been your biggest challenge(s) with program implementation in Year 1 and how have you overcome the challenge(s)?•If the challenge(s) is ongoing and you would like to receive additional technical assistance with eliminating the challenge please let us know what we can do to assist.100% Non-federal Match requirement:•What is your process for securing matching funds?•What challenges have your faced in securing matching funds?•What if any questions do you have about the match requirement?

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APR Executive SummaryEvaluation:•Describe the work you have accomplished with the evaluator during the first year. EXAMPLE: how often have you met with the evaluator and do you have a clear plan for moving forward with the project evaluation years 2-5?•What, if any, evaluation findings have been found in Year 1 and how will they affect you in Years 2-5? Promising Practices:•Discuss one or two things that you are doing WELL and would not mind us sharing with other TQP grantees.When writing your Executive Summary please remember to:•Write as a narrative, in paragraph form•Highlight the most salient aspects of the project—remember concise and focused.•Do not cut and paste long sections from the application.•You may include additional information about your project, but PLEASE make sure you have included the information requested above.

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Questions

Please submit your questions about the purpose of the APR, parts of the ED 524B, or the 524B cover sheet using the chat box feature of the webinar software.

GPRA/HEA Measures vs. Project MeasuresGPRA/HEA Measures (Program

Measures)

• Also called Government Performance and Results Act (GPRA) Measures

• HEA measures are similar to GPRA, but are included in the program statute

• Standardized reporting requirements• Aggregate data across TQP projects• Designed to provide data about TQP

program effectiveness

Project Measures

• May have been included in the grant application, possibly derived from logic model and/or in conjunction with an independent evaluator.

• Tailored to each individual TQP project

• Assessed to evaluate services provided and monitor project implementation

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TQP GPRA MeasuresPerformance Measure 1: Graduation. The percentage of program completers who--•(i) Attain initial certification/licensure by passing all necessary licensure/certification assessments and attain a bachelor’s degree (pre-baccalaureate program) within six years or a master’s degree (residency program) within two years; or•(ii) Attain Highly Competent Early Childhood Educator (HCECE) status with a bachelor’s degree within six years or an associate’s degree within three years. Performance Measure 2: Employment Retention. The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program three years after initial employment; Performance Measure 3: Improved Scores. The percentage of grantees that report improved scaled scores for initial state certification or licensure of teachers; Performance Measure 4: Student Learning. The percentage of grantees that report improved aggregate learning outcomes of students taught by new teachers. These data can be calculated using a student growth measure, a teacher evaluation measure, or both.

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TQP GPRA MEASURES5. Efficiency Measure: Employment Retention. The cost of a successful outcome where success is defined as retention in the partner high-need LEA or ECE program three years after initial employment;

Because the performance measures already listed would not provide data for a number of years, the Department has also created the following two measures that will provide data in a shorter timeframe—

6i. Short-Term Performance Measure 1: Persistence. The percentage of program participants who did not graduate in the previous reporting period, and who persisted in the postsecondary program in the current reporting period; and6ii. Short-Term Performance Measure 2: Employment Retention. The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program one year after initial employment.

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Target Data vs. Actual DataTarget Data

• Target data are the goals for each measure as stated in the approved application.

• Target data should match the targets in the application

Actual Data

• Actual data are the measures of actual performance for this performance period

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• Please use ratios and percentages, not raw numbers.

Sample APR Section A- Status Chart

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1. Performance Measure Measure Type Quantitative Data

The number of students served by the project

GPRA, HEA, Project

Target Actual Performance Data

RawNumber

Ratio %Raw

NumberRatio %

/ /

Sample Explanation of Progress: During the reporting year, our program served 975 students, through 38 elementary school teachers. This count of students was determined by examining the class rosters of the 38 teachers. Because of the nature of the program, all students in each of the 38 elementary school teachers were counted as being served by the program. The annual target was 1,000 students, so we did not reach our target this year. We believe that this was because this was the program’s first year. We have undertaken a review to determine why we missed the target and will implement changes in the coming year to avoid this problem again. Of the 975 students served, 432 were high-needs students.

Section A- Status Chart

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1. Performance Measure: GRADUATION Measure Type Quantitative Data

The percentage of program completers who--(i)Attain initial certification/licensure by passing all necessary licensure/certification assessments and attain a bachelor’s degree (pre-baccalaureate program) within six years or a master’s degree (residency program) within two years;.WILL NOT YIELD DATA IN YEAR 1

GPRA


RawNumber

Ratio %Raw

NumberRatio %

60/80 75 60/80 75

Reporting Instructions: 1. Identify the number of students who completed the program during the 2014-2015 school year by passing their licensure/certification and attained a bachelor’s degree within six years or a master’s degree within two years. (Program Completers)2. Identify the number of students who enrolled full-time in the IHE program 2009-2010 school year (pre-bac/5th year), or in 2012-2013 (residency), who were participants in the school of education or academic programs covered by TQP reforms.(Program Participants)3. Use the total (Program Completers) as the numerator and the total (Program Participants) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 1i. If the ratio is 60/80, the percentage is 75%.


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1. Performance Measure: GRADUATION Measure Type Quantitative Data

The percentage of program completers who--(ii) (Attain Highly Competent Early Childhood Educator (HCECE) status with a bachelor’s degree within six years or an associate’s degree within three years.

WILL NOT YIELD DATA IN YEAR 1

GPRA


RawNumber

Ratio %Raw

NumberRatio %

60/80 75 60/80 75

Reporting Instructions: 1. Identify the number of students who completed the program during the 2014-2015 school year by attaining HCECE with a bachelor’s degree in six years or an associate’s degree in three years. (Program Completers)2. Identify the number of students who enrolled full-time in the IHE program 2009-2010 school year (pre-bac/5th year), or in an associates program in 2012-2013, who were participants in the school of education or academic programs covered by TQP reforms. (Program Participants)3. Use the total (Program Completers) as the numerator and the total (Program Participants) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 1ii. If the ratio is 60/80, the percentage is 75%.


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2. Performance Measure: EMPLOYMENT RETENTION Measure Type Quantitative Data

The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program three years after initial employment;

WILL NOT YIELD DATA IN YEAR 1(Same as HEA 204(a)(2))

GPRA


RawNumber

Ratio %Raw

NumberRatio %

60/80 75 24/30 80

Reporting Instructions: 1. Identify the number of graduates of the IHE programs covered by TQP reforms, who became teachers of record in the 2011 - 2012 school year in a partner high-need LEA or ECE program. (Beginning Teachers)2. Identify the number of beginning teachers who began teaching in the eligible schools in school year 2011-2012 and are still teaching in eligible schools in the 2014-2015 school year. (Retained Teachers)3. Take the total (Retained Teachers) as the numerator and the total (Beginning Teachers) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 2. If the ratio is 24/30, the percentage is 80%.


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3. Performance Measure: IMPROVED SCORES Measure Type Quantitative Data

The percentage of grantees that report improved scaled scores for initial state certification or licensure of teachers;

WILL NOT YIELD DATA IN YEAR 1(Same as HEA 204(a)(3))

GPRA

Target Actual Performance DataRaw

NumberRatio %

RawNumber

Ratio %

3/5 60% 3/5 60%

Reporting Instructions: 1. Identify the different type of licensure tests offered. (Area of Certification)2. Identify the average score for each subject area that is covered by the TQP program during the year or years before the TQP grant (Baseline). 3. Determine and list the average score for each subject area from school year 2014-2015(Actual). 4. Amongst the different type of licensure tests offered in subjects covered by TQP reforms, record number of licensure tests in which the reporting period score was greater than the baseline score. If five different types of licensure tests were offered, and the average score on three of those tests was greater than the baseline score, the number of licensure tests offered would be entered as five and the number of licensure tests with improved scaled scores would be three. This data would be recorded for GPRA 3.


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Above is a sample chart on how to report data for GPRA Measure 3

Area of Certification

Average scaled score for initial State certification or licensure for participants

Baseline (SY 2013-2014) Actual (SY 2014-2015)

Elementary Ed 315 329

Middle Grades Science 310 321

Middle Grades Math 308 305 Middle Grades Lang. Arts 320 316

Special Education 304 (2010- 2012 average) 322 (2014-2015 average)

Licensure Tests Offered

Licensure tests with improved scaled scores

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NEW TQP GPRA MEASURE4. Performance Measure: STUDENT LEARNINGThe percentage of grantees that report improved aggregate learning outcomes of students taught by new teachers. These data can be calculated using a student growth measure, a teacher evaluation measure, or both.

•Added in the FY 14 TQP NIA•Added in conjunction with the new proposed teacher prep regulations•If teacher prep regulations are passed, IHEs will be required to collect this data•First data collection in fall 2017, end of Year 3

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4. Performance Measure: STUDENT LEARNING Measure Type Quantitative Data

The percentage of grantees that report improved aggregate learning outcomes of students taught by new teachers. These data can be calculated using a student growth measure, a teacher evaluation measure, or both


GPRA


RawNumber

Ratio %Raw

NumberRatio %

Explanation of Progress: REPORTING INSTRUCTIONS TO COME…


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5. Efficiency Measure: EMPLOYMENT RETENTION Measure Type Quantitative Data

The cost of a successful outcome where success is defined as retention in the partner high-need LEA or ECE program three years after initial employment;


GPRA


RawNumber

Ratio $Raw

NumberRatio $

$5,000,000/40

$125,000

Reporting Instructions: 1. Identify the number of teachers who began teaching in the eligible schools in the 2011-2012 school year and are still teaching in eligible schools in the 2014 - 2015 school year. Identify the number of teachers who have been retained in the partner LEAs for three years. This may include those who reached the three year retention mark in 2014-15, as well as those who reached the mark in prior performance periods.(Retained Teachers)2. Identify total TQP Federal dollars obligated between October 1, 2014 and September 30, 2015.(Total $)3. Take the (Total $) as the numerator and the total (Retained Teachers) as the denominator. This fraction will be entered under ratio for GPRA 4. If the total cost is $5,000,000 and the total number of teachers is 40, the fraction will be $5,000,000/40. Under %, list the quotient, in this case, $125,000.


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6i. Short-Term Performance Measure 1: Persistence. Measure Type Quantitative Data

The percentage of program participants who did not graduate in the previous reporting period, and who persisted in the postsecondary program in the current reporting period;


GPRA


RawNumber

Ratio %Raw

NumberRatio %

90/105 86

Reporting Instructions: 1. Identify the number of students who were in the program during the 2013-2014 school year who were also in the program in the 2014-2015 school year. Students who are still enrolled beyond their senior year should be included, and those who graduated at some point in 2014-2015 are included. (Persisters)2. Identify the number of students who were in the program during the 2013-2014 school year who graduated in 2013-2014. (Graduates)3. Identify the number of students who were in the program during the 2013-2014 school year. This is the (Participants)4. Subtract the number of (Graduates) from the (Participants)5. Take the total (Persisters) as the numerator and the total (Participants-Graduates) as the denominator. The resulting fraction should be listed under ratio for this short term measure. The percentage should be listed under % for this short term measure. EX. If the fraction is 90/105, the percentage should be 86%.


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6ii. Short-Term Performance Measure 2: Employment Retention Measure Type Quantitative Data

The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program one year after initial employment.


GPRA


RawNumber

Ratio %Raw

NumberRatio %

45/55 81

Reporting Instructions: 1. Identify the number of graduates of the IHE programs covered by TQP reforms, who became teachers of record in the 2011 - 2012 school year in a partner high-need LEA or ECE program. (Beginning teachers)2. Identify the number of beginning teachers who began teaching in the eligible schools in school year 2011-2012 and are still teaching in eligible schools in the 2014-2015 school year. (Retained teachers)3. Take the total (Retained teachers) as the numerator and the total (Beginning Teachers) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 6ii.

GPRA Reporting CalendarYEAR 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

GPRA 1iGraduation

NO Maybe YES YES YES

GPRA 1iiECE Graduation


GPRA 23 -Year Employment Retention

NO NO NO Maybe YES

GPRA 3Improved Scores

Maybe Maybe YES YES YES

GPRA 4 Student Learning


GPRA 5Efficiency Measure

NO NO NO Maybe YES

GPRA 6iPersistence


GPRA 6ii1-Year Employment Retention


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HEA Reporting CalendarYEAR 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019HEA 1

Yes Yes Yes Yes Yes

HEA 2 Same as GPRA 2

HEA 3 Same as GPRA 3

HEA 4A No Maybe Yes Yes Yes

HEA 4B No Maybe Yes Yes Yes

HEA 4C No Maybe Yes Yes Yes

HEA 4D No Maybe Yes Yes Yes

HEA 4E No Maybe Yes Yes Yes

HEA 4F No Maybe Yes Yes Yes

HEA 4Gi. No Maybe Yes Yes Yes

HEA 4Gii. No Maybe Yes Yes Yes

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Questions

Please submit your questions about GPRA Measures using the chat box feature of the webinar software.

Section B—Budget Information Grantees should complete a budget summary chart provided to include budget information on the five (5) components below:

1.Approved Budget for Year 1 (10/1/14-9/30/15).

2.Expended funds for Year 1 current reporting period (10/01/14-4/30/15).

3.Expected expenditures for the remainder of the Year 1 budget period (05/01/15-9/30/15).

4.Carryover funds from Year 1 to Year 2.

5.Requested Year 2 budget.

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Section B- Budget Information

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Budget Categories

Year 1 Approved

Year 1 Actual Expenditures 10/1/15-4/30/15

Year 1 Expected Expenditures 5/1/15 – 9/30/15

Year 1 to Year 2 Carryover

Year 2 Requested Budget

Personnel $70,000 $70,000 $0 $0 $70,000Fringe $10,000 $10,000 $0 $0 $10,000Travel $20,000 $16,845 $4,000 $3,155 $25,000Equipment $7,000 $5,413 $2,000 $1,587 $7,000Supplies $30,000 $10,465 $20,000 $19,535 $30,000Contractual $100,000 $75,087 $25,000 $24,913 $100,000Other $40,000 $25,789 $9,000 $14,211 $40,000Total Direct Costs

$277,000 $213,599 $2,500 $63,401 $282,000

Indirect Costs $11,634 $8,971 $3,000 $2,663 $11,844Training Stipends

$20,000 $28,000 $2,100 -$8,000 $30,000

Total Costs $308,634 $250,570 $42,000 $58,064 $323,844Explanation of Budget:The unexpended projected funds in each category are due mostly to an over-estimation of costs. After the proposal was funded, contracts with our partners were finalized, and we found many services, such as usage of partner facilities for training, were much less costly than projected and, in some cases, free. The amount spent on stipends increased from $20,000 to $28,000, as we served more teachers than originally planned. We plan to use the carryover from our first project year to increase the number of teacher participants, offer an additional weekend training seminar, and increase training stipends distributed across grant years 2, 3, 4, and 5.

Section B—Budget Information

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Eastern Tech University 10/1/14- 9/30/15Year 1

Approved Budget

Expended 10/01/14 -

4/30/15

Expected 5/1/15 - 9/30/15

Year 1 Carryover

Year 2 Requested Budget

Personnel Project Administrator (80%) $ 80,000 $ 40,000 $ 35,000 $ 5,000 $ 82,000 Project Coordinator (100%) $ 60,000 $ 30,000 $ 20,000 $ 10,000 $ 60,000 Clerical Support (50%) $ 20,000 $ 14,000 $ 6,000 $ - $ 22,000 Grant Management (10%) $ 6,000 $ 3,500 $ 2,300 $ 200 $ 6,000

Category Total $ 166,000 $ 87,500 $ 63,300 $ 15,200 $ 170,000 Fringe Benefits $ - Fringe Benefits 116,400 78,450 33,800 $ 4,150 118,400

Category Total 116,400 78,450 33,800 $ 4,150 118,400Travel $ - Staff site visit-local $ 5,000 $ 3,600 $ 600 $ 800 $ 8,000 Conference travel $ 15,000 $ 11,000 $ 2,000 $ 2,000 $ 15,000

Summer induction camp travel/lodging $ 24,000 $ 1,500 $ 21,400 $ 1,100 $ 30,000

Category Total $ 44,000 $ 16,100 $ 24,000 $ 3,900 $ 53,000 Contractual $ - AVM Evaluation Co $ 50,000 $ 13,000 $ 32,000 $ 5,000 $ 50,000 TMG Grant Services $ 30,000 $ 14,000 $ 14,000 $ 2,000 $ 25,000 Clark County Public Schools $ 200,000 $ 176,000 $ 21,900 $ 2,100 $ 240,000

Category Total $ 280,000 $ 203,000 $ 67,900 $ 9,100 $ 315,000

Section B—Budget Information Carryover Funds

•In a narrative, please provide the following information about your carryover funds:

– Explain any deviations from the approved budget or Year 1

– Explain why there are unspent funds,

– Explain how funds not expended in Year 1 will be used in Year 2

– If there are still surplus funds, explain how they will be reallocated toward other project objectives

In a chart, please provide the following information about your carryover funds:

– Provide a timeline for completion of activities delayed in Year 1

– Explain why there are differences in use of funds across the budget categories, and any budgetary issues

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Section B—Budget InformationMatching Funds

•Matching funds should be reported using the ED524 budget summary sheet for Non-Federal funds.

•In addition to the Ed 524 budget sheet, a budget narrative should be included to show how matching funds will be used towards the project.

•Including matching fund amounts in the APR means that these funds have already been secured for Year 2.

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TQP Match Waiver Request Form

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Questions

Please submit your questions about reporting budget information or matching using the chat box feature of the webinar software.

Section C—Additional Information• Include any changes in project scope, key personnel or project

activities

• Updates to your evaluation plan

• Describe any types of technical assistance that would be helpful to you from the your ED program contact

• DO NOT use this section to attach press clippings, meeting agendas, materials, testimonials, and other “extras”; please send these to your ED project officer under separate cover

*Any changes provided in this section should have already been discussed with your ED program officer.

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APR Submission Tips• Always address GPRA Measures first, then HEA measures,

finally individual Project Measures

• Provide relevant detail in a succinct format

• Complete all sections of the APR

• Use numbers and always interpret data provided in layman’s terms

• Where possible, do not use vague language like more, most, or less. Please use more quantitative language that can be linked by to your program or project objectives.

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Questions

Please submit your questions about reporting Additional Information or APR Reporting Tips using the chat box feature of the webinar software.

RESOURCES• http://www2.ed.gov/fund/grant/apply/appforms/appforms.html

• http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m#h4

• http://www.100kin10.org/

• http://www2.ed.gov/about/offices/list/oii/tqp/index.html

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http://www2.ed.gov/fund/grant/apply/appforms/appforms.html

http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m#h4

http://www.100kin10.org/

http://www2.ed.gov/about/offices/list/oii/tqp/index.html

Year 1 TQP APR DUE DATE:

May 22, 2015Don’t Be Late!

annual performance reports & matching funds march 19, 2015 year 1 apr webinar for fy 14 teacher...

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