Office of Special Education ProgramsOffice of Special Education Programs
U.S. Department of EducationU.S. Department of Education
GRANT PERFORMANCE REPORTGRANT PERFORMANCE REPORT
FORFOR
CONTINUATION FUNDING CONTINUATION FUNDING
FY 2009FY 2009
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Annual Grant Performance Annual Grant Performance ReportReport
An annual report of your activities and An annual report of your activities and performance in meeting the approved performance in meeting the approved objectives of the projectobjectives of the project
Required for all active grants, including Required for all active grants, including those in no cost extensionthose in no cost extension
OSEP reviews the report to determine if OSEP reviews the report to determine if substantial progress has been in order substantial progress has been in order to receive continued funding to receive continued funding
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OverviewOverview
Recognize strong project objectives that can be associated with high quality performance measures
Develop high-quality, measurable performance measures that maximize the potential for meaningful data reporting
Complete the ED Grant Performance Report (ED 524B)
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Why Is This Important?Why Is This Important?
High quality objectives and High quality objectives and measures …measures …
Make it easier for you to measure your Make it easier for you to measure your progressprogress
Allow you to report progress easily and Allow you to report progress easily and quantitativelyquantitatively
Allow OSEP staff to gather evidence of Allow OSEP staff to gather evidence of program effectivenessprogram effectiveness
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Goal – Objectives - MeasuresGoal – Objectives - Measures
Perform ance M easuresH o w yo u m e a su re yo u r p ro g ress tow a rd m ee tin g yo u r o b jec tives
(P ro g ra m /G P R A , P ro je c t)
Project ObjectivesW h at you r p ro je ct is d o ing to su pp o rt th e o ve ra ll p ro g ra m g o a l
(F o u nd in yo u r ap p lica tio n )
Program Goal
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Project ObjectivesProject Objectives
What are you trying to accomplish?
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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High Quality Project High Quality Project ObjectivesObjectives
Relevance
How relevant is the project objective to the overall goal of the program and/or the goal of your project?
Applicability
How applicable is the project objective to the specific activities that are being conducted through your particular project?
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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High Quality Project High Quality Project ObjectivesObjectives
Focus
How focused is the project objective?
Measurability
Are there concepts in the project objective that lend themselves to measurement? If so, is measurement feasible?
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Project Objectives -- Project Objectives -- ExamplesExamples
Recruit and retain high quality studentsRecruit and retain high quality students
Implement a high-quality personnel Implement a high-quality personnel development program that is aligned to development program that is aligned to State and national professional State and national professional organization standardsorganization standards
Prepare highly qualified personnel to Prepare highly qualified personnel to serve young children with disabilities serve young children with disabilities and their familiesand their families
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Performance MeasuresPerformance Measures
How are you measuring your progress in meeting your
objectives?
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Performance MeasuresPerformance Measures
Measurable indicator used to determine Measurable indicator used to determine how well objectives are being met. how well objectives are being met.
How will progress be assessed?
How much progress will constitute success?
How will it be known if an objective or part of an objective has been achieved?
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Performance MeasuresPerformance Measures
Perform ance M easure1a
Perform ance M easure1b
Perform ance M easure1c
Project Objective1
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Types of Performance Types of Performance MeasuresMeasures
ProgramMeasures established by OSEP for the
personnel development program. These include measures established for reporting to Congress under the Government Performance and Results Act
Personnel Development PROGRAM Performance Measures
• Program Performance Measure #1: Percentage of projects that incorporate evidence-based practices in the curriculum.
• Program Performance Measure #2: The percentage of scholars who exit training programs prior to completion due to poor academic performance.
• Program Performance Measure #3: The percentage of degree/certification recipients employed upon program completion who are working in the area(s) for which they were trained.
• Program Performance Measure #4: The percentage of degree/certification recipients employed upon program completion who are working in the area(s) in which they were trained and who are fully qualified under IDEA and meet any additional State requirements that may exist.
• Program Performance Measure #5: The percentage of degree/certification recipients who maintain employment for three or more years in the area(s) for which they were trained and who are fully qualified under IDEA.
• Program Performance Measure #6: The percentage of funds expended on scholars who drop out of programs because of: 1) poor academic performance; or 2) scholarship support being terminated when the Federal grant to their institution ends.
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Types of Performance Types of Performance MeasuresMeasures
Project
Measures that the grantee establishes to meet their project objectives
Project performance measures can address both the process of working towards an objective and the outcome related to meeting the objective
Ensure a mix of both process and outcome measures
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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High Quality Performance High Quality Performance MeasuresMeasures
High quality performance measures showHigh quality performance measures show
WhatWhat will change will change
How muchHow much change you expect change you expect
WhoWho will achieve the change will achieve the change
WhenWhen the change will take place the change will take place
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Project Performance Project Performance Measure ExamplesMeasure Examples
Process measure (e.g.) (e.g.)
Project staff (Project staff (who) will implement 4 () will implement 4 (how how muchmuch)) targeted recruitment activities targeted recruitment activities ((what what ) during each of the first and third ) during each of the first and third years of the grant (years of the grant (when))
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Project Performance Project Performance Measure ExamplesMeasure Examples
Outcome measure (e.g.)
Inquiries from potential candidates Inquiries from potential candidates (who)(who) about the program about the program (what)(what) will increase will increase 20% from previous recruitment efforts 20% from previous recruitment efforts (how much)(how much) during the first and third during the first and third years of the grant years of the grant (when)(when)
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Project Performance Project Performance Measure ExamplesMeasure Examples
Outcome measure (e.g.)
At the end of their program At the end of their program (when),(when), 90% 90% of scholars of scholars (who)(who) will demonstrate will demonstrate advanced critical reflection skills advanced critical reflection skills (what)(what) by achieving a proficiency score of at by achieving a proficiency score of at least 3 on a 4 point rubric (least 3 on a 4 point rubric (how muchhow much))
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Project Performance Project Performance Measure ExampleMeasure Example
Process measure (e.g.) (e.g.)
By the end of the project period By the end of the project period (when),(when), project staff project staff (who)(who) will present on will present on activities and outcomes of the project activities and outcomes of the project (what)(what) at a minimum of 3 state and at a minimum of 3 state and national meetings national meetings (how much).(how much).
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Common ProblemsCommon Problems Activities are NOT performance Activities are NOT performance
measuresmeasures
If the best response is “Yes, we did If the best response is “Yes, we did that,” it is likely an activity (that,” it is likely an activity (notnot a a performance measure)performance measure)
Activities:Activities:
Establish a mentoring programEstablish a mentoring program
Hold an advisory board meetingHold an advisory board meeting
Process students’ stipends Process students’ stipends
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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Common ProblemsCommon Problems
Performance measures need to be Performance measures need to be measurablemeasurable
Not measurableNot measurable
Collaborative partnerships will be Collaborative partnerships will be maintainedmaintained
Evaluation will gauge students’ content Evaluation will gauge students’ content proficiency and project effectivenessproficiency and project effectiveness
To increase the sustainability of the To increase the sustainability of the professional development modelprofessional development model
Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University
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SummarySummary
Projects should have a few clear Projects should have a few clear objectives that explain what the objectives that explain what the project is doing to support the overall project is doing to support the overall goalgoal
Each objective should have a few, Each objective should have a few, specific performance measures to specific performance measures to demonstrate how progress toward demonstrate how progress toward meeting the objective will be measured meeting the objective will be measured
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Completing the 524BCompleting the 524B
The ED 524B is a required reporting The ED 524B is a required reporting form with specific instructions.form with specific instructions.
The form is used by all ED grants and The form is used by all ED grants and has been approved by the Office of has been approved by the Office of Management and Budget (OMB). Management and Budget (OMB). Project Directors must follow the Project Directors must follow the directions listed in the Dear Colleague directions listed in the Dear Colleague letter and ED 524B Instructions letter and ED 524B Instructions provided by OSEPprovided by OSEP
Reporting Period:
For first year grants, the date is the beginning of the project year to 30 days before the due date.
For grants in years 2-4, it is the date from the end of the previous reporting period to 30 days before the due date.
ANNUAL PERFORMANCE REPORTSANNUAL PERFORMANCE REPORTS
ANNUAL PERFORMANCE REPORTSANNUAL PERFORMANCE REPORTS
Budget Expenditures:
Report the expenditures during the “Reporting Period.” Must be data or
information from the business or grants office.
Signatory must have authority to sign on behalf of the institution since the grant is from the Department to the institution and not to an individual.
Performance Measure Status:
This will be checked “No” since OSEP is asking for data for the reporting period, not for the budget period.
The date entered here will be the due date for your Final Performance Report; which is 90 days after the end of the grant.
ANNUAL PERFORMANCE REPORTSANNUAL PERFORMANCE REPORTS
OMB No. 1890-0004Exp. 10-31-2007
U.S. Department of Education
Grant Performance Report (ED 524B)Executive Summary
(See Instructions)
*** Provide highlights of the project's activities and the extent to which the expected outcomes and performance measures were achieved during the reporting period. Do NOT include the project abstract.
PR/ Number # (11 characters)_______
ED 524BPage 2 of 11
EXECUTIVE SUMMARY SHEETEXECUTIVE SUMMARY SHEET
PROJECT STATUS CHARTPROJECT STATUS CHART
Enter one of the project’s objectives; on subsequent pages, you will enter additional project objectives as submitted in your grant application.
PROJECT STATUS CHARTPROJECT STATUS CHART
Enter your PROJECT performance measures that show you are measuring progress toward meeting the objective.
In addition, enter PROGRAM performance measures that align with the objective.
PROJECT STATUS CHARTPROJECT STATUS CHART
Here you identify if the performance measure is a project measure, “PROJ,” or a program measure, “PRGM.”
Note:
Program Measures refer to OSEP Measures required in all personnel development grants. Project Measures are unique to your grant.
PROJECT STATUS CHARTPROJECT STATUS CHART
Depending on your measure, enter either a raw number or a ratio and percentage.
PROJECT STATUS CHARTPROJECT STATUS CHART
QUANTITATIVE DATAQUANTITATIVE DATA
In this area of the page, enter information to explain the quantitative data, as well as activities the project engaged in to meet the objective.
QUALITATIVE DATAQUALITATIVE DATA
If measure requires the collection of qualitative data, then enter “N/A” under the Raw Number and Percentage columns.
N/A N/A N/A N/A
In this area of the page, report qualitative data along with other information you wish to report regarding the identified objective.
PROJECT STATUS CHARTPROJECT STATUS CHART
1.a. Performance Measure Measure Type Quantitative Data
Percentage of projects that incorporate evidence-based practices in the curriculum. (Measure #1)
PROG Target Actual Performance Data
Raw Number Ratio %
Raw Number Ratio %
/NA
/NA
1.b. Performance Measure Measure Type Quantitative Data
Upon completion of a seminar on family partnerships, each cohort of scholars will rate the quality and usefulness of the seminar as 4.5 or greater on a 5-point scale.
PROJ Target Actual Performance Data
Raw Number Ratio %
Raw Number Ratio %
4.5 /
4.0 /
1.c. Performance Measure Measure Type Quantitative Data
At the midpoint of scholars’ programs, 85% of scholars will demonstrate at least satisfactory knowledge of working with young children with disabilities and their families by scoring a minimum of 75 (out of 100) on a program designed assessment.
PROJ Target Actual Performance Data
Raw Number Ratio %
Raw Number Ratio %
85 0
Implement a high quality personnel development program that is aligned to State and national professional organization standards.
Explanation of Progress (Include Qualitative Data and Data Collection Information)
(1a) The project curriculum is based on the State’s personnel standards which are consistent with those of the Division for Early Childhood and the National Association for the Education of Young Children. All courses were approved by the Curriculum Committee in the Graduate School of Education for our NCATE accreditation process. Project staff and the Advisory Committee will review the courses annually to ensure that they contain current evidence-based practices. In addition, the project staff is working on a process to select and evaluate field placements. The Advisory Committee will review this process.
(1b) Since this grant is designed with a focus on strengthening family partnerships, a required seminar on family partnerships was identified for more in-depth evaluation. The seminar was offered during the Fall 2008 semester. Project staff recruited families through the State PTI as well as PTI staff to present on their experiences. Data from the survey will be used to inform the content of other courses as well as future seminars.
(1c) Project staff will design an assessment to measure students’ progress in meeting personnel standards aligned to the courses offered in the first year of their program. This data will be used to inform the content of other courses in the program as well as practicum experiences to ensure that students are receiving a high quality personnel development program. Results of the data will also be used to make adjustment to the first year program for the second cohort of students.
Implement a high quality personnel development program that is aligned to State and national professional organization standards.
Final Page of the ReportFinal Page of the Report
Section B: Refer to the instructions for Section B in the ED 524B Instructions
Section C: Include additional information (recruitment material, syllabi, evaluation instruments, journal articles)
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Submitting the 524BSubmitting the 524B
Submit the 524B at http://e-Grants.ed.gov
Signed ED 524B Cover Sheet must be faxed to Kimberly Savoy-Brown at 202-245-7635
Two conditions require hard copy or email submission rather than submission through e-Grants – Grants in no-cost extension
Grants that have been forward funded
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Submitting the 524BSubmitting the 524B
Regular postal service:
U.S. Department of Education, Office of Special Education Programs
Attn: Kimberly Savoy-Brown, PCP – Room 5060
400 Maryland Avenue, SW
Washington, DC 20202
Hand delivery or parcel service:
U.S. Department of Education
Attn: Kimberly Savoy-Brown, Mail Stop 255
LBJ Basement Level 1
400 Maryland Avenue, SW
Washington, DC 20202
Contact your OSEP Project Contact your OSEP Project Officer with any questions!Officer with any questions!Contact your OSEP Project Contact your OSEP Project Officer with any questions!Officer with any questions!
Due Date: April 24, 2009Due Date: April 24, 2009
Thank You!Thank You!