Office of Special Education Programs

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GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING
FY 2009

• Office of Special Education Programs
• U.S. Department of Education

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Annual Grant Performance Report

• An annual report of your activities and
  performance in meeting the approved objectives of
  the project
• Required for all active grants, including those
  in no cost extension
• OSEP reviews the report to determine if
  substantial progress has been in order to receive
  continued funding

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Overview

• 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)

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Why Is This Important?

• High quality objectives and measures
• Make it easier for you to measure your progress
• Allow you to report progress easily and
  quantitatively
• Allow OSEP staff to gather evidence of program
  effectiveness

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Goal Objectives - Measures
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Project Objectives

• What are you trying to accomplish?

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High Quality Project Objectives

• 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?

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High Quality Project Objectives

• 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 -- Examples

• Recruit and retain high quality students
• Implement a high-quality personnel development
  program that is aligned to State and national
  professional organization standards
• Prepare highly qualified personnel to serve young
  children with disabilities and their families

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Performance Measures

• How are you measuring your progress in meeting
  your objectives?

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Performance Measures

• Measurable indicator used to determine 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?

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Performance Measures
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Types of Performance Measures

• Program
• Measures established by OSEP for the personnel
  development program. These include measures
  established for reporting to Congress under the
  Government Performance and Results Act

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• 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.

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Types of Performance Measures

• 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

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High Quality Performance Measures

• High quality performance measures show
• What will change
• How much change you expect
• Who will achieve the change
• When the change will take place

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Project Performance Measure Examples

• Process measure (e.g.)
• Project staff (who) will implement 4 (how much)
  targeted recruitment activities (what ) during
  each of the first and third years of the grant
  (when)

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Project Performance Measure Examples

• Outcome measure (e.g.)
• Inquiries from potential candidates (who) about
  the program (what) will increase 20 from
  previous recruitment efforts (how much) during
  the first and third years of the grant (when)

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Project Performance Measure Examples

• Outcome measure (e.g.)
• At the end of their program (when), 90 of
  scholars (who) will demonstrate advanced critical
  reflection skills (what) by achieving a
  proficiency score of at least 3 on a 4 point
  rubric (how much)

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Project Performance Measure Example

• Process measure (e.g.)
• By the end of the project period (when), project
  staff (who) will present on activities and
  outcomes of the project (what) at a minimum of 3
  state and national meetings (how much).

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Common Problems

• Activities are NOT performance measures
• If the best response is Yes, we did that, it
  is likely an activity (not a performance measure)
• Activities
• Establish a mentoring program
• Hold an advisory board meeting
• Process students stipends

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Common Problems

• Performance measures need to be measurable
• Not measurable
• Collaborative partnerships will be maintained
• Evaluation will gauge students content
  proficiency and project effectiveness
• To increase the sustainability of the
  professional development model

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Summary

• Projects should have a few clear objectives that
  explain what the project is doing to support the
  overall goal
• Each objective should have a few, specific
  performance measures to demonstrate how progress
  toward meeting the objective will be measured

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Completing the 524B

• The ED 524B is a required reporting form with
  specific instructions.
• The form is used by all ED grants and has been
  approved by the Office of Management and Budget
  (OMB). Project Directors must follow the
  directions listed in the Dear Colleague letter
  and ED 524B Instructions provided by OSEP

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(No Transcript)
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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 REPORTS
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ANNUAL PERFORMANCE REPORTS Budget
Expenditures Report the expenditures during the
Reporting Period. Must be data or information
from the business or grants office.
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ANNUAL PERFORMANCE REPORTS
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.
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.
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EXECUTIVE SUMMARY SHEET
U.S. Department of Education Grant Performance
Report (ED 524B) Executive Summary
OMB No. 1890-0004 Exp. 10-31-2007
PR/ Number (11 characters)_______
(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.
ED 524B Page 2 of 11
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PROJECT STATUS CHART
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PROJECT STATUS CHART
Enter one of the projects objectives on
subsequent pages, you will enter additional
project objectives as submitted in your grant
application.
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PROJECT 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.
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PROJECT 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.
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PROJECT STATUS CHART
QUANTITATIVE DATA
Depending on your measure, enter either a raw
number or a ratio and percentage.
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.
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PROJECT STATUS CHART
QUALITATIVE 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.
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Implement a high quality personnel development
program that is aligned to State and national
professional organization standards.
1.a. Performance Measure Measure Type Quantitative Data Quantitative Data Quantitative Data Quantitative Data Quantitative Data Quantitative Data
Percentage of projects that incorporate evidence-based practices in the curriculum. (Measure 1) PROG Target Target Target Actual Performance Data Actual Performance Data Actual Performance Data
Percentage of projects that incorporate evidence-based practices in the curriculum. (Measure 1) PROG Raw Number Ratio Raw Number Ratio
Percentage of projects that incorporate evidence-based practices in the curriculum. (Measure 1) PROG / NA / NA
1.b. Performance Measure Measure Type Quantitative Data Quantitative Data Quantitative Data Quantitative Data Quantitative Data 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 Target Target Actual Performance Data Actual Performance Data Actual Performance 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 Raw Number Ratio Raw Number Ratio
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 4.5 / 4.0 /
1.c. Performance Measure Measure Type Quantitative Data Quantitative Data Quantitative Data Quantitative Data Quantitative Data 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 Target Target Actual Performance Data Actual Performance Data Actual Performance 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 Raw Number Ratio Raw Number Ratio
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 85 0
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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 States
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.
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Final 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 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 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

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Contact your OSEP Project Officer with any
questions!

• Due Date April 24, 2009
• Thank You!