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

1. GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING FY 2009 Office of Special Education Programs U.S. Department of Education

2. 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

3. 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)

4. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

5. Goal – Objectives - Measures Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

6. Project Objectives • What are you trying to accomplish?

7. 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? Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

8. 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? Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

9. 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

10. Performance Measures • How are you measuring your progress in meeting your objectives?

11. 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? Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

12. Performance Measures Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

13. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

14. 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.

15. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

16. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

17. 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)

18. 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)

19. 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)

20. 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).

21. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

22. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

23. 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 Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

24. 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

26. ANNUAL PERFORMANCE REPORTS 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.

27. ANNUAL PERFORMANCE REPORTS Budget Expenditures: Report the expenditures during the “Reporting Period.” Must be data or information from the business or grants office.

28. 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.

29. 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

30. PROJECT STATUS CHART

31. PROJECT STATUS CHART Enter one of the project’s objectives; on subsequent pages, you will enter additional project objectives as submitted in your grant application.

32. 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.

33. 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.

34. 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.

35. 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.

36. Implement a high quality personnel development program that is aligned to State and national professional organization standards.

37. 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.

38. 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)

39. Submitting the 524B • Submit the 524B athttp://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

40. 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

41. Contact your OSEP Project Officer with any questions! Due Date: April 24, 2009 Thank You!