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

GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING. Office of Special Education Programs U.S. Department of Education. Annual Grant Performance Report. An annual report of your activities and performance in meeting the approved objectives of the project

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

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  1. GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING 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

  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 • Implement early childhood language models in Part C and preschool programs • Increase the capacity of SEAs to scale-up RTI programs • Increase practitioners’ knowledge of social emotional interventions • Disseminate the impact of the project at a national level

  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. TA & D PROGRAM Performance Measures • Program Performance Measure #1: The percentage of products and services deemed to be of high quality by an independent review panel of qualified experts or individuals with appropriate expertise to review the substantive content of the products and services. • Program Performance Measure #2: The percentage of products and services deemed to be of high relevance to educational and early intervention policy or practice by an independent review panel of qualified members of the target audiences of the technical assistance and disseminations. • Program Performance Measure #3: The percentage of products and services deemed to be of high usefulness by target audiences to improve educational or early intervention policy or practice.    • Program Performance Measure #4: The federal cost per unit of technical assistance provided by the Technical Assistance and Dissemination program.

  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.) • In the summer of 2010 (when), project staff (who) will conduct 4 (how much) workshops on literacy practices (what) within 2 specialized TA States.

  18. Project Performance Measure Examples • Outcome measure (e.g.) • At the end of each workshop (when), 85% (how many) of participants (who) will report increased knowledge of literacy practices (what) as measured on a post-training survey.

  19. Project Performance Measure Examples Outcome measure (e.g.) At the end of the 5th year of the project (when), State Leadership Teams in 3 states (who) will have overseen the full implementation of the intervention model (what) in a minimum of 3 districts (how many). .

  20. Project Performance Measure Examples • Outcome measure (e.g.) • By year 3 of the project (when), 75% (how much) of network members (who) will use the project’s website at least 3 times per year (what) for communication within the network.

  21. 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 9 national meetings (how much).

  22. 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 coaching program • Hold an advisory board meeting • Conduct a workshop Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

  23. Common Problems • Performance measures are not measurable • Not measurable (e.g.) • Collaborative partnerships will be maintained • Evaluation will gauge teachers’ knowledge and project effectiveness • To increase the sustainability of the professional development model across the state Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University

  24. 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

  25. Contact your OSEP Project Officer with any questions! Thank You!

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