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

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 • 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 • 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 TA&D 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.

15. TA&D Program Performance Measures Program Performance Measure #4: The federal cost per unit of technical assistance provided by the Technical Assistance and Dissemination program. --Choose a specific TA service rendered or a specific TA product developed --Calculate cost to render or develop the service or product selected (direct cost + indirect cost) --Identify the number of target audience members reached by the product or service -- Divide the cost by the number of target audience members reached

16. 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

17. 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

18. Project Performance Measure Examples • Process measure (e.g.) • In each of the 2nd through 5th years of the grant (when), project staff (who) will provide 15 (how much) training sessions (what) via distance education to paraprofessionals/interveners on providing individualized supports to children who are deaf-blind.

19. Project Performance Measure Examples Outcome measure (e.g.) At the end of the training sessions and practicum (when), 100% (how many) of paraprofessionals/interveners (who) will be highly qualified to provide individualized supports to children who are deaf-blind (what).

20. 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.

21. 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). .

22. 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.

23. 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).

24. 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

25. 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

26. 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

27. Resources Additional information on creating logic models and high quality objectives and performance measures can be found at: http://www.tadnet.org/model_and_performance

28. 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 • http://www2.ed.gov/fund/grant/apply/osep/funding.html

30. 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.

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

32. 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.

33. 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

34. PROJECT STATUS CHART

35. 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.

36. 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.

37. 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 for all TA&D grants. Project Measures are unique to your grant.

38. 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.

39. 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.

40. Final Page of the Report Section B: Refer to the instructions for Section B in the ED 524B Instructions Section C: Include additional information (state applications, training materials, evaluation instruments, journal articles)

41. 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/front loaded

42. Submitting the 524B • Regular postal service: • U.S. Department of Education, Office of Special Education Programs • Attn: Kimberly Savoy-Brown, PCP – Room 5077 • LBJ Basement Level 1 • 400 Maryland Avenue, SW • Washington, DC 20202 • Hand delivery or parcel service: • U.S. Department of Education, Office of Special Education Programs • Attn: Kimberly Savoy-Brown, PCP – Room 5077 • 550 12th Street, SW • Washington, DC 20202

43. Contact your OSEP Project Officer with any questions! Due Date: April 16, 2010 Thank You!