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

O S

E P

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

O S

E P

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)

O S

E P

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

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

O S

E P

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

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

O S

E P

Project ObjectivesProject Objectives

What are you trying to accomplish?

O S

E P

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

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?

O S

E P

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

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?

O S

E P

Project Objectives -- Project Objectives -- ExamplesExamples

Implement early childhood language Implement early childhood language models in Part C and preschool models in Part C and preschool programsprograms

Increase the capacity of SEAs to scale-up Increase the capacity of SEAs to scale-up RTI programsRTI programs

Increase practitioners’ knowledge of Increase practitioners’ knowledge of social emotional interventionssocial emotional interventions

Disseminate the impact of the project at Disseminate the impact of the project at a national levela national level

O S

E P

Performance MeasuresPerformance Measures

How are you measuring your progress in meeting your

objectives?

O S

E P

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

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?

O S

E P

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

Performance MeasuresPerformance Measures

Perform ance M easure1a

Perform ance M easure1b

Perform ance M easure1c

Project Objective1

O S

E P

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

Types of Performance Types of Performance MeasuresMeasures

ProgramMeasures established by OSEP for the

TA&D program. These include measures established for reporting to Congress under the Government Performance and Results Act

O S

E P

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.   

O S

E P

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

O S

E P

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

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

O S

E P

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

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

O S

E P

Project Performance Project Performance Measure ExamplesMeasure Examples

Process measure (e.g.) (e.g.)

In each of the 2In each of the 2ndnd through 5 through 5thth years of the years of the grant grant (when), (when), project staff project staff (who) (who) will will provide 15 provide 15 (how much) (how much) training sessions training sessions (what) (what) via distance education to via distance education to paraprofessionals/interveners on paraprofessionals/interveners on providing individualized supports to providing individualized supports to children who are deaf-blind.children who are deaf-blind.

O S

E P

Project Performance Project Performance Measure ExamplesMeasure Examples

Outcome measure (e.g.)

At the end of the training sessions and At the end of the training sessions and practicum practicum (when), (when), 100% 100% (how many(how many) of ) of paraprofessionals/interveners paraprofessionals/interveners (who) (who) will will be highly qualified to provide be highly qualified to provide individualized supports to children who individualized supports to children who are deaf-blind (are deaf-blind (whatwhat).).

O S

E P

Project Performance Project Performance Measure ExamplesMeasure Examples

Outcome measure (e.g.)

At the end of each workshop At the end of each workshop (when), (when), 85% 85% (how many(how many) of participants ) of participants (who) (who) will will report increased knowledge of literacy report increased knowledge of literacy practices (practices (whatwhat) as measured on a post-) as measured on a post-training survey.training survey.

O S

E P

Project Performance Project Performance Measure ExamplesMeasure Examples

Outcome measure (e.g.)

At the end of the 5At the end of the 5thth year of the project year of the project ((whenwhen),), State Leadership Teams in 3 states State Leadership Teams in 3 states ((whowho) will have overseen the full ) will have overseen the full implementation of the intervention model implementation of the intervention model ((whawhat) in a minimum of 3 districts (t) in a minimum of 3 districts (how how manymany).).

..

O S

E P

Project Performance Project Performance Measure ExamplesMeasure Examples

Outcome measure (e.g.)

By year 3 of the project By year 3 of the project (when), (when), 75% 75% ((how muchhow much) of network members ) of network members (who) (who) will use the project’s website at least 3 will use the project’s website at least 3 times per year (times per year (whatwhat) for communication ) for communication within the network.within the network.

O S

E P

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 (whenwhen), ), project staff (project staff (whowho) will present on ) will present on activities and outcomes of the project activities and outcomes of the project ((whatwhat) at a minimum of 9 national ) at a minimum of 9 national meetings (meetings (how muchhow much).).

O S

E P

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

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 coaching programEstablish a coaching program

Hold an advisory board meetingHold an advisory board meeting

Conduct a workshopConduct a workshop

O S

E P

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

Common ProblemsCommon Problems

Performance measures are not Performance measures are not measurablemeasurable

Not measurable (e.g.)Not measurable (e.g.)

Collaborative partnerships will be maintainedCollaborative partnerships will be maintained

Evaluation will gauge teachers’ knowledge Evaluation will gauge teachers’ knowledge and project effectivenessand project effectiveness

To increase the sustainability of the To increase the sustainability of the professional development model across the professional development model across the statestate

O S

E P

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

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

O S

E P

ResourcesResources

Additional information on creating logic Additional information on creating logic models and high quality objectives and models and high quality objectives and performance measures can be found at:performance measures can be found at:

http://www.tadnet.org/model_and_performance

O S

E P

Completing the 524BCompleting the 524B

The ED 524B is a required reporting form The ED 524B is a required reporting form with specific instructions.with specific instructions.

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

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

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 for all TA&D 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

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 (state applications, training materials, evaluation instruments, journal articles)

O S

E P

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/front loaded

O S

E P

Submitting the 524BSubmitting 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

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 16, 2010Due Date: April 16, 2010

Thank You!Thank You!