1. Grants 101c: Evaluation and Sustainability Provided to constituents as part of a webinar series, developed by the College Board’s Strategy, Outreach and Response Unit 6 March 2012

2. Overview Today, you will learn the components of a quality grant evaluation and how to plan for project sustainability after funding ends. Recording of this webinar and the power point presentation will be available within 48hrs at www.collegeboard.org/grants

3. Today’s Presenters Theodore Dwyer: Manager of Evaluation, Assessment & Accountability, Hillsborough County Public Schools, Tampa, FL Lynn Fell: Senior Grant/Response Writer, The College Board, Duluth, GA

4. First Steps – before developing your proposal Get support and approval from your leadership Identify your team (this includes your Evaluator) Read RFP thoroughly Takes notes, highlight Review and print all required forms Get the team together for review Ask questions!

5. Quality of the Evaluation

6. Project Evaluation Defines your ability to participate in required national evaluation activities Describes continuous feedback loop used to ensure project success Should be both formative and summative IMPORTANT: Contract with an experienced outside evaluator early in the application process so that they can assist you in developing the evaluation plan Local university American Evaluation Association http://www.eval.org/ American Educational Research Association http://www.aera.net/

7. The Role of the External Evaluator Work with team as external consultant Provide balance between being part of the team and being external Collect information for formative and summative parts of the program Provide periodic feedback to program personnel (at all levels)

8. Common Criteria for Evaluation 1) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project 2) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes

9. What does this mean? Extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project The best evaluations are mixed method Qualitative – soft data (how participants feel about the project, such as surveys, focus groups, etc.) Quantitative – hard data (numbers; test performance; PD completers, etc.)

10. What does this mean? Extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes Informs progress, allows for course corrections Provides platform for regular sustainability planning

11. A good evaluation ensures that: Goals, objectives, and outcomes are clearly specified and measurable Goal – broad, generalized statement Objective – SMART (Specific, Measurable, Achievable, Realistic, and Time-Bound) GPRA, Program, Project At least one goal restates the program purpose GPRAs* (federally required outcomes) are evident in objectives *Government Performance and Results Act

12. Sample Project Model NeedGoal (should link to need) Objective (SMART) ActivityPartner/ Person Responsible OutcomesMeasure 50% of students currently enrolled in AP courses are white; 75% of students passing AP exams are white Increase opportunities for all students to earn postsecondary credit through enrollment in AP courses Increase the percentage of underrepres ented students in AP courses by ____% each year of the project Provide training for guidance counselors and administrator s to appropriately schedule students into AP courses Project Director, Supervisor of Staff Development, College Board Increase AP enrollment by ___% over baseline for each AYP subgroup annually AP enrollmen t data NeedGoal (Should link to NEED) Objective (SMART) ActivityPartner/ Person Responsible OutcomesMeasure 50% of students currently enrolled in AP courses are white; 75% of students passing AP exams are white Increase opportunities for all students to earn postsecondary credit through enrollment in AP courses Increase the percentage of underreprese nted students in AP courses by ____% each year of the project Provide training for guidance counselors and administrators to appropriately schedule students into AP courses Project Director, Supervisor of Staff Development, College Board Increase AP enrollment by ___% over baseline for each AYP subgroup annually AP enrollmen t data Increase the percentage of underreprese nted students Passing AP tests by ____% each year of the project Provide waiver for AP tests for low income students Increase AP level 3 and above by ___% over baseline for each AYP subgroup annually AP Testing data Program Purpose: Increase opportunities for students to earn postsecondary credit through AP, IB, or dual credit. GPRA: Percentage of students enrolled in AP courses by ethnicity and socio-economic status

13. Sustainability

14. Importance of Sustainability Planning Often a required criteria Necessary to actually sustain the project after funding ends

15. Common Supports for Sustainability Items created with project funding Curriculum Assessments Professional Development Methodologies

16. Common Supports for Sustainability Personnel in the project are needed to get the project up and running – those personnel who are vital to sustainability will be funded by the applicant after federal funding ends Training begun under project will continue; “train the trainer” model Advisory boards/stakeholder groups will continue to provide guidance

17. Common Supports for Sustainability Budget shows decreasing dependence on grant funds to implement project Expand grant writing resources to secure additional grant funding (public and private sources) Creation of foundation or other “giving group” that is charged with raising private funds

18. Formalize Sustainability Planning Build sustainability planning into your evaluation plan Sustainability plan should be finalized prior to the last year of the project

19. Sustainability Planning as Milestone MilestoneResponsible PartyYear 1Year 2Year 3Year 4Year 5 Sustainability Planning Project Director, Advisory Board, Operating Team Qs 1-4, 2013 Qs 1-4, 2014 Qs 1-4, 2015 Q1, 2016 Make Sustainability Planning part of your Milestones Timeline (usually a required element) Make Sustainability Planning a regular agenda item in leadership meetings As the project nears its end, sustainability planning should be solidly in place

20. Remaining Webinars in the series Wed, Mar 14, 1pm EST -Grants 101d: Finalization and Submission: Tips and Strategies. www.collegeboard.org/grants to register

21. Whom to call 21

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