1. Office of Special Education Programs U.S. Department of Education With thanks to NECTAC & Christy Kavulic GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING FY 2010

2. O S E P 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. O S E P 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. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

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

6. O S E P Project Objectives What are you trying to accomplish?

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

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

9. O S E P Project Objectives -- Examples  Establish a licensure program which will recruit, enroll, support, and assist paraprofessionals currently employed in an urban school district to meet state certification requirements in special education  Implement a high-quality professional development program to help LEAs implement a multi-tiered system for behavior and academics

10. O S E P Project Objectives - Examples Provide training that enables personnel to work with and involve parents in their child’s education, including parents of low income and limited English proficient children with disabilities Provide training that enables personnel to work with and involve parents in their child’s education, including parents of low income and limited English proficient children with disabilities

11. O S E P Performance Measures How are you measuring your progress in meeting your objectives?

12. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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?

13. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University Performance Measures

14. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University Types of Performance Measures   Program Measures established by OSEP for the SPDG program. These include measures established for reporting to Congress under the Government Performance and Results Act

15. SPDG PROGRAM Performance Measures Measure 1.1 – Evidence-Based Practices (Personnel): The percent of personnel receiving professional development through the SPDG based on scientific- or evidence-based instructional practices. Measure 1.2 – State Performance Plan (SPP) Alignment: The percent of SPDG projects that implement personnel development/training activities that are aligned with improvement strategies identified in their SPP. Measure 2.1 – Evidence-Based Practices (Training): The percentage of professional development/training activities provided through the SPDG based on scientific- or evidence-based instructional/behavioral practices.

16. O S E P Measure 2.2 – Sustained Practices: The percentage of professional development/training activities based on scientific- or evidence-based instructional/behavioral practices, provided through the SPDG program, that are sustained through on-going and comprehensive practices. (Long-term) Measure 3.1 – Teacher Retention: In states with SPDG projects that have special education teacher retention as a goal, the statewide percentage of highly qualified special education teachers in state identified professional disciplines (e.g., teachers of children with emotional disturbance, deafness, etc.) who remain teaching after the first two years of employment. Measure 4.1 – Scale-up Scientific- or Evidence-Based Practices: The percentage of SPDG projects that successfully replicate the use of scientific- or evidence-based instructional/behavioral practice in schools. (Long-term)

17. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

18. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

19. O S E P Project Performance Measure Examples (e.g.) Process measure (e.g.) Project staff () will hold 4 (how much) training sessions with mentors (what ) during the first and third years of the grant () Project staff (who) will hold 4 (how much) training sessions with mentors (what ) during the first and third years of the grant (when)

20. O S E P Project Performance Measure Examples Outcome measure (e.g.) Inquiries from potential special education teachers (who) about teaching in our state (what) will increase 20% from the number recorded in 2006 (how much) by the third year of the grant (when)

21. O S E P Project Performance Measure Examples Outcome measure (e.g.) At the end of their third year of training (when), 90% of partner schools (who) will have implemented tertiary-level literacy supports (what) by meeting benchmark (80%) on an implementation fidelity measure (how much)

22. O S E P Project Performance Measure Example Outcome measure Of the 200 schools implementing SWPBIS (who) assessed each spring (when), 80% (how much) of them will implement with fidelity (what).

23. O S E P Project Performance Measure Example (e.g.) Outcome measure (e.g.) 100% (how much) of paraprofessionals supported by the SPDG in a certification program (who) will become highly qualified special education teachers in an urban school district (what) by the completion of the grant performance period (when).

24. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

25. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

26. O S E P Taken from the Center for Evaluation & Educational Policy (CEEP) at Indiana University 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

27. O S E P 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

29. 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 REPORTS

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

31. 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 REPORTS

32. OMB No. 1890-0004 Exp. 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 SHEET

33. PROJECT STATUS CHART

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

35. 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 CHART

36. 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. PROJECT STATUS CHART

37. Depending on your measure, enter either a raw number or a ratio and percentage. PROJECT STATUS CHART QUANTITATIVE 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.

38. QUALITATIVE DATA If measure requires the collection of qualitative data, then enter “N/A” under the Raw Number and Percentage columns. 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 CHART

39. 1.a. Performance MeasureMeasure TypeQuantitative Data The percentage of professional development/training activities provided through the SPDG based on scientific- or evidence-based instructional/behavioral practices. PROG TargetActual Performance Data Raw Number Ratio% Raw Number Ratio% / 25/25 100 1.b. Performance Measure Measure Type Quantitative Data 90 % of low performing schools receiving training in PBIS will meet the benchmark for a positive school climate, as demonstrated by the Climate Staff Survey, by year 3 of their PBIS training. PROJ TargetActual Performance Data Raw NumberRatio% Raw NumberRatio% 18 /20 90 12/20 60 1.c. Performance Measure Measure Type Quantitative Data 90% of low performing schools receiving training in PBIS will decrease the number of suspensions of students with disabilities by 20% or more by year 3 of their PBIS training. PROJ TargetActual Performance Data Raw Number Ratio% Raw Number Ratio% 18/20 90 10/20 50% Implement a high-quality professional development program to help LEAs implement a multi-tiered system for behavior /academicsImplement a high-quality professional development program to help LEAs implement a multi-tiered system for behavior /academics.

40. Explanation of Progress (Include Qualitative Data and Data Collection Information) (1a) The multi-tiered models of support trainings have been based on the best research available regarding (1) evidence-based practices in professional development and follow-up activities (e.g., coaching) (provide citations), (2) evidence-based practices in school-wide positive behavior support (provide citations), (3) evidence-based practices in intensive behavior support (provide citations), (4) evidence-based practices in school-wide literacy and math instruction, assessment, and decision making (provide citations), and (5) evidence-based practices in intensive literacy and math support (provide citations). The 25 activities (describe more fully) have all been built based on these evidence bases. (1b) There is a promising evidence base that links improvements in school climate with the full implementation of PBIS (citations). Although this is only the second year of implementation for the low performing schools, for the 8 schools that did not meet the benchmark set for the climate measure, interviews have been set up with one or more of the school staff to determine greater levels of assistance that may be needed from project staff. (1c) The is a moderate evidence base that links the full implementation of PBIS with decreases in the number of students with disabilities who are suspended. The 10 schools that have not decreased suspension by 20% will participate in interviews to help determine support needs. Implement a high-quality professional development program to help LEAs implement a multi-tiered system for behavior /academicsImplement a high-quality professional development program to help LEAs implement a multi-tiered system for behavior /academics

41. 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)

42. O S E P Section B – Budget Information  Actual Expenditures for Reporting Period (e.g., May 1, 2009 – March 31, 2010: $836,750.  Provide explanation if you are not expending funds at the expected rate: A final cohort of paraprofessionals was not added due to withdrawal of one of the participating LEAs. This means that $100,000 was not spent that was planned to be spent during this period. We will have twice the number of paraprofessionals than had been planned in the next cohort. Accordingly we plan to spend these funds in the next year of the project.

43. O S E P Section B – Budget Information  Describe any changes to your budget that affected your ability to achieve your approved project activities and/or project objectives. The DOE has decided to use IDEA Part B funds to support ---- activity, thus we will spend $90,000 for the activity, instead of $180,000. However, we will be able to reach the objectives set out in our grant application for this activity.  Describe any significant changes to your budget resulting from modifications of project activities. We have added 5 new facilitators to the professional development team that serves 5 LEAs. We are using $90,000 to pay for these facilitators*.

44. O S E P Section B – Budget Information  Do you expect to have any unexpended funds at the end of the current budget period? (Explain why, provide an estimate, and indicate how you plan to use the unexpended funds (carryover) in the next budget period.) As explained above, we will be carrying over $100,000 which we will spend on our paraprofessional activities next year.  Describe any anticipated changes in your budget for the next budget period that require prior approval from the Department. All of the changes described above have been discussed and approved by our Project Officer.

45. O S E P Section C – Additional Informaiton If applicable, please provide a list of current partners on your grant and indicate if any partners changed during the reporting period. Please indicate if you anticipate any change in partners during the next budget period. If any of your partners changed during the reporting period, please describe whether this impacted your ability to achieve your approved project objectives and/or project activities. If applicable, please provide a list of current partners on your grant and indicate if any partners changed during the reporting period. Please indicate if you anticipate any change in partners during the next budget period. If any of your partners changed during the reporting period, please describe whether this impacted your ability to achieve your approved project objectives and/or project activities. If instructed by your program office, please report on any statutory reporting requirements for this grant program. If instructed by your program office, please report on any statutory reporting requirements for this grant program.

46. O S E P Describe any changes that you wish to make in the grant’s activities for the next budget period that are consistent with the scope and objectives of your approved application.Describe any changes that you wish to make in the grant’s activities for the next budget period that are consistent with the scope and objectives of your approved application. If you are requesting changes to the approved Project Director listed in Block 3 of your GAN and/or to other approved key personnel listed in Block 4 with a proposed effective date during the remainder of the current budget period or the next budget period, please indicate the name, title and percentage of time of the requested key personnel. Please indicate whether the proposed Project Director or other key personnel change would be effective during the current or next budget period. Additionally, please attach a resume or curriculum vitae for the proposed key personnel when you submit your performance report.If you are requesting changes to the approved Project Director listed in Block 3 of your GAN and/or to other approved key personnel listed in Block 4 with a proposed effective date during the remainder of the current budget period or the next budget period, please indicate the name, title and percentage of time of the requested key personnel. Please indicate whether the proposed Project Director or other key personnel change would be effective during the current or next budget period. Additionally, please attach a resume or curriculum vitae for the proposed key personnel when you submit your performance report. Note: Do not report on any key personnel changes that were already made during the current or previous budget period(s). Departmental approval must be requested and received prior to making key personnel changes.

47. O S E P Provide any other appropriate information about the status of your project including any unanticipated outcomes or benefits from your project.Provide any other appropriate information about the status of your project including any unanticipated outcomes or benefits from your project.

48. O S E P Submitting 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

49. O S E P 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

50. O S E P Program Measures: Things to Think about Measure 1.1 – Evidence-Based Practices (Personnel): The percent of personnel receiving professional development through the SPDG based on scientific- or evidence-based instructional practices. Measure 1.1 – Evidence-Based Practices (Personnel): The percent of personnel receiving professional development through the SPDG based on scientific- or evidence-based instructional practices. Describe the PD activities conducted by the project and the number of personnel trained in each activity. Describe the PD activities conducted by the project and the number of personnel trained in each activity. Provide evidence through citations and explanations. Provide evidence through citations and explanations. Metric: # of personnel who received SPDG PD based on EBPs divided by the total # of personnel who received PD from the SPDG Metric: # of personnel who received SPDG PD based on EBPs divided by the total # of personnel who received PD from the SPDG

51. O S E P Measure 1.2 – State Performance Plan (SPP) Alignment: The percent of SPDG projects that implement personnel development/training activities that are aligned with improvement strategies identified in their SPP. Provide a description of each professional development activity provided by the SPDG that is aligned with SPP improvement strategies. Provide a description of each professional development activity provided by the SPDG that is aligned with SPP improvement strategies. The reviewers will make the decision as a result of what is available in your continuation report.The reviewers will make the decision as a result of what is available in your continuation report. You do not need to connect to every indicator.You do not need to connect to every indicator.

52. O S E P Measure 2.1 – Evidence-Based Practices (Training): The percentage of professional development/training activities provided through the SPDG based on scientific- or evidence-based instructional/behavioral practices. Provide descriptions of your professional development activities.Provide descriptions of your professional development activities. Provide evidence that these are evidence- based practices (EBPs)Provide evidence that these are evidence- based practices (EBPs) Metric: # of PD activities that are based on scientific or EBPs divided by the Total # of PD training activities provided by the SPDG project.Metric: # of PD activities that are based on scientific or EBPs divided by the Total # of PD training activities provided by the SPDG project.

53. O S E P Measure 2.2 – Sustained Practices: The percentage of professional development/training activities based on scientific- or evidence-based instructional/behavioral practices, provided through the SPDG program, that are sustained through on-going and comprehensive practices. (Long-term) Taken from the final performance report. Taken from the final performance report. The final report must provide detailed documentation on how PD provided by the project was sustained, including a description of on-going and comprehensive practices being conducted by the project (e.g., mentoring, coaching, structured guidance).The final report must provide detailed documentation on how PD provided by the project was sustained, including a description of on-going and comprehensive practices being conducted by the project (e.g., mentoring, coaching, structured guidance). Metric: # of PD initiatives based on scientific or evidence-based instructional practices that have been sustained divided by the Total # of PD training initiatives provided by the SPDG program.Metric: # of PD initiatives based on scientific or evidence-based instructional practices that have been sustained divided by the Total # of PD training initiatives provided by the SPDG program.

54. O S E P Measure 3.1 – Teacher Retention: In states with SPDG projects that have special education teacher retention as a goal, the statewide percentage of highly qualified special education teachers in state identified professional disciplines (e.g., teachers of children with emotional disturbance, deafness, etc.) who remain teaching after the first two years of employment. State identified professional disciplinesState identified professional disciplines

55. O S E P Measure 4.1 – Scale-up Scientific- or Evidence-Based Practices: The percentage of SPDG projects that successfully replicate the use of scientific- or evidence-based instructional/behavioral practice in schools. (Long-term) Taken from your final performance report. Taken from your final performance report. Choose one or more of your initiatives/evidence-based practicesChoose one or more of your initiatives/evidence-based practices Provide the number of schools where the practice has been implemented with fidelity as a result of the SPDG activities Provide the number of schools where the practice has been implemented with fidelity as a result of the SPDG activities

56. Contact your OSEP Project Officer with any questions! Due Date: April 30, 2010 Thank You!