1. Office of Special Education Programs U.S. Department of Education GRANT PERFORMANCE REPORT FOR CONTINUATION FUNDING FY 2009

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  Recruit and retain high quality students  Implement a high-quality personnel development program that is aligned to State and national professional organization standards  Prepare highly qualified personnel to serve young children with disabilities and their families

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

11. 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?

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

13. 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 personnel development program. These include measures established for reporting to Congress under the Government Performance and Results Act

14. Personnel Development PROGRAM Performance Measures Program Performance Measure #1: Percentage of projects that incorporate evidence-based practices in the curriculum. Program Performance Measure #2: The percentage of scholars who exit training programs prior to completion due to poor academic performance. Program Performance Measure #3: The percentage of degree/certification recipients employed upon program completion who are working in the area(s) for which they were trained. Program Performance Measure #4: The percentage of degree/certification recipients employed upon program completion who are working in the area(s) in which they were trained and who are fully qualified under IDEA and meet any additional State requirements that may exist. Program Performance Measure #5: The percentage of degree/certification recipients who maintain employment for three or more years in the area(s) for which they were trained and who are fully qualified under IDEA. Program Performance Measure #6: The percentage of funds expended on scholars who drop out of programs because of: 1) poor academic performance; or 2) scholarship support being terminated when the Federal grant to their institution ends.

15. 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

16. 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

17. O S E P Project Performance Measure Examples (e.g.) Process measure (e.g.) Project staff () will implement 4 (how much) targeted recruitment activities (what ) during each of the first and third years of the grant () Project staff (who) will implement 4 (how much) targeted recruitment activities (what ) during each of the first and third years of the grant (when)

18. O S E P Project Performance Measure Examples Outcome measure (e.g.) Inquiries from potential candidates (who) about the program (what) will increase 20% from previous recruitment efforts (how much) during the first and third years of the grant (when)

19. O S E P Project Performance Measure Examples Outcome measure (e.g.) At the end of their program (when), 90% of scholars (who) will demonstrate advanced critical reflection skills (what) by achieving a proficiency score of at least 3 on a 4 point rubric (how much)

20. O S E P Project Performance Measure Example (e.g.) 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 3 state and national meetings (how much).

21. 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  Process students’ stipends

22. 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

23. 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

24. 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

26. 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

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

28. 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

29. 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

30. PROJECT STATUS CHART

31. 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

32. 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

33. 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

34. 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.

35. 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

36. 1.a. Performance MeasureMeasure TypeQuantitative Data Percentage of projects that incorporate evidence-based practices in the curriculum. (Measure #1) PROG TargetActual Performance Data Raw Number Ratio% Raw Number Ratio% / NA / 1.b. Performance Measure Measure Type Quantitative Data Upon completion of a seminar on family partnerships, each cohort of scholars will rate the quality and usefulness of the seminar as 4.5 or greater on a 5-point scale. PROJ TargetActual Performance Data Raw NumberRatio% Raw NumberRatio% 4.5 / 4.0 / 1.c. Performance Measure Measure Type Quantitative Data At the midpoint of scholars’ programs, 85% of scholars will demonstrate at least satisfactory knowledge of working with young children with disabilities and their families by scoring a minimum of 75 (out of 100) on a program designed assessment. PROJ TargetActual Performance Data Raw Number Ratio% Raw Number Ratio% 850 Implement a high quality personnel development program that is aligned to State and national professional organization standards.

37. Explanation of Progress (Include Qualitative Data and Data Collection Information) (1a) The project curriculum is based on the State’s personnel standards which are consistent with those of the Division for Early Childhood and the National Association for the Education of Young Children. All courses were approved by the Curriculum Committee in the Graduate School of Education for our NCATE accreditation process. Project staff and the Advisory Committee will review the courses annually to ensure that they contain current evidence-based practices. In addition, the project staff is working on a process to select and evaluate field placements. The Advisory Committee will review this process. (1b) Since this grant is designed with a focus on strengthening family partnerships, a required seminar on family partnerships was identified for more in-depth evaluation. The seminar was offered during the Fall 2008 semester. Project staff recruited families through the State PTI as well as PTI staff to present on their experiences. Data from the survey will be used to inform the content of other courses as well as future seminars. (1c) Project staff will design an assessment to measure students’ progress in meeting personnel standards aligned to the courses offered in the first year of their program. This data will be used to inform the content of other courses in the program as well as practicum experiences to ensure that students are receiving a high quality personnel development program. Results of the data will also be used to make adjustment to the first year program for the second cohort of students. Implement a high quality personnel development program that is aligned to State and national professional organization standards.

38. 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)

39. 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

40. 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

41. Contact your OSEP Project Officer with any questions! Due Date: April 24, 2009 Thank You!