final performance report (fpr) requirements june 11, 2015 2009 and 2010 teacher quality partnership...

Final Performance Report (FPR) Requirements

June 11, 2015

2009 and 2010 Teacher Quality Partnership (TQP) Grantees

Agenda• Purpose of FPR and Deadlines• Parts of the ED524B Form• Match Requirement• How to Submit the FPR

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Purpose• Final Performance Reports are REQUIRED of all ED

grantees• FPRs help to ensure that individual TQP projects have

made substantial progress toward meeting GPRA performance measures and project objectives as described in the funded application

• FPRs cover progress made over the final year of the grant period, as well as, provide outcomes and shortfalls over the life of the entire grant cycle.

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Reporting Requirements• Finish all project implementation by the project end date• Complete all drawdowns for expenditures• If you are a 2009 grantee, you will have a 90 day

Liquidation period to complete drawdowns• If you are a 2010 grantee, all drawdowns must be

completed by September 30, 2015 before funds automatically revert to Treasury

• Prepare and submit a Final Performance Report within 90 days of the project end date• A signed cover sheet is imperative for the FPR submission

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Parts of the Final Performance Report

Grantees will complete a Final Performance Report using the ED 524B reporting form•Cover Sheet and Executive Summary•Project Status Chart

– Section A- GPRA, HEA, and Project Related Performance Measure Data

– Section B- Budget Information – Section C- Changes/Additional Information

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Sample FPR Cover Sheet

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10 01 2009 09 30 2015

U336S0900--

X

FPR Executive Summary

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The executive summary should be a 5-7 page concise and focused overview of the work you have done in the last year of the grant and over the life of the grant. This summary should tell the story of your accomplishments, challenges, total teacher numbers and lessons learn over this grant cycle.

Cumulative Data To Be Collected:Final Progress towards meeting GPRA, HEA, and Project MeasuresList Target participant numbers and Actual participant numbersDescribe activities and strategies that worked well over the course of your grant cycleDiscuss overall progress toward meeting the goals of your Competitive Preference Priority plan from 2009 and 2010


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Report your total enrollment, graduation, and retention numbers

Enrolled Graduated Hired Retained 1y Retained 3y

2009-10 50

2010-11 55 45 40

2011-12 48 48 44 36

2012-13 52 44 42 40

2013-14 49 45 41 39 28

2014-15 52 46 40 37 35

Enrolled: Newly enrolled in the reformed teacher prep program, or newly enrolled in the teacher residency programGraduated: Graduated from the programs with licensure /certificationHired: Hired into the high-needs partner school districtRetained 1y: Still teaching in the high-needs partner school district 1 year following the date of hireRetained 3y: Still teaching in the high-needs partner school district 3 years following the date of hire


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Legacy Questions:1. In addition to producing high quality new teachers, what impact has TQP had on the partner IHE and LEA(s)?2. Describe the major challenges and lessons learned during the project

period.3. Provide your estimated cost per program graduate for your TQP grant. Provide the formula used to arrive at this amount and what services are

included in this cost.4. Describe your plan to disseminate promising practices from your TQP grant?5. Use a chart to identify key reforms made by your program and how you will

sustain these reforms after federal funding.

Reform Sustainability Plan1.

2.

3.

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Questions

TQP GPRA MeasuresPerformance Measure 1: Graduation. The percentage of program completers who--•(i) Attain initial certification/licensure by passing all necessary licensure/certification assessments and attain a bachelor’s degree (pre-baccalaureate program) within six years or a master’s degree (residency program) within two years; or•(ii) Attain Highly Competent Early Childhood Educator (HCECE) status with a bachelor’s degree within six years or an associate’s degree within three years. Performance Measure 2: Employment Retention. The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program three years after initial employment; Performance Measure 3: Improved Scores. The percentage of grantees that report improved scaled scores for initial state certification or licensure of teachers;

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TQP GPRA MEASURES4. Efficiency Measure: Employment Retention. The cost of a successful outcome where success is defined as retention in the partner high-need LEA or ECE program three years after initial employment;

Because the performance measures already listed would not provide data for a number of years, the Department has also created the following two measures that will provide data in a shorter timeframe—

5i. Short-Term Performance Measure 1: Persistence. The percentage of program participants who did not graduate in the previous reporting period, and who persisted in the postsecondary program in the current reporting period; and5ii. Short-Term Performance Measure 2: Employment Retention. The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program one year after initial employment.

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Target Data vs. Actual DataTarget Data

• Target data are the goals for each measure as stated in the approved application.

• Target data should match the targets in the application

Actual Data

• Actual data are the measures of actual performance for this performance period

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• Please use ratios and percentages, not raw numbers.

Section A- Status Chart

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1. Performance Measure: GRADUATION Measure Type Quantitative Data

The percentage of program completers who--(i)Attain initial certification/licensure by passing all necessary licensure/certification assessments and attain a bachelor’s degree (pre-baccalaureate program) within six years or a master’s degree (residency program) within two years;.

GPRA

Target Actual Performance Data

RawNumber

Ratio %Raw

NumberRatio %

60/80 75 60/80 75

Reporting Instructions: 1. Identify the number of students who completed the program during the 2014-2015 school year by passing their licensure/certification and attained a bachelor’s degree within six years or a master’s degree within two years. (Program Completers)2. Identify the number of students who enrolled full-time in the IHE program 2009-2010 school year (pre-bac/5th year), or in 2012-2013 (residency), who were participants in the school of education or academic programs covered by TQP reforms.(Program Participants)3. Use the total (Program Completers) as the numerator and the total (Program Participants) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 1i. If the ratio is 60/80, the percentage is 75%.


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1. Performance Measure: GRADUATION Measure Type Quantitative Data

The percentage of program completers who--(ii) (Attain Highly Competent Early Childhood Educator (HCECE) status with a bachelor’s degree within six years or an associate’s degree within three years.

GPRA


RawNumber

Ratio %Raw

NumberRatio %

60/80 75 60/80 75

Reporting Instructions: 1. Identify the number of students who completed the program during the 2014-2015 school year by attaining HCECE with a bachelor’s degree in six years or an associate’s degree in three years. (Program Completers)2. Identify the number of students who enrolled full-time in the IHE program 2009-2010 school year (pre-bac/5th year), or in an associates program in 2012-2013, who were participants in the school of education or academic programs covered by TQP reforms. (Program Participants)3. Use the total (Program Completers) as the numerator and the total (Program Participants) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 1ii. If the ratio is 60/80, the percentage is 75%.


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2. Performance Measure: EMPLOYMENT RETENTION Measure Type Quantitative Data

The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program three years after initial employment;

(Same as HEA 204(a)(2))

GPRA


RawNumber

Ratio %Raw

NumberRatio %

60/80 75 24/30 80

Reporting Instructions: 1. Identify the number of graduates of the IHE programs covered by TQP reforms, who became teachers of record in the 2011 - 2012 school year in a partner high-need LEA or ECE program. (Beginning Teachers)2. Identify the number of beginning teachers who began teaching in the eligible schools in school year 2011-2012 and are still teaching in eligible schools in the 2014-2015 school year. (Retained Teachers)3. Take the total (Retained Teachers) as the numerator and the total (Beginning Teachers) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 2. If the ratio is 24/30, the percentage is 80%.


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3. Performance Measure: IMPROVED SCORES Measure Type Quantitative Data

The percentage of grantees that report improved scaled scores for initial state certification or licensure of teachers;

(Same as HEA 204(a)(3))

GPRA


RawNumber

Ratio %Raw

NumberRatio %

3/5 60% 3/5 60%

Reporting Instructions: 1. Identify the different type of licensure tests offered. (Area of Certification)2. Identify the average score for each subject area that is covered by the TQP program during the year or years before the TQP grant (Baseline). 3. Determine and list the average score for each subject area from school year 2014-2015(Actual). 4. Amongst the different type of licensure tests offered in subjects covered by TQP reforms, record number of licensure tests in which the reporting period score was greater than the baseline score. If five different types of licensure tests were offered, and the average score on three of those tests was greater than the baseline score, the number of licensure tests offered would be entered as five and the number of licensure tests with improved scaled scores would be three. This data would be recorded for GPRA 3.


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Above is a sample chart on how to report data for GPRA Measure 3

Area of Certification

Average scaled score for initial State certification or licensure for participants

Baseline (SY 2013-2014) Actual (SY 2014-2015)

Elementary Ed 315 329

Middle Grades Science 310 321

Middle Grades Math 308 305 Middle Grades Lang. Arts 320 316

Special Education 304 (2010- 2012 average) 322 (2014-2015 average)

Licensure Tests Offered

Licensure tests with improved scaled scores

5 3


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4. Efficiency Measure: EMPLOYMENT RETENTION Measure Type Quantitative Data

The cost of a successful outcome where success is defined as retention in the partner high-need LEA or ECE program three years after initial employment;

GPRA


RawNumber

Ratio $Raw

NumberRatio $

$5,000,000/40

$125,000

Reporting Instructions: 1. Identify the number of teachers who began teaching in the eligible schools in the 2011-2012 school year and are still teaching in eligible schools in the 2014 - 2015 school year. Identify the number of teachers who have been retained in the partner LEAs for three years. This may include those who reached the three year retention mark in 2014-15, as well as those who reached the mark in prior performance periods.(Retained Teachers)2. Identify total TQP Federal dollars obligated between October 1, 2014 and September 30, 2015.(Total $)3. Take the (Total $) as the numerator and the total (Retained Teachers) as the denominator. This fraction will be entered under ratio for GPRA 4. If the total cost is $5,000,000 and the total number of teachers is 40, the fraction will be $5,000,000/40. Under %, list the quotient, in this case, $125,000.


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5i. Short-Term Performance Measure 1: Persistence. Measure Type Quantitative Data

The percentage of program participants who did not graduate in the previous reporting period, and who persisted in the postsecondary program in the current reporting period;

GPRA


RawNumber

Ratio %Raw

NumberRatio %

90/105 86

Reporting Instructions: 1. Identify the number of students who were in the program during the 2013-2014 school year who were also in the program in the 2014-2015 school year. Students who are still enrolled beyond their senior year should be included, and those who graduated at some point in 2014-2015 are included. (Persisters)2. Identify the number of students who were in the program during the 2013-2014 school year who graduated in 2013-2014. (Graduates)3. Identify the number of students who were in the program during the 2013-2014 school year. This is the (Participants)4. Subtract the number of (Graduates) from the (Participants)5. Take the total (Persisters) as the numerator and the total (Participants-Graduates) as the denominator. The resulting fraction should be listed under ratio for this short term measure. The percentage should be listed under % for this short term measure. EX. If the fraction is 90/105, the percentage should be 86%.


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5ii. Short-Term Performance Measure 2: Employment Retention Measure Type Quantitative Data

The percentage of beginning teachers who are retained in teaching in the partner high-need LEA or ECE program one year after initial employment.

GPRA


RawNumber

Ratio %Raw

NumberRatio %

45/55 81

Reporting Instructions: 1. Identify the number of graduates of the IHE programs covered by TQP reforms, who became teachers of record in the 2011 - 2012 school year in a partner high-need LEA or ECE program. (Beginning teachers)2. Identify the number of beginning teachers who began teaching in the eligible schools in school year 2011-2012 and are still teaching in eligible schools in the 2014-2015 school year. (Retained teachers)3. Take the total (Retained teachers) as the numerator and the total (Beginning Teachers) as the denominator. This fraction is the ratio and the percentage to be listed in the GPRA Report: Performance Measure 5ii.

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Questions

Section B—Budget Information Provide an overview of the expenses for the performance period with a budget summary chart and a narrative explanation

A budget summary chart should be included using budget categories from the ED 524 budget form

Show actual expenditures, and any remaining carryover/unspent funds for the entire project period.

Provide explanations for deviations from the approved budget. Describe how funds were spent, why there are unspent funds, why there is a difference in use of funds across the budget categories, and any budgetary issues.

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Section B- Budget Information

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Budget Categories

Year 1 Actual Expenditures





Carryover/Unused funds

Personnel $70,000 $70,000 $70,000 $70,000 $0

Fringe $10,000 $10,000 $10,000 $10,000 $0

Travel $20,000 $16,845 $16,845 $16,845 $3,155

Equipment $7,000 $5,413 $5,413 $5,413 $1,587

Supplies $30,000 $10,465 $10,465 $10,465 $19,535

Contractual $100,000 $75,087 $75,087 $75,087 $24,913

Other $40,000 $25,789 $25,789 $25,789 $14,211

Total Direct Costs

$277,000 $213,599 $213,599 $213,599 $63,401

Indirect Costs $11,634 $8,971 $8,971 $8,971 $2,663

Training Stipends

$20,000 $28,000 $28,000 $28,000 -$8,000

Total Costs $308,634 $250,570 $250,570 $250,570 $121,465

Section B—Budget Information

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Eastern Tech University 10/1/14- 9/30/15 Expended in

Final Reporting Period

Final Reporting Period

Carryover/Unused Funds

Personnel Project Administrator (80%) $ 40,000 $ 40,000 Project Coordinator (100%) $ 30,000 $ 30,000 Clerical Support (50%) $ 14,000 $ 6,000 Grant Management (10%) $ 3,500 $ 1,500

Category Total $ 87,500 $ 77,500 Fringe Benefits $ - Fringe Benefits 78,450 $ 37,950

Category Total 78,450 $ 37,950 Travel $ - Staff site visit-local $ 3,600 $ 1,400 Conference travel $ 11,000 $ 4,000

Summer induction camp travel/lodging $ 1,500 $ 22,500

Category Total $ 16,100 $ 27,900 Contractual $ - AVM Evaluation Co $ 13,000 $ 37,000

TMG Grant Services $ 14,000 $ 16,000

Clark County Public Schools $ 176,000 $ 24,000

Category Total $ 203,000 $ 220,350 This amount will be de-obligated.

Section B—Budget InformationMatching Funds•Describe any matching funds received in the final reporting period and how they were spent.

•Calculate the cumulative amount of matching funds over the life of the grant.

•Make sure your final budget reflects that the total matching funds match the total grant funds, minus any waivers granted.

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Section B—Budget InformationMatching Funds•Include a chart that includes the amount of waiver request received as applicable for each year.

•Please keep records of how matching funds were used and all waiver approval letters from the Dept. of Education in case of audits.

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Year Award Amount Amount WaivedYear 1

Year 2

Year 3

Year 4

Year 5

If your grant did not receive a waiver in a particular year, insert N/A.

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Questions

Section C—Additional Information

• Provide updates on the evaluation plan, including copies of the final evaluation report

• DO NOT use this section to attach press clippings, meeting agendas, materials, testimonials, and other “extras”; please send these to your ED project officer under separate cover

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FPR Submission Tips• Always address GPRA Measures first, then HEA measures,

finally individual Project Measures

• Provide relevant detail in a succinct format

• Complete all sections of the FPR

• Use numbers and always interpret data provided in layman’s terms

• Where possible, do not use vague language like more, most, or less. Please use more quantitative language that can be linked by to your program or project objectives.

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How to Submit FPR• FPRs should be emailed directly to your

assigned ED program contact• DO NOT forget to include a signed ED 524 cover

sheet, the grant cannot be closed without it• Please scan and email cover sheet to ED

program contact

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Questions

TQP FPR DUE DATE:

Within90 Days

of Project End Date

Legacy Video• Create a 2-3 minute video• Upload to your video to You Tube and email the

video link to your ED Program Contact• The video should include:

• #1 Lesson Learned• What are 1-2 accomplishments that you are most proud of? What were your game

changers?• What would you tell a new grantee?• Testimonials from teacher(s) that participated in your TQP grant• What do you know now that you didn’t know before TQP?• What will you miss most about your TQP grant.

• Due Date: Tuesday, September 1, 2015

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final performance report (fpr) requirements june 11, 2015 2009 and 2010 teacher quality partnership...

Documents

final progress

project period

grant period

final year

project objectives

project implementation

xfpr executive summary

fpr submission