With Westat and InfoUse March 31, 2010

1. Discretionary Grants Reporting: Why results matter!Rehabilitation Services Administration/ Training and Service Programs Division(RSA/TSPD) With Westat and InfoUse March 31, 2010

2. Overview of Session Part I: Why this Webinar? Part II: GPRA Reporting Requirements Part III: Training, Service Program Demonstration Measures Part IV: Differences between APRs for Long Term Training, Service Projects and Demos Part V: Issues with Past APRs Part VI: Filling Out the 524-B Part VII: 2010 APRs Part VIII: Next Steps, RSA Contacts, 2010 Project Director’s Conference 2

3. I. Why this Webinar? Why this Webinar? This presentation will provide an overview on why grantees must submit an accurate and timely performance report. We will review how to properly calculate quantitative information. We will also discuss what to include in the report narratives which is where you, the grantee, provide qualitative information about your project. Presenter: Tom Finch, Director, Training and Service Projects Division 3

4. I. Why this Webinar? • Purpose of this Webinar • Discuss how to meet reporting requirements related to the current GPRA Performance Measures for the RSA’s discretionary grant programs including: • Long and Short Term Training grants • In-Service Training grants • Service projects • Demonstration grants • Acquire input from stakeholders on improvements to the measures and reporting practices 4

5. The Government Performance and Results Act (GPRA) of 1993 requires federally funded agencies to develop and implement an accountability system based on performance measurement. It requires that all federally funded programs: Outline long-term and annual performance goals that include outcomes Develop indicators to assess performance goals Collect and analyze data on the indicators and Report progress toward achieving performance goals based on the data collected and analyzed This information may be used by Congress to determine future program funding. II. GPRA Reporting Requirements 5

6. II. GPRA Reporting Requirements(Continued) Reasons for Standards in Data Collection and Reporting • Allows for aggregation of grantee-level data to the program level • Allows program office to make judgments about data quality • Allows program office to show program progress from year to year Important Points to Remember Numbers Matter Accuracy Matters Future Funding

7. II. GPRA Reporting Requirements(Continued) Be sure you have a clear UNDERSTANDING of what the performance measures are BEFORE you start your project! 7

8. III. Measures: RSA Scholars Rehabilitation Long Term Training (Source: Federal Register, November 17th, 2008, page 67856) Increase the number of qualified VR personnel working in State VR agencies or related agencies. At least 75 percent of all grant funds must be used for direct payment of student scholarships. Each grantee is required to track students receiving scholarships and must maintain information on the cumulative support granted to RSA scholars, scholar-debt in years, program completion data for each scholar, dates each scholar's work begins and is completed to meet his or her payback agreement, current home address, and the place of employment of individual scholars. This data is reported each spring in the Annual Performance Report. Annual Payback Report: Due each fall from every long term training grantee. The Payback report differs from the Annual Report because it provides individual data on each student who receives financial support (“RSA Scholars”) 8

9. III. Measures: Training Training of Interpreters for Individuals who are Deaf and Individuals who are Deaf Blind: Example of 84.160 A/B (Source: Federal Register, August 3rd, 2005, page 44845) • As required by the priorities, grantees must develop and implement program quality indicators and measure their performance against these indicators. In addition, the Rehabilitation Services Administration (RSA) will use the following indicators for the Training of Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are Deaf-Blind National Interpreter Education Center project: • The percentage of interpreter educators receiving educational opportunities (based on the model curriculum developed for interpreter educators under Grant Number H160C030001) from the National Center and who successfully completed those opportunities as demonstrated through pre- and post-activity assessments, the development of portfolios, etc. • The extent to which the educational activities and products for delivery through the five proposed Regional Interpreter Education Centers meet the clear, measurable goals that the grantee is required to establish. • A listing of organizations and individuals that received information related to the activities of this project and the Regional Interpreter Education Center projects. • The degree to which the project's activities have contributed to changed practices and improved the quality of interpreters. 9

10. III. Measures: Training Training of Interpreters for Individuals who are Deaf and Individuals who are Deaf Blind (Continued) • RSA will use the following indicators for each of the Training of Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are Deaf-Blind Regional Interpreter Education Center projects: • A listing of all formal relationships with Local Partner Networks across the region. • The percentage of interpreters at all skill levels receiving educational opportunities by the Regional Interpreter Education Center who successfully completed those opportunities as demonstrated through pre- and post-activity assessments, the development of portfolios, the completion of mentoring goals, the attainment of interpreter certification, etc. • The degree to which the project's activities have contributed to changed practices and improved the quality of interpreters. • The degree to which the project's activities have served each State within its designated geographic region. • Each grantee must report annually to RSA on these indicators through their annual performance report. 10

11. III. Measures : Service Projects Projects With Industry (Source: Federal Register, March 28th, 2008, page 16660) • The five performance measures for the PWI program are: • Percentage of individuals served who were placed in competitive employment; • cost per placement; • average increase in weekly earnings experienced by individuals placed in competitive employment; • percentage of participants exiting the program who are placed into competitive employment; • and cost per participant. • Each grantee must submit an annual performance report documenting its success in addressing these performance measures, as well as the compliance indicators required by the program regulations in 34 CFR part 379, subpart F. . 11

12. III. Measures : Demonstration Grants Special Demonstration Programs--Model Demonstration Projects to Improve the Postsecondary and Employment Outcomes of Youth with Disabilities (Transition Grants) (Source: Federal Register, July 5th, 2007, page 36685) • In measuring performance, we require a grantee to collect: • High school exit data (e.g., academic achievement and functional performance data, and high school graduation outcomes, including type of diploma received); • student's post-school goals; • services provided; • postsecondary education outcomes; • employment outcomes (e.g., type of employment, wages and earnings, hours worked, weeks of employment); • and public benefits received such as Supplemental Security Income and Social Security Disability Insurance. • RSA is using this data, particularly information on post-secondary and employment outcomes, to assess the performance of projects funded under the demonstration. • Annual report data for demonstration grants is critical to deciding which projects should be replicated. 12

13. IV. Difference between APRs for Long Term Training, Service Projects and Demos Long Term Training: Training for RSA Scholars and continuing education to satisfy CSPD requirements In Service Training: State Vocational Rehabilitation Agency Personnel Service Projects: targeted populations Demonstrations: measuring new and innovative practices in the field of Vocational Rehabilitation Bottom Line: There are program-specific differences in reporting requirements, however there is no difference in the need for timely and accurate reporting across all programs. All grantees can expect questions from RSA regarding their data. 13

14. V. Issues with Past APRs: Poor Data Quality • Observations made by the Department of Education: • Information lacking: many grantees do not address what the performance measures are asking! • Missing/Incomplete data: example, lack of information on former RSA Scholars • Quantitative versus qualitative: the numbers are just as important as the story! 14

15. V. Issues with Past APRs: Additional Issues Discrepancies between number of clients and students projected to be served in the grant application versus actual reported outcomes Carryover Requests: The number of requests to carryover funds increases each year. Grantees are not providing sound justifications or documentation to warrant carryovers. Late Reports: Grantees were notified in early February that reports are due April 30, 2010 for long term training grants. Service projects and demonstration reports are due in May. 15

16. VI. Filling Out the 524-B • The ED 524B Form • Information for GPRA measures is reported via the ED 524B Annual Performance Report (APR) that all grantees must complete and return. Annual reports must demonstrate substantial progress in order for a grant to be awarded continuation funding. • You will provide data only (NUMBERS) in the Actual Performance Data and Explanation of Progress Sections. 16

17. U.S. Department of Education Grant Performance Report (ED 524B) SAMPLE Project Status Chart PR/Award # (11 characters): ________ SECTION A - Performance Objectives Information and Related Performance Measures Data (See instructions. Use as many pages as necessary.) 2. Project Objective [ ] Check if this is a status update for the previous budget period. Explanation of Progress: [As described earlier] 17

18. Sample Data for GPRA Measure 1.1 – Baseline Data • Under Ratio, • Enter the numerator, • Enter the denominator, • Calculate the percentage by dividing the numerator by the denominator and multiplying that number by 100. 18

19. VI. The Narrative 3. The Narrative: Qualitative Data • Data explanations (e.g., a discrepancy between the number served and the number surveyed) • How data and information were used to make improvements to the project • Any other information related to the measure that you feel is important

20. VII. 2010 APRs What are we looking for? Increased Data Validity Increased quantitative data that can be supported by the APR narrative Possible indications of problems/issues based on Quantitative data. The narrative should be a brief, concise statement (no dissertations!). The narrative should support the quantitative data reported on the 524B form. 20

21. Next Steps 2010 APRs are Due This Spring Expectations are that the APRs will: • Directly Address the Measures Listed in Your NIA • Be Delivered on Time • Be Accurate and Verifiable • Include a Narrative that is Brief and Concise. The narrative provides a qualitative description of your project’s activities and achievements.

22. 2010 Project Director’s Conference