The HEP Performance Reporting Process Michelle Meier Office of Migrant Education U.S. Department of Education

The HEP Performance

Reporting Process

Michelle MeierOffice of Migrant EducationU.S. Department of Education

2

Overview of Session• Part I: Overview of the Performance Reporting

Process• Part II: The Cover Sheet• Part III: The Performance Report Itself• Part IV: The HEP GPRA 1 Documentation Form

Part I: Overview of the Performance Reporting Process

4

General APR Information

The performance report that is due on November 26* consists of three separate documents:

1) The Cover Sheet (in G5)2) The Performance Reporting Form (sent to you by

email)3) The HEP GPRA 1 Documentation form (sent to you by

email)

* If you are part of the 2007 cohort and received a project extension, your report is due within 90 days of the revised project period.

You will complete each of the three forms and submit them all through G5.

• You will fill out the first form (the Cover Sheet) using G5 and then you will submit the form through G5. You do not need to download this form from G5, fill it out, and then upload it.

• You must convert the second form (the Performance Report form) into PDF format (using Adobe) before you submit it through G5. No signatures are necessary.

• You must obtain signatures on the third form (the HEP GPRA 1 Documentation form) and scan the signed document into PDF format (to capture the signatures) before submitting the form through G5.

The Purpose of the Performance Report Is to Help Measure Project Performance, including Performance

under GPRAGPRA stands for the Government Performance and Results Act.

The HEP program has two specific GPRA measures:– Measure 1: The percentage of HEP program exiters

receiving a General Educational Development (GED) diploma.

– Measure 2: The percentage of HEP GED recipients who enter postsecondary education programs, upgraded employment, or the military.

Grantees will not calculate and report GRPA results as part of the performance reporting process, but the data you report are critical for OME to calculate GPRA results.

The Performance Report Also Allows OME to Calculate Efficiency Measures for each

Project

Efficiency Measure 1: The total budget awarded for that period divided by the number of GED attainers for that period.

Efficiency Measure 2: The total budget awarded for the period divided by the number of students served in HEP GED instruction for that period.

Part II: The Cover Sheet

8

9

The Cover Sheet—Indicating the Type of Performance Report You Are Submitting

Check only one box per Program Office instructions.

[ ] Annual Performance Report [ ] Final Performance Report

The Cover Sheet—Please Consult the Instructions in G5 Carefully

Instruction HighlightsItem 7: The Reporting Period

If you are submitting an APR, this is the budget period stated in Box 6 of your most recent GAN.

If you are submitting a Final Performance Report, this is the budget period PLUS the performance period stated in Box 6.

The Cover Sheet—Please Consult the Instructions in G5 Carefully (Cont’d)

Item 8: Budget Expenditures

“Budget expenditures” means allowable grant obligations incurred during the reporting period, whether or not you have drawn down funds to pay for these obligations.

• The amount listed in 8b of the Cover Sheet should be the same as the amount listed in cell 12(b) of the budget table under Section E of the Performance Report form.

The Cover Sheet—Completing and Submitting the Cover Sheet• You will find the Cover Sheet form in G5. Please fill out

this form in G5 and submit it through G5 as a “Form.”

• Your Authorized Representative does not need to sign the Cover Sheet. By submitting the form in G5, you are representing that the form has been approved by your Authorized Representative.

Questions?

Part III: The Performance Report Form

The Performance Report Form: Basics

• All grantees use the same Performance Report form. This form is used by grantees submitting:

-An Annual Performance Report (APR) on one project year

AND

-A Final Performance Report, which covers Year 5 and all five project years, cumulative.

• OME sent this form to all grantees by email.

• Once completed, please convert the form to PDF format (using the Adobe feature) and upload it into G5 as a “Narrative.”

The Performance Report Form: Using the Data Tables

• Report data in the column that corresponds with your reporting period (i.e., Year 1, Year 2, etc.)

• If you are submitting a Final Performance Report, you will report data in the column for Year 5. You will also provide cumulative counts in the “Final” column.

17

The Performance Report Form: Using the Data Tables (cont’d)

In Year 1 of a project funded to serve 100 total students per year, data entry would look like:

Example Y1 Y2 Y3 Y4 Y5 F

a. Number funded to be served 100

In Year 2, the APR should take the following format:


a. .Number funded to be served 100

The Final Performance Report (Year 5) should take the following format:


a. Number funded to be served 100 500

The Performance Report Form -- Section A: HEP Project Statistics and Reporting for GPRA

Performance Report Form —Table A1

19

A1. Number of students served during the reporting period. Y1 Y2 Y3 Y4 Y5 Final

a. Number funded to be served

b. Number served in HEP GED instruction (Note: A1b1 and A1b2 should sum to equal A1b.)

1. Number served who were new participants (first year in HEP) (subset of A1b)

2. Number served who were returning participants (not first year in HEP) (subset of A1b)

Report Incoming Students Here

Performance Report Form —Table A1: Who Are “New Participants” in 2012?

1. Students you have never served before.

2. Students you served in the previous budget period who did not receive their GED and did NOT enroll in the current reporting period until after your 2011 APR was submitted.

3. Students you served in years prior to the immediately previous budget period (2+ years ago.)

Performance Report Form —Table A1: Who Are “Returning Participants” in 2012?

Students you served in the previous budget period who re-enrolled in the current reporting period prior to your submission of the 2011 APR. (These are your 2011 APR’s “Persisters.”)

Performance Report Form —Table A1: Practice 1

Q1. Samson was enrolled in your HEP program during the 09-10 budget period, but he withdrew that same budget period. After 2 years, Samson decided to return to your HEP program. He re-enrolled and you served him during the 11-12 budget period (i.e., the current reporting period). Do you count him as a “new participant” or “returning participant” in Table A1 of your 2012 APR (or Final Performance Report)?

A1. Count Samson as a New Participant.


Q2. Antonio enrolled in HEP during September 2010 during the 10-11 budget period. He withdrew in March 2011 of that same budget period. Antonio then re-enrolled in HEP in February 2012. Would you count him as a “new participant” or “returning participant” in Table A1 of the 2012 APR (or Final Performance Report)?

A2. Count Antonio as a New Participant.


Q3. Carmen was enrolled in your HEP program during the 10-11 budget period, but she withdrew that same budget period. Carmen decided to return to your HEP program the very next budget period and re-enrolled in October 2011. You served her in the 11-12 budget period (the current reporting period). How would you count Carmen in Table A1 of the 2012 APR (or Final Performance Report)?

A3. Count Carmen as a Returning Participant.

Questions?


26

A2. Status at the end of the reporting period. (Note: A2a-c should sum to equal the number reported in A1b (no. served).) Y1 Y2 Y3 Y4 Y5 Finala. Number of GED attainers

b. Number of withdrawals

c. Number of persisters (came back to continue in the subsequent budget period; persisters were enrolled in instructional services in the current reporting period but did not yet achieve a GED and have returned by November 15 of the subsequent budget period to continue instructional services.)

Report Outgoing Students Here

Performance Report Form —Table A2: The Relationship between “Persisters” and

“Withdrawals” • Students you served during the reporting period are either

“attainers,” “persisters,” or “withdrawals.”

• Students who are not attainers are either “persisters” or “withdrawals.”

If they re-enroll in your project in the subsequent budget period prior to your submission of the 2012 APR, they are “persisters” in the current reporting period (the 2012 APR.)

If they fail to re-enroll prior to your submission of the 2012 APR, they are “withdrawals” in the current reporting period (the 2012 APR.)

Performance Report Form —Table A2:The Relationship between “Persisters” and “Returning

Participants”• “Persisters” (Table A2) in one year will always be

equal to “returning participants” (Table A1) in the next year.

• The only students that can be counted in the “returning participants” category are the previous year’s “persisters.”


Q4. Paul dropped out of his courses in April 2012 during the 11-12 budget period (the current reporting period). He re-enrolled in September 2012 for the 12-13 budget period. How would you count Paul in Table A2 of your 2012 APR (or Final Performance Report)?

A4. Count Paul as a Persister.


Q5. Ricardo dropped out of his GED courses in March 2012 of the 11-12 budget period (the current reporting period) without obtaining a GED. He plans to re-enroll in HEP, but he has not done so by the time you submit your 2012 APR. How would you count Ricardo in Table A2 of your 2012 APR (or Final Performance Report)?

A5. Count Ricardo as a Withdrawal.


Q6. Maria enrolled in your project in August 2011 for the 11-12 budget period (the current reporting period). By May of 2012, Maria had completed all of the courses that are required by your HEP project and acquired a GED. How do you count Maria in Table A2 of the 2012 APR (or Final Performance Report)?

A6. Count Maria as a GED Attainer.

Questions?


33

A3. Placement of GED attainers (from question A2a above) from the current reporting period by November 15. Y1 Y2 Y3 Y4 Y5 Finala. Unduplicated number of GED attainers who entered postsecondary education or training programs, upgraded employment, or the military (count each participant only once for this row for an unduplicated count). (This amount should not greater than the amount in A2a above, and should equal the sum of A3 1-3.)

1. Number of GED attainers who entered postsecondary education or training programs

2. Number of GED attainers who obtained upgraded employment

3. Number of GED attainers who entered the military

Performance Report Form—Table A4

34

A4. Follow-up on GED attainers from the reporting period. Y1 Y2 Y3 Y4 Y5 Final

a. Number of GED attainers you were able to track for follow-up data.

Performance Report Form—Table A5

A5. Time to completion for GED attainers from question A2a above. (Note: A5a-c should sum to equal the number reported in A2a.)

Y1 Y2 Y3 Y4 Y5 Finala. Number of GED attainers who got their GED within one year in your project

b. Number of GED attainers who got their GED after more than one, but within two years in your project

c. Number of GED attainers who got their GED after more than two years in your project

Questions?

The Performance Report Form -- Section B: Student Participation

Information

The Performance Report Form —Table B1

38

B1. Instruction and services received by HEP GED enrolled students during the reporting period. Y1 Y2 Y3 Y4 Y5 Finala. Total GED instruction hours received by all

HEP GED enrolled students.

b. Total GED instruction hours received by GED attainers.

c. Total number of students receiving the following types of services:

The Performance Report Form—Table B1 (cont’d)

39

B1.c (continued) Y1 Y2 Y3 Y4 Y5 FinalInstructional Support Services Please indicate the number of students receiving instructional support services1. Tutoring2. Mentoring or coaching3. College transition services4. Work training services5. Job placement services 6. Counseling or guidance services


40

B1. c (continued)

Y1 Y2 Y3 Y4 Y5 FinalOther Support Services Please indicate the number of students receiving other support services. 7. Transportation service or financial support for transportation 8. Child care

9. Financial support for tuition

a. Tuition

b. Books and materials

c. Room and board

d. Stipends

e. Other financial support:_________________


41

B1. c (continued) Y1 Y2 Y3 Y4 Y5 Final

Other Support Services Please indicate the number of students receiving other support services. 10.Other support services:_____________________________11. Other: _____________________________

The Performance Report Form—Table B2

42

B2. Characteristics of the HEP GED enrolled students during the reporting period. (Note: [B2a and B2b] should sum to equal the number reported in A1b and [B2c and B2d] should sum to equal the number reported in A1b.)

Y1 Y2 Y3 Y4 Y5 Finala. Number of students who report themselves as male

b. Number of students who report themselves as female

c. Number of students who are 25 years old or younger

d. Number of students who are over 25 years old


43

B2. (continued)

Y1 Y2 Y3 Y4 Y5 Finale. Does your project screen students for English language proficiency? If “No”, skip to question C1. Mark Y for yes, or N for no.

□ Y□ N

□ Y□ N

□ Y□ N

□ Y□ N

□ Y□ N

1. Number of students who enrolled during the reporting period and had English as a second language needs as determined by a language assessment test (i.e., EL students).

Questions?

The Performance Report Form -- Section C: Project Services

Information

46

The Performance Report Form—Table C1C1. Project Model Characteristics during the Reporting Period

a. Report the number of commuter students. (A commuter student is a student who does not live in IHE-funded housing.)

b. Report the number of residential students. (A residential student is a student who lives in IHE-funded housing.)

c. Does this project provide open enrollment or structured enrollment?

□ Open□ Structured

d. In what languages are project services provided? (Check all that apply.)

□ English□ Spanish□ Other

e. Is this project in a four-year or two-year institution? □ Four-Year Institution□ Two-Year Institution

f. Is the project in an institution that uses a semester, quarter, or trimester academic calendar?

□ Semester□ Quarter□ Trimester

47

The Performance Report Form—Table C2C2. Project Personnel Characteristics during the Reporting Period

a. Number of FTE teaching staff funded by the HEP grant to provide GED instruction _____________

b. Number of FTE teaching staff contributing to the project, not funded by the HEP grant _____________

c. Number of FTE instructional support staff (tutors, coaches, mentors) funded by the HEP grant to provide GED instruction

_____________

d. Number of FTE instructional support staff contributing to the project, not funded by the HEP grant _____________

48

The Performance Report Form—Table C3C3. Project HEP GED Instructional Services Offered

during the Reporting Period

a. How frequently are GED instructional services provided? Check only one option; check the option that best describes the frequency of instructional services. If your program has both part time and full time options, please check the box that bests describes the majority of your program’s students.

□ Daily□ Weekly□ Monthly

b. Average length of instructional service per individual instructional session, in hours. (Provide the average length of instructional service that the majority of students participate in.)

___ hours

c. Average length of instructional service per semester, in days. (Provide the average length of instructional service that the majority of your students participate in.)

____days

49

The Performance Report Form—Table C4

C4. Project Student Assessment Information Related to this Reporting Period a. Does your project screen students prior to enrollment in HEP GED instructional services to establish whether they are above or below a proficiency threshold? (Check one)If “No,” skip to question C4b.

□ Yes□ No

1. If your project uses a screening or intake assessment to establish a proficiency threshold, what is your project proficiency threshold for accepting students into HEP GED instructional services (Only check “no assessment” if proficiency is determined without the use of a formal assessment.)

□ No assessment

Scale/Standard Score _______

2. What kind of screening or intake assessment is used? (If not a published assessment, please check “Other,” provide the title, and the program office with a copy of the assessment used.)

□ TABE□ Steck-Vaughn□ Other:________

3. What was the average screening or intake Math scale/standard score for this budget period?

English speaking students:_____Spanish speaking students: ______

5. What was the average screening or intake READING scale/standard score for this budget period?

English speaking students: ______Spanish speaking students: ______

The Performance Report Form -- Section D: HEP Project Goals and

Objectives

The Performance Report—Section D1: Project Objectives

• Section D1 requests data regarding individual project objectives. (These data are different from the GPRA data reported in Section A.)

• Note that the Final Performance Report will show data for Year 5 and, in the “Final” column, show AVERAGE success rates across the project years.

51

52

Example: Reporting in Section D1In Year 1 of a project funded to serve 100 students per year with a target of awarding financial aid to 100 percent of students, only 80 percent of students actually received financial aid. Data entry would look like this:

1.a. Performance Measure Quantitative Data

Award financial aid to100 percent of students.

Target Actual Performance Data

Raw No.

Ratio% Raw

No.Ratio

%/ /

Y1 100/100 100% 80/100 80%Y2Y3Y4Y5Final

53

Example: Reporting in Section D1In Year 1 of a project funded to serve 100 students with a target of providing tutoring to 80 students, only 65 students received tutoring. Data entry would look like this:

1.a. Performance Measure Quantitative Data

Provide tutoring to 80 students.

Target Actual Performance Data

Raw No.

Ratio% Raw

No.Ratio

%/ /

Y1 80 65Y2Y3Y4Y5Final

The Performance Report—Section D2: Explanation of Progress

For each individual project objective and associated performance measure:

• Explain the expected progress that was made or not made• Explain what kinds of evaluation methods and data were

used and analyzed. • Explain any deviations, if any, from your approved evaluation

plan.• Explain how you used data to monitor progress or make

improvements to your original project plan.

NOTE: Consult the Instructions in G5 for a fuller explanation of what you should include in this section.

55

The Performance Report—Section D3: For Final Performance Reports Only

• Using evaluation results, describe outcomes, benefits, and/or barriers.

• What is your advice to other educators that are interested in your project?

• If applicable, describe your plans for continuing the project and/or sharing the project results.

NOTE: Consult the Instructions in G5 for a fuller explanation of what you should include in this section.

Questions?

The Performance Report Form -- Section E: Budget Information

58

The Performance Report Form—Section E1

Respond to sections 1a through 1d by writing a brief narrative under each section that is applicable to your project. (If the section is inapplicable, write “N/A.”)

59

The Performance Report Form—Section E2: The Budget Table

For Annual Performance Reports:

Report in column (a) your previously submitted revised budget amounts for this reporting period. Use an asterisk (*) to identify any amounts that include carryover funds from the previous budget.

Report in column (b) your project’s actual expenditures for this reporting period. The amount in cell 12(b) should be the same as the amount in Item 8b (Federal Grant Funds) of the Cover Sheet.

For Final Performance Reports:

Follow the instructions above to show Year 5 budget information only.

60

The Performance Report Form—Section E2: The Budget Table (cont’d)

Budget Categories (a)Revised Budget Amounts

(b)Actual Expenditure Amounts

1. Personnel

2. Fringe Benefits

3. Travel

4. Equipment

5. Supplies

6. Contractual

7. Construction

8. Other

9. Total Direct Costs (lines 1-8)

10. Indirect Costs*

11. Training Stipends

12. Total Amounts (lines 9-11)

The Performance Report Form -- Section F: Additional Information

The Performance Report Form—Section F• If applicable, provide a list of current partners, if the partners

changed during the reporting period, and related information. (Please consult Instructions.)

• Disclose any known internal control weaknesses concerning data quality and any remedies taken.

• Any other appropriate information regarding your project’s status.

• NOTE: Please do not use the performance report to request supplemental funds or approval for changes in your activities or key personnel. Contact your program officer outside of the performance reporting context for these matters.

Part IV: The HEP GPRA 1 Documentation Form

The HEP GPRA 1 Documentation Form--Overview

• All HEP projects must submit, as part of their performance report, a list of their students who obtained a GED during the reporting period.

• This information supports (and should be consistent with) the GED “attainers” information provided in Table A2a.

• Use the “HEP GPRA 1 Documentation” form that OME sent you via email.

• Once the form is completed as a Word document, scan it into PDF format (to capture the authorizing signatures) and upload the form into the G5 system as a “Narrative.”

The HEP GPRA 1 Documentation Form—Column Headings and Signatures

• Grantees should consult the table headings and the instructions (embedded in the form itself) for guidance on completing the form.

• Note: The far right column is a check to ensure that only students who are attainers during the current reporting period are counted as attainers and listed on this form.

• Both the HEP Director and the Authorized Representative must sign this form. Your Authorized Representative was named in your grant application.

Student Name GED Certificate Number

The date of the last sub-test taken and passed that yielded the GED certificate (MO/DAY/YR)

Did the date of the last sub-test occur during the current reporting period? (Yes/No)

1. Rosa Flores 999-999-999 XX/XX/XX Yes2. 3.

Questions?

Contact Information

For questions regarding completing the Performance Report, please contact your

OME program officer.

Documents

The HEP Performance Reporting Process Michelle Meier Office of Migrant Education U.S. Department of Education