the state of high school equivalent program (hep) evaluation u.s. department of education office of...
TRANSCRIPT
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The State of High School Equivalent Program (HEP) Evaluation
U.S. Department of Education Office of Migrant Education Webinar
August 22, 20132:00 pm – 3:30 pm EDT
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Overview
I. Background and PurposeII. OME Review of Evaluation ReportsIII. Rubric for ReviewIV. Evaluation Reports ReviewedV. ObservationsVI. Notable Evaluation ReportsVII. Initial Grantee FeedbackVIII. Today’s Feedback IX. Next Steps
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I. Background and Purpose
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I. Background and Purpose
• Compliance• Improvement
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Compliance: EDGAR
• EDGAR -- Education Department General Administrative Regulations
• 34 CFR §75.590 requires a grantee to evaluate annually: – The recipient’s progress in achieving the objectives in its
approved application;– The effectiveness of the project in meeting the purposes
of the program; and – The effect of the project on served participants
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Compliance: HEP Application Evaluation Plans• Each approved and funded grant application included an
evaluation plan within the Narrative and Quality of Project Evaluation (Section 7)
• “…In determining the quality of the evaluation the Secretary considers the following factors: – (i.) The extent to which the methods of evaluation are appropriate
to the context within which the project operates. (3 points possible)
– (ii.) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation and strategies. (3 points possible)
– (iii.) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes. (4 points possible).
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Compliance: HEP Application Section 7: Note
Quality of the Project Evaluation:• Important note about the project evaluation: A strong
evaluation plan should be included in the application narrative and should be used, as appropriate, to shape the development of the project from the beginning of the grant period. The plan should include benchmarks to monitor progress toward specific project objectives and also outcome measures to assess the impact on teaching and learning or other important outcomes for project participants. More specifically, the plan should identify the individual and/or organization that have agreed to serve as evaluator for the project and describe the qualifications of that evaluator. (continued)
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Compliance: Application Section 7: Note, continued
The plan should describe the evaluation design indicating:• (1) What types of data will be collected• (2) When various types of data will be collected• (3) What methods will be used• (4) What instruments will be developed and when • (5) How the data will be analyzed• (6) When reports of results and outcomes will be available• (7) How the applicant will use the information collected through the
evaluation to monitor progress of the funded project and to provide accountability information both about success at the initial site and effective strategies for replication in other settings.
• Applicants are encouraged to devote an appropriate level of resources to project evaluation
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Compliance: APR: Evaluation References
• Annual Performance Report (APR) – requirement for grantees• Includes evaluation material:
– APR Section D Project Goals and Objectives– Section 2) Explanation of Progress (Includes Qualitative Data and
Data Collection Information) maximum 2500 words1. For each project objective and associated performance measures, indicate
what data (quantitative and/or qualitative) were collected and when they were collected, the evaluation methods that were used, and how the data were analyzed. Clearly identify and explain any deviations from your approved evaluation plan, including changes in design or methodology, or the individual or organization conducting the evaluation….
4. Indicate how you used your data and information from your evaluation to monitor the progress of your grant, and if needed, to make improvements to your original project plan (e.g., project activities and milestones) which are consistent with your approved objectives and scope of work.
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Improvement: Continuous Improvement Cycle
Research and Development of HEP Application
(Plan)
Guide
Implementation of HEP
Application Services and
Activities(Do)
Formative/ Summative
Program Evaluation
(Study)
Modify Services and Activities to
Improve Performance/
Develop new HEP Application
(Act)
Incor-
porate
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II. OME Review of Evaluation Reports
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II. OME Review of Evaluation Reports
OME initiated a review of evaluation reports received from HEP and CAMP grantees:
• Requested current grantees submit evaluation reports by April 30, 2013
• 25 HEP and CAMP evaluation reports were submitted to OME
• Evaluation reports addressed periods of review ranging from 2009 through 2012
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HEP Grantee Institutions and Agencies
CURRENT GRANTEE INSTITUTIONS AND AGENCIES
Type of Grantee Institution of Higher Education Non-IHE Agencies Combination Total
HEP 38 9 0 47
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III. Rubric for Review
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III. Rubric for Review
Rubric for review of evaluation reports:• Developed to permit consistent review of all submitted
evaluation documents • Identified core information of particular interest
to OME, based on approved applications• Scored on a general scale:– “0” – Does Not Meet Expectations– “1” – Needs Improvement– “2” – Meets Expectations– “3” – Exceeds Expectations
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Rubric for Report Review, continued
• Scoring of components 1 – 5 was influenced by degree evaluation documents provided qualitative and/or quantitative data
• Maximum score possible: 108 • Average HEP evaluation report score: 40.6
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Rubric: Outline of Components
Rubric incorporated 5 components:• Component 1 – GPRA Results• Component 2 – Fidelity of Implementation to Design• Component 3 – Effectiveness of Project Design• Component 4 – Collaborative Agreements• Component 5 – Recommendations
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Rubric: Component 1 – GPRA 1 and GPRA 2
• Evaluation report scored in Component 1 on:– 1.a.b. Presentation of GPRA 1 and GPRA 2 results and
related progress to meeting performance requirements– 1.c. Presentation of performance measures included in
grantee’s approved application and target v. actual results– 1.d. Information on data validation for GPRA 1 and GPRA
2 results • Maximum points available – 12 points
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Rubric: Component 2 – Fidelity of Implementation to Design
• Rubric Component 2 scored evaluation report’s qualitative or quantitative data for grantee level of fidelity to implementation of: – 2.a. Instructional Services Design– 2.b. Support Services Design– 2.c. Placement Services Design– 2.d. Management Plan Design– 2.e. Recruitment Plan Design
• Maximum points available – 15 points
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Rubric: Component 3 – Effectiveness of Project Design
• Component 3 details areas in Component 2• Evaluation reports scored for information on specific
topics including:– Review of eligibility screening tools– Use of student/staff surveys– Staff qualifications– Student stipends– Planned against actual costs– Student demographic information
• Maximum points available – 57 points
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Rubric: Component 3.a. – Effectiveness of Project Design, continued
• 3. Effectiveness of Project Design– 3.a. Instructional Services Design• 3.a.1. The report includes data on the number of
instruction hours provided and schedule/availability of instruction hours to meet individual needs.• 3.a.2. The report includes data on the type and usage of
eligibility screening tools.• 3.a.3. The report includes data on how instructional
requirements of individual students are assessed and met.
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Rubric: Component 3.b.-3.d. – Support, Placement, Management
– 3.b. Support Service Design– 3.c. Placement Services Design for HEP projects– 3.d. Management Plan Design. Analyzes the
effectiveness of the grantee’s management plan design• 3.d.1. Teaching and administrative staff structure• 3.d.2. Senior Project administrative staff• 3.d.3. Qualifications of project instructors• 3.d.4 Professional Staff development• 3.d.5 Student Records• 3.d.6 Approved Procedures Policy Manual
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Rubric: Component 3.d.-3.e. – Management, Recruitment
• 3.d.7. Financial/cost sharing issues with host institutions• 3.d.8. Student stipends• 3.d.9. Planned and Actual costs
– 3.e. Recruitment Plan Design Report analyzes the effectiveness of the grantee’s recruitment plan design• 3.e.1. Demographic information• 3.e.2. Training for recruiters
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Rubric: Component 4 – Collaborative Agreements
• In Component 4, evaluation reports scored based on information and analysis that addressed:– 4.a. Existing collaborative agreements with educational
institutions or service providers– 4.b. Planned collaborative agreements– 4.c. Relationships with host institutions, including
unresolved facilities, equipment/computers, HR and related issues that affect project performance
• Maximum points available – 9 points
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Rubric: Component 5 – Recommendations
• In Component 5, evaluations scored on recommendations for key areas that were linked to information included in the report: – 5.a. Instructional Services– 5.b. Support Services– 5.c. Placement Services – 5.d. Management Plan– 5.e. Recruitment Plan
• Maximum points available – 15 points
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IV. Evaluation Reports Reviewed
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HEP Evaluation Reports
• 15 evaluation reports submitted from 14 grantees• Reports submitted from 10 states:
Arizona, Arkansas, California, Kansas, Maine, New Jersey, Oklahoma, Pennsylvania, Texas, and Washington
TYPE OF GRANTEE INSTITUTIONS
Type of Grantee Institution of Higher Education Non-IHE Agencies Combination
HEP 10* 4 0
* One grantee submitted documents for two different periods of performance that were scored as separate evaluations
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Type of HEP Evaluations Submitted
• Wide range of evaluation reports• Several reports focused specifically on:
– Questionnaires– Student surveys– Site visit reports– Focus group results
• Some reports were detailed, 15-30 page formative or summative evaluations with numerous appendices
• Each document submitted to OME was reviewed through the rubric
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Type of HEP Evaluations Submitted
TYPE OF HEP EVALUATION DOCUMENTS SUBMITTED(as defined by evaluator and/or noted in document)
Type of Grantee
Number of Distinct Grantees that Submitted
Evaluations
Number of Documents Submitted
Formative SummativeCombination
Formative Summative
HEP 14 21 1 2 1
TYPE, continued(as defined by evaluator and/or noted on document)
Student/Staff Surveys Questionnaires Focus Groups Other (including site
visits, annual, etc.
0 4 2 11
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V. Observations
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General Observations
• Grantees determined the format for evaluation reports • All grantees may not have submitted all evaluation
reports on file in response to OME request• Although approved applications define grantee
evaluation processes, a number of submitted reports did not reference, or reflect fully, the processes indicated in the funded application
• Few reports addressed implementation of a planned budget
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Observations: Component 1 – GPRA 1 and GPRA 2
• All HEP formative or summative evaluations provided Component 1 – GPRA 1 and GPRA 2 data
• Five HEP evaluation documents presented general information on validation of data for GRPA results
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Observations: Component 2 – Fidelity of Implementation to Design
• Formative and summative evaluations presented data on progress in meeting GPRA 1 and 2 and measurable performance objectives
• Few evaluations presented data on grantee fidelity to implementation of design for instructional, support and placement services and management and recruitment plans
• Expanded information might have been provided through:– Documentation of services– Student and staff survey results– Tutoring and counseling logs– Class attendance sheets
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Observations: Component 3 – Effectiveness of Project Design
• Instructional Services – HEP evaluations provided minimal data on instructional
services offered
• Support Services – References in several evaluations were limited to a
simple listing of the support services– One evaluation included detailed information regarding
delayed stipend payments, related staff interviews, and a proposed interim solutions
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Observations: Component 3 – Effectiveness of Project Design, continued
• Management Plan– Limited discussion was included in reports about:• Management plan• Senior management• Administrative staff• Security and confidentiality measures for student records• Fiscal management
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Observations: Component 3 – Effectiveness of Project Design, continued
• Recruitment Plan – To evaluate the effectiveness of the recruitment plan
design, few reports provided: • Demographic data• Selection and non-selection rates• Screening tools• References to trainings offered to recruiters
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Observations: Component 4 – Collaborative Agreements
• Collaborative agreements key to helping grantees leverage Federal, State and local resources
• Ineffective execution of agreements can be a detriment to grantee success
• Few evaluations included discussion about the relationships or plans to expand collaborative partners
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Observations: Component 5 – Recommendations
• Many evaluation documents did not provide extensive recommendations
• Recommendations often did not link directly to discussion within the report
• Five HEP evaluations made no recommendations• Texas A&M International University evaluation provided
comprehensive recommendations that were directly related to issues in the report
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VI. Notable Evaluation Reports
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Notable Evaluation Reports: Validation, Surveys
Reports notable for data validation, survey results and collaborative agreements
• Data Validation: – 2011-2012 Heritage University HEP
• Survey Results: – 2011 Texas State Technical College, Harlingen HEP
• Collaborative Agreements: – 2011 Texas State Technical College, Harlingen HEP
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Notable Evaluation Reports: Overall
Notable Overall Evaluations:
• 2012 Hartnell Community College District, Hartnell College HEP
• 2009-2010 Texas A&M International University (TAMIU) HEP
• 2011 Texas State Technical College, Harlingen HEP
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VII. Initial Grantee Feedback (HEP-CAMP ADM Session)
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Initial Grantee Feedback
• Group 1: Effectiveness of Project Design - Umbrella – requires support from the following designs• Management plan• Recruitment plan• Support services• Placement services
– Instructional services design as the “handle” that supports the umbrella.
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Initial Grantee Feedback
• Group 2: Rubric = Trash Receptacle• Repurpose the rubric by simplifying it• Most importantly, emphasize• Fidelity to your grant application and objectives• No. Served is important, fidelity to recruitment plan• GPRA 1 and GPRA 2, important to meet/exceed
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Initial Grantee Feedback
• Group 3: Successful Evaluation is Dependent Upon• Data Validation• Data on Performance Measures (GPRAs)• Graduate HEP• Postsecondary, upgraded employment, military
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Initial Grantee Feedback
• Group 4: HEP-CAMP Success = School – Takes nourishment and collaboration with • Agencies • K-12 MEP • Private Sector
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VIII. Today’s Feedback
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Today’s Feedback
Please consider the rubric, and provide feedback on the rubric.• What component(s) would you keep? Why?• What component(s) would you eliminate? Why?• What component(s) would you add? Why?
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IX. Next Steps – Provide Continued Feedback
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Recommendations for Grantee Evaluations
• In the future, OME may develop guidance/outline for evaluation reports
• Further grantee input is requested by e-mail to: [email protected]
• Resources may include:– HEP-CAMP Toolkit
http://www.hepcamptoolkit.org/hep/index.php/overseeing-your-grant/evaluation/
– MEP Evaluation Toolkit http://results.ed.gov/sites/results.ed.gov/files/pe-toolkit.pdf
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Rubric Components
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OME HEP/CAMP RUBRIC for EVALUATION REPORTS
Grantee Name:
HEP or CAMP:
Evaluator Name/s:
Type of Evaluator: Internal; Third Party
Type of Report: Formative, Summative, Combination, Focus Group, Site Evaluation Form, Survey
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GPRA Results
Component 1 GPRA Results
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
1. GPRA Results 0 1 2 3
1.a. GPRA 1 results The report does not include GPRA 1 results.
The report includes minimal information on GPRA 1 results.
The report presents GPRA 1 results and the
grantee’s attainment level
in relation to GPRA 1 target.
The report presents GPRA 1 results and a detailed description
of the grantee’s progress to meet
performance requirements.
x
1.b. GPRA 2 results The report does not include GPRA 2 results.
The report includes minimal information on GPRA 2 results.
The report presents GPRA 2 results and the
grantee’s attainment level
in relation to GPRA 1 target.
The report presents GPRA 2 results and a detailed description
of the grantee’s progress to meet
performance requirements.
x
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GPRA Results, continued
Component 1 GPRA Results
Evaluation Component Does Not Meet Expectations
Needs Improvement Meets Expectations Exceeds Expectations Points
1. GPRA Results 0 1 2 3
1.c. The report presents data on the project
specific performance measures included in the
grantee’s application, including actual results
compared with targeted results.
The report presents no
information on other
performance measures.
The report only provides a listing
of other performance
measures.
The report includes data on most project specific performance measures included in
the grantee’s application
The report presents specific performance measures included in
the grantee’s application, including
actual results compared with
targeted results.
x
1.d. Data validation for GPRA 1 and
GPRA 2 data.
The reports presents no
information on validation of data.
The report provides minimal
reference to validation of
data.
The report discusses data validation
processes for the project.
The report discusses in detail the grantee’s
processes for validating the project
data.
x
1. Sub-Total 0
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Fidelity of Implementation to Design
Component 2 Fidelity of Implementation to DesignInstructional Services
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
2. Fidelity of Implementation
to Design 0 1 2 3
2.a. Fidelity to instructional services design. The report presents qualitative and/or quantitative
data on the grantee's level of fidelity of
implementation to the instructional services design.
The report presents no qualitative and/or
quantitative data on the grantee’s level of
fidelity of implementation to the instructional services
design.
The report presents minimal qualitative and/or quantitative
data on the grantee’s level of fidelity of
implementation to the instructional services design.
The report presents
qualitative and/or quantitative data on the grantee’s
level of fidelity of implementation
to the instructional
services design.
The report presents qualitative and/or
quantitative data on the grantee’s level of
fidelity of implementation to key elements in the
instructional services design.
x
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Fidelity of Implementation to Design, continued
Component 2 Fidelity to Implementation of DesignSupport Services
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
2. Fidelity of Implementation
to Design 0 1 2 3
2.b. Fidelity to support services
design. The report presents qualitative and/or quantitative
data on the grantee's level of fidelity of
implementation to the support services
design.
The report presents no qualitative or
quantitative data on the grantee’s level of fidelity
of implementation to the support services
design.
The report presents minimal qualitative or quantitative data on the grantee’s level of
fidelity of implementation to
the support services design.
The report presents
qualitative or quantitative data on the grantee’s
level of fidelity of implementation to
the support services design.
The report presents qualitative and
quantitative data on the grantee’s level of
fidelity of implementation to
the support services design.
x
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Fidelity of Implementation to Design, continued
Component 2 Fidelity of Implementation to DesignPlacement Services
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
2. Fidelity of Implementation
to Design 0 1 2 3
2.c. Fidelity to the placement services design. The report
presents qualitative and/or quantitative
data on the grantee's level of
implementation to the placement services
design.
The report presents no qualitative or
quantitative data on the grantee’s level of fidelity
of implementation to the placement services
design.
The report presents minimal qualitative or quantitative data on the grantee’s level of
fidelity of implementation to
the placement services design.
The report presents
qualitative or quantitative data on the grantee’s
level of fidelity of implementation to
the placement services design.
The report presents qualitative and
quantitative data on the grantee’s level of
fidelity of implementation to
the placement services design.
x
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Fidelity of Implementation to Design, continued
Component 2 Fidelity of Implementation to DesignManagement Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
2. Fidelity of Implementation to
Design 0 1 2 3
2.d. Fidelity to management plan design. The report
presents qualitative and/or quantitative
data on the grantee's level of fidelity of
implementation to the management plan
design.
The report presents no qualitative or
quantitative data on the grantee’s level of fidelity
of implementation to the management plan
design.
The report presents minimal qualitative or quantitative data on the grantee’s level of
fidelity of implementation to
the management plan design.
The report presents
qualitative or quantitative data on the grantee’s
level of fidelity of implementation to the management
plan design.
The report presents qualitative and
quantitative data on the grantee’s level of
fidelity of implementation to
the management plan design.
x
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Fidelity of Implementation to Design, continued
Component 2 Fidelity to Implementation of DesignRecruitment Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
2. Fidelity of Implementation
to Design 0 1 2 3
2.e. Fidelity to the recruitment plan
design. The report presents qualitative and/or quantitative
data on the grantee's level of fidelity of
implementation to the recruitment plan
design.
The report presents no qualitative or
quantitative data on the grantee’s level of fidelity
of implementation to the recruitment plan
design.
The report presents minimal qualitative or quantitative data on the grantee’s level of
fidelity of implementation to
the recruitment plan design.
The report presents
qualitative or quantitative data on the grantee’s
level of fidelity of implementation to
the recruitment plan design.
The report presents qualitative and
quantitative data on the grantee’s level of
fidelity of implementation to
the recruitment plan design.
x
2. Sub-Total 0
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Effectiveness of Project Design
Component 3 Effectiveness of Project DesignInstructional Services
Evaluation Component
Does Not Meet Expectations
Needs Improvement
Meets Expectations
Exceeds Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.a. Instructional services design. The report analyzes the effectiveness of the
grantee's instructional services design.
Report does not include a
quantitative analysis of the impact of key
instructional services upon
GPRA results.
Report includes a quantitative analysis
of the impact of some instructional
services upon GPRA results.
Report includes a quantitative analysis of the impact of key
instructional services upon GPRA results.
Report includes a quantitative analysis of
the impact of all instructional services upon GPRA results.
x
3.a.2. The report includes data on the
type and usage of eligibility screening
tools.
Report does not include information
on tools for eligibility screening.
Report includes minimal data on the
type and usage of eligibility screening
tools and/or indicates an open enrollment
process.
Report includes general data on the type and usage of
eligibility screening tools and/or links an
open enrollment process to the grant
application.
Report specifies specific tools used for eligibility screening , procedures
and timelines for screening, and the
effect on performance.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignInstructional Services
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.a.3. The report includes data on how instructional requirements of
individual students are assessed and met.
Report does not include data on individual
student instructional needs.
Report presents minimal data on
individual student instructional needs.
Report presents general data on
individual student instructional needs
and how the needs are
met.
Report provides extensive data on
assessment of individual student
instructional needs and the resources dedicated to meet
the identified needs.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignSupport and Placement Services
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.b. Support services design. The report
analyzes the effectiveness of the grantee's support services design.
No student survey data included.
Student survey data included, items align
minimally with services, and survey data
analyzed.
Student survey data included, items align mostly with services,
and survey data analyzed.
Student survey data included, items align
completely with services, and survey data is analyzed for effectiveness of the
support services.
x
3.c. Placement services design for HEP projects
No student survey data included.
Student survey data included,
items align minimally with grantees
placement services design plan.
Student survey data included, items align
partially with placement services
design plan.
Student survey data included, items align
completely with placement services
design plan.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignManagement Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.d. Management plan design. The report
analyzes the effectiveness of the
grantee's management plan design.
No employee survey data included.
Employee survey data included, items align
minimally with management plan
design and survey data analyzed.
Employee survey data included, most
items align with
management plan design and survey
data analyzed.
Employee survey data included, items align
completely with management plan
design and survey data analyzed.
x
3.d.1. Teaching and administrative staff
structure.
The report presents no breakdown data on staffing structure.
The report presents minimal breakdown
data on staffing structure.
The report presents data on staffing
structure.
The report presents quantitative data
on staffing structure, including full-time
equivalents (FTEs) in each functional area.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignManagement Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets
ExpectationsExceeds
Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.d.2. Senior project administrative staff.
The report provides no description for senior administrative staff.
The report provides minimal discussion
about the senior administrative staff.
The report identifies the senior
administrative staff.
The report identifies the senior
administrative staff and their qualifications for
project roles.
x
3.d.3. Qualifications of project instructors.
The report presents no data on qualifications of
instructors.
The report present minimal data on qualifications of
instructors.
The report presents qualification data for
some instructors.
The report presents data on the
qualifications of all project instructors.
x
3.d.4. Professional staff development
The report presents no data on professional staff
development.
The report presents minimal data on professional staff
development.
The report provides data on some
professional staff development.
The report presents extensive data on professional staff
development.x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignManagement Plan
Evaluation Component
Does Not Meet Expectations
Needs Improvement
Meets Expectations Exceeds Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.d.5. Student recordsThe report provides no
qualitative or quantitative data on
student records.
The report provides minimal qualitative and/or quantitative
date on student records.
The report provides qualitative and/or
quantitative data on student records
examined.
The report provides extensive quantitative and
qualitative data on the completeness and
condition of student records examined.
x
3.d.6. Approved procedures policy
manual
The report provides no information about the
presence of a procedures policy manual.
The report indicates there is a procedures
policy manual.
The report indicates the presence of an
current policy manual.
The report evaluates the quality and utility of a
current policy procedures manual.
x
3.d.7. Financial/cost sharing issues with
host institution
The report presents no information on cost
sharing issues with the host institution.
The report presents brief discussion about
cost sharing issues with the host
institution.
The report discusses financial and cost
sharing issues with the host institution.
The report provides discussion of cost sharing issues and how to resolve.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignManagement Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets Expectations Exceeds Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.d.8. Student stipendsThe report
provided no data on stipends.
The report provided minimal data on
availability and plan for distribution of
stipends.
The report provided data on the type of
available stipends and distribution.
The report described in detail the stipends,
distribution schedules and any related issues.
x
3.d.9. Planned and actual cost
The report presents no
quantitative data on the planned and actual annual cost
per student
The report presents minimal quantitative data on the planned
and actual annual cost per student.
The report presents quantitative data on
the planned and actual annual cost per
student as well as detailed information about any carry-over
funds.
The report presents detailed quantitative data on the planned
and actual annual cost per student and
identified reasons for any variances as well as
detailed information about any carry-over
funds.
x
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Effectiveness of Project Design, continued
Component 3 Effectiveness of Project DesignRecruitment Plan
Evaluation Component
Does Not Meet Expectations Needs Improvement Meets Expectations Exceeds Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.e. Recruitment plan design. The report
analyzes the effectiveness of the
grantee's recruitment plan design.
The report presents no
information on the effectiveness of the
recruitment plan design to enroll
students.
The report provides minimal information
about the effectiveness of the
recruitment plan design to enroll
students.
The report presents some qualitative
information on the effectiveness of the recruitment plan for
students.
The report presents detailed qualitative information on the effectiveness of the
recruitment plan designed to enroll the
planned number of students.
x
3.e.1. Demographic information
The report provides no
demographic data on students recruited.
The report provides limited demographic data on the students
recruited to participate.
The report provides demographic data, including age and
gender of recruited students.
The report provides detailed demographic
data for recruited students by age and
gender and corresponding success
rates.
x
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Fidelity of Implementation to Design, continued
Component 3 Effectiveness of Project DesignRecruitment Plan
Evaluation Component
Does Not Meet Expectations
Needs Improvement
Meets Expectations Exceeds Expectations Points
3. Effectiveness of Project Design 0 1 2 3
3.e.2. Training for Recruiters
The report does not include any training program for project
recruiters.
The report includes limited data on
electronic and/or in-person training
programs for project recruiters.
The report provides general information
on electronic and in-person training opportunities for recruiters, topics,
timelines, and completion rates.
The report includes detailed information on electronic
and in-person training opportunities for recruiters,
topics including outreach/enrollment techniques, timelines, completion rates, and
evaluation of contribution of trainings to recruiters'
success rates.
x
3. Sub-Total 0
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Collaborative Agreements
Component 4 Collaborative AgreementsExisting and Planned
Evaluation Component
Does Not Meet Expectations
Needs Improvement Meets Expectations Exceeds Expectations Points
4. Collaborative Agreements 0 1 2 3
4.a. Existing collaborative agreements
The report provides no listing or analysis of
existing collaborative agreements with
educational institutions or service providers.
The report lists existing collaborative
agreements with educational
institutions or service providers.
The report provides some analysis of
existing collaborative agreements with
educational institutions or service providers.
The report provides in-depth analysis of existing collaborative agreements
with educational institutions or service
providers.
x
4.b. Planned collaborative agreements
The report provides no analysis of planned
collaborative agreements with
educational institutions or service providers.
The report provides names of planned
collaborative agreements with
educational institutions or
service providers.
The report provides analysis of some
planned collaborative agreements with
educational institutions or service providers.
The report provides analysis of and reasons for additional planned
collaborative agreements with educational
institutions or service providers.
x
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Collaborative Agreements, continued
Component 4 Collaborative AgreementsRelationships with Host Institutions
Evaluation Component
Does Not Meet Expectations
Needs Improvement
Meets Expectations Exceeds Expectations Points
4. Collaborative Agreements 0 1 2 3
4.c Relationships with host institutions,
including unresolved facilities,
equipment/computers, HR and related
issues.
The report presents no qualitative
information on issues with host institutions that
affect project performance
The report presents minimal facilities,
equipment/computers, HR and related
issues with host institutions but
does not discuss impact on program
performance.
The report presents any facilities,
equipment/computers, HR and related
issues with host institutions and discusses impact
on program performance.
The report presents facilities,
equipment/computers, HR and related issues with host
institutions that impact program performance and how they can be resolved.
x
4. Sub-Total 0
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Component Recommendations
Component 5 RecommendationsInstructional and Support Services
Evaluation Component
Does Not Meet Expectations
Needs Improvement Meets Expectations Exceeds Expectations Points
5. Component Recommendations 0 1 2 3
5.a. Instructional services
The report presents no
recommendations to improve GPRA 1 and
2 results.
The report presents minimal recommendations to improve GPRA 1
and 2 results.
The report provides some
recommendations to improve GPRA 1
and/or 2 results that are linked to report
information.
The report provides extensive
recommendations to improve GPRA 1 and 2 results that are linked to report information.
x
5.b. Support ServicesThe report presents no
recommendations for support services.
The report presents minimal recommendations
for improving support services.
The report provides some
recommendations for improving support services that are linked to report
information.
The report provides extensive
recommendations on improving support
services that are linked to report information.
x
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Component Recommendations, continued
Component 5 RecommendationsPlacement Services and Management Plan
Evaluation Component
Does Not Meet Expectations
Needs Improvement Meets Expectations Exceeds Expectations Points
5. Component Recommendations 0 1 2 3
5.c. Placement services
The report presents no
recommendations for placement services.
The report presents minimal recommendations
on improving placement services.
The report provides some
recommendations for improving placement
services that are linked to report
information.
The report provides extensive
recommendations on improving placement
services that are linked to report information.
x
5.d. Management plan
The report presents no
recommendations for the management
plan.
The report presents minimal recommendations on improving the
management plan.
The report provides some
recommendations for improving the
management plan that are linked to
report information.
The report provides extensive
recommendations on improving the
management plan that are linked to report
information.
x
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Collaborative Agreements, continued
Component 5 RecommendationsRecruitment Plan
Evaluation Component
Does Not Meet Expectations
Needs Improvement
Meets Expectations Exceeds Expectations Points
5. Component Recommendations 0 1 2 3
5.e. Recruitment plan
The report presents no
recommendations for strengthening the recruitment
plan.
The report presents minimal
recommendations on strengthening the recruitment
plan for improved results.
The report provides some
recommendations for strengthening the recruitment plan results that
are linked to report information.
The report provides extensive recommendations
on strengthening the recruitment plan to improve
results that are linked to report information.
x
5. Sub-Total 0
TOTAL Rubric Score
73