Grants 101c: Evaluation and Sustainability Provided to constituents as part of a webinar series, developed by the College Board’s Strategy, Outreach and Response Unit 6 March 2012 Overview Today, you will learn • the components of a quality grant evaluation and • how to plan for project sustainability after funding ends. • Recording of this webinar and the power point presentation will be available within 48hrs at www.collegeboard.org/grants Today’s Presenters • Theodore Dwyer: Manager of Evaluation, Assessment & Accountability, Hillsborough County Public Schools, Tampa, FL • Lynn Fell: Senior Grant/Response Writer, The College Board, Duluth, GA First Steps – before developing your proposal • Get support and approval from your leadership • Identify your team (this includes your Evaluator) • Read RFP thoroughly • Takes notes, highlight • Review and print all required forms • Get the team together for review • Ask questions! Quality of the Evaluation Project Evaluation • Defines your ability to participate in required national evaluation activities • Describes continuous feedback loop used to ensure project success • Should be both formative and summative • IMPORTANT: Contract with an experienced outside evaluator early in the application process so that they can assist you in developing the evaluation plan • Local university • American Evaluation Association • • http://www.eval.org/ American Educational Research Association • http://www.aera.net/ The Role of the External Evaluator • Work with team as external consultant • Provide balance between being part of the team and being external • Collect information for formative and summative parts of the program • Provide periodic feedback to program personnel (at all levels) Common Criteria for Evaluation 1) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project 2) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes What does this mean? Extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project • The best evaluations are mixed method • • Qualitative – soft data (how participants feel about the project , such as surveys, focus groups, etc.) • Quantitative – hard data (numbers; test performance; PD completers, etc.) What does this mean? Extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes • • Informs progress, allows for course corrections • Provides platform for regular sustainability planning A good evaluation ensures that: • Goals, objectives, and outcomes are clearly specified and measurable • Goal – broad, generalized statement • Objective – SMART (Specific, Measurable, Achievable, Realistic, and Time-Bound) • GPRA, Program, Project • At least one goal restates the program purpose • GPRAs* (federally required outcomes) are evident in objectives *Government Performance and Results Act Sample Project Model Need Need 50% of students currently enrolled 50% of in AP courses are students white; 75% of currently students enrolled in AP passing coursesAP are exams are white; 75% of white students passing AP exams are white Program Purpose: Increase opportunities for students to earn postsecondary credit through AP, IB, or dual credit. Goal (Should link to NEED) Goal (should Increase link to need) opportunities Objective Increase the Activity Provide (SMART) percentage of training for for all students to earn Increase postsecondary opportunities credit for all through students enrollment in to earn AP courses postsecondary underreprese nted students Increase the in AP courses percentage by ____% each of year of the underrepres project ented credit through enrollment in AP courses students in AP courses by ____% each yearthe of schedule Increase Provide waiver the project students intofor percentage of for AP tests underreprese AP lowcourses income nted students students Passing AP tests by ____% each year of the project GPRA: Percentage of students enrolled in AP courses by ethnicity and socio-economic status Objective (SMART) Activity guidance counselors Provide and training for administrators guidance to counselors appropriately and schedule administrator into sstudents to AP courses appropriately Partner/ Outcomes Measure Person Responsible Partner/ Project Director, Outcomes Increase AP Measure AP Person Supervisor of enrollment enrollmen Responsible Staff by ___% over t data Development, Project College Board Director, Supervisor of Staff Development, College Board baselineAPfor AP Increase each AYP enrollment enrollmen subgroup by ___% t data annually over baseline for each AYP subgroup annually Increase AP AP Testing level 3 and data above by ___% over baseline for each AYP subgroup annually Sustainability Importance of Sustainability Planning • Often a required criteria • Necessary to actually sustain the project after funding ends Common Supports for Sustainability • Items created with project funding • Curriculum • Assessments • Professional Development • Methodologies Common Supports for Sustainability • Personnel in the project are needed to get the project up and running – those personnel who are vital to sustainability will be funded by the applicant after federal funding ends • Training begun under project will continue; “train the trainer” model • Advisory boards/stakeholder groups will continue to provide guidance Common Supports for Sustainability • Budget shows decreasing dependence on grant funds to implement project • Expand grant writing resources to secure additional grant funding (public and private sources) • Creation of foundation or other “giving group” that is charged with raising private funds Formalize Sustainability Planning • Build sustainability planning into your evaluation plan • Sustainability plan should be finalized prior to the last year of the project Sustainability Planning as Milestone Milestone Responsible Party Sustainability Planning Project Director, Advisory Board, Operating Team Year 1 Year 2 Year 3 Year 4 Year 5 Qs 1-4, 2013 Qs 1-4, 2014 Qs 1-4, 2015 Q1, 2016 •Make Sustainability Planning part of your Milestones Timeline (usually a required element) •Make Sustainability Planning a regular agenda item in leadership meetings •As the project nears its end, sustainability planning should be solidly in place Remaining Webinars in the series • Wed, Mar 14, 1pm EST -Grants 101d: Finalization and Submission: Tips and Strategies. www.collegeboard.org/grants to register Whom to call 21 Please take a moment to complete the survey! 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