Excel HEP Report

High School Equivalency Program (HEP) Annual Performance Report

1810-0684 Copy of Hep_Report_version7_prefinal.xlsx

High School Equivalency Program Annual Performance Report

OMB: 1810-0684

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Overview

Note
Block A
Block B
Block C
Block E2

Sheet 1: Note

Sections of Annual Performance Report			Color Coding
Sections	Reporting File	Type	Highlighted Color	Interpretation
Cover Sheet	G5 (online)	Text/Online	Blue	Enter Numerical
Block A	MS Excel	Numerical	Yellow	Check Box
Block B	MS Excel	Numerical	Green	Enter Text
Block C	MS Excel	Numerical
Block D	MS Word	Text
Block E	E1 in MS Word	Text
Block E	E2 in MS Excel	Numerical
Block F	MS Word	Text
HEP GPRA 1 Doc. form	MS Word	Text/Signature

Sheet 2: Block A

High School Equivalency Program

U.S. Department of Education

Annual Performance Report and

Final Performance Report Form

HEP Project Statistics and Reporting for GPRA

Reporting Block, Item A1

A1.

Number of students served during the reporting period.

Final

Number funded to be served

Number served in HEP HSE instruction (note: A1b1 + A1b2 should sum to equal A1b)

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

Number served who were returning participants (subset of A1b)

Reporting Block, Item A2

A2.

Status at the end of the reporting period.

Final

(Note: A2a-c should sum to equal the number reported in A1b(no. served)).

Number of HSE attainers. (Obj. 1 National Target: 69%) (GPRA 1)

*Supporting documentation required. See instructions for Item A2.

Number of withdrawals

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 HSE and have returned by November 15 of the subsequent budget period to continue

instructional services)

Your data input accuracy result

Good Job

Reporting Block, Item A3

A3.

Placement of HSE attainers (from question A2a above) from the current reporting period by

Final

November 15

Unduplicated number of HSE attainers who entered postsecondary education or training

programs, upgraded employment, or the military (count each participant only once for this

for this row for an unduplicated count). (This amount should not be greater than the amount

in A2a above, and should equal the sum of A3a 1-3) (Obj. 2 National Target: 80%) (GPRA 2)

Number of HSE attainers who entered postsecondary education or training programs

Number of HSE attainers who obtained upgraded employment

Number of HSE attainers who entered the military

Reporting Block, Item A4

A4.

Follow-up on HSE attainers from the reporting period.

Final

Number of HSE attainers you were able to track for follow-up data

Reporting Block, Item A5

A5.

Time to completion for HSE attainers from question A2a above. (Note: A5a-c should sum to

Final

equal the number reported in A2a.)

Number of HSE attainers who got their HSE within one year in your project

Number of HSE attainers who got their HSE after more than one, but within two years in your

project

Number of HSE attainers who got their HSE after more than two years in your project

Your data input accuracy result

Good Job

Performance Calculation Table

Year 1

Year 2

Year 3

Year 4

Year 5

Annual Award Amount

GPRA Measure 1

#DIV/0!

GPRA Measure 2

#DIV/0!

Success efficiency ratio

#DIV/0!

Sheet 3: Block B

B.	HEP Project Student Participant Information

Reporting Block, Item B1
B1	Instruction and services received by HEP HSE enrolled students during the reporting period.	Y1	Y2	Y3	Y4	Y5	Final
a.	Total HSE instruction hours received by all HEP HSE enrolled students.₁						0
b.	Total HSE instruction hours received by HSE attainers.						0
c.	Total number of students receiving the following types of services: ₂
*Instructional Support Services*
Please indicate the number of students receiving instructional support services.
1	Tutoring						0
2	Mentoring or coaching						0
3	College transition services						0
4	Work training services						0
5	Job placement services						0
6	Counseling or guidance services						0
7	Transportation services/ financial support for transportation						0
8	Child care						0
9	Financial support						0
	a. Tuition						0
	b. Books and materials						0
	c. Room and board						0
	d. Stipends						0
	e. Other financial support						0
10	Other support services:						0
11	Other ______________________________________						0



Reporting Block, Item B2
B2	Characteristics of the HEP HSE enrolled students during the reporting period.	Y1	Y2	Y3	Y4	Y5	Final
	(Note: [B2a + B2b should equal the number reported in A1b] and
	[B2c + B2d should equal the number reported in A1b]).
a.	Number of students who are male						0
b.	Number of students who are female	0	0	0	0	0	0
c.	Number of students who are 25 years old or younger						0
d.	Number of students who are over 25 years old	0	0	0	0	0	0
e.	Does your project or institution screen students for English language
	proficiency? If “No,” skip to question C1. Mark Y for yes, or N for no.
1	Number of students who enrolled during the reporting period and had English						0
	as a second language needs as determined by a language assessment test.						0


₁ The program office will take aggregated information and determine mean and median values for instructional hours within and
across program models. These data will be used to determine the most positive outcomes of program models. Proficiency level
will be established, if it is measured, through item C4a.
₂ Item B1c requires grantees to report whether or not a student has received a service in any quantity. The total hours received or
total number should not be reported here.

Sheet 4: Block C

C.	HEP Project Services Information

Reporting Block, Item C1
C1.	Project Model Characteristics during the Reporting Period
a.	Report the number of commuter students. (A commuter student is a student
a.	who does not live in IHE-funded housing.)
b.	Report the number of residential students. (A residential student is a student
b.	who lives in IHE-funded housing.)
c.	Does this project provide open enrollment or structured enrollment?
c.
d.	In what languages are project services provided? (Check all that apply.)


e.	Is this project in a four-year or two-year educational institution, or in a non-profit organization?


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




Reporting Block, Item C2
C2.	Project Personnel Characteristics during the Reporting Period
a.	Number of FTE teaching staff funded by the HEP grant to provide HSE 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 HSE instruction
d.	Number of FTE instructional support staff contributing to the project, not funded by the
	HEP grant


Reporting Block, Item C3
C3.	Project HEP HSE Instructional Services Offered during the Reporting Period
a.	How frequently are HSE instructional services provided? 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 best describes the majority of your program students.
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).
c.	Average length of instructional service per semester, in days. (Provide the average length		Days
	of instructional service that the majority of students participate in).		Days












Reporting Block, Item C4
C4.	Project Student Assessment Information Related to this Reporting Period
a.	Does your project screen students prior to enrollment in HEP HSE instructional services
	services to establish whether they are above or below a proficiency threshold? (Check one)₃
	If “No,” skip to Section D.
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 HSE instructional	Scale/Standard Score _________
	services? (Only check “no assessment” if proficiency is determined without the use of a	_______
	formal assessment).
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).
		_________________
3	What was the average screening or intake MATH scale/standard score for this reporting		English speaking
	period?		Spanish speaking
4	What was the average screening or intake READING scale/standard score for this reporting		English speaking
	period?		Spanish speaking

₃	The program office is asking if the project currently collects intake screening data;
	projects that do not collect intake data will not be required to do so.

Sheet 5: Block E2

E.	HEP Project Budget Information (see instructions)

E1	Report section E1 (narratives) in MS Word

E2	Report section E2 in the following Table and in the space below

2	Using the same budget categories as in Form ED 524, report in column (a) your previously submitted revised
	budget amounts for this reporting period, identifying any amount that includes carryover funds from the
	previous budget period by marking it with an asterisk (*). (Each cell in column (a) should include only one
	dollar amount that reflects the approved budget amount plus any carryover.) In column (b) report your
	project’s actual expenditures for this performance period.

	Budget Categories		(a)		(b)
	Budget Categories		Revised Budget Amounts	*	Actual Expenditure Amounts
	1	Personal
	2	Fringe Benefit
	3	Travel
	4	Equipment
	5	Supplies
	6	Contractual
	7	Construction
	8	Other
	9	Total Direct Costs (lines 1-8)	$0.00		$0.00
	10	Indirect Costs*
	11	Training Stipends
	12	Total Amounts (lines 9-11)	$0.00		$0.00

	* Note: Mark your category amounts in this column (a) with an asterisk if the amount includes any carryover
	from the prior budget period.

	Note: Remember to keep budget line items consistent. For example, if you categorized student textbooks in
	the Stipend line item in your revised budget, payments for student textbooks must be categorized in the
	Stipend line item in the Actual Expenditures column.

In the space below:

1)	Report the amount of carryover that is included in the Total Amounts cell of the Revised Budget column
	(cell 12(a)).








2)	If the Total Amounts in columns (a) and (b) are different, explain this difference.

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