REQUEST FOR PROPOSALS CAROL M. WHITE PHYSICAL EDUCATION PROGRAM GRANT EVALUATOR SERVICES

Transcription

1 REQUEST FOR PROPOSALS CAROL M. WHITE PHYSICAL EDUCATION PROGRAM GRANT EVALUATOR SERVICES The Metropolitan School District of Pike Township, Marion County, Indiana (the School Corporation ), received notice in October, 2011, that the School Corporation was a 2011 grant recipient of the Carol M. White Physical Education Program (the PEP Grant ). In connection with receiving the PEP Grant, the School Corporation is accepting proposals for a Grant Evaluator Services Agreement (the RFP ). The School Corporation will accept proposals until 1:00 P.M. Indianapolis, Indiana time on December 7, Any proposals submitted after this deadline will be disqualified. Proposals must be sent (or may be delivered in person) to: James Perkins, Jr., Director of Wellness, Fitness and Sport M.S.D. of Pike Township Administration Services Center 6901 Zionsville Road Indianapolis, IN CONTACT IN THIS MATTER IS LIMITED TO MR. PERKINS. PROSPECTIVE VENDORS MAKING DIRECT CONTACT WITH ANY OTHER EMPLOYEE OR BOARD MEMBER OF THE SCHOOL CORPORATION RISK DISQUALIFICATION IN THIS PROCESS. ANY PERSON THAT WAS AN EMPLOYEE OF THE SCHOOL CORPORATION DURING ANY OF THE PERIOD OF TIME BEGINNING WITH THE DATE ON WHICH THE SCHOOL CORPORATION BEGAN PREPARING THE APPLICATION FOR THE PEP GRANT AND DECEMBER 7, 2011, OR ANY ENTITY THAT CURRENTLY EMPLOYS ANY PERSON WHO FALLS WITHIN THE PREVIOUS CATEGORY, IS DEEMED BY THE SCHOOL CORPORATION TO HAVE A CONFLICT OF INTEREST WITH RESPECT TO THE SERVICES SET FORTH UNDER THIS RFP AND IS DISQUALIFIED FROM RESPONDING TO THIS RFP. Please indicate the following on submittal envelope: GRANT EVALUATOR SERVICES PROPOSAL - DO NOT OPEN. Following are the requirements, specifications, and information about the evaluation of each proposal. The School Corporation reserves the right to waive any and all irregularities herein and to reject any and all proposals if considered to be in its best interest. Page 1 of 8

2 SECTION I: INSTRUCTIONS PURPOSE OF REQUEST FOR PROPOSAL (RFP) The purpose of this request is to provide for the grant evaluator services with respect to PEP Grant as set forth in detail in Exhibit A attached to this RFP. The School Corporation has also attached to this RFP as Exhibit B a copy of the grant application submitted by the School Corporation to the United States Department of Education, pursuant to which the PEP Grant was awarded. The agreement will require the grant evaluator to provide (a) ongoing oversight of all data collection, data compilation and data analysis and submission to the applicable program officer of the United States Department of Education, and (b) ongoing program evaluation and consultation with the School Corporation, all of which must be to the satisfaction of the School Corporation (the Agreement ). The organization or individual responding to this request will be referred to as the Grant Evaluator and the Agreement will be between the Grant Evaluator and the School Corporation. ADMINISTRATIVE GUIDANCE The information provided herein is intended to assist each grant evaluator respondent (hereinafter referred to as a Respondent ) in the preparation of a proposal necessary to properly respond to this RFP. The RFP is designed to provide each Respondent with sufficient basic information to submit a proposal meeting minimum requirements, but is not intended to limit a proposal s content or exclude any relevant or essential data. Each Respondent is at liberty and is encouraged to expand upon the specifications to evidence service capability/value to be added by the Respondent. ISSUING OFFICE James Perkins, Jr., Director of Wellness, Fitness and Sport, 6901 Zionsville Road, Indianapolis, IN is the issuing officer of this document. Questions relating to this RFP shall be directed solely to Mr. James Perkins at JPerkins@pike.k12.in.us, and must be submitted no later than November 28, All questions must be submitted in writing. Each document containing questions must have a heading containing the following information: Respondent s name, contact name and address, name of representative, if Respondent is a company or other legal entity, telephone number and address. Responses to written questions will be issued in writing via within two working days to all individuals or entities that have requested a copy of the RFP from Mr. Perkins, and a comprehensive list of all questions and the School Corporation s written response will be provided by the School Corporation to all individuals or entities that have requested a copy of the RFP from Mr. Perkins no later than December 3, Contacts dressed up as inquiries for the purpose of getting acquainted are expressly discouraged. RESPONSE DATE Eight (8) proposal copies must be received at 6901 Zionsville Road, Indianapolis, IN 46268, Attn: Mr. James Perkins, Jr., by 1:00 P.M. Indianapolis, Indiana time on December 7, Any proposal en route, by mail or other method of delivery, or any proposal delivered or received at an erroneous location within the School Corporation such that it is not received by the specified Page 2 of 8

3 deadline at the specified place by the specified person will be deemed late, and therefore, disqualified/not considered and will be returned unopened to the Respondent. TERM OF AGREEMENT The Agreement will be for a term anticipated to begin in December, 2011, and end no later than September 30, 2015, unless terminated by mutual consent of the parties or by either party for Cause as provided and defined in the Agreement. Notwithstanding the foregoing, the School Corporation may, in its sole discretion and with or without Cause, terminate the Agreement (a) if it is not ratified by the Board of Education of the School Corporation at its meeting on January 12, 2012, (b) at any time during the term of the Agreement if the School Corporation receives notice or otherwise becomes aware of the fact that the School Corporation will not receive all of the money anticipated under the PEP Grant or the United States Congress has otherwise failed to appropriate funds in the amounts sufficient to fully fund the PEP Grant to the School Corporation, and (c) one month after acceptance by the United States Department of Education of all of the final reports and other written materials submitted by the School Corporation to the United States Department of Education as required under the terms and conditions of the PEP Grant. In the event of termination of the Agreement, the Grant Evaluator will be paid for all services rendered prior to the effective date of the termination and all money then on deposit in the Retainer Account (as hereinafter defined); provided, however, if this Agreement is terminated for Cause, then the School Corporation may hold the money then on deposit in the Retainer Account and use such money to pay for all or any portion of the costs incurred by the School Corporation in connection with any damages suffered or anticipated to be suffered by the School Corporation as a result of such breach or default of the Grant Evaluator under this Agreement. After the School Corporation has paid for all such costs, any money remaining in the Retainer Account shall be disbursed to the Grant Evaluator. The Agreement cannot be assigned by the Grant Evaluator without the prior written consent of the Board of Education of the School Corporation. CONSIDERATION OF PROPOSALS The School Corporation may award an agreement based upon the initial proposals received without discussion of such proposals. Accordingly, each initial proposal should include the most favorable price and delineation of services potentially attractive to the School Corporation. The School Corporation retains the right to reject any and all proposals, either in part or in their entirety, to waive any irregularities in the proposals if in the School Corporation s sole judgment it will be in the best interest of the School Corporation to do so, to waive any requirements set forth in the RFP if in the School Corporation s sole judgment it will be in the best interest of the School Corporation to do so and to make all decisions regarding the proposals that the School Corporation believes to be in the best interest of the School Corporation. All proposals must be accompanied by the PROPOSED AGREEMENT for comparison to the SAMPLE AGREEMENT attached to this RFP as Exhibit C. Page 3 of 8

4 SECTION II: PROPOSAL FORMAT AND CONTENTS Proposals must be concise and in the outline prescribed format. Pertinent supplemental information should be referenced and included as attachments. Eight (8) copies of the proposal are to be submitted. All proposals must address the following and be in the letter/numeral sequence listed below: Each section must be tabbed according to the letter/numeral description below (Tab A: Letter of Transmittal). RFP s that do not follow the format listed may be rejected. Tab A. Letter of Transmittal The Letter of Transmittal should include: 1). An introduction of the Respondent. 2). The name, address, and telephone number of the person (if the Respondent is a legal entity) to be contacted, along with others who are authorized to represent the Respondent in dealing with the RFP. 3). An expression of the Respondent s ability and desire to meet the requirements of the RFP. Tab B. Executive Summary Provide an Executive Summary which: 1). Briefly describes the Respondent s approach to the proposal and clearly indicate any options or alternatives. 2). Indicates any major requirements that cannot be met by the Respondent. 3). Highlights the major features of the proposal and identifies any supporting information considered pertinent. 4). Highlights all differences, if any, between the PROPOSED AGREEMENT and the SAMPLE AGREEMENT. The SAMPLE AGREEMENT is attached to this RFP as Exhibit C. Tab C. PROPOSED AGREEMENT If the Respondent is willing to accept all of the terms and conditions set forth in the SAMPLE AGREEMENT, then the Respondent must affirmatively state its/his/her acceptance of all of the terms and conditions set forth in the SAMPLE AGREEMENT. If the Respondent is not willing to accept all of the terms and conditions in the SAMPLE AGREEMENT, then the Respondent must provide a PROPOSED AGREEMENT which the Respondent would submit to the School Corporation if awarded the Agreement. Minimum Requirements: a). If the Grant Evaluator is not an individual, then the Grant Evaluator will have an employee who will serve as the main contact for the School Corporation and the Grant Evaluator s employees. b). The Grant Evaluator will conduct, at its expense, local, state and national criminal background checks, drug screenings, and Indiana Sex Offender Registry checks on each of its employees who will be on the property of the School Corporation, or if the Grant Page 4 of 8

5 c). d). e). f). g). h). i). Evaluator is an individual, on him/herself and provide the results of such checks to the School Corporation before each such individual may begin work on the property of the School Corporation. The Grant Evaluator will secure and maintain insurance as set forth in Exhibit D attached to this RFP. The Grant Evaluator will indemnify the School Corporation for any losses arising out of the Grant Evaluator s performance or failure to perform. The Grant Evaluator s employees will work cooperatively with the employees of the School Corporation without creating disruption to the normal operations of the School Corporation s employees, students or other third parties. The Grant Evaluator has a minimum of one year experience serving as a grant evaluator for grants received by public entities from the United States Department of Education. The Grant Evaluator and its employees, if any, who provide services under the Agreement will comply with all of the School Corporation s policies and administration guidelines. The Grant Evaluator will certify that the Grant Evaluator, and all of its employees, if any, have not (a) assisted the School Corporation in anyway in preparing the application materials for the PEP Grant, (b) served as an employee of the S chool Corporation during any period of time commencing with the date on which the School Corporation began preparing the application materials for the PEP Grant through the effective date of the Agreement. The Grant Evaluator will accept the establishment and use of the Retainer Account for the means of final payment to the Grant Evaluator as set forth in Section 5 of the SAMPLE AGREEMENT attached to this RFP as Exhibit C. Tab D. DETAILED DISCUSSION This section should constitute the major portion of the proposal and must contain at least the following information: Experience, References, and Service Capability a). Describe the Respondent s experience providing grant evaluator services in general and particularly with respect to PEP Grants. b). Include a list of similar operations and locations where the Respondent has provided, or is currently providing, services during the past five (5) years. List names and phone numbers of administrators from such school districts who may be capable of commenting on the Respondent s performance. c). Include resume or listing of the qualifications of the proposed supervisor that will work with the School Corporation, or if the Page 5 of 8

6 d). e). f). g). h). i). Respondent is an individual, please include a resume or listing of the qualifications of the Respondent. If the Respondent is not an individual, include a table of the Respondent s organization and a plan for the management, supervision, and staffing proposed under this Agreement. Provide data to indicate the financial condition of the Grant Evaluator, and if the Respondent is not an individual, an audited financial statement for the last two (2) years. Specify payment terms and arrangements. List any pending litigation and bankruptcy filings for the past five (5) years. If the Respondent is not an individual, provide data which indicates the Respondent s employee stability and retention rates for at least the past five (5) years. Other. Tab E. The Respondents are encouraged in this section to peruse and where appropriate, address and include responses to the evaluation criteria listed in the Evaluation Criteria attached as Exhibit E to this RFP. A Respondent s exhibits may be included; however, all responses should be brief, concise, to the point and address only the criteria listed. Responses should appear in the same order as listed in Exhibit E to this RFP. Tab F. The Respondent must identify with specific detail in this section any and all known conflicts of interest the Respondent has with the School Corporation, the Pike on the Move, the PEP Grant, the Carol M. White Physical Education Program or the United States Department of Education, and must certify that except as identified in this section of the Respondent s proposal, the Respondent is not aware of any other conflict of interest between the Respondent and the School Corporation, the Pike on the Move, the PEP Grant, the Carol M. White Physical Education Program or the United State Department of Education. In addition, the Respondent must certify in this section that the Respondent has not colluded with any other Respondent to artificially fix pricing or jeopardize the competitive proposal process. Finally, the Respondent must certify in this section that the Respondent acknowledges that all information that the Respondent has received from the School Corporation as a part of this RFP, except Exhibit A-1, is the sole property of the School Corporation, and the Respondent may not use any such information or documentation for any purpose other than in preparation of its response to this RFP unless the Respondent first obtains the express written consent of the School Corporation. SECTION III: EVALUATION OF PROPOSALS 1. Evaluation of Proposals All proposals will be evaluated by a rubric developed by the School Corporation and attached to this RFP as Exhibit E. All factors of a quality Grant Evaluator will be considered in the evaluation of proposals. Page 6 of 8

7 2. Oral Presentation An oral presentation by one or more of the Respondents to supplement a proposal may be required. These presentations, if required, will be scheduled by the School Corporation subsequent to the receipt of proposals and prior to the award. 3. Proprietary Information Each Respondent is requested to mark any specific information contained in its/his/her proposal that is not to be disclosed to the public or issued for purposes other than the evaluation of the proposals. Pricing and service elements of the successful proposal will not be considered proprietary. By submitting a proposal, each Respondent acknowledges that the School Corporation is subject to certain open records laws that might require disclosure of information despite claims that the information is proprietary. 4. Rejection of Proposals The School Corporation retains the right to reject any and all proposals, either in part or in their entirety, to waive any irregularities in the proposals if in the School Corporation s sole judgment it will be in the best interest of the School Corporation to do so, to waive any requirements set forth in the RFP if in the School Corporation s sole judgment it will be in the best interest of the School Corporation to do so and to make all decisions regarding the proposals that the School Corporation believes to be in the best interest of the School Corporation. Page 7 of 8

8 I, the undersigned individual/we, the undersigned company, certify that I/we have read and fully understand the attached specifications including any addenda issued. I/We further certify that I/our company meets all of the requirements specified. Authorized Signature Typed Name and Title Company Name, if applicable Address City, State, Zip Telephone Number Date Page 8 of 8

9 Grant Evaluator Services 1. The Grant Evaluator shall provide outcome evaluation of Pike on the Move, and in connection therewith the Grant Evaluator shall prepare all of the written reports, analyses and information necessary for the School Corporation to comply with the terms, conditions and requirements set forth in the document entitled GPRA Guidance for the Carol M. White Physical Education Program (PEP), FY2010 Grantees, a copy of which is attached to this RFP as Exhibit A-1, in connection with the components identified in the Pike on the Move. Such written reports, analyses and information will be provided to Mr. James Perkins or his successor, as the program director (the Program Director ) no later than July 30 of each year, commencing with July 30, 2012, with the understanding that such written reports, analyses and information, as amended and modified in a manner satisfactory to the Program Director and the Grant Evaluator, will be submitted by the Program Director to the United States Department of Education, or its designee, as required under the terms and conditions of the PEP Grant. 2. In relation to the services described in Paragraph 1, the Grant Evaluator shall prepare all necessary written addenda, including, but not limited to, all year-end addenda, to such written reports, analyses and information provided under Paragraph 1. Such written addenda will be provided to the Program Director within a reasonable time period that is mutually satisfactory to the School Corporation and the Grant Evaluator and with the understanding that such written addenda, as amended and modified in a manner satisfactory to the Program Director and the Grant Evaluator, will be submitted by the Program Director to the United States Department of Education, or its designee, as required under the terms and conditions of the PEP Grant. 3. The Grant Evaluator understands and acknowledges that the School Corporation will have an employee of the School Corporation who will be the person responsible for all of the data entry related to the students that are to be evaluated during the term of the PEP Grant (such person hereinafter known as the Program Assistant ). In a manner satisfactory to the Program Director, the Grant Evaluator shall work closely with the Program Assistant, including, but not limited to, providing the Program Assistant direction and guidance on how all such data should be gathered and entered, but with the understanding that the Program Assistant, as an employee of the School Corporation, is supervised by, and reports to, the Program Director. 4. As soon as practicable and in consultation with the Program Director, the Grant Evaluator shall provide the Program Director with a schedule containing all activities, meetings and report filing deadlines applicable to the Grant Evaluator or the Program Director related to the PEP Grant and Pike on the Move. 5. The Grant Evaluator shall attend all meetings as requested by the Program Director or the School Corporation s Superintendent. 6. The Grant Evaluator shall provide advice to, and consult with, the School Corporation regarding the proposed initiatives under Pike on the Move, and the possible success of such initiatives based on the desired outcomes and the Grant Evaluator s experience in other programs. Exhibit A--Page 1 of 49

10 7. The Grant Evaluator acknowledges that all of the materials received by the Grant Evaluator from the School Corporation during the term of the Agreement are the sole property of the School Corporation and shall not be used by the Grant Evaluator for any purpose other than satisfying the Grant Evaluator s obligations under the Agreement unless the School Corporation provides its express written consent to such other use. The Grant Evaluator further acknowledges that all of the documentation provided by the Grant Evaluator to the School Corporation in connection with the services of the Grant Evaluator identified in the Agreement are the sole property of the School Corporation and shall not be used by the Grant Evaluator for any purpose other than satisfying the Grant Evaluator s obligations under the Agreement unless the School Corporation provides its express written consent to such other use. 8. At the conclusion of the term of the Agreement, the Grant Evaluator shall provide the School Corporation with either the original or a copy of all of the data, analyses, information and other written documentation and information in the possession of the Grant Evaluator in connection with the performance of the Grant Evaluator s services under the Agreement. The Grant Evaluator shall provide all such materials and information in a comprehensive and organized fashion which will permit the materials to be easily reviewed and audited by any agency of the local, state or federal governments and will include a comprehensive index list or table of contents outlining the organization of such materials and references to the date all data was obtained and with cross-references among the material which is satisfactory to the Program Director. 9. At the conclusion of the term of the Agreement, the Grant Evaluator shall meet with the Program Director at a mutually convenient time to review the materials and index provided by the Grant Evaluator under Paragraph 8. Page 2 of 49

11 Exhibit A-1 GPRA Guidance for the Carol M. White Physical Education Program (PEP), FY2010 Grantees GPRA Guidance for the Carol M. White Physical Education Program (PEP), FY2010 Grantees Partners in the Data Quality Initiative Author Brad Keller, Westat December 13, 2010 Prepared for: Office of Safe and Drug-Free Schools U.S. Department of Education Exhibit A--Page 3 of 49

12 12/13/2010 Introduction This document is intended to assist the Carol M. White Physical Education Program (PEP) grantees in providing data the U.S. Department of Education (ED) requires for Government Performance and Results Act ( GPRA) performance reporting. Under GPRA, Federal departments and agencies must clearly describe the goals and objectives of programs, identify resources and actions needed to accomplish goals and objectives, develop a means of measuring progress made, and regularly report on achievement. ED collects GPRA performance measures data from grantees to demonstrate program success to Congress. This information ensures that program implementation is focused on results and that success is measured by outcomes achieved. It also may be used by Congress to determine future program funding. Grantees provide data used in GPRA reports through the Annual Performance Report (APR), ED 524B, Section A (hereafter referred to as APR). PEP GPRA Performance Objective There is one GPRA performance objective for the PEP program: To promote physical activity and healthy lifestyles for students. PEP GPRA Performance Measures ED has developed the following three GPRA performance measures for PEP grantees: Measure 1.1: Measure 1.2: Measure 1.3: The percentage of students served by the grant who engage in 60 minutes of daily physical activity The percentage of students served by the grant who achieve age-appropriate cardiovascular fitness levels The percentage of students served by the grant who consume fruit two or more times per day and vegetables three or more times per day In addition, an efficiency measure will be calculated by the PEP program office, using data from GPRA measure 1.1 and expenditure data. This efficiency measure is defined as: The cost (based on the amount of the grant award) per student who achieves the level of physical activity required to meet the physical activity measures above (percentage of students who engage in 60 minutes of daily physical activity). Grantees do not need to calculate this efficiency measure. The PEP program office will do so after receiving your APR. Calculations and Data To Be Reported in the APR While the GPRA measures above are reported as percentages, individual grantees will report counts of students, not percentages. The section below provides a short overview of the data grantees are required to report. Later in this document, these requirements are explained in more detail. For measure 1.1, grantees are required to report the average number, across the data-collection windows, 1 of students who engaged in 60 minutes of daily physical activity. They must also report the average participation in the program, among students in schools affiliated with the grant, across the data-collection windows. For measure 1.2, grantees must report the average number, across the data-collection windows, of students who achieve age-appropriate cardiovascular fitness levels. They must also report the average participation in the program, among students in schools affiliated with the grant, across the data-collection windows. For measure 1.3, grantees are required to report the average, across the data-collection windows, of students who consumed fruit two or more times per day and vegetables three or more times per day. They must also report the average participation in the program, among students in schools affiliated with the grant, across the data-collection windows. 1 A data-collection window is a time period during which GPRA data are collected. A more detailed definition can be found in Table 1 in the next section of this document. 4

13 12/13/2010 Aside from the GPRA-measure-specific details, grantees are also required to describe the sampling system used to collect data (if one was used), the timing and method of data collection, explanations of data (if necessary), and response rates from each data collection. All grantees need to report these data in a standardized way in the APR. As a result, grantees should follow the instructions and examples below to report performance data for the GPRA measures on the APR. Definitions Table 1 contains definitions for important GPRA data collection and reporting terms. Table 1. Definitions Data-collection windows Average participation in the program across the data-collection windows Elementary school, middle school, and high school Count of students who engaged in 60 minutes of daily physical activity across the data-collection windows Count of students who achieve age-appropriate cardiovascular fitness levels Time periods during which grantees will collect data on student behavior. As will be explained later in this document, the amount of time over which data are to be collected during each data-collection window varies by GPRA measure and student grade. For some students, data must be collected over the course of seven days during each data-collection window. So we recommend that all grantees, regardless of students populations served, set their data-collection windows to last a week. This standard length will provide enough time to collect data on all GPRA measures, regardless of student populations served. Grantees are to select at least four data-collection windows for each reporting year. They must be evenly spaced out and occur during times that represent typical levels of student activity. This number is an average of the counts of students participating in the program(s) funded by the PEP grant, across all of the windows when data on PEP were collected (e.g., a sum of the student counts for each window, divided by the number of windows). If parental consent is required for a student to participate, and a student s parent does not provide consent, that student is not considered a participant in PEP. Further instructions on calculating averages can be found in Attachment 1. When these terms are used in this document, grantees should apply them as is done in their own school district. For example, if elementary schools in your district contain grades K-5, use those grades when this document mentions elementary schools. Other grantees may operate in districts where elementary schools contain grades K-6, so those grantees would include grades K-6 when the term elementary school is used. This is the number of students in the program(s) under a PEP grant who engaged in 60 minutes of physical activity on each day, across all of the windows when data on PEP were collected. For students in grades 5-12, the amount of time each student engages in physical activity is measured in two ways: with pedometers and through a survey, both of which will be explained later in this document. Students in grades K-4 are required only to use pedometers; they do not need to complete a survey. Further instructions on calculating averages can be found in Attachment 1. This is the number of students in the program(s) under a PEP grant who achieve age-appropriate cardiovascular fitness levels, across all of the windows when data on PEP were collected. Middle and high school students are deemed to have achieved age-appropriate cardiovascular fitness levels if they successfully complete the 20-m shuttle run in the healthy fitness zone for his or her age and gender, as will be explained later in this document. There is no required method of data collection for elementary school students, so grantees are to choose their own method and describe it in the Explanation of Progress, as will be explained later in this document. In addition, further instructions on calculating averages can 5

14 be found in Attachment 1. 12/13/2010 6

15 12/13/2010 Table 1. Definitions Continued Count of students who This is the number of students in the program(s) under a PEP grant who consumed fruit two or consumed fruit two or more times per day and vegetables three or more more times per day and times per day, across all of the windows when data on PEP were collected. vegetables three or more A student s eating history will be obtained through the Youth Risk times per day Behavior Survey (for students in high school) or a similar survey (for younger students). Further instructions on calculating averages can be found in Attachment 1. Program site This is the location where the PEP grant has been implemented. If a school or school system is the grantee, the program site would be the school(s) affiliated with the grant. If the grantee is an after-school program, the program site would be the location where students participate in the afterschool program. Physical activity Any bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above a basal level. For more information about the guidelines, please visit the U.S. Department of Health and Human Services Physical Activity Guidelines for Americans, which can In-program activity Out-of-program activity Current year Baseline physical physical Students participating in PEP during a datacollection window be accessed at: Physical activity that takes place at the program site. Both in-program and out-of-program physical activity should be measured and reported for GPRA measure 1.1. Physical activity that takes place somewhere other than the program site. Both in-program and out-of-program physical activity should be measured for GPRA measure 1.1. This is the year for which the APR is being completed. It roughly coincides with the school year, but the actual dates are based on when your grant award was made. Current-year data must be collected during every year of the grant and reported in each year s APR. This is the time prior to receiving the grant funds, or the time in the first year of the grant but before the grant activities are initiated. Data must be collected on students physical activity and eating habits during the baseline period. This data collection will be the same as the current-year data collection, with the following three exceptions: 1. Baseline data collection will occur in the baseline time period (i.e., before the grant has been implemented), 2. There only needs to be one baseline data-collection window, 3. Baseline data only need to be collected and reported in a grantee s firstyear APR. Students are considered to have participated in PEP during a datacollection window if all of the following have occurred: 1. The student is part of the group targeted by the PEP program; 2. If sampling is used, the student is part of the sampling frame; and 3. The student is present at the program site at least once during the datacollection window The following section of this document explains what specific information is required for each GPRA measure. In addition, Attachment 11 is a checklist to determine if all required data have been provided. 7

16 12/13/2010 Instructions for data collection and reporting The information in this first set of overall instructions applies to all three PEP GPRA measures. 1. In the first year of the grant, both baseline and first-year data must be provided. Grantees in their first year must provide two sets of data. The first set measures student performance on the GPRA measures before the intervention supported by the grant began (e.g., in the year prior to receiving the grant funds or at the beginning of the first year of the grant but before grant activities are initiated), also known as baseline. The second set of required data is for the first year of the program, which is to be collected during at least four data-collection windows throughout the first year. 2. Obtain parental consent at the beginning of the school year, if necessary. If your local education agency requires parental consent before data on students can be collected, obtain that consent at the beginning of the school year so that data can be collected throughout the year on students. Students for whom consent is not granted are not to be considered as participants in the PEP program. 3. Collect data for the correct student grades using the appropriate data-collection method for that GPRA measure. As explained in the following pages, data for each of the three GPRA measures are collected using different methods, and those methods vary by students grades. Table 2 below provides an overview of each GPRA measure, the different data-collection methods used with each measure, and the grades of students on whom each data-collection method is used. This information is explained in greater detail in the following pages of this document. Table 2. Grade groups to be used when reporting PEP GPRA data, with additional information, by GPRA measure. Grade Group 1 Grade Group 2 Grades included Data-collection method Grades included Data-collection method GPRA measure 1.1: The percentage Grades K-4 Pedometers, Grades 5-12 Pedometers, of students served by the grant who monitored by monitored by students, engage in 60 minutes of daily parents/guardians and 3DPAR physical activity (described below and in Attachment 4) (described below and in Attachment 4) GPRA measure 1.2: The percentage Elementary Grantees can choose Middle 20-m shuttle run of students served by the grant who school the data-collection school and achieve age-appropriate students method that best suits high school cardiovascular fitness levels their needs. students GPRA measure 1.3: The percentage of students served by the grant who consume fruit two or more times per day and vegetables three or more times per day Elementary school and middle school students Survey chosen by grantee, with one acceptable option being the SPAN survey (described below and in Attachments 6 and 7) High school students YRBS survey questions (reprinted in Attachment 8 and described below and in Attachment 9) 8

17 12/13/ Data collection must take place during at least four different windows throughout the year. Requiring grantees to collect data on student activity during the entire year would be a large burden on grantees. The PEP program, therefore, allows grantees to designate a certain number of time periods, or windows, during the year when student activity is tracked and recorded. There must be at least four of these windows so that an accurate picture of each grant s full year of services can be made. They must be fairly evenly spaced out across the performance period and should reflect fairly typical participation levels by students. (For example, scheduling a data-collection window for the first week back after winter break may capture students in a transition back to school schedule and would be discouraged.) Data for all three GPRA measures should be collected during each data-collection window. Because each of the three GPRA measures requires a different type of data collection, data-collection windows of a week are recommended, to provide time to collect all required data. 5. Student responses must be averaged across all data-collection windows. Averages across all data-collection windows are to be reported in the APR. (Attachment 1 describes how to perform this averaging.) In addition, total counts for each data-collection window must be reported in the Explanation of Progress, as explained below. 6. Grantees must track and report student response rates. For student data to represent the entire student population, data must be reported from a large proportion of the student body. For all three GPRA measures, grantees are urged to obtain data from at least 80 percent of participating students during each data-collection window. If data are not collected on at least 80 percent of participating students during one of the data-collection windows, the data that were collected during that window cannot be assumed to be representative of the student population being measured and therefore cannot be used for GPRA reporting. Information on response rates must be provided in the Explanation of Progress, as described later in this document. The process for calculating and reporting each data-collection window s response rate is explained in more detail in Attachment Sampling of students is allowed under certain circumstances. Grantees serving large populations or in large districts may choose to sample students, provided that the sampling technique meets several criteria. Those criteria are described in greater detail in the document Sampling Guidance for PEP Grantees [forthcoming], and include issues such as identifying when sampling may be appropriate, determining the size of the sample, and ensuring the sample is representative of the population served by the PEP grant. 8. Sum student data across grades, programs, and sites. If a grantee has programs that serve students in more than one grade, program, or site, the grantee must sum student counts from all sources. For example, if a grantee operates programs in three schools, then student counts from those three sources must be added together for the GPRA measures. Of course, depending on each student s grade, data may be collected in a slightly different manner, as shown in Table 2 and described in the following sections. But, after those different data-collection methods are used, all data on each GPRA measure are summed across grades, programs, and sites. Grantees may choose to note distinctions between the grades, programs, or sites in the Explanation of Progress, but the counts in the APR tables must be added together from all sources. 9

18 9. Explanation of Progress. Below each table in the APR there is an area labeled Explanation of Progress. Grantees are required to provide the following information in this area: 12/13/2010 Information about the sampling system used, if one was used, including: o The justification for sampling, o An explanation of the sampling system, o The total number of students in the program, and o The number of students sampled. The timing of data collection, including the start and end dates of each data-collection window. The method of data collection, including: o The brand of pedometers used; o How the pedometer data were recorded; o How data on age-appropriate cardiovascular fitness levels were collected for elementary school students; o How the 20-m shuttle run was conducted for students in middle and high school and how the results were recorded; and o The survey instrument (and survey questions) used to obtain information on fruit and vegetable consumption. Explanations of any discrepancies in the data that might exist (e.g., a large difference in pedometer use from one data-collection window to another). Note that any data repeated in both the APR table and the Explanation of Progress should be consistent across these two locations. If expected results were not attained or progress not made, provide an explanation with steps and schedules for addressing the problem or issue. Descriptions of how data and information were used to make improvements to the original project plan (e.g., project activities and milestones) that are consistent with its approved objectives and scope of work. For each GPRA measure, the response rates for each of the data-collection windows, as well as the raw data used to calculate those response rates, as explained in Attachment 2. If the response rate during one or more data-collection weeks is below 80 percent, data from that week cannot be used for GPRA reporting, and that fact should be noted in the Explanation of Progress. Additional information from the four (or more) data-collection windows. This information should be averaged and provided in the APR table, but the separate totals from each data collection should be listed in the Explanation of Progress. It should be displayed in a table, like Table 1-1 or 1-2 in Attachment 1, and contain the following information (A table shell will be provided in your APR): o The number of students served by the grant who engaged in 60 minutes of daily physical activity, o The number of students served by the grant who achieved age-appropriate cardiovascular fitness levels, and o The number of students served by the grant who consumed fruits two or more times per day and vegetables three or more times per day. o In each table, the right-most column should contain the number of students served by the grant who participated in the program. Any other information related to the measure that you feel is important. 10. Selecting an independent evaluator. Grantees are allowed to use some of their grant funds to pay for a program evaluator. If a grantee chooses to hire an evaluator, the decisions of which evaluator to choose and how to direct that evaluator s progress are important to overall project success. In addition, grantees must use a competitive bidding process according to state or local regulations in procuring evaluation services. Attachment 3 provides additional information regarding the selection and management of a program evaluator. 10

19 12/13/2010 The next set of instructions applies to PEP GPRA Measure 1.1 only. 1. Grantees must use pedometers to collect daily physical activity data from students. Grantees must require students to wear pedometers during each day in the four data-collection windows, as well as during the baseline data-collection window. Students should be instructed to wear the pedometers all day, every day of the datacollection window. 2. The number of days a student must wear a pedometer depends on the student s grade. Students in grades 5-12 are required to wear pedometers for seven consecutive days in each data-collection window. Students in grades K-4 must wear pedometers for four consecutive days in each data-collection window. 2 In both cases, pedometers, pedometer logs, and instructions should be sent home the school day immediately before the first day of each data-collection window. That way, each student can begin wearing the pedometer at the beginning of that window s day 1. Similarly, pedometers and logs should be collected on the school day immediately following the final day of data collection, to ensure that all students have a full last day of data collection. Attachment 4 contains sample pedometer logs that can be sent home with students. But, they should be augmented with instructions (provided by the pedometer manufacturer) on how to operate the pedometer. 3. Use pedometers to count both in-program and out-of-program physical activity. Physical activity can take place at the program site or on the student s own time. Physical activity outside of the program site must count toward a student s goal. So, students should wear pedometers all day, not just when at the program site. The only exception is that students should not wear a pedometer during the 20-m shuttle run used to collect data for GPRA measure 1.2, as explained later in this document. 4. The number of steps each student takes must be recorded daily. Because GPRA measure 1.1 counts daily activity, the number of steps counted by a pedometer must be recorded every day, for each student wearing a pedometer, during each data-collection window. This recording could occur at home, before the student goes to bed. The use of a log is recommended for recording daily step counts. Attachment 4 contains two sample logs that can be used to record a student s daily steps. Additional information about recording steps is below. 5. Who records a student s daily steps depends on a student s grade. Students in grades 5-12 should record their own daily step count. Students in grades K-4 should have a parent or guardian read the daily steps off the pedometer and record them. Attachment 4 includes a sample log for each of the two grade spans. Regardless of who records the daily number of steps, students in grades 5-12 should put their names (or some other approved identifier) on the log. This is required because their logs may later be matched with their answers on a second data collection, as explained below. Parents of students in grades K-4 are asked to also put their child s name on the log, but it is not necessary that they do so. 6. When recording pedometer data, a student with 9,100 or more steps in a day is considered as having engaged in at least 60 minutes of physical activity that day. Research has shown that for adolescents, 9,100 steps can be assumed to constitute 60 minutes of physical activity. So, students who have at least that many steps on their pedometers for a given day have met the threshold of 60 minutes of physical activity for that day. This number does not appear on the sample logs in Attachment 4, to decrease the likelihood that students and/or parents and guardians inflate step counts to meet the goal. Similarly, we recommend that students not be told this daily step goal. 2 Note that this portion of the guidance is written with the assumption that a grantee serves both K-4 students and grades 5-12 students. If your grant serves only one of these populations, disregard the instructions concerning the students in the other population. 11

20 12/13/ If a student is absent during the data-collection window, his or her steps will be counted only for the days present in that data-collection window. If a student is absent for one or more days of any data-collection window, the student will not be expected to walk 9,100 steps that day/those days. But, he or she will be held to the daily step threshold on the other days in that data-collection window. Only students absent for all four days (in grades K-4) or all seven days (in grades 5-12) should be completely excluded from wearing pedometers and recording their steps. Instruments in the logs from Attachment 4 ask students (or parents or guardians, if the student is in grades K-4) to note any days when the student is sick. Such days will simply not be counted in the calculation of whether the student met the GPRA measure goal. However, if a log is blank or only partially filled in, that student s data should be counted as incomplete and not included in the GPRA measure calculation. (Note that absences do not apply to weekend days. If students are asked to wear pedometers during a weekend, they do not need to be in a specific place for that data collection to occur. But, if a student is sick during a weekend day, that can be noted in the log.) If a student is absent the first day of a data-collection window, when pedometers are distributed, that student should be provided with a pedometer on the first day back. And steps can be counted beginning that day, even though it may not constitute an entire day. That student would record steps only for the remaining days in the data-collection window. Similarly, if a student is absent on the final day of a data-collection window, when pedometers and logs are turned in, he or she can return his or her pedometer and log on the first day back. Logs from students who were absent one or more days of a data-collection window will be treated slightly differently from those of the rest of the students. On logs containing absences, students will be held to the 9,100- step threshold only on the days present. For example, if a student in third grade is absent one of the days during a data-collection window, he/she will be held to the 9,100-step goal only on each of the three days he/she was not absent. 8. Grantees must report the number of students who met the 9,100-step threshold each day of the datacollection windows. A student s step log will contain the number of steps walked each day of a data-collection window. (For students in grades 5-12, a completed log will contain step counts for seven days. For students in grades K-4, four days of data will be recorded. A sample log for each group is provided in Attachment 4.) Once these logs have been completed and returned to the grantee, he or she must calculate how many students met the 9,100-step threshold every day in that data-collection window. This should be done by first separating the logs of students in grades 5-12 from those of students in grades K-4. The same process will be performed on both sets of logs, but they should remain separated by grade, in these two groups. This separation is necessary because additional information on physical activity will be noted for students in grades 5-12, as is explained below. Grades K-4: put a check mark next to every day in a student s log when the daily step count is 9,100 or higher. When all days on that log have been reviewed, if there are check marks next to all four days, that student is counted as having met the goal outlined in GPRA measure 1.1. If a student met the goal (over 9,100 steps for all days on the log), his or her log should be put in a pile labeled Met GPRA measure 1.1 goal, K-4. Logs of students who did not take at least 9,100 steps all four days on the log should be put in a pile labeled Did not meet GPRA measure 1.1 goal, K-4. Once all logs of students in grades K-4 have been categorized into one of these two piles, the number of logs in each pile should be counted and recorded in a table like Table 5-2 in Attachment 5. This process will be repeated after every data-collection window, and the resulting numbers will eventually be combined and averaged, as described in Attachment 1. Grades 5-12: Follow the same process as above, except that a log must have seven checks to represent a student who met the goal. Also, as the logs are reviewed, do not place them into separate piles. The logs for students in grades 5-12 will be further examined after a second data collection, described below. 12