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Top Audio Teleconferences
FY 2004 SS/HS Grant Performance Report
September 15, 2005, 1:30 p.m. ET
Moderator: Jane Hodgdon-Young


Operator: Good day, ladies and gentlemen, and welcome to the Safe Schools/Healthy Students Performance Report call for 2004 grantees.

At this time, all participants are in a listen-only mode. Later we will conduct a question-and-answer session and instructions will follow at that time. If anyone should require assistance during the conference, please press star, then zero, on your Touch-Tone telephone. As a reminder, this conference call is being recorded.

I would now like to introduce your host for today's conference, Mrs. Jane Hodgdon-Young. Mrs. Hodgdon-Young, you may begin.

Jane Hodgdon-Young: All right. Thank you, Matt.

Hello, everyone, and welcome to today's performance report technical assistance call for Safe Schools/Healthy Students 2004 grantees. Before we go into a brief bit about the performance reports and questions, I want to introduce everyone that we have here in the room.

My name is Jane Hodgdon-Young and I serve as the federal project officer for several Safe Schools/Healthy Students initiative grantees and I work at the U.S. Department of Education.

Patrick Dunckhorst: Patrick Dunckhorst, federal project officer, Office of Juvenile Justice Delinquency Prevention in the Department of Justice.

Idalia Massa: Idalia Massa from the Department of Health and Human Services.

Doris Steward: Doris Steward from the Department of Health and Human Services.

Caroline Fernandez: And Caroline Fernandez, federal contractor in the Department of Health and Human Services.

Jane Hodgdon-Young: All right. Thanks, everyone, and thank you to all the folks that are joining us.

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As you know, the purpose of the performance reports for Safe Schools/Healthy Students grantees are to assess the substantial progress that's being made by our grantees. That helps identify areas of potential technical assistance need and also to assess areas of progress and exemplary progress, in many cases, so that we can share those successes with the interagency policy team and also with other grantees and you can begin to serve as a resource for one another.

So part of what you are required to do is to submit two semiannual performance reports and this next one is due on October 31st, 2005, and it covers the dates of September-- excuse me, October 1, 2004, through September 30th, 2005. And that is your first full year as a Safe Schools/Healthy Students grantee.

I want to let you know the specific documents that I have in front of me and that I'm going to be referring to as we're talking today. On Friday, September 2nd, 2005, everyone received an e-mail that contained information about the performance reporting requirement from Caroline Fernandez. It also included the call-in number that you used with your passcode. So-- so I have that cover sheet for that e-mail.

The second piece that I have is the "Dear Colleague" memo dated September 1, 2005, and this was addressed to fiscal year 2004 Safe Schools/Healthy Students initiative grantees and this memo gives you specific information on how to complete the grant performance report form.

A third document that I have are instructions for how to access the Department of Education's grant performance report forms. That is helpful so that you can find them online as a Microsoft Word document and also as a PDF document.

And finally, the e-mail had three-- three Adobe or PDF documents. The first was the instructions for the grant performance report, ED-524B. These are the Department of Education's instructions and they are referenced in the "Dear Colleague" memo for Safe Schools/Healthy Students grantees.

Another one was the ED-524B cover sheet and the executive summary. At the bottom of those, it says page one of five and page two of five. The final Adobe or PDF attachment was the ED-524B-- the final forms, pages three, four and five. These include Section A, which has boxes on it for entering information about project objectives and performance measures and the second page is the same as that. The third page or page five of five is-- has two boxes. The first is Section B for budget information and the second is Section C for additional information.

So those are the documents that-- that we're going to be talking from today. A couple of changes. The biggest change for-- for folks is that you're going to have to fill out Section A with your seven performance indicators that were included in your application package. When you completed this in March you did not need to include that. We said not at this time, you wouldn't need to report on that yet, but the time is here now, so we are asking you to report on those indicators.

A point of clarification that has come up in some other calls is that your-- there are two parts of this performance report that will always be cumulative. The first is anything about evaluation. So your indicators in Section A or your evaluation report will always be cumulative. So it will reflect what has been going on since the beginning of your grant. And the other part is budget. So that will always be cumulative. You'll always show the total of what you received and the total of how much you've spent the whole time.

And the part that is annual on this is Section C, the project status section and that will be for the years-- for the dates of October 1, 2005-- 2004, through September 30th, 2005. That distinction will become more important in future reports since all you have is that one year at this point, but just to give you an idea of what will be coming in the future.

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So with that said and looking around the room and not seeing anybody waving at me that I forgot something, I'm going to go ahead and open it up for questions.

Operator: Thank you. Ladies and gentlemen, if you have a question at this time, please press the one key on your Touch-Tone telephone. If your question has been answered or you wish to remove yourself from the queue, please press the pound key. Again, if you have a question at this time, please press the one key on your Touch-Tone telephone.

Our first question comes from Ana Smith from Yuma, Arizona.

Jeff Dewhurst: It's actually Jeff Dewhurst [ph]. I'm the project director. Ana was sitting in for me for about two minutes while I conducted an interview-- or concluded an interview.

I have a question on the ED-524B status fill form. It's the performance measure form. The last time I did this report I had difficulty trying to get the numbers for like 1A performance measure, 1B performance measure. We have, obviously, six different elements, each have their own performance measures and it's usually like 1 through C or D within each performance measure. Is there a way to make that form-- I know it's a PDF form. Sometimes those forms can be made as a fill-inable form so then I can change-- Because what I had to do last time is actually go in and once I printed-- I had to print out one at a time then use my little corrector pen to go in and actually put the numbers in. And then I couldn't save it as an individual form. I could only save it as one thing at a time and so I had to go back and re-create the whole form again.

Caroline Fernandez: Jeff, this is Caroline. How are you?

Jeff Dewhurst: Very well. How are you, Caroline?

Caroline Fernandez: Good, thank you. You can most easily do this by going-- using the supplemental instructions for accessing the ED forms, which should have been included in your e-mail and that tells you how to access the forms from the Department of Education website.

Jeff Dewhurst: OK, because that's what I did last time, too, and it was the same difficulty that I had. Have you changed the forms since the last time?

Caroline Fernandez: Well, you'll notice that there are both PDF versions and Word documents.

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Jeff Dewhurst: Oh, excellent. You have Word ones now, great. Perfect.

Caroline Fernandez: You should be able to overwrite and manipulate those Word documents.

Jeff Dewhurst: Thank you, Caroline.

Caroline Fernandez: You're welcome.

Operator: Thank you. Our next question comes from Andrea Witkin from Cerritos, California.

Andrea Witkin: Hi, how are you? I was-- this is my first time on the call, so I apologize if my questions are a little bit redundant but in terms of this next report that's due, the performance measure section, is that to be completed by the local evaluators or the project director?

Jane Hodgdon-Young: Both I would say, really. I mean, everything has to come through the project director, but we encourage you to work with your local evaluators so that you have the correct information and that, you know, your evaluator can provide the information in the explanation portion with how you got to the numbers that you got.

Andrea Witkin: Right. Right. OK, I'm actually-- for the ABC-- I think I heard Patrick is there, but the ABC USD grant, I am the local evaluator. The project director, Dr. Mary Su [ph], couldn't be on the call today, but one of the things that she was not clear about was what her responsibility was on the report and it was my understanding that, as the evaluator, I assist in providing the data for the report, but the report itself is generated by the project director.

Patrick Dunckhorst: And it really should be reviewed and endorsed. I would-- I would hope she's asking you questions and making sure that that information is applicable for the approved award and objectives that you--

Andrea Witkin: Right, yes. I think that, based on my meetings with her, that she was under the impression that the evaluators were to do the entire report and I just wanted to clarify for her, because my understanding, reading all the materials, is that the project director writes the report with the input and closely working with the evaluators.

Patrick Dunckhorst: I think we had this conversation a little earlier.

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Andrea Witkin: We did. We did and I think it was cleared up, but based on an e-mail I just received from her, Dr. Su [ph], she wanted me to clarify today exactly what her role was in this next report.

Patrick Dunckhorst: Got it.

Jane Hodgdon-Young: And to generalize the issue some is to say that different contracts stipulate different duties.

Andrea Witkin: Right.

Jane Hodgdon-Young: So, in some cases, you might have an evaluation contract that does say that the evaluator will be doing the performance report, but that will always have to come through the project director and that's who all questions will be addressed to, et cetera, and that performance report is always going to be signed by the authorized representative of the local educational agency--

Andrea Witkin: Right.

Jane Hodgdon-Young: --which is usually the superintendent. So they-- you know, it definitely-- it needs to go through the project director and the authorized representative, as well.

Andrea Witkin: OK, great. Perfect. That's what I thought. I was just confirming.

Operator: Thank you. Our next question comes from Vivian Gayles from Bakersfield, California.

Vivian Gayles: Good morning, everyone.

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Jane Hodgdon-Young: Good morning.

Patrick Dunckhorst: Hi, Vivian.

Vivian Gayles: My question is regarding the portion of the report that the school resource officers have to submit to me. Is that something that I will manually put in to the report or do they receive the same type of documentation that I do and complete it themselves.

Jane Hodgdon-Young: Oh, you guys have a COPS [ph] grant?

Vivian Gayles: Yes, we do.

Jane Hodgdon-Young: OK. That is separate.

Patrick Dunckhorst: Get with your point of contact on--

Jane Hodgdon-Young: Yeah. In the "Dear Colleague" memo on the first page--

Vivian Gayles: Yes?

Jane Hodgdon-Young: --underneath the box that has the information for today's call-in, it gives you a contact there so that you can find out about the COPS reporting requirements.

Vivian Gayles: OK.

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Jane Hodgdon-Young: They are separate. Where you would want to put some information about how they are working with your Safe Schools/Healthy Students project would be in Section C.

Vivian Gayles: OK. So then my understanding is I would receive instructions from them and then either place it with the report or just report on it in Section C.

Jane Hodgdon-Young: As far as reporting on your COPS grant, that is totally separate.

Vivian Gayles: OK.

Jane Hodgdon-Young: That has to go to the COPS office. It would not be sent in with your Safe Schools/Healthy Students performance report or anything like that. You should contact Scott McNichol [ph]--

Vivian Gayles: Sure, OK.

Jane Hodgdon-Young: What I'm saying is to the extent that your school resource officers are part of your larger Safe Schools/Healthy Students plan, it is good to discuss how they are working as part of that plan, but not not anything that would include, you know, information on the draw-downs of their salaries or anything like that.

Vivian Gayles: OK.

Jane Hodgdon-Young: But if they are working with students and working as part of your collaborative, so maybe there's a partners group at each school that has juvenile justice and the school resource officer and social worker and a mental health therapist there that are all working together, it would be great to say that the COPS school resource officer is participating in those meetings and that they are all cross-referring.

Vivian Gayles: OK. Thank you.

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Operator: Thank you. Again, if you have a question, please press the one key on your Touch-Tone telephone. Our next question comes from Gary Mullis from Mount Vernon, Georgia.

Gary Mullis: Hey, Jane, and the rest of the group.

Jane Hodgdon-Young: Hi, how are you doing, Gary?

Gary Mullis: I'm doing well. I have a real quick question on Section A of the 524-B form. I cover three counties. Ours is a tri-county, but when I put in like the data and we're looking at the raw numbers and the ratios and percentages of the three districts, can we do three separate ones or does that need to be all together added?

Jane Hodgdon-Young: You know, I would-- I would recommend that you talk with your assigned federal project officer on that, just because-- I think you work with Patrick Weld [ph], is that right?

Gary Mullis: That is correct.

Jane Hodgdon-Young: OK. He might have a preference around that and I really couldn't say. You know, it may-- it may just be what is more convenient for you.

Gary Mullis: OK. All right. And then is this the same as the semi-annual, when the executive summary page, page two of five, is limited just to the page or can we expound upon that page?

Jane Hodgdon-Young: In the "Dear Colleague" memo, we provide some more clarification around the length of that. Let me see here. OK. On page six of the "Dear Colleague" memo we say that it should not exceed two double-spaced pages. So one way that you might decide to format this would be on that ED-524 form to just type into there--

Gary Mullis: OK.

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Jane Hodgdon-Young: --see executive summary on following pages, then you put your two double-spaced pages right behind there.

Gary Mullis: OK.

Jane Hodgdon-Young: The other way to do it is if you wanted to get into those Word documents and start typing right on this page and maybe duplicate the page again. That's also fine.

Gary Mullis: OK, thank you.

Operator: Thank you. Our next question comes from Carol Brayboy from Boston, Massachusetts.

Carol Brayboy: Hi. Good afternoon, everyone. I am very new to the project, I just came on in June and I'll have to ask some very basic questions based on this-- this grant, in particular.

For budget, do the funds just roll over to the next year or do I have to provide some justification in this report for unexpended funds and what we plan to do with those funds? Or do they just roll over from year to year to year? Do you know what I mean?

Jane Hodgdon-Young: Well, first, they do roll over from year to year and that's under expanded authorities, which is part of EDGAR [ph]. However, you do need to account for why you're rolling them over.

In this particular report you will provide a spreadsheet that shows the expenditures by each of the sub-budgets. One represents activities in elements one, two, five and six. The other represents activities in three and four. And so you will show it by line item and also by those sub-budgets. You'll show what-- what you were awarded and what you have expended and then in Section B of this performance report, which is discussed on pages six and seven of the "Dear Colleague" memo is information about what kind of information we'll be looking for from you about what do those-- what do those numbers represent. If funds were spent slowly, which you would not be alone in that scenario for these grants, why?

Carol Brayboy: OK.

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Jane Hodgdon-Young: You know, slow startup, et cetera. Now a separate requirement for fiscal year 2004 grantees is the submission of their year two budget. Now that year two budget does need to reflect all funds that you have available to you, which means any funds that weren't spent in year one and your year two award. So that is where you would show how you're planning to spend those funds. So you're always accounting for the funds that you have available to you, but that budget does not need to be a part of this grant performance report. It can be submitted separate. The due date is October 31st for that, though.

Carol Brayboy: Oh, OK. OK, great. Thank you.

Jane Hodgdon-Young: You're welcome.

Operator: Thank you. Again, if you have a question, please press the one key on your Touch-Tone telephone. Our next question comes from Marlene Boas from Sandusky, Ohio.

Marlene Boas: Hi, everybody. Just your response to the last question, I need clarification for. If we had slow startup, let's say, mine is $1 million, slow startup I spent $500,000, are you saying that my year two budget has to expend, then, $1.5 million?

Jane Hodgdon-Young: No, I'm not saying that it has to expend it.

Marlene Boas: OK.

Jane Hodgdon-Young: It has to account for it. For example, if because you had a slow startup and you were not able to get services in place until March and part of what was included in your original application was that you would have three full years of therapists in the schools, then you might provide information in there saying that you intend to go into a no-cost extension period and you would mark those funds that you would intend to go into that no-cost extension period so that you were achieving your full three years.

Marlene Boas: I see. So it's projected, then, into what would be our year four.

Jane Hodgdon-Young: Yes. You need to account for all of the money that's there. You don't need to set up a budget that proclaims you're planning to spend every dime you have. But you would need to show how-- how you eventually plan to spend that money.

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Marlene Boas: And when you say show how you would spend it, is that in narrative form, in a budget form or--?

Jane Hodgdon-Young: I would recommend that it be both--

Marlene Boas: OK.

Jane Hodgdon-Young: --in your spreadsheet--

Marlene Boas: OK.

Jane Hodgdon-Young: --then also there should be some discussion in your narrative. Because you'll want to always provide some information about, you know, this is money that was not spent due to a, you know, slow hiring--

Marlene Boas: Right.

Jane Hodgdon-Young: --you know, because we did not have contracts let or for whatever those reasons were.

Marlene Boas: Right.

Jane Hodgdon-Young: You'll consistently want to provide that information in your budgets and your reports.

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Marlene Boas: So we're not really submitting, then, a year two budget. We're a submitting a year two, three and, perhaps, four budget?

Jane Hodgdon-Young: I don't-- I don't want to-- No.

Marlene Boas: OK.

Jane Hodgdon-Young: You're submitting a year two budget--

Marlene Boas: Right.

Jane Hodgdon-Young: --that accounts for all the money that you have. It provides good detail on how you will spend all-- how you will spend the money in year two.

Marlene Boas: Right.

Jane Hodgdon-Young: If there is money, because of carryover from slow start, it accounts for that money and gives a general plan for it.

Marlene Boas: OK, so more of a general plan than an actual budget--

Jane Hodgdon-Young: As far as--

Marlene Boas: --for the additional money that would extend-- be extended into the, you know, fourth year.

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Jane Hodgdon-Young: OK, into a no-cost extension period?

Marlene Boas: Exactly, yes.

Jane Hodgdon-Young: Yes. I think you and I are talking-- saying the same thing.

Marlene Boas: But as far as when you say "account"-- and yet account for it but not submit a budget for the extension?

Jane Hodgdon-Young: I-- Idalia, go ahead.

Idalia Masa: One of my sites, they have a large amount of carryover and what we did was to provide a budget planning what you were going to do for the second year and then under each section provide the amount that you have in carryover.

Marlene Boas: OK.

Idalia Masa: So we know how much money you have left and that money's the same-- the same amount that we have in cash.

Marlene Boas: I see. OK, so that-- that helps. So that there's an actual accounting of the carryover and then the narrative and all would describe more of, then, you know, how it would be expended.

Jane Hodgdon-Young: Right. So you're providing that very detailed itemization for anything you plan to spend in year two--

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Marlene Boas: Exactly.

Jane Hodgdon-Young: --and you are showing that you're acknowledging you have this carryover money and giving a general idea of why it's being carried over and what you would plan to do with it.

Marlene Boas: That's-- thanks. That clears it up. Thank you.

Operator: Thank you. Our next question is a followup from Vivian Gayles from Bakersfield, California.

Vivian Gayles: Hello again. As you were giving instructions about the carryover money and the slow startup I wondered, as we complete this report and before turning it in, should we call our federal officer if we have more questions to make sure that we've done it correctly before turning it in?

Jane Hodgdon-Young: If you have any questions, you should always feel free to call your federal project officer. That said, I don't want anyone to-- to be too concerned about turning in this report. If there are questions we, as project officers, will raise them with you. You'll have an opportunity to respond to them. So don't feel that this is your only chance to turn something in and that you wouldn't be given a chance to follow up to any questions that were raised, either.

Vivian Gayles: Thank you.

Operator: Thank you. Our next question comes from Janice Pointer from Paramus, New Jersey.

Janice Pointer: Paramus, yes. I just wanted to say I appreciated the explanation that you gave for the carryover money in terms of the budget that we would be preparing for this year and the explanation that we need to have in our summary and in that Section C that's going to talk a little bit about what we'll be doing in year three and, perhaps, in year four. Because that wasn't clear to me and this helps a lot to-- for me to get it clear in my head.

Jane Hodgdon-Young: OK, good.

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Janice Pointer: Thanks.

Operator: Thank you. Our next question comes from Ellen Garcia from Mount Vernon, New York.

Ellen Garcia: Yes. In addressing some of the project objectives, we started late, our budget wasn't approved until the end of March. So some of the different elements are just now getting started in September so we are not going to have any data in some areas.

Jane Hodgdon-Young: OK, then you would still need to put the indicator there and then in the explanation portion on Section A you'd need to provide that information. Also, included in the Department of Education's instructions is some information about how to-- how to note what your baseline data is there. So maybe you have that. Maybe you've been able to collect the baseline and this would be a place to report that.

Ellen Garcia: Thank you. We do have some baseline data.

Jane Hodgdon-Young: Great.

Operator: Thank you. Our next question comes from Andrea Witkin from Cerritos, California.

Andrea Witkin: Hi. I actually just wanted to clarify that last question, because that was one of the concerns I had. They had a late startup and they're just now starting many of the elements in progress for this school year. So providing baseline data for the performance measures is an acceptable submission for that?

Jane Hodgdon-Young: Yes, it is and, you know, please do use the explanation portion of those forms, as well.

Andrea Witkin: Perfect. Thank you very much for that. I appreciate it.

Operator: Thank you. I'm showing no further questions at this time.

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Jane Hodgdon-Young: OK. Let's give them a few minutes, please.

Operator: Again, if you have a question, please press the one key on your Touch-Tone telephone. We have another question from Ellen Garcia from Mount Vernon, New York.

Ellen Garcia: Because of our late start, we do have money that we're going to be carrying over, but in my work on the budget to date, it looks like I need a little bit of that carryover money for year two. Is that acceptable?

Jane Hodgdon-Young: Generally, I would say it is acceptable, but you should work with your federal project officer to clarify anything.

Ellen Garcia: Thank you.

Operator: Thank you. Again, if you have a question, please press the one key on your Touch-Tone telephone. I'm still showing no further questions.

Jane Hodgdon-Young: OK. I do want to give them just another couple of minutes.

Operator: We have another question from Barbara Winters from Waukon, Iowa.

Barbara Winters: My question, too, pertains to the budget. If you're submitting the budget for approval with that report at the end of October, but you're still expending funds, is there any-- can we make the assumption that the budget's approved according to the grant when it was submitted?

Jane Hodgdon-Young: Well, generally what happens with our-- particularly our year one grantees is that you-- you have an approved year one budget and you're going to have plenty of carryover and that year one budget sets out your activities for year one and it's most likely that you're continuing to spend on a lot of those same items. For example, your salaries remain the same as what you had in year one, your supplies, et cetera.

So it's not as critical that we have the year two budget approved on October 1st, 2005, when that next fiscal year begins--

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Barbara Winters: OK.

Jane Hodgdon-Young: --because you are operating from an approved budget. Now you should not make any radical changes and start spending money per those changes without that having been run by your federal project officer.

Barbara Winters: Thank you.

Operator: Thank you. We have another question from Ellen Garcia.

Ellen Garcia: Yes. It's in terms of the budget. Because our contracts run out with the agencies on September 30th, it's necessary to begin to initiate new contracts with the agency starting October 1. So I'm moving forward and we are addressing all of the same elements and there are a few financial changes but we're going ahead to begin to initiate those contracts. Do you see a problem with that?

Jane Hodgdon-Young: I don't see a problem with that. If you want to run that through an e-mail to your federal project officer that would probably be a good idea so that you have that for your records.

Ellen Garcia: OK.

Idalia Masa: And I can tell you right away that I don't think that it's a problem.

Ellen Garcia: Thank you, Idalia.

Operator: Thank you. Our next question comes from Wendy Bleecker from Spokane, Washington.

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Wendy Bleecker: Hi. I just wanted to clarify. When you say performance indicator, are you also speaking about a performance measure?

Jane Hodgdon-Young: Yes. That is a-- it's a tough question that we started grappling with when we first took a look at these forms last year and that's because the vocabulary changes a little bit depending on what-- what form you're using and what they're calling it and what you wrote into your grant application, as well. I would generally say that, yes, you could use your performance measure or indicator, that that would be interchangeable.

Wendy Bleecker: OK. Sounds good. Thanks.

Operator: Thank you. Again, if you have a question, please press the one key on your Touch-Tone telephone. Our next question comes from Kathy Steele from Crawfordsville, Indiana.

Jane Hodgdon-Young: Hello?

Operator: Ms. Steele, your line is open.

Kathy Steele: Yes. Will there be any specific conferences this year that we will need to be budgeting for?

Jane Hodgdon-Young: We have asked that you leave in your budgets the fiscal year 2006 Safe Schools/Healthy Students national conference. We don't have any final confirmation on whether that's going to be held this year or not. If it turns out that it will not be held, like last year you will be able to use those funds to attend other conferences that are relevant to your grant, as long as they're approved by your federal project officer. Or if you want-- need to reprogram then into a different area you can work with your federal project officer to do that.

Kathy Steele: Thank you.

Operator: Thank you. Our next question comes from Ana Smith from Yuma, Arizona.

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Jeff Dewhurst: Once again, my name is Jeff Dewhurst [ph]. I'm the project director here. Ana was my project secretary, sitting in for a few minutes before I got on the phone.

I just wanted to ask the level of feedback that we'll get with results when we turn in our performance reports? Will the TA Center utilize it to maybe look at some training relevant to our area? Will we get some-- you know, some initial interventions from our support teams from the-- the federal support team from the communication team from the TA center?

Jane Hodgdon-Young: Well, your federal project officer will read and respond to your report within 30 days. If there's any delay in that 30-day period, he or she will let you know that there has been a delay and when you can expect your response.

I can speak for what I-- I provide to my grantees. It's generally in the form of a memo and is sent electronically and I point out that, indeed, it's my estimation that they are achieving substantial progress, but I often follow that up with many, many questions for clarification, just, you know, pieces that I'd like to get a better handle on, having read their report. And then I ask them to, then, turn around in another 30 days with responding to those questions that I raised.

As far as the technical assistance specialists, you are welcome and even encouraged to send it to your assigned technical assistance specialist so that he or she can review it, as well, and maybe pull up areas and say, you know, I have some questions about this. Also, if there are areas of technical assistance that you would find helpful, please identify those in the report. Many times I'll use the performance report to identify potential areas of technical assistance for a grantee, as well.

Jeff Dewhurst: Thank you.

Operator: Thank you. Our next question comes from Barbara Winters from Waukon, Iowa.

Barbara Winters: Hi. I was just wondering, you know, when we do the explanation of progress on Form ED-524B about the performance indicators or measures, is there a limit to the amount of space or can we go to the next page?

Jane Hodgdon-Young: Are you talking about Section A?

Barbara Winters: Yes.

Jane Hodgdon-Young: Well, you can go into those Word documents that-- that Caroline gave directions to--

Barbara Winters: OK.

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Jane Hodgdon-Young: --and then you'll be able to change these forms a little bit. And, yes. I mean, if you have that much explanation that needs to be included, you can go into a second page.

Barbara Winters: OK. Thanks, Jane.

Operator: Thank you. Again, if you have a question, please press the one key on your Touch-Tone telephone. I'm showing no more questions at this time.

Jane Hodgdon-Young: OK. Let's give it a couple more minutes, please.

Operator: Once again, if you have a question, please press the one key on your Touch-Tone telephone. I'm still showing no questions at this time.

Jane Hodgdon-Young: OK. Well, if we don't have any further questions we're going to wrap up today's call. First, to thank everyone that called in and participated. We appreciate your questions and hope that you found this helpful. We will have a written transcript that will be available from today's call and it will be sent out to all fiscal year 2004 grantees and then we expect to also post it on the Safe Schools/Healthy Students website, which will be full of transcripts from today's calls and previous calls, because we're doing them by cohort and many of our grantees have the same due date. So if you are going to try to access it via the Safe Schools/Healthy Students website, make sure that you're accessing the fiscal year 2004 transcript.

With that, we wish you good luck in completing your performance report. Feel free to contact your federal project officer if you have additional followup questions. Thank you very much.

Operator: Ladies and gentlemen, thank you for participating in today's conference. This does conclude the program. You may now all disconnect. Have a great day.

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Last Updated on 8/29/2012