ࡱ> DFC bjbj 4({{22222FFFFb,FQ6iii5555555$7:R52iiiii522 6GGGi 225Gi5GGn(2D5Ls 03 5!60Q6P3;};@D5;2D5xiiGiiiii55GiiiQ6iiii;iiiiiiiii : ALABAMA STATE UNIVERSITY TITLE III PROGRAM ANNUAL PERFORMANCE REPORT OCTOBER 1 through SEPTEMBER 30 This report is designed to assess the accomplishments of goals, objectives, and activities of your specific Activity at Ƶ. This performance repot will provide salient information to facilitate decision-making as well as future funding decisions. This report must include relevant documentation as to goal attainment, and the impact your specific Activity is having on Ƶ and its services. This report will provide, for ASU administration, information on program costs, outcomes, and implementation strategies, indicators of institutional viability, accountability, student growth, and faculty/staff/administrative strengths. The following questions drive the annual performance report: What are the desired outcomes of your Activity? What are the long-range goals of the program in terms of desired outcomes? What are the intermediate goals of the Activity in terms of visible outcomes? What immediate program outcomes (OBJECTIVES) will lead to the longer- range outcomes (goals)? What immediate program outcomes (objectives) are actually part of the long-range outcomes (objectives)? Questions to be asked after specifying the goals and objectives in observable terms: How have each of the different kinds of outcomes (long- and short-range) been observed and verified? How is it expected that the more immediate program outcomes (objectives) will actually lead to the longer-range goals of the program? Is there any current evidence that either the program goals or objectives are being met? If so, is there preliminary evidence indicating that the more immediate program outcomes (objectives) are leading to the long- range program goals? II. What are the program procedures and activities and how are they expected to result in the desired observable outcomes (objectives and goals)? How are the planned procedures and activities expected to lead to the immediate program outcomes (objectives)? Is there evidence that the procedures and activities are actually leading to the immediate program outcomes (objectives)? How are the inputs combined to enact the program processes and activities? III. What resources (inputs) including the quantitative and qualitative characteristics of people, funding, equipment, supplies, training, initial plan, and strategies are used to form the procedures and activities that lead to the desired outcomes? Are the people suitably trained to enact the programs activities? Do they understand the programs goals and objectives, procedures and activities, and their role in each? Is the funding adequate? Are the program plans comprehensive, precise, and updated according to program progress? Do the plans detail program procedures, activities, objectives, goals, and the evaluation of each of these steps? Types of Documentation Needed Any and all data collected and analyzed, all tests (pre and post), results of surveys conducted, questionnaires distributed with summarized results, and other documentation that supports planned and unplanned attainment of objectives. Any other materials, publications, etc., which provide documentation or measure of attainment of objectives and Activity impact. A listing of all major items of developmental materials and/or software purchased. Number and/or list of faculty/staff served or involved. Number and/or list of students served or involved. Travel Reports Equipment inventories New Courses list and descriptions Increase in library holdings Recommendations for Program Improvements As a result of your review of achievement of objectives and outcome measures, what changes do you propose to achieve the goals that you wanted this Activity to accomplish based on the need or problem identified in the original proposal? 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