Grant Writing: Show Me the Money. Introductions Who’s here? and why? Grant Writers? Pros?

Grant Writing: Show Me the Money

IntroductionsWho’s here? and

why?Grant Writers?Pros?

Let’s Get Started....

A discussion……

Today’s educational arena and the landscape in which be find ourselves

Your challenge…. A Warning (This is A LOT of

work!)

Today’s GoalsHelp participants to – Navigate the basics Locate a few applicable grants Understand the basics of grant

applications Successfully write a grant application Manage grant proposals Develop evaluation and sustainability

components of a RFA (RFP)

Basic Terminology R.F.A. = Request for Application

R.F.C. = Request for Contract

R.F.P. = Request for Proposal

Grantor = Approves an application

Applicant – then – Grantee or Sub- grantee

Basic Terminology (Continued)

Glossaries –

o Grants.gov

o University of Minnesota

o University of Southern Mississippi

o Alabama Afterschool Community Network

Locating the funder

InternetPublicationsProfessional affiliationsAssociatesCollaborations and cooperationFriends

Networking!!!

Categories of funders

Government (Federal, State

and Local) Foundations (National and

Local) Corporations

Foundations vs. State and Federal funding

Foundations – Usually provide less money But usually fund more quickly and flexibly Sometimes allow for a wider range of

purposes or projects State and Federal funding – Competitive Specific timelines Usually fund a very targeted project or

population

Before applying for Federal Grants

Applicants must apply for a DUNS Number (Dun & Bradstreet) – an eligibility requirement for federal grants. The federal government will use these numbers to track grant funds.

Call, toll-free, 1-866-705-7511 or go to http://fedgov.dnb.com/webform/

There is no charge.

Websites for finding Government Grants

www.grants.gov/ - Federal www.firstgov.gov/ - All levels of

government www.cfda.gov/ - Great

informational site for federal grants www.gpoaccess.gov/fr/index.html

- The Federal Register

Foundations and Corporate Funding Sites

Grant Station – http://www.grantstation.com

The Foundation Center – http://www.Foundationcenter.org

Helpful Websites for Grant Seekers

www.fundsnetservices.com www.teachervision.fen.com www.grantstation.com www.scholastic.com www.Grantsalert.com www.Foundationcenter.org http://k12grants.org/grant_opps.htm www.cfda.gov – Catalog of Federal

Domestic Assistance

Opportunities of Interest (General) USDOE Investing in Innovation Fund (i3) – Progressive Yearly Deadlines (First 2 Stages

for this year have passed unfortunately) Ranges – ― Scale-up grants: Up to $20,000,000― Validation grants: Up to $12,000,000― Development grants: Up to $3,000,000

http://www2.ed.gov/programs/innovation/index.html

Opportunities of Interest (General)

USDOEo Forecasting of funding

opportunities

Forecasted Funding

Federal Registry o Registry

Opportunities of Interest (STEM)

National Science FoundationSTEM GrantsSTEMfinityUSDOE - STEM – OverviewThe Trust Challenge - Digital Media

and Learning Competition

Opportunities of Interest (Foundations)

PhilanthropyNewsDigest (Publication of The Foundation Center)

The Walmart Foundation – Focus is now directed toward hunger relief and healthy eating habits.

Lowe's Toolbox for Educationo Award Amount - $5000o Fall Cycle – Opens August 1, 2014

Opportunities of Interest (Foundations)

Hyundai Motor Manufacturing Alabamao Ongoing – Revolving Deadlineso $100 - $100,000+

American Honda Foundationo February 1, May 1, August 1, and

November 1, 2013o $20,000 - $75,000

Opportunities of Interest (Foundations)

Dollar Generalo Childhood, Adult, and Family Literacyo Application opens in January each year

(missed the deadline for this year, unfortunately)

o Typical range is within $5,000

Home Depot Foundationo Available from February 1 – August 15, 2014o Widely divergent ranges

Sites to assist with Grant Writing

These sites provide guidance to effective grant writing:

http://fdncenter.org/learn

http://www.npguides.org/guide/index.html

http://grantsinfo.unc.edu/proposal-writing

Grant writing is like a craft – not an art

A craft can be learned This is a craft which requires a great deal of

effort and time Grant writing doesn’t require a creative writer,

but a technical writer Nor does it require a creative project planner

– however, the writer must be knowledgeable in the subject area

It is like following a recipe!

Overview of helpful hints and tips –

Some of these will be addressed in greater detail as we progress

Allow adequate timeConsult with all involved stakeholders and

conduct the necessary researchUnderstand the purpose of the grant and its

requirementsEstablish only one writer with numerous

assistants as neededExplicitly follow the instructions

Overview of helpful hints and tips – (Continued)

Be brief, concise, and consistentEnsure the proposal answers each question in

the RFP (RFA)Establish the goals and activities very clearly

in the proposalEnsure costs are reasonable as related to the

activities, design, and number to be servedMake the final deadline earlier than requiredFor experience and insight, volunteer to be a

grant readerRemember…the appearance of a proposal

matters

Keys to successfully obtaining a grant

Thoroughly research current approaches

Find an interested grantor Create an innovative project Reduce or prevent a significant

problem Submit a responsive proposal that

meets the specific application deadline

Ten Reasons Grant Proposals are Turned Down:

1. Too many errors in the proposal (This organization doesn’t pay attention to details.)

2. Request arrived late, or did not include all the required information

3. The need was not made apparent4. Proposal establishes no clear link between

the ideas, the stated needs, and the organizational goals: Why are you doing this?

5. The ideas expressed and the needs are great, but the project goals are undefined (no focus)

Ten Reasons Grant Proposals are Turned Down:

6. The goals are defined, but they are so broad it cannot be done

7. Who will support the project when the grant is finished? (We don’t want to adopt you.)

8. Too much money requested (We cannot afford to adopt you.)

9. Grantor doesn’t understand the budget rationale (Budget does not support the purpose of the request.)

10. Funder does not support or extend itself in the direction of the proposal

Important Suggestion: Because applicants frequently have little (if even

enough time) to respond to a Request for Proposal (RFP, RFA) –

Applicants should have a year-round system for collecting materials:

– Best Practices, Interested Funders, etc.This system – or Collective Bag – should include

some of the following: The law Data related Needs Assessment Reports and studies Agreements and approvals Organizational charts Resumes, Salaries and Benefits schedule Description or depiction of service area

How to get the Reader (Reviewer) to love the proposed project

Follow the Request For Proposal (RFP) format exactly

Write simply and directly No long sentences, big words,

insider jargon, acronyms, abbreviations, etc.

Design the proposal for neatness, ease on the eye and readability

Be brief

The Proposal by

Component

Most Grant Applications will have multiple Components

NarrativeA Narrative (Overview)o May contain numerous parts, but

usually it is some type of overview An Introduction or a letter of

introductionKeep these in mind……

Questions most funders want answered

What problem is the applicant alleviating and why should the funder care? (Problem statement/Need)

What is the applicant selling? (Measurable Objectives)

Why did the applicant choose this approach? (Design/Methodology)

Who will operate the project and how?

Questions most funders want answered(Continued)

When can the funder expect delivery? (Time Line)

What is the cost of the applicant’s product or service? (Budget)

How will the applicant maintain quality control? (Evaluation)

How will the applicant keep the project going when the funding is over? (Sustainability)

The need, challenge or problem must drive the proposal

The applicant must use only the data that either is relevant to the need or sub-need(s) – or establish a relevant context for the problem

Hint: Do not mention a universal problem – only local or specific to the geographic area

Needs Assessment

Conduct all necessary research What is currently occurring in the community to meet

the need? How will the proposed project fit in? Who is the target population? Assemble a focus group Involve all pertinent stakeholders Gather statistical data Administer surveys Review the information Demonstrate knowledge of the issue and establish a

connection between the need and the proposed project’s objectives

The Needs Assessment Serves As the Foundation for the Entire Proposal State your need Our students need

computers.

Ask Why? Our students need Restate the Need… computers because

they need to learn _______________.

Ask Why? Our students need to Restate the Need… be able to ________.

Ask Why? Our students need to be Restate the Need… _________________.

Continue this process until the fundamental need is reached

(Keep delving to get to the heart of the matter)

Goals State the Overall And Long Range

Purpose

Establish the ultimate desired results of the project

Ensure the proposal is necessary, relevant, and compelling

Use broad-based statements

Make sure the goal is not hard or impossible to measure

Objectives Must be measurable

Tell who will do what and when

Time-specific results are expected

Should be based on realistic expectations

Generally more narrowly defined than goals

Usually begin with “to” and followed by a verb

Involve specific activities or steps used to achieve goals

Do not tell how and why

Objectives (continued)A measurable objective can be formulated by answering the following questions:Who?Will do What?To or for how many?Of whom?/Of what?By when?To what extent?/To what purpose?

Developing the Project Design Programming will be the most visible piece of the

project Describe in detail the activities that will take place in

order to achieve desired results

Activities should reflect the goal(s) of your program Those making programming decisions should carefully

examine the needs of the participants to be served Describe WHY the activities have been chosen and

ensure the methods are realistic Remember, activities can/should change as needs

change

Methods and Activities Design

This component is the Plan of Action, and should include activities, staff responsibilities, and timelines.

It may also include a calendar, a flowchart, organizational chart and curriculum vitae.

Applicant must demonstrate here that the project has been planned to complete detail

Program Activities/Methods/Plan Of Operation Describes how objectives will be accomplished

Describes program activities

Describes sequence and flow

Tells when each activity will begin and end

Describes staffing and responsibilities

Describes facilities and equipment

Indicates participating agencies and their role

Describes advisory committees

Tells how participants will be selected

Highly Recommended Table (Example)

Goals Objectives Activities Measures

Florence County adults will enroll in an Adult Basic Education (ABE) Program.

After 100 hours of instruction or less:

1a) 50% of learners starting in Beginning ABE will move on to Beginning Basic;

1b) 60% of learners starting Beginning Basic will move on to Low Intermediate Basic; and,

1c) 47% of learners starting Low Intermediate Basic will move on to High Intermediate Basic.

Teachers will use individualized and differentiated instruction (one-on-one, small group, large group, computer assisted, peer tutoring) to help learners: build phonemic awareness, develop decoding skills, improve reading comprehension; and, improve math and writing skills.

Teachers will use supplemental activities (e.g., books on tape, periodicals) to provide variety and alternatives for motivating students to remain engaged in learning.

Guest speakers from the community.

1. Test of Adult Basic Education (TABE) Math, Reading, and Language Arts.

2. Teacher records of student achievement.

3. Computer checklists.

Organizational Capacity(Capacity to Implement)

History and Governing Structure Primary Activities and Services Major Accomplishments, Awards,

and Recognitions Key Personnel and Partners How key stakeholders will play a

role in program success

Sustainability

Prospects for continuing services after sunset of original grant

Council of key partners and stakeholders

Develop community partners and multi-faceted support

Using in-kind resources

Partnerships Assess organizational resources

Estimate what is your organizations capacity for space, staff, equipment, materials, transportation, and funds

Evaluate your organization to know your strengths and weaknesses

Generate a core base of partners

Share accomplishments of success

Possible Partner Organizations

Senior Citizen Centers Local Businesses

Museums, zoos, parks Recreation CentersYouth Organizations Law Enforcement AgenciesCivic, professional, volunteer groups Colleges/Universities

Principles for Successful Partnerships Select indicators and performance measures

to monitor efforts productivity Involve students and families in the

development of program and activities Include key stakeholders from the beginning Define partners’ roles and responsibilities Communicate with partners Be flexible Draw on the strengths of partners Make the project visible to the public Maintain momentum and strive for

sustainability

Assessment and EvaluationWhen writing the evaluation section, think about

answering the following questions: How will you know if the program accomplishes

what was expected? What information indicates whether the methods

you used had an effect on the problem? Is an impact made on the identified need? How will you obtain feedback from the target

group and others? What methods will you use for data collection? What instruments will you use for data collection?

Assessment and Evaluation

Formative – review of progress at regular intervals (often quarterly) for the purpose for making mid-project corrections and achieving continuous improvement.

Summative – review at the end of the project to determine whether each objective has been met

The Evaluation Plan should explain how progress and outcomes will be measured

ALWAYS commit to a continuous improvement plan

Budget Budgets are cost projections, a window into

how projects will be implemented and managed. These factors help assess budgets:

Can the job be accomplished with this budget? Are costs reasonable for the market – or too

high or low? Is the budget consistent with proposed

activities? Is there sufficient budget detail and

explanation? Sometimes mandatory budget forms are

provided that must be submitted with the proposal.

Budget CategoriesBudgets typically include some of the following allocations:PersonnelBenefitsTravelEquipmentSuppliesIndirect cost (Administrative/overhead/mortgage/rent/utilities)Contractual (Services, Consulting, etc.)

A good budget will….Stand alone during the review

processSupport the programPresent a credible picture Include a detailed narrative

describing each expenditureWill be formatted attractively and

accurately

Budgetary Thoughts Well-planned budgets reflect carefully thought out

projects. Typically has three parts:

Personnel (salaries, fringe benefits, contracts) Non-personnel (space, rent of equipment, supplies) Indirect cost (overhead) Should be directly correlated to stated goals,

objectives and methods. Timeline connections are often found here, as well.

If salaries or compensation is to be allocated to the funding –

Salary justifications should be included Job Descriptions and expectations are a good idea A match shows commitment on your part.

Final Reminders….. Research before beginning! Read the grant guidelines! Construct a well-

documented and concise needs statement!

Clarity is important! Proofreading is imperative!

Final Reminders…..Collaboration is vital! Realistic budgets are a must! Don't forget the evaluation

component! Address project sustainability! Appearance of the proposal

matters!

You can do this!!!

Paul A. Morin

Auburn University

Truman Pierce Institute

College of Education

404.694.0436

[email protected]

[email protected]

www.alabamaacn.org