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Fundamentals of Grant Writing Presented by: PowerPoint Presentation
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Fundamentals of Grant Writing Presented by:

Fundamentals of Grant Writing Presented by:

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  1. Fundamentals of Grant Writing Presented by: Rebecca Talley, Graduate Intern, Vanderbilt University Diane Berty, Vice President, TICUA Patrick Meldrim, Vice President, TICUA May 31, 2012

  2. Overview Giving Trends Success and the Changing Environment Grant Writing Basics Checklist Finding a Grant Maker

  3. Giving Trends • Overall grant-making declined 14.2 percent in 2009 • Number of grants decreased 6.6 percent • Education and health benefited from the largest shares of grant dollars Source: Foundation Giving Trends, 2011

  4. Who is Getting the Money? Source: Foundation Giving Trends, 2011

  5. Where is the Money Going? Source: Foundation Giving Trends, 2011

  6. History of Success • 2011-2013 Diversity in Teaching Grant: $100,000 of an available $375,784 • 2012 Improving Teacher Quality Grant: $73,291 of an available $716,115 • 2012 STEM Professional Development Grant: $428,416 of an available $4,604,607 • Total amount awarded to TICUA member institutions in last THEC grant cycle: $601,707 • Total amount available: $5,696,506

  7. The Changing Environment of Course Standards • Additional Math Credit (total of 4) • Algebra I, II, Geometry, and a fourth higher level math course • Additional .5 credit in Physical Education and Wellness (total of 1.5) • Total number of Science remains constant, but altered (total of 3) • Biology, Chemistry or Physics, and a third lab course • Total number of Elective Credits remains constant, but more specific (total of 6) • Electives--Personal Finance: .5 Credits, Foreign Language: 2 Credits, Fine Arts: 1 Credit, Elective Focus: 3 Credits • Capstone Experience Source: TN Diploma Project

  8. Common Core State Standards • The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. • The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. • The standards are available at http://tn.gov/education/curriculum.shtml Source: http://www.tncore.org/

  9. Guiding Principles • The reader is stupid • Speak the funder’s language • Follow directions • Have a good elevator speech • Follow your logic model • Work ahead/ Don’t wait for the RFP to be issued • Have measureable outcomes • Establish alignment between the funder’s goals and your program’s goals • Create continuity throughout each section of the grant/ the No Section Left Behind Act

  10. Components of a Grant • Cover Page, Title Page and/or Abstract • Section I: The Needs Statement • Section II: Project Description • Section III: Budget Request • Letters of Support and Agreement/Commitment • Appendix Materials

  11. Abstract • Purpose statement • Goals and objectives which align with the funder’s mission • Salient points of Needs Statement • Activities as correlated to expected outcomes • Statement of how to evaluate • Usually only 2 paragraphs or word count provided by funder

  12. Elevator Speech • One succinct sentence that articulates the NEED for your grant project • An excellent tool for focusing your thinking because it states clearly what your project is all about • Do not include the intervention • You want the potential funder to become aware of the urgent need and ask, “What can we do?”

  13. Break Out Session • Create an Elevator Speech with your group

  14. Section I: Needs Statement • Gives the WHO and WHY • WHO is being served and WHY do they need help? • Makes a convincing case regarding the extent & magnitude of the needs • Explains the effects of continued non-intervention • Comprehensive but not BORING

  15. How to Write an Effective Needs Statement • Use supportive evidence • State the contributing factors • Identify gaps • Discuss “promising” programs or “best practices” • Put a face to the problems or needs by using quotes and anecdotes

  16. How to Use Information • Show a thorough understanding • Show a knowledge of other interventions • Show an awareness of barriers • Show an alignment of missions and goals • Set the stage

  17. Guidelines for Choosing Facts • Relevance • Currency • Data and Statistics • Authority

  18. Template of Needs Statement • Section 1: The Nature and Extent of the Needs • Section 2: Factors Contributing to the Problem • Section 3: Impact of the Needs • Section 4: Promising Approaches

  19. Caveats of the Needs Statement • Do not overdramatize the problem • Avoid circular logic • A “lack” does not imply a “need” • Avoid jargon or undefined acronyms • Refrain from mentioning your particular intervention • Trying to fit an existing program to a grant that doesn’t match

  20. Break Out Session • Create a Needs Statement with your group

  21. Section II: Project Description • Provides the solution to the needs you have established • Identifies the project’s goals and objectives. i.e. implementation plan, timeline • Generates excitement • Justifies your approach

  22. Five Components of the Project Description 1. Objectives (Intended Outcomes) 2. Program Activities 3. Staffing and Administration 4. Evaluation 5. Sustainability

  23. Goals and Objectives • Program Goals = Ultimate Mission of Your Project • Program Objectives = Measureable Outcomes • Outline the operating plan • Demonstrate a match with funder • Illustrate how you will measure the program’s success • SMART

  24. Goals vs. Objectives • Goals are broad; objectives are narrow • Goals are general intentions; objectives are precise • Goals are intangible; objectives are tangible • Goals are abstract; objectives are concrete • Goals can't be validated as is; objectives can be validated Source: URL: http://edweb.sdsu.edu/courses/edtec540/objectives/Difference.html

  25. Process and Outcome Objectives • Process Objectives: focus on the activities to be completed in a specific time period; enable accountability by setting specific activities to be completed by specific dates; explain what you are doing and when you will do it • Outcome Objectives: express the intended results or accomplishments of program or intervention activities

  26. Outputs vs. Outcomes • Outputs: the direct products of the program activities • Weekly workshops to model instrumentation implementation software and content resources. • Outcomes: are the specific changes in program participants’ behavior, knowledge, skills, status, and level or functioning • Increase the knowledge of 50% of middle schools teachers’ use of electronic education aids by 35% by June 30, 2012.

  27. Well-Stated Objectives • Time frame • Target group • Number of program participants • Expected measureable results or benefits • Geographic location • Action verbs

  28. Examples -- Outcomes • Poor: One thousand youth between the ages of 12 and 16 will have participated in a 6-week education program on violence prevention. • This is actually an output • Revised: One thousand youth between the ages of 12 and 16 will increase their knowledge by 40% in conflict resolution and anger management by June 30, 2012.

  29. Break Out Session • Create Measureable Objectives with your group

  30. Program Activities • Implementation Plan • Project narrative • Preparatory tasks • Specific program-related activities • Gantt Chart • List the major activities • Estimate amount of time of each activity will take • Determine how this activity is spread across a time period • Timeline

  31. Gantt Chart Source: W.K. Kellogg Foundation Logic Model Development Guide

  32. Gantt Chart Source: www.ProjectPlan.com

  33. Staffing and Administration • Staff • Administration • Collaboration

  34. Evaluation “Program Evaluation is the systematic assessment of program results and, to the extent feasible, systematic assessment of the extent to which the program caused those results.” Source: Handbook of Practical Program Evaluation (1994)

  35. Formative and SummativeEvaluation • Formative Evaluation: is a method of judging the worth of a program while the program activities are forming or happening. The focus is on the process. • Summative Evaluation: is a method of judging the worth of a program at the end of the program activities. The focus is on the outcome. Source: Bhola, H. S. 1990.Evaluating "Literacy for development" projects, programs and campaigns: Evaluation planning, design and implementation, and utilization of evaluation results.

  36. Sustainability • Indicates the plan to continue the project beyond the requested funding period • Finite, or • Builds capacity, and/or • Attractive to future funders

  37. Break Out Session • Create Evaluation and Sustainability Plan with your group

  38. Logic Model • Action-oriented tool for program planning, implementation, and evaluation • Systematic and visual way to present the relationships among resources, planned activities, and desired changes • Used throughout the life of the program

  39. The Basic Logic Model Resources/Inputs Outputs Impact Outcomes Activities 4 2 1 3 5 Your Planned Work Your Intended Results Source: W.K. Kellogg Foundation Logic Model Development Guide

  40. Building a Logic Model ` Resources/Inputs Activities Outputs Outcomes Impact • Holiday flight schedules • Family schedules • Frequent flyer holiday options • Holiday weather • Create family schedule • Get holiday flight info • Get tickets • Arrange ground transportation • Tickets for all family members • Frequent flyer miles used • Money saved • Family members enjoy vacation • Continued good family relations 1 2 3 4 5 Your Intended Results Your Planned Work Source: W.K. Kellogg Foundation Logic Model Development Guide

  41. Section III: Budget Request • Itemizes expenditures • Includes rationale • Typically a line-item budget • Divided into three categories • Personnel costs • Operating expenses • Support and Revenue

  42. 1. Personnel Costs • Derived from Staffing & Administration section • Determine salaries • Determine time required • Determine benefits

  43. Determining Salaries Source: US Dept. of Labor Bureau of Labor Statistics, 2011

  44. Determining Time Requirements • Often measured in Full Time Equivalents (FTE) • Expressed as a decimal • 1.00 FTE = total $ paid to a person working full-time for 12 months • If part-time: # hrs worked/week X FTE 40 Example: 10 hrs/week .25 FTE 40

  45. Total Yearly Salary FTE # hrs worked/week median annual income 40 10 hrs/week $58,210 40 .25 $58,210 $14,552.50

  46. Determining Benefits • 29.5 is the magic number • Non-benefited employees: 7.65% • Benefited employees: 28%-40% • Calculated as percentage of total salary Example: (13% + 15%) $14,552.50 28% $14,552.50 $4, 074.70

  47. 2. Operating Expenses • Derived from the Project Description Source: http://www.loopnet.com/Nashville_Tennessee_Market-Trends

  48. Travel Source: US General Services Administration, 2012 Source: IRS Standard Mileage Rates, 2012

  49. 3. Support and Revenue • Matching funds • In-kind donations • Participation fees charged

  50. Indirect Costs and Budget Justification • Indirect Costs cover additional operating expenses • 10-15% of total budget • Budget Justification or Narrative is a detailed description of each line of the budget