Transcript Grantsmanship 101: Grant Proposal Writing and Researching

Grant Proposal
Writing and
Researching
Cindy Rhoads
Regional Coordinator
Division of Federal Programs
Worship Goal
• Examine the essential components of grant
writing and learn how to produce a grant
proposal and message that is clear and
compelling.
• Explore the basis for grant research and learn
how to evaluate grants.
Agenda
• Grant Research – Where to Find Data
• Essential Components of Grant Writing
• Practice Grant Writing Strategies
• Review Sample Grants
Types of Grants
• Formula
• Recipients determined by criteria established by the
awarding agency
• Allocations are calculated based on a formula usually
defined in legislation
• Plan required on how funds will be used
• Competitive
• Awarding agency determines who is eligible to apply
• Plans are written and evaluated by a panel of
reviewers.
Sources for Grants
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Federal Government
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United States Department of Education
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http://www.ed.gov/news/fedregister/announce/2007-1.html
Federal Register
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http://www.gpoaccess.gov/fr/index.html
State
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State Agencies
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http://www.state.pa.us
PA Bulletin
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http://www.pabulletin.com/search.asp
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Foundation/Private Organizations
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Corporate
Which one to pick??
BEFORE YOU APPLY FOR ANY GRANT:
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Know the Mission of Your Organization
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Know the Programs You Administer
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Know the Clients You Serve
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Review Grant Guidelines
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Make sure that your idea precisely matches the grantors criteria.
Find the Rubric that readers will use and become familiar with it.
Method of Application
• How do you need to apply for the grant?
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Online?
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Obtain Access to the System
Review through the system to ensure that you
understand how it works.
Paper?
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Review space limitations and requirements
Preparing Grant Proposal
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Be in a “Reviewer” frame of mind.
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Grants are generally comprised of these sections:
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Abstract
Needs Assessment
Project Goals
Implementation Plan
Evaluation Plan
Budget
Additional sections may be added to gain additional information
on the particular grants focus.
Abstract
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Brief overview of the entire project.
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First thing the grant reader reads (and scores).
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Summarizes information from the needs assessments, goals,
activities, evaluation and management plan.
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Therefore, from a GRANT WRITER’S perspective, it should be
written LAST!
Needs Assessment
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Systematic review of information collected by a variety of
sources, analyzed to determine strengths and weaknesses and
prioritized for action.
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Foundation of your proposal; make sure it matches the purposes
of the grant.
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Data, data, data!
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Provide multiple data sources
Priority on Easily Measurable Quantitative (test scores, absentee
rates, etc.)
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Qualitative data (surveys, interviews, focus groups)
Where to find existing data…
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PDE
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BIS/Division of Data Services
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Enrollment
Attendance
eGrant System
Other Program Offices
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Food/Nutrition
Nonpublic School Services, etc.
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School Report Card
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Needs Assessments conducted in LEA for other programs
(i.e., Title IIA, KTO, etc.
Where to find existing data…
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State Level Data
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NCES (National Center for Education Statistics)
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www.nces.ed.gov
Comparison data
Demographic data for schools and districts in PA
Bureau of Census
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Poverty Data
Goals
Project Goals
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States exactly what the project intends to accomplish in a period
of time.
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All goals must address problems identified in the needs
assessment.
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Not all problems (prioritize top three)
A well stated goal will:
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Specify the problem to be addressed
Be easily measured and demonstrate clear achievement.
Specify the target population.
Reference local data or standards (not national statistics).
Be specific in its time frame but long term in scope
Have a realistic and achievable end.
Project Goals (Cont’d)
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Example of a good goal statement:
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By the year 2009, 70% of 8th graders in the three participating
schools, who scored at Below Basic and Basic on the 6th grade
PSSA Reading and Math test, will achieve scores at the Proficient
and Advanced levels on the 8th grade PSSA.
Objectives/Benchmarks
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Specific and measurable means to achieve each goal.
Short term goals should be achievable by the end of the grant
period.
Long Term goals should have benchmarks set for the end of each
year or designated phase of the project to make sure everything is
on track to meet the goal by the target timeframe.
Project Goals (Cont’d)
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Example of an objective/benchmark statement:
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By the end of 2007-08, 35% of 7th graders in participating middle
schools who scored at basic or below basic on the 6thgrade PSSA
in Reading and/or Math will score at proficient or advanced on the
7th Grade PSSA.
Milestones
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Checkpoints that measure periodic progress toward meeting the
benchmarks
Implementation Plan
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Details what it is the project will do to accomplish the stated
goals. Describes strategies and activities the project will
employ.
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Implementation Plan will relate to the goals.
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“Strategies” are broad approaches (methods, procedures,
techniques) and should be research based to show evidence of
effectiveness in similar situations.
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Every goal should have at least one strategy associated with it.
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Examples of strategies include professional development, afterschool programs, mentoring, parent nights, etc.
Implementation Plan (Cont’d)
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“Activities” are specific steps taken to accomplish the goals.
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Activities happen on specific dates and involve direct services to
clients.
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If “after school tutoring” is a strategy, the days/times it is offered
each week is an activity to support it.
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Actions that are not activities specifically related to a strategy
should be included in the Management Plan instead
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Purchasing Equipment
Hiring Staff
Developing Curriculum
Holding Meetings
Evaluation Plan
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Required to demonstrate project “effectiveness”.
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Answers the question “How do I know if this project is successful?”
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Most Projects require Ongoing and Final Evaluations
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Good Evaluations Plans should include:
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Quantitative Data (test scores, attendance rates, etc.)
Qualitative Data (surveys, opinions, etc.
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Use your needs assessment as your baseline whenever
possible.
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Use the same methods of evaluation established in your needs
assessment to evaluate your project effectiveness.
Management Plan
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Describes, schedules and assigns responsibilities for all actions
necessary to carry out and support the implementation and
evaluation plans.
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Who is responsible for what by when?
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Cover the entire grant period
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Include letters of commitment from partners
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Include statements of what the “partners” will commit to in their
letters.
Things to consider when developing a
Management Plan…
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Will you need additional staff to carry out the proposal?
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Will you need contracts approved and in place in order to
conduct evaluations?
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Allow processing time
What data will the grantor require to be submitted for the
project?
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Surveys
Data collection systems, etc.
Budget
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Should tell the same “story” as the narrative.
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Don’t put anything in the budget that isn’t mentioned in the
narrative.
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Don’t put anything in the narrative that isn’t mentioned in the
budget.
Peer Review Process
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Best way to become a better grant writer is to be a grant reader.
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Opportunities:
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PDE (Classrooms for the Future, Governor’s Schools, School
Improvement, etc.)
USDE (Small Learning Communities)
Mock Peer Review Process
Mock Peer Review Process
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2 Proposals from a former EETT Grant Competition
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Scoring Rubric
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Each reader will read and score two grants.
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Use Peer Review Handbook for assistance.
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Discussion
Grant Overview
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Title II.D (Enhancing Education Through Technology) Grants
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Purpose of grant is to help eligible LEAs obtain and to implement
technology and infrastructure to help student achievement.
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$18 million Available
203 grants submitted requesting $76 million
Hardware
Software
Infrastructure (wiring, internet access, etc.)
25% of grant must be used for professional development for
teachers.
Eligible LEAs:
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High Poverty/High Technology Need
Questions???