Transcript Take Nothing for Granted Funding your fondest dreams
Take Nothing for Granted
Funding your fondest dreams
Ben Silliman NCSU Department of 4-H Youth Development
What can we do for you?
Understanding the Challenge
: Gaining a realistic perspective on grants and other sources of funding
Grantwriting Basics
: Understanding the proposal components (Objectives and Strategies, Evaluation, Budget)
Creative Brainstorming
: Generating a quality environment and innovative activities in afterschool
Networking
Question and Answer
Thanks
Dr. Eddie Locklear, National 4-H Council
Michael Haney, NC Dept. of Juvenile Justice and Delinquency Prevention
Understanding the Challenge: Is it a grant I want?
A tongue-in-cheek Top 10 Questions list
Understanding the Challenge: Is it a grant I want?
10. How can I fund my staff for the Summer?
9. Where can I get money for neat stuff like silly string, craft supplies, and plastic clapping hands?
8. Could I get money for workforce training and get kids to work for nothing in my auto restoration business?
7. Where can I get someone to pay for snacks and meals?
6. I have a bunch of Mad magazines in the closet at home —could we get money to start a literacy program?
Understanding the Challenge: Is it a grant I want?
5. My young people are as good as the contestants on American Idol —can I get money to start my own TV show?
4. If I can get a couple of my afterschool kids to take drugs, commit crimes, or start failing in school, will that make my program eligible for more money?
3. If the program down the street got funding for that (whatever), why can’t I get my share?
2. If I agreed to provide transportation from school to my program, could I get that Cadillac I’ve always dreamed of?
1. Who will fund a conference in Hawaii so I can get a vacation from the afterschool rat race?
Understanding the Challenge Matching Resources to Needs
Operating Funds (governmental or non-governmental)
User fees
Donations (cash or in-kind)
Fund-raising events, campaigns
Grants (facilities, program support, training, etc.)
Where do you want to go?
Beyond Survival Mode
What positive difference can you make?
How big is your vision of the difference you can make?
What are your critical leverage points?
What sequence of events will make it happen?
Is anybody going with you?
Environmental Scan
Professional and Research Knowledge
Youth Development
(self-efficacy, problem solving, willingness to help, teamwork)
Programming Practice
(caring adults, structure and spontaneity, skill-building)
Is anybody going with you?
Environmental Scan
Needs/Perspectives of Stakeholders
(Environments)
Participants
Parents
Partners
(agencies, organizations, government, businesses, community)
Program
budget) (staff, facilities, activities,
Is anybody going with you?
Environmental Scan
Assets/Potential of Stakeholders (Environments) Participants Parents Partners (agencies, organizations, government, businesses, community) Program (staff, facilities, activities, budget)
Asset Mapping
What capacities and opportunities in the community can be used to support and inspire youth in afterschool programs?
Neighbor-to-neighbor help
: mentoring, homework help, building and repair; baby sitting, errands
"Learning Exchange“:
shared by youth and adults in the community (baking bread, fixing a bike, practical and technical skills
Community partners
: Collaborative opportunities with organizations, churches, schools, police, libraries and parks, cultural and artistic resources Source: J. Kretzmann & J. McKnight (1996) Building Communities from the Inside Out. Evanston IL: Northwestern University Institute for Social Policy.
Is anybody going with you?
Check grant funding priorities
Grant Guidelines for Organizations (NC Arts Council)
The next deadline for submitting grant applications is for Organizations by clicking on the links below.
March 1, 2005
unless otherwise noted. The new grant guidelines will be available on our Web site in early November. In the meantime, you can review the 2004-05 Grant Guidelines
General Grant Information
All applicants should read this information first. It includes the Arts Council's general funding policies and eligibility requirements for grantees, as well as information on how grant decisions are made. It also includes a list of rural/low wealth counties eligible for special matching requirements, and accessibility information for applicants with disabilities.
Arts in Education
AIE Initiatives AIE Rural Development
AIE Artist Residencies
Don’t go there…
Because other programs are doing it Are you LIKE those other programs?
EXACTLY WHAT are those programs doing with the funding?
Is it just a fad/trend/temporary fix?
How much do you know about what they had to do to get funded?
Don’t go there…
Because there is funding Where does the funding fit and are you ready to use it?
Will the program be more trouble than it’s worth?
Timing Resources Management
So what now?
Begin with the end in mind
Targeting Outcomes of Programs
Long term Social and Economic Change
How can this community be different in 25 years?
Sustained change in foundational attitudes and practices of youth, families, communities
What must we do to achieve profound change?
Targeting Outcomes of Programs
Short-term changes in knowledge, attitudes, skills, and aspirations
What outcomes will be catalysts for long-term change?
Specific and concrete actions that support short-term program outcomes
What resources and efforts will get us started?
Grant Basics: What will you need to know?
Eligibility/Registry Cover Letter Summary/Abstract Table of Contents Introduction Problem/Situation Objectives/ Strategies Evaluation Timeline Sustainability Dissemination Budget/Narrative Attachments
Mastering Grant Proposals
Registry
Pre-registration of personal/organizational data with funder Eligibility for grant funding Gain access to online forms or technical assistance
Registry Example: NC Arts Council
http://ncarts.egrant.org/login.asp
Login/Registration If you have used eGRANT before, please login below using your same Login ID and password
. If you have not previously used eGRANT, please register below to access the system. Once you enter eGRANT, you will see a menu of any previous applications that you have worked on. Click on the
Create New Application
button at the bottom of the screen. You can stop working on a form at any point. You can resume working on your form by choosing the green edit icon from the menu after you log in. All the information previously entered will have been saved. You must move to a new page within eGRANT to save your work.
Never
use the Back button on your browser while you are in eGRANT. The Standard Grant Application Form and the Report Form are available in PDF format, and you can view or print these forms without registering. Click on the button below. NC Arts Council staff is available to assist you. Click the
Contact Us
button above for contact information. There is also a link on the Contact Us page for Frequently Asked Questions (FAQ) .
Mastering Grant Proposals
Cover sheet
Introduction (form)/letter (letterhead): Title of project Funding source/code Amount Applicant Summary of project purpose Strategies for implementation, management Strategies for evaluation
Example Cover Sheet: GCC
www.ncgcc.gov
Governor’s Crime Commission 1201 Front Street, Suite 200 Raleigh, NC 27609 Phone: (919) 733-4564 Grant Number: 1852 1. Name of Project: 3. Applicant Agency Tax I.D. Number: 6. Authorizing Official 8. Financial Officer 10. Implementing agency 12. Implementing agency profile 13. Project Summary: 2. Committee assignment 4. Program priority 5. Project starting and ending dates 7. Type of action: first/later 9. Congressional District: 11. Project Director 14. Requested Budget
Mastering Grant Proposals
Summary/Abstract: Key components
Purpose/critical need Target audience and location Principal partners Summary objectives and strategies Key impacts Target audience Broader field
Summary Example: NSF grant
4-H TEAMS demonstrates intellectual merit by advancing understanding and practice of
inquiry-based learning strategies
in
afterschool, weekend, and summer
venues using engineering activities to promote
IT-STEM mastery and academic achievement
with 150 disadvantaged middle school youth …
Summary Example: NSF grant
…University specialists will
develop
curricula,
collaborate
with partners in government, business, schools, camps, six community youth programs, parents and community volunteers to
research
effects of inquiry-based strategies, and
foster local
sustainability
…
Summary Example: NSF grant
…
Broader impacts
, achieved through
dissemination
of results to professionals and practitioners serving over 500,000 youth nationwide, include research-based
systemic improvements
in informal education programs, leader
training
, access to IT-STEM
careers
, and
economic development
.
Mastering Grant Proposals
Table of Contents: Key components
Summary/Abstract Body of Proposal (specify subsections) Budget/Narrative Appendices (specify)
Mastering Grant Proposals
Body of Proposal
Introduction
Paraphrase of summary statement based on grant proposal language Introduction of audience/setting, overall goal, component goals, objectives/strategies, expected impacts Organization(s) capacity to achieve the stated goals and objectives
Mastering Grant Proposals
Body of Proposal
Problem/Situation Statement
Research evidence (general and specific) Data and trends (local, regional, state, national) Implications (risks increased, benefits lost) Interpretative emphasis (targeted to your emphasis)
Mastering Grant Proposals
Body of Proposal
Target Audience and Setting
Number and description of participants Number and description of settings Frequency of activities by setting
Mastering Grant Proposals
Body of Proposal
Objectives and Strategies
Objective
the project : Statement of specific end state to be achieved, consistent with component goal and/or overall goal of
Strategy
: Description of specific activities and steps linked to accomplishment of an objective (some strategies may serve multiple objectives)
Creative Brainstorming
How can you create a setting that enhances quality (or sets the stage for successful activities)?
Creative Brainstorming Using research to find opportunities
Target Traits of Effective YD Programs
Safe Spaces, Physically and Emotionally Organization and Positive Rules Caring Peers and Adults Opportunities to Belong Positive Expectations and Values Support for Making a Difference Opportunities for Skill Building Strong Connections to Family, School, and Community
Creative Brainstorming Finding ways to improve environment
How can these traits could be more typical of the time and space occupied by my program?
Time
Amount of time that trait is evident Frequency of trait in program activities Evidence of the trait when intensity changes
Space
Breadth of spaces where trait is evident Typical locations/activities where trait is found Evidence of the trait in transition to new location
Creative Brainstorming Finding improvement opportunities
Gray Spots
Gray spots appear at intersections of white lines, but disappear when you focus on them Keep a notepad or journal to note gray spots in your program that may point to opportunities for program improvement or innovation
Creative Brainstorming Generating innovative activity ideas
Creative Association
Traits of an everyday object generate ideas for new programs Eight sides: math, geometry, architecture and design Yellow color: cowardice (relate to Courage character education) Gold band: holding things together (group cohesion, teamwork)
Sharpened point
: sharpening skills
Eraser
: learning from errors, starting over; bounciness suggests recreation
Creative Brainstorming Generating innovative activity ideas
Creative Association Extension
Traits of an everyday object linked to developmental needs of youth to generate program objectives
Educational attainment and learning Health and safety Emotional and social development Self-sufficiency
Critical Youth Indicators
(Child Trends, 2004)
Educational Attainment and Cognitive Development
School Success Critical and Creative Thinking Project Mastery Presentations Written Records
Critical Youth Indicators
(Child Trends, 2004)
Health and Safety
Risk Prevention (drugs/alcohol, sexual behavior, violence, accidents/injury, mental health problems, delinquency, school behavior and achievement) Health Promotion (nutrition, exercise, health and safety habits)
Critical Youth Indicators
(Child Trends, 2004)
Social and Emotional Development
Personal Development (self control, self-management, self-awareness, coping and navigating) Managing Leisure (extracurricular activities)
Critical Youth Indicators
(Child Trends, 2004)
Social and Emotional Development
Relationships (positive friendships, multicultural competence, empathy and compassion, support and accountability from caring adults) Civic Engagement and Leadership (teamwork, service, advocacy, leadership)
Critical Youth Indicators
(Child Trends, 2004)
Self-Sufficiency
Generic (time mgt., decision-making, problem solving) Family (positive relationships with parents, responsible childbearing, financial mgt., readiness for marriage, family) Work (employment experience, work ethic, career skills, initiative/inventiveness)
Creative Brainstorming Generating innovative activity ideas
Creative Association Extension
Object and Developmental Needs traits linked to program framework
Snacks, healthy nutrition
Recreation, peer interaction
Homework and academic support
Enrichment activities and community service
Writing Objectives Polishing your prose
Composing objectives: ABCD method
Who is the
Audience
—individuals (children, youth, adults), families or other groups, neighborhoods, or whole communities?
Writing Objectives Polishing your prose
Composing objectives: ABCD method
What
Behavior
(Knowledge, Attitude, Skill/Action, or Aspiration) will be changed, consistent with the goals of the project or needs, attitudes or competence of the participants. The more specific and measurable, the better the objective. Action words focus the planning and implementation process: increase, improve, expand, learn, demonstrate.
Writing Objectives Polishing your prose Composing objectives: ABCD method
Under what
Conditions
will objectives be met: type, duration, sequence, or intensity of activities (training, practice, interaction, etc.), setting, facilities, or training of providers. What resources will be needed to support projects?
Writing Objectives Polishing your prose
Composing objectives: ABCD method
To what
Degree
realistic?
can knowledge, attitudes, skills, or behaviors be changed? How much progress is possible and how fast —what’s
Writing Objectives Example
Objective framework: Audience
(Pre-teen):
100 (or 75% of) afterschool participants…
Behavior
(behavior):
…will demonstrate six intermediate level dog show skills (as measured by an expert with checklist)…
Conditions
(experience):
…as a result of completing training and practice…
Degree
(time frame):
…in a 6 week 4-H pet show project.
Criteria for Evaluating Objectives
Specific
: focused the exact knowledge, attitude, skill, or aspirations to be changed
Measurable
: capable of being quantified or described
Achievable
: realistic given circumstances
Relevant
: meaningful to people responsible for achieving them
Time-bound
: set in a specific time frame with a definite reporting sequence and deadlines
Mastering Grant Proposals
Timeline
: Chart the sequence of events, describing Activities Relevant objectives and evaluation outcomes Responsible partner(s)
Mastering Grant Proposals
Evaluation: What impact?
Performance assessment
Targets of assessment: youth, families, communities Types of assessment: attitudes, knowledge, behavior Levels of assessment: Impact, Practices, Outcomes, Inputs (investments, capacities)
Mastering Grant Proposals
Evaluation
:
Was the project successful because of the program or in spite of it?
Program quality evaluation
Knowledge/Skill of program staff Environmental ratings (SACERS, etc.)
Special Issues
community needs assessment, parent involvement) (curriculum quality,
Mastering Grant Proposals
Sustainability
How can you keep a good thing going?
Continuing and integrating project activities Replace grant funding with local support, fees, innovative grant projects Recruit organizations to invest in and support specific components of programming or provider training
Mastering Grant Proposals
Dissemination
:
How can you spread the news?
Reporting on project to other professionals Replicate project in other settings Distribute materials or training to multiple sites
Mastering Grant Proposals
Budget
(check for allowable expenses, limits) Personnel Salaries, Wages, and Fringe Materials and Supplies Operating Services (mail, phone, online) Equipment Travel (site/off-site; domestic/foreign) Other (consultants, stipends, facility rental) Indirect Costs (overhead) Matching (in kind or cash)
Budget Example: USDA/National 4-H Council BUDGET
ORGANIZATION AND ADDRESS PROJECT DIRECTOR(S): AWARD NO.: DURATION (IN MONTHS):
Funds Requested:
A. Salaries and Wages
CSREES-FUNDED WORK MONTHS
Calendar Academic Summer 1. No. Of Senior Personnel: a. (Co)-PD(s)) b. Senior Associates _____ _____ _____ _____ _____ _____ _____________________ _____________________ 2. No. of Other Personnel: a. Research Associates b. Other Professionals c. Paraprofessionals d. Graduate Students e. Students f. Secretarial-Clerical _____ _____ _____ _____ _____ _____ ______________________ ______________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ g. Technical, Shop, Other __________________________________________________ Total Salaries and Wages ________________________________________________________ B.
Fringe Benefits
($__ x .0845) + ($__ x .23) = $_______________________________________
C. Total Salaries, Wages, and Fringe Benefits (A plus B) ______________________________
Budget Example: USDA/National 4-H Council
D.
Nonexpendable Equipment _______________________________________________ (Attach supporting data. List items and dollar amounts for each item.) E. Materials and Supplies: $_______ F. Travel: $ G. Publication Costs/Page Charges: $_____ H. Computer (ADPE) Costs: I. Student Assistance/Support: (Scholarships/fellowships, stipends/tuition, cost of education, etc.; Attach list of items and dollar amounts for each item.) J. All Other Costs: (In budget narrative, list items and dollar amounts, and provide supporting data for each item.): K
. Total Costs (C through J)
: $_____
L. Other: $ M. Total Amount of This Request: $______ NAME AND TITLE
(Type or print),
SIGNATURE Project Director:
(required forrevised budget only) ____________ ______________
DATE
_______
Authorized Organizational Representative Signature (for optional use) ____________ ______________ _______
Mastering Grant Proposals
Appendices
Detailed budget, narrative Letters of commitment from proposal partners Letters of support from target audience stakeholders (youth, families, community groups)
Mastering Grant Proposals
Appendices
Detailed timeline Detailed staffing plan, with 2-page resumes and descriptions of collaborating organizations Detailed samples of activities, evaluations
Rules of thumb for grantwriting
Start early (develop a general template) Talk to the funder first and last Review past successful grant applications Follow directions, conditions, and limits Talk to collaborators first and last Stay focused and consistent with the purpose Set roles and timetables for completing the application
Rules of thumb for grantwriting
Write for reviewers (use knowledge base/ organizational values; avoid jargon, assumptions) Get commitments in writing and before submitting Identify responsibilities and timetables for each objective Proofread and coordinate final document Submit on time in form(s) requested
The End--Thanks
Take nothing for granted Success or rejection is your first step to a better program or proposal Ideas are more valuable than money