Title: Take Nothing for Granted Funding your fondest dreams
1Take Nothing for GrantedFunding your fondest
dreams
- Ben Silliman
- NCSU Department of 4-H Youth Development
2What 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
3Thanks
- Dr. Eddie Locklear, National 4-H Council
- Michael Haney, NC Dept. of Juvenile Justice and
Delinquency Prevention
4 Understanding the Challenge Is it a grant I
want?
- A tongue-in-cheek Top 10 Questions list
5 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 homecould we get money to start a
literacy program?
6Understanding the ChallengeIs it a grant I want?
- 5. My young people are as good as the
contestants on American Idolcan 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 cant I get my share? - 2. If I agreed to provide transportation from
school to my program, could I get that Cadillac
Ive always dreamed of? - 1. Who will fund a conference in Hawaii so I can
get a vacation from the afterschool rat race?
7Understanding the ChallengeMatching 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.)
8Where 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?
9Is 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)
10Is anybody going with you?
- Environmental Scan
- Needs/Perspectives of Stakeholders (Environments)
- Participants
- Parents
- Partners (agencies, organizations, government,
businesses, community) - Program (staff, facilities, activities, budget)
11Is anybody going with you?
- Environmental Scan
- Assets/Potential of Stakeholders (Environments)
- Participants
- Parents
- Partners (agencies, organizations, government,
businesses, community) - Program (staff, facilities, activities, budget)
12Asset 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 practical and technical
skills shared by youth and adults in the
community (baking bread, fixing a bike, - 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.
13Is anybody going with you?
- Check grant funding priorities
- Grant Guidelines for Organizations (NC Arts
Council)The next deadline for submitting grant
applications is 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 for Organizations by clicking on the
links below. - 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
-
14Dont 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?
15Dont 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 its worth?
- Timing
- Resources
- Management
16So what now?
- Begin with the end in mind
17Targeting 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?
18Targeting 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?
19Grant BasicsWhat 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
20Mastering Grant Proposals
- Registry
- Pre-registration of personal/organizational data
with funder - Eligibility for grant funding
- Gain access to online forms or technical
assistance
21Registry Example NC Arts Councilhttp//ncarts.eg
rant.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).
22Mastering Grant Proposals
- Cover sheet (form)/letter (letterhead)
Introduction - Title of project
- Funding source/code
- Amount
- Applicant
- Summary of project purpose
- Strategies for implementation, management
- Strategies for evaluation
23Example Cover Sheet GCCwww.ncgcc.gov
- Governors Crime Commission
- 1201 Front Street, Suite 200
- Raleigh, NC 27609
- Phone (919) 733-4564
- 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
- Grant Number 1852
- 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
24Mastering 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
25Summary 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
26Summary Example NSF grant
- University specialists will collaborate with
partners in government, business, schools, camps,
six community youth programs, parents and
community volunteers to develop curricula,
research effects of inquiry-based strategies, and
foster local sustainability
27Summary 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.
28Mastering Grant Proposals
- Table of Contents Key components
- Summary/Abstract
- Body of Proposal (specify subsections)
- Budget/Narrative
- Appendices (specify)
29Mastering 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
30Mastering 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)
31Mastering Grant Proposals
- Body of Proposal
- Target Audience and Setting
- Number and description of participants
- Number and description of settings
- Frequency of activities by setting
32Mastering Grant Proposals
- Body of Proposal
- Objectives and Strategies
- Objective Statement of specific end-state to be
achieved, consistent with component goal and/or
overall goal of the project - Strategy Description of specific activities and
steps linked to accomplishment of an objective - (some strategies may serve multiple objectives)
33Creative Brainstorming
- How can you create a setting
- that enhances quality
- (or sets the stage
- for successful activities)?
34Creative BrainstormingUsing 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
35Creative BrainstormingFinding 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
36Creative BrainstormingFinding 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
37Creative BrainstormingGenerating 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
38Creative BrainstormingGenerating 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
39Critical Youth Indicators(Child Trends, 2004)
- Educational Attainment and
- Cognitive Development
- School Success
- Critical and Creative Thinking
- Project Mastery
- Presentations
- Written Records
40Critical 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)
41Critical Youth Indicators(Child Trends, 2004)
- Social and Emotional Development
- Personal Development (self-control,
self-management, self-awareness, coping and
navigating) - Managing Leisure (extracurricular activities)
42Critical 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)
43Critical 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)
44Creative BrainstormingGenerating 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
45Writing ObjectivesPolishing your prose
- Composing objectives ABCD method
- Who is the Audienceindividuals (children, youth,
adults), families or other groups, neighborhoods,
or whole communities?
46Writing ObjectivesPolishing 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.
47Writing ObjectivesPolishing 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?
48Writing ObjectivesPolishing your prose
- Composing objectives ABCD method
- To what Degree can knowledge, attitudes, skills,
or behaviors be changed? How much progress is
possible and how fastwhats realistic?
49Writing 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.
50Criteria 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
51Mastering Grant Proposals
- Timeline Chart the sequence of events,
describing - Activities
- Relevant objectives and evaluation outcomes
- Responsible partner(s)
52Mastering 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)
53Mastering 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 (curriculum quality, community
needs assessment, parent involvement)
54Mastering 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
55Mastering 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
56Mastering 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)
57Budget ExampleUSDA/National 4-H Council
- BUDGET
- ORGANIZATION AND ADDRESS AWARD NO.
- PROJECT DIRECTOR(S) 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 _________________________
_______________________________
58Budget ExampleUSDA/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
(required forrevised budget only) DATE - Project Director ____________ ______________ __
_____ - Authorized Organizational Representative
Signature (for optional use) - ____________ ______________ _______
59Mastering Grant Proposals
- Appendices
- Detailed budget, narrative
- Letters of commitment from proposal partners
- Letters of support from target audience
stakeholders (youth, families, community groups)
60Mastering Grant Proposals
- Appendices
- Detailed timeline
- Detailed staffing plan, with 2-page resumes and
descriptions of collaborating organizations - Detailed samples of activities, evaluations
61Rules 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
62Rules 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
63The 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