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
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Youth Development (self-efficacy,
problem solving, willingness to help,
teamwork)
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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 (staff, facilities, activities,
budget)
Is anybody going with you?
 Environmental Scan
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Assets/Potential of Stakeholders
(Environments)
Participants
 Parents
 Partners (agencies, organizations,
government, businesses, community)
 Program (staff, facilities, activities, budget)
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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“: 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.
Is 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.
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Arts in Education
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AIE Initiatives
AIE Rural Development
AIE Artist Residencies
Don’t go there…
 Because other programs are doing it
 Are you LIKE those other programs?
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EXACTLY WHAT are those programs
doing with the funding?
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Is it just a fad/trend/temporary fix?
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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?
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Will the program be more trouble than it’s
worth?
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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
 Objectives/
 Cover Letter
Strategies
 Evaluation
 Timeline
 Sustainability
 Dissemination
 Budget/Narrative
 Attachments
 Summary/Abstract
 Table of Contents
 Introduction
 Problem/Situation
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
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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 (form)/letter (letterhead):
Introduction
 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
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
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
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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 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…
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)
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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: Statement of specific endstate 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)
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?
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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
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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
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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
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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
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 Project
Mastery
Presentations
 Written Records
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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 (selfcontrol, self-management, self-awareness,
coping and navigating)
 Managing
activities)
Leisure (extracurricular
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
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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 can knowledge, attitudes,
skills, or behaviors be changed? How much
progress is possible and how fast—what’s
realistic?
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?
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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?
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Program quality evaluation
 Knowledge/Skill of program staff
 Environmental ratings (SACERS, etc.)
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Special Issues (curriculum quality,
community needs assessment, parent
involvement)
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):
A. Salaries and Wages
AWARD NO.:
DURATION (IN MONTHS):
Funds Requested:
CSREES-FUNDED
WORK MONTHS
Calendar Academic Summer
1. No. Of Senior Personnel:
a. (Co)-PD(s))
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_____________________
b. Senior Associates
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_____
_____
_____________________
2. No. of Other Personnel:
a. Research Associates _____
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______________________
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 (required forrevised budget only) DATE
Project Director:
____________
______________
_______
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