Fundamentals of Grant Writing Presented by:

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Fundamentals of Grant Writing

Presented by: Rebecca Talley, Graduate Intern, Vanderbilt UniversityDiane Berty, Vice President, TICUA Patrick Meldrim, Vice President, TICUA

May 31, 2012

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Overview• Giving Trends• Success and the Changing

Environment• Grant Writing Basics• Checklist • Finding a Grant Maker

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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

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Who is Getting the Money?


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Where is the Money Going?


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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

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The Changing Environment of Course Standards

Source: TN Diploma Project

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

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

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Source: http://www.tncore.org/

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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

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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

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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

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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?”

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Break Out Session

Create an Elevator Speech with your group

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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

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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

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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

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Guidelines for Choosing Facts

Relevance

Currency

Data and Statistics

Authority

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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

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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

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Break Out Session

Create a Needs Statement with your group

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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

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Five Components of the Project Description

1. Objectives (Intended Outcomes)

2. Program Activities

3. Staffing and Administration

4. Evaluation

5. Sustainability

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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

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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

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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

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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.

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Well-Stated Objectives Time frame

Target group

Number of program participants

Expected measureable results or benefits

Geographic location

Action verbs

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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.

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Break Out Session

Create Measureable Objectives with your group

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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

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Gantt Chart

Source: W.K. Kellogg Foundation Logic Model Development Guide

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Gantt Chart

Source: www.ProjectPlan.com

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Staffing and Administration

Staff

Administration

Collaboration

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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)

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Formative and Summative Evaluation

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.

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Sustainability

Indicates the plan to continue the project beyond the requested funding period

Finite, or Builds capacity, and/or Attractive to future funders

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Break Out Session

Create Evaluation and Sustainability Plan with your group

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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

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The Basic Logic Model

Resources/Inputs Activities Outputs Outcome

sImpact

1 2 53 4

Your Planned Work

Your Intended Results


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Building a Logic Model

`

Resources/Inputs Activities Outputs Outcome

sImpact

1 2 53 4

Your Planned Work

Your Intended Results

•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


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Section III: Budget Request

Itemizes expenditures

Includes rationale

Typically a line-item budget Divided into three categories

1. Personnel costs2. Operating expenses3. Support and Revenue

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1. Personnel Costs Derived from Staffing & Administration

section

Determine salaries

Determine time required

Determine benefits

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Determining Salaries

Source: US Dept. of Labor Bureau of Labor Statistics, 2011

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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 FTE40

Example: 10 hrs/week .25 FTE 40

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Total Yearly Salary# hrs worked/week median annual income

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10 hrs/week $58,21040

.25 $58,210

$14,552.50

FTE

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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

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2. Operating Expenses Derived from the Project Description

Source: http://www.loopnet.com/Nashville_Tennessee_Market-Trends

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Travel

Source: IRS Standard Mileage Rates, 2012

Source: US General Services Administration, 2012

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3. Support and Revenue

Matching funds

In-kind donations

Participation fees charged

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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

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Barriers to Service Availability

Accessibility

Acceptability

Appropriateness

Adequacy

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Letters of Support & Agreement

Letters of Support reflect support for the proposed project from program recipients, community leaders, schools/universities, religious organizations, etc.

Letters of Agreement are similar, but reflect a higher degree of commitment, acting as a pseudo-contract

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Letters of Support & Agreement When speaking with those that you would like

to write either Letters of Support or Agreement provide each with:

brief synopsis of proposed program funding source specific instructions, i.e. letter addressee, mailing

address , deadline

Letters of Support and Agreement should NOT be written from a “template or boiler plate” –letters should reflect the agencies’ and partners' own perspectives

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Appendix Materials Audited financial statement

Insurance documentation

Organizational charts

I-990

Other information required by the funder

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Components of a Grant Cover Page, Title Page and/or Abstract

The Needs Statement

Project Description Objectives Program Activities Staffing and Administration Evaluation Sustainability

Budget Request


Appendix Materials

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THEC Guidelines for ITQ Grant Cover Page

Cover Page, Title Page and/or Abstract Program Objectives

Needs Statement Project Description—Objectives, Project Narrative

Quality of Partnership Project Description—Collaboration

Program Plan Project Description—Staffing and Administration, Program Activities,

Sustainability Evaluation Plan

Project Description—Evaluation Budget Effectiveness

Budget Letters of Commitment


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Checklist Did we assume that the reader is stupid? Did we speak the funder’s language? Did we follow directions? Do we have a good elevator speech? Did we create and follow our logic model? Did we work ahead/Do we have a previous

RFP? Do we have measureable outcomes? Did we establish alignment between the

funder’s goals and our program’s goals? Did we create continuity throughout each

section of the grant?

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Steps to Take

Create an accurate and allowable budget Express continuity Be explicit Know your target population Be SMART Consider barriers Review credentials Proof read

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Steps to Avoid Waiting until RFP is issued: some grants

issued annually or bi-annually

Missing material and technical issues

Lack of alignment or beyond the scope

Bad data

Not adhering to page limits

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For a list of references, please see the Resource Guide

PowerPoint presentations, Resource Guide, and Primer can be found online at www.ticua.org/meetings_resources/grants

Contact us: Diane Berty

[email protected] Patrick Meldrim

[email protected] Rebecca Talley

[email protected]

Documents

Fundamentals of Grant Writing Presented by: