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Lottery for Education: Afterschool Programs (LEAPs) Components of the Grant Application Laura Ellis Karen P. Munn Project Manager Project Consultant 615-253-6037 615-532-6243 [email protected] [email protected]

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Lottery for Education: Afterschool Programs (LEAPs)

Components of the Grant Application

Laura Ellis Karen P. Munn

Project Manager Project Consultant

615-253-6037 615-532-6243

[email protected]@state.tn.us

710 James Robertson Parkway,

Andrew Johnson Tower, 5th Flr.

Nashville, TN 37243-0379


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Components of a LEAPs Grant Application

Needs Assessment

Project Design

Performance Measures

Effective Partnerships

Fiscal Responsibilities


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Needs Assessment

  • Research programs currently offered

  • Administer surveys

  • Assemble a focus group

  • Review the information

  • Decide what needs you can address


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Developing the Project Design

Programming will be the most visible piece of the project.

Activities should reflect the goal(s) of your program.

People making programming decisions should take a close look at the needs of the participants to be served.

If the activities are unappealing, kids won’t come.

Remember that activities can/should change as needs change.


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Performance Measures

Minimum of one goal for each problem or need in the problem or statement.

Description of the benefiting population.

Performance - the action which occurs within a specific time frame at an expected proficiency.

Process - the method by which the action will occur.

Product - the tangible results from the action's performance and process.


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Program Activities

All activities must be educationally based. Services to students should average 15 hrs. per week.

Required Academics

  • Reading development & enhancement

  • Math & Science activities

  • Computer literacy

  • Academic tutoring & mentoring programs

  • Sports/Recreational activities


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Elementary Ages 5-10

What Types of Activities to Offer This Age-Group:

Frequent individual interaction with adults

Games with simple rules

Outside experiences

Imaginative play opportunities

Some clear responsibilities like clean-up

Projects that apply school day lessons to family and community

Opportunities to read aloud, silently, and to talk about books and ideas

Matching, ordering and sorting activities

Opportunities to work with a variety of materials for projects

Music, dance and drama opportunities

Opportunities to try experiences from diverse cultures

Characteristics of This Age-Group:

High energy and need lots of activity Eager to learn

Creative Eager to please

Practicing large muscle and fine motor skills Beginning to reason

Enjoy small groups Feel their ideas count

Developing physical flexibility Easily hurt and insulted

Growing attention span Identify with the family

Respond to simple rules and limits Emphasize fairness


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Preadolescents & Teens Ages 10-14

What Types of Activities to Offer This Age-Group:

Wide variety of options

Connections to real-world experiences

Opportunities to interact in large and small groups as well as individual recognition

Experiences that explore ethics and values with respected adults

Opportunities for decision-making and leadership

Projects that apply school day lessons to family, community and service to others

Experiences emphasizing reasoning/problem-solving thru art, science and mathematics

Games that provide opportunities to practice basic skills, i.e.,chess, checkers, puzzles

Wide range of reading activities with book discussions

Quiet times for homework with adult help and/or peer help when needed

Experiences built on a diversity cultures

Characteristics of This Age-Group:

High energy and need lots of activity Can exchange ideas

Like to achieve and be seen as competent Seek independence

Use logic and reasoning Want a voice in decisions

Think beyond the immediate experience Feel their ideas count

Need praise and approval Identify strongly with peers

Feel awkward and embarrassed in some situations

Interested in experimentation


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Teens Ages 14-18

What Types of Activities to Offer This Age-Group:

Individual projects as well as teamwork in small and large groups

One-on-one opportunities to talk with adults

Opportunities to discuss physical risk (smoking, drugs, drinking, sexual activity)

Opportunities to show competence in a public setting

Opportunities to tutor younger children

Substantial choice with clear limits

Discussions of diverse ideas and opinions with adults and peers

Opportunities to catch up or move ahead with academic interest

Opportunities to work on school day projects and papers with library and internet support

Problem-solving and reasoning skills practice

Music, dance and drama opportunities

Characteristics of This Age-Group:

Concerned about body and appearance Think abstractly

Highly developed motor skills Learn by doing

Recognize diversity of ideas Mask their true feelings

Need and demand more freedom and privacy Need praise and adult recognition

Less influenced by parents, more influenced by peers

Admire heroes that demonstrate characteristics of friendship and romance


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Partnerships

  • Assess your own resources

  • Generate a core base of partners

  • Share accomplishments of success

    Possible Partner Organizations

    Senior Citizen Centers Local Businesses

    Museums, zoos, parks Recreation Centers

    Youth Organizations Law Enforcement Agencies

    Civic, professional, volunteer groups Colleges/Universities


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Principles for Successful Partnerships

Have clear goals

Select indicators and performance measures to monitor efforts productivity

Involve students and families in development of program and activities

Include your key stakeholders from the beginning

Define partners roles and responsibilities

Communicate with partners

Be flexible

Draw on the strengths of partners

Make the project visible to the public

Maintain momentum and strive for sustainability


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Budget

Budgets are cost projections, a window into how projects will be implemented and managed. These factors help assess budgets:

  • Can the job be accomplished with this budget?

  • Are costs reasonable for the market – or too high or low?

  • Is the budget consistent with proposed activities?

  • Is there sufficient budget detail and explanation?

    Sometimes mandatory budget forms are provided that must be submitted with the proposal.


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Websites

Listed below are some websites that offer helpful hints on writing grants.

  • http://www.cpb.org/grants/grantwriting.html

  • http://danpatch.ecn.purdue.edu/~epados/grants/src/msieopen.htm

  • http://712educators.about.com/cs/grantwriting/a/grantwriting.htm

  • http://fdncenter.org/learn/shortcourse/prop1.html

  • http://www.npguides.org/guide/index.html


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