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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

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take nothing for granted funding your fondest dreams

Take Nothing for GrantedFunding your fondest dreams

Ben Silliman

NCSU Department of 4-H Youth Development

what can we do for you
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
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
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 want5
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 want6
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
Understanding 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.)

where do you want to go beyond survival mode
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
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 you10
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 you11
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
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 you13
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 InformationAll 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
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 there15
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
So what now?
  • Begin with the end in mind
targeting outcomes of programs
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 programs18
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

Grant Basics:What will you need to know?
mastering grant proposals
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
Registry Example: NC Arts Councilhttp://ncarts.egrant.org/login.asp
  • Login/RegistrationIf 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 proposals22
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

Example Cover Sheet: GCCwww.ncgcc.gov
mastering grant proposals24
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
Summary Example: NSF grant

4-H TEAMSdemonstratesintellectual 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 grant26
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 grant27
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 proposals28
Mastering Grant Proposals
  • Table of Contents: Key components
    • Summary/Abstract
    • Body of Proposal (specify subsections)
    • Budget/Narrative
    • Appendices (specify)
mastering grant proposals29
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 proposals30
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 proposals31
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 proposals32
Mastering 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)

creative brainstorming
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
Creative 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

creative brainstorming finding ways to improve environment
Creative 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
creative brainstorming finding improvement opportunities
Creative 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
creative brainstorming generating innovative activity ideas
Creative 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
creative brainstorming generating innovative activity ideas38
Creative 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
critical youth indicators child trends 2004
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 200440
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 200441
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 200442
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 200443
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 ideas44
Creative 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
writing objectives polishing your prose
Writing ObjectivesPolishing 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 prose46
Writing 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.
writing objectives polishing your prose47
Writing 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?
writing objectives polishing your prose48
Writing 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 fast—what’s realistic?
writing objectives example
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
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 proposals51
Mastering Grant Proposals
  • Timeline: Chart the sequence of events, describing
    • Activities
    • Relevant objectives and evaluation outcomes
    • Responsible partner(s)
mastering grant proposals52
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 proposals53
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 (curriculum quality, community needs assessment, parent involvement)
mastering grant proposals54
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 proposals55
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 proposals56
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 Example:USDA/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 ________________________________________________________

B. Fringe Benefits ($__ x .0845) + ($__ x .23) = $_______________________________________

C. Total Salaries, Wages, and Fringe Benefits (A plus B) ______________________________

budget example usda national 4 h council58
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 proposals59
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 proposals60
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
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 grantwriting62
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
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