Suicide Awareness, Prevention & Postvention Grant Writing Tips “The Application”

1. Suicide Awareness, Prevention & PostventionGrant Writing Tips“The Application” Alaska Department of Education & Early Development (EED) 2014

2. Before we get started…. • This is being recorded • Phone on mute/quiet spot/no typing • If possible, ask questions through Blackboard • Save “sensitive” questions for emails

3. This call will cover…. • Application requirements • Rubrics and Scoring • Questions

4. Objectives for this Technical Assistance • Participants will gain knowledge of grant writing basics • Participants will gain knowledge of common grant writing “mistakes”

5. Grant Purpose • The Suicide Awareness, Prevention & Postvention (SAPP)grant provides an opportunity for schools to support programs, practices, and policies that focus on areas that are related to the State Suicide Prevention Plan Goals and Strategies www.hss.alaska.gov/suicideprevention/pdfs_sspc/SSPC_2012-2017.pdf.

6. Who is Eligible? 1 Application per School district(Current grantees may not apply)

7. Top Ten Tips for Successful Grant Writing

8. #10 – Note Page Limitations • Do NOT stretch beyond limits • Do NOT shrink font, use smaller margins, narrow font etc. • Do number all pages in the same location • Do ensure page orientation is portrait unless specified.

9. Application requirements • Read the directions! Know: • What can be included and what can’t • How many pages • What size font, margins etc.

10. #9 – Careful of Acronyms • D.N.U.T.U.P.I – Do not use these unless previously identified • Do give a brief explanation where necessary –reviewer may not be familiar with your program/service, etc.

11. #8- Write for this Request for Applications (RFA) • Make sure all answers are easy to follow and make sense • Make sure to answer in the order of the questions/sections • Tailor application’s goals and narrative directly to THIS application’s purpose • Determine if this grant matches YOUR objectives or mission

12. Aligning with Statewide Suicide Prevention Plan/Project design • What strategies will you target? • What activities? • How will you measure success?

13. Program Abstract • First impressions - poor abstract can undermine a proposal • Limit length of response • Accurately reflect the final application • State project purpose, how it will be implemented and results you expect • Include number of sites, numbers of students, total budget amount, other funds, and the amount of the request

14. #7 – Less is More • Cut to the chase • Say what you want to do and why • Use graphs and charts to describe or highlight points or goals

15. Narrative Section Need Partnerships SSPP Managing

16. #6 – Understand your service recipients • Understand the needs of your population • Understand the community including the support/desires that may be in place • Base decisions on Reliable, Accurate and Current data

17. Need for Project • Indicate how your proposal will serve the TARGET AUDIENCE • Identify data sources - pick data that matters • Identify how proposal will fill gaps

18. #5 - Capacity • Demonstrate capacity to provide proposed services • Include realistic plans for hiring expertise, if necessary • Applicants should anticipate for unforeseen changes; such as difficulties in staffing, and plan accordingly (Have a back –up plan)

19. Managing Programs, Services and Supports • Who • Scope of Work • Professional Development • Timeline if necessary • Information provided on organization • Key elements addressed

20. Partnerships & Community Stakeholders • Key partners for planning • Leveraging resources • Planning for future

21. #4 - Funding • Only ask for what you need • Multi-year grants should reflect changes in • Cost of living expenses • Training needs

22. Amount of Funding • Up to $25,000 per year • 2 year grant • Approx. 5 grants will be awarded

23. #3 – Direct Services • Most grant dollars should be focused on either training for staff • Or • services to the target population

24. Budgets • Explain ALL expenses – related to activities • Only ask for amount necessary for project • Express all in-kind support • Narratives should be as detailed as possible • Make sure all numbers add correctly – across and down! • Make sure reviewers can READ text

25. #2 – Priority Areas • Applicants should recognize any targeted or priority populations expressed in the application • Applicants should have planned services, evidenced based programs, or other evaluated initiatives that are well articulated and comply with application stipulations • Applicants should consider their ability to apply for this funding

26. Priority Points • Priority • 10pts for serving “at Risk” Students • Alternative School • Juvenile Correction facility • Regions with high suicide rates • 5pts for LOS or MOU with Behavioral Health agencies

27. Targeted Population

28. #1 – Innovative Solutions • Make sure solutions are tied to research or evidence based programs.

29. Possible Focus Areas • Healthy relationships • School climate • Schoolwide Positive Behavior Supports • Mentoring • Bullying prevention • Natural helpers • Crisis response training • ASIST • safeTALK • Gatekeeper • Mental Health First Aid • Jason Foundation • Signs of Suicide • Sources of Strength • Alcohol & Drug Abuse Programs • Violence prevention • Depression screenings • Social Skills /Character building • Etc.

30. Understanding the Suicide Awareness, Prevention & Postvention RFA Program Purpose • Does the funding match your need? Eligible Recipients • Are you an eligible entity to apply? • Would your proposed program meet the needs of the intended audience? Available Funding and Related Conditions • Does the amount of funding available meet your needs? Use of Funds • Is what you are suggesting “allowable” under this funding source?

31. Understanding the Generic EED RFA Technical Assistance and Application Review Process • Take advantage of the technical assistance opportunity that will be available? Assurances • Can you get all the necessary signatures and fulfill all assurance requirements? Conditions of Grant Award, Appeal Process • Do you fully understand your rights and responsibilities?

32. Use the TA documents http://education.alaska.gov/tls/suicide/

33. Electronic submission only!

34. Timeframe • Deadlines • Letter of Intent • Application DUE March 14, 2014

35. Understanding the Generic EED RFA Timelines • Have you carefully looked at all required timelines, including those for the letter of intent to apply and deadline for applications? Application Submission • Do you understand all submission requirements? • Electronic only!! (word & PDF)

36. Understanding the Generic EED RFA – • Application and directions • The “meat” of the application • Cover Page • Table of Contents • Program Summary/Abstract • Narrative • Budget • Appendices

37. Rubrics and Scoring

38. Understanding the Generic EED RFA • What about Rubrics? • Rubrics tell exactly what reviewers will look for in responses • Every section is important, but some are worth more points • Reviewers will be able to use all numbers on the point scale during the review • Some responses impact understanding (and scoring) in more than one section

39. Proposal Trouble Spots • When it is not clear what is being addressed by the proposal or why it is worth addressing • When there is no evidence that the proposal has a good chance of succeeding • When the proposal is too expensive for the probable gain • When the proposal is more appropriately funded through other sources

40. Proposal Trouble Spots • When the proposal is badly presented and/or filled with spelling and grammatical errors • When the proposal uses portions of previous applications without updating • When the proposal does not follow guidelines/deadlines (timelines for submission, fonts, charts, orientation etc.)

41. Biggest Common Mistake for Proposal Writers • Understanding that your application is a commitment, like a contract, and if you say you are going to do it (and you are funded) - we will expect you to do it.

42. Other Application Parts …

43. Appendices • Clearly label • Keep them short • Don’t include unless specified – they will not be read • If included, identify specifically what you want the reviewer to see and understand – reviewers appreciate concise information

44. Assurances & Other Documentation • Target population • Budget forms • Assurance • Make sure all appropriate signatures are included or already on file

45. Careful what you wish for…. • Your application is a contract with the State.

46. Suggestions • Plan and write as a group • Make it easy for reviewers • Do your homework • Ask questions

47. Questions?

48. Need more information?Contact: • Sharon Fishel • Alaska Department of Education & Early Development P.O. Box 110500 801 West 10th Street, Suite 200 Juneau, Alaska 99811-0500 • (907) 465-6523 Phone • (907) 465-2713 Fax • Sharon.Fishel@alaska.gov • http://education.alaska.gov/tls/suicide/