GRANT WRITING MANUAL COLLIER COUNTY PUBLIC SCHOOLS

Transcription

1 GRANT WRITING MANUAL COLLIER COUNTY PUBLIC SCHOOLS Marien Ruiz, MPA Director of Grants Development Federal, State and Competitive Grants Kamela Patton, Ph.D. Superintendent October 2016

2 Dr. Kamela Patton Superintendent of Schools THE DISTRICT SCHOOL BOARD OF COLLIER COUNTY Julie Sprague, Chair Roy M. Terry, Vice Chair Erika Donalds, Member Kathy Curatolo, Member Kelly Lichter, Member This report has been prepared by The District School Board of Collier County. Additional copies, if available, may be obtained by writing: The District School Board of Collier County Dr. Martin Luther King, Jr. Administrative Center 5775 Osceola Trail Naples, Florida Report Number: Updated by: Marien Ruiz, MPA Director of Grants Development Federal, State, and Competitive Grants VISION STATEMENT All students will complete school prepared for ongoing learning as well as community and global responsibilities. The District School Board of Collier County does not discriminate on the basis of race, color, national origin, sex, disability, or age in the provision of educational opportunities or employment opportunities and benefits. The District School Board does not discriminate on the basis of sex or disability in the education programs and activities that it operates, pursuant to the requirements of Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, respectively. The following personnel should be contacted for inquires about their rights or to learn how to file a complaint regarding discrimination. Employees: Educational Equity Act, Title IX, Section 504 (Rehabilitation Act) or the Americans with Disabilities Act, contact Debbie Terry, Assistant Superintendent, Human Capital and Deputy Title IX Coordinator for Employees, (239) , The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida

3 Students: Educational Equity Act, Title IX, or the Age Discrimination Act of 1975, contact Dr. Diedra Landrum, Coordinator, School Counseling and Deputy Title IX Coordinator for Students, (239) , The District School Board of Collier County, 5775 Osceola Trial, Naples, Florida Section 504 (Rehabilitation Act) and the Americans with Disabilities Act, contact Dr. L. Van Hylemon, Coordinator, Psychological Services, (239) , The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida, TABLE OF CONTENTS Initials Title Cover Page and Board Members Page Overview i District Procedures to Follow for Grant Writing ii Grant Writing Cycle in a Nutshell iii Grant Writing Information iv Grant Writing Training Opportunities v Rules of Grant Writing vi-a Some Grammar Rules to Keep in Mind When Writing a Grant vi-b Tips for Writing Effective Grant Proposals vii-a Writing the Grant Proposal vii-b How to Write a Cover Letter viii

4 FORMS (A-G) Form A - How to Apply for Grants Page 1 Form B Road Map to Writing a Grant Page 2

5 Form C Competitive Grants Form Page 3 Form D Measurable Goals, Deliverables, Activities, Completion Date, Cost Page 4 Form E Grant Proposal Review Checklist Page 5 Form F Letter to Review Grant and Approval to Submit Page 6 Form G - Notification of Scope of Work Changes or Budget Amendment Changes Page 7 Optional Budget Codes Page 8 Grant Writing Workshops List Page 9

6 This document was developed to assist individuals interested in writing grants to have a better understanding of the process from beginning to end. The document is not intended to cover every single aspect of grant writing because every grant is different and has different requirements. However, the information in this document may facilitate the grant research and grant writing processes. Applying for a grant is not a complicated process, but it does require that you provide specific information in specific formats, which allows the Department of Education or any other agency to consider your grant application fairly and completely. Different competitions have different application procedures. Each competition s application package tells the individual what to do. The writer will generally be required to complete and submit to the Department or any other agency by a specified date, an application that includes certain standard forms, a narrative description of the project, and a budget or cost estimate for the proposed project s activities. Every grant application package contains all of the information and forms that writers will need to complete to apply for a grant from the Department of Education or from other agencies. Application packages from the Department of Education typically include the application notice published in the Federal Register, applicable program regulations and legislation, and application instructions and forms. Specific rules that apply to the Department s programs are contained in the appropriate statutes, notices, application information, and guidance issued by the Department of Education for each program. Make sure you familiarize yourself with them before you start writing. When applying for grants through other agencies, the writer must clearly understand the notices, application information, and guidance from a particular agency. The reader should not rely on the agency as the sole source of information. An important aspect of writing and s ubmitting grants is to review the proposal and aw ard policies and procedures guide. They are all different! You must pay special attention to the sections of the proposal required in the grant, such as type of award, total funding amount, budget period, program performance period, target population, eligible applicants, application due dat e, contact persons, assurances, funding method, project design, project performance and accountability, and the format requirements. The writer must read carefully all grant specifications related to format requirements. Remember, you may have written the best grant but it may be disqualified for NOT following the format guidelines. Nowadays, most grant application packages are available online whether from the Florida Department of Education, the National Department of Education or from other agencies. There are still a few grants that may require the writer to request a hard copy of a grant application. More information on grant writing will be available through this manual. i

7 We hope you may find the Manual informative. This is a work in progress. We encourage the readers to make suggestions to improve it in order to fully meet the writer s needs. Sincerely, Marien Ruiz, MPA Director of Grants Development, Federal, State and Competitive Grants i

8 DISTRICT PROCEDURES TO FOLLOW FOR GRANT WRITING 1. How to Apply Form A Steps to Follow to Apply for Grants Page 1 2. Complete Form B Road Map to Writing a Grant First Steps, Page 2 3. Complete Form C - Page 3 (Submit to your Supervisor for signature of approval and date). After it is signed by supervisor, scan it with supervisor s signature. 4. Complete Form D Measurable Goals, Deliverables, Activities, Completion Date, and Budget, Page 4 5. Submit ALL (3) Forms B, C and D to Competitive Grants Department after completion. 6. The Competitive Grants Department, upon receiving all three documents will submit to Associate Superintendent to share at Cabinet the following week. (For information to Superintendent and approval to submit). 7. The Competitive Grants department will submit a HEADS UP/FYI copy of the grant abstract to Wendy Seitzinger, Accounting Supervisor. 8. After the grant is written use Form E, Page 5 Grant Proposal Review Checklist to review the proposal before sending and submitting the grant to the Competitive Grants Department for final review and comments. 9. The Competitive Grants Department will submit the final comments using the Form E, Page 5 Grant Proposal Review Checklist for: a) recommended changes or b) final submission of the grant. 10. When applicant receives the Checklist indicating that changes need to be made, please do so before re-submitting to Competitive Grants Department. If the applicant receives (Form F, Page 6 - Letter of Approval to Submit Grant), the grant originator will submit an electronic final copy of the RFA and the ii

9 budget to the Competitive Grants Department with a HARD copy (original). The grant original will be forwarded to legal for review and signature. Legal will forward the grant to the Superintendent s office for her signature. Once the Competitive Grants Department received the signed copy from the Superintendent s office, it will be added to the district Grants Log and shared with the Accounting department for their records. 11. The Competitive Grants Department will be responsible for mailing the grant to the appropriate agency. Make sure that you include the correct mailing address to the office. 12. Upon receiving Grant s Award, the district Competitive Grants Department secretary will route the Award to the originator of the grant abstract or if different, the person responsible. In case that the originator receives a copy of the Award independently, make sure to submit a copy of the Grants Award to the Competitive Grants Department. 13. The Competitive Grants Department will provide a copy of the grant award to Wendy Seitzinger, Accounting Supervisor. 14. The Competitive Grants Department staff will upload the grant total budget amount in TERMS and will notify the originator of the grant funding availability. 15. The person responsible will monitor individual grant s progress and is responsible of notifying Competitive Grants Department of any changes in the grant budget or the grant s scope of work using the appropriate Form G, Page 7. A copy of the state form to document the scope of work and/or budget amendment submitted to the state approved form or other agency form will be attached to this Form F and will be sent to the Competitive Grants Department for record keeping. 16. Upon beginning using grant funds, if there is a need t o deviate from the original grant plans, use Form G, Page 7 - Notifications of Scope of Work or Budget Amendment Changes every time that you need to make a change in the Scope of Work and/or a Budget and submit to Competitive Grants Office. ii

10 17. If the grant s life extends more than one year, the grant originator will submit to the Competitive Grants Department the Award Notification and budget received on a yearly basis. 18. Once the grant comes to an ending period, copies of the grant evaluation (Executive Summary and Final Evaluation Report) will be submitted to the Competitive Grants Department for record keeping. 19. All records including Scope of Work and Budget related to the grant must be kept in a secure place for audit purposes for a maximum period of FIVE academic years from the ending grant award period forward. EXAMPLE: Race to the Top Grant Beginning Date: July 1, 2010 Ending Date: June 30, 2014 Save Documents: From June June 2019 NOTE: The Competitive Grants Office will maintain electronic files of the grants submitted. It is the originator s responsibility to maintain their files for compliance and audit purposes up to a maximum of five years after the grant has come to an end. ii

11 Grant Writing Cycle in a Nutshell Phase VI Performance Analysis & Evaluation Reports Phase I Research Grants Phase V Approval - Award and Implementation and Monitoring Phase II Planning, Timeline & Budget Phase IV Grant Writing and Submission Phase III Process - Grant Application and Funding Sources Phase I Research 1. Research available grants 2. Make a list of possible grants, dollar amounts and submission timelines 3. Present Ideas to Department and to School Administrator s 4. Determine if the application process continues 5. People interested in applying must read the Request For Application (RFA) first 6. Apply to the district office Phase II Timeline 1. Establish timeline for grant submission (based on RFA deadline) 2. Prioritize (Areas of Need) 3. Determine the best approach to set up the writing team Phase III Grant Application Process 1. Application Process 2. Screening Process 3. Refer to Writing Team 4. Writing Team meets with Principal(s) 5. Brainstorm Ideas for Grants iii

12 Phase IV Grant Writing 1. Grant Writer and Team write the grant 2. Submit Grant to Budget Developer 3. Match Grant Narrative with Budget 4. Submit Final Draft to Competitive Grants Department (after reviewing with checklist) 5. Develop a Monitoring Plan 6. Develop an Evaluation Chart 7. Get all appropriate signatures (Memorandum of Understanding, Agreements, Letters of Support) 8. Make Number of copies necessary (Per RFA) 9. Submit the grant copies to the grant office and keep a copy for your files Phase V Approval/Award 1. Grant Award Send Business Office and Department Head or School Principal 2. District Receives Funding 3. Uploads Budget in TERMS (Business) 4. Grant Evaluator meets with appropriate staff to review Evaluation Plan 5. Establishes Grant Monitoring Components (Grant Evaluator or the Grant Writer) 6. Develop a Process for Collecting Data (Grant Evaluator or the Grant Writer) a. Yearly evaluation (Formative) and b. Final evaluation (Summative) Phase VI Implementation and Evaluation and Dissemination of Results 1. Grant Evaluator meets with appropriate staff for implementation process 2. Grant Evaluator collects data and analyses 3. Grant Evaluator Prepares a. Executive Summary b. Final Evaluation c. Submits to the Translation Department for Translating (District Grants) d. Review and Revise Final Documents e. Submit to Webmaster to Upload on the District Webpage

13 GRANT WRITING INFORMATION What is a grant? A grant is a written expression of your creative ideas that includes a need, a purpose, an action plan, an outcome and a budget. How successful can I be in writing a grant? With perseverance and time you can be close to 100 % assured that you will receive an award. The key is to never give up! Questions that You May Ask! When should I write a grant? Grants should be planned and prepared at least six months to one year* before the desired start date of your project. What do I need to know in order to write a grant? Follow the steps from Form A. Does the CCPS Grants Department assist in grant writing? Yes, the office will provide you with lists of funding sources; support with planning, deliverables, completion date, timelines and development of grant projects, and writing the grant. What can we write grants for? Grants can be written to fund almost any worthwhile project. It is best to check with the grant s office to be sure if your project fits in a grant project. Are there any administrative requirements for grants? School Grant Submissions: Yes, the school Principal must know about the grant writing and be in agreement. He/she must send an to the Competitive Grants Office indicating the Title of the grant application, budget amount and submission deadline. District Office Grant Submission: Yes, the department s Executive Director must know about the grant writing and be in agreement. He/she must send an to the Competitive Grants Office indicating the Title of the grant application, budget amount and submission deadline. * These apply to all grants. iv

14 RULES OF WRITING Courtesy of Grants for Women grants.classesusa.com There are three cardinal rules to grant writing: 1. Provide all that is asked for, exactly as it is asked for. 2. Make the grant narrative as straight-forward as possible, then clarify and simplify it. 3. Submit the grant by the deadline. There is no guarantee that a non-profit following these three rules will receive grant funding, but the odds of getting money without heeding the rules is abysmally low. Do what is asked of you. 1. The most basic implication of the rule is overlooked all too often: write a grant in the area of interest to the grantor. Applicants just waste everyone s time when they submit, say, an art grant to an educational organization. 2. Doing as asked also means addressing every issue requested in the grant guidelines, providing the right number of copies of the grant proposals, and adhering to deadlines. After all, if the person applying for a grant cannot follow directions, why should a potential grantor trust that person, and his or her organization, with money? 3. Sometimes the minute that grant applications call for can be frustrating. But often, the legwork required to fill out a grant not only makes for better grant writing, but also for a stronger program. For instance, a grant writer must often include how a program will be evaluated or what the plans are for sustaining it after the grant monies are gone. Not only will providing this information, if requested, help the grant, knowing the answers will also increase the effectiveness of the program.

15 Write simply and clearly. 4. A grant writer must make a clear and compelling case for the proposed project. This is achieved by clearly outlining: a. What the grant monies will be used for b. How (which may include when and by whom, if requested in the grant guidelines) A grant writer should seem knowledgeable and experienced without drowning the grant reader with minutae or repetitive information. If the grant narrative confuses or bores someone familiar with the project, imagine what a stranger will think. Before submitting a grant application, have one or two people unfamiliar with your program read through the proposal. Everyone who reads the grant narrative needs to understand what the proposal is about and why. Submit the grant. The third rule may seem like the most obvious one, but in reality, it is often overlooked. This is a shame, because it is the most important grant writing rule. Yes, on occasion people and organizations have a pile of money fall on their lap, but that is only because they have track records that speak for themselves. Everyone else should write grant applications not only because they won t get money otherwise, but because very often they will get funded for their efforts. Countless people talk themselves out of writing grants because they haven t done it before, it seems too hard, it takes too long, and the payoff is uncertain. The reality, though, is that while there are a few granting organizations out there that are overwhelmed by the number of applications they receive, many lesser known grantors will often at least partially fund any worthwhile project they see. In other words, sometimes just following the three cardinal rules will ensure that a non-profit gets some grant funding.

16 SOME GRAMMAR RULES TO KEEP IN MIND WHEN WRITING A GRANT 1. Right clear and concise. 2. Make sure that your writing has unity and coherence. The ending sentence of a paragraph should present the topic to be discussed in the next paragraph. 3. Keep in mind that to join two independent clauses, you use a comma followed by a conjunction, a semicolon alone, or a semicolon followed by a sentence modifier. 4. Use commas to bracket nonrestrictive phrases, which are not key factors to the sentence's meaning. 5. Do not use commas to bracket phrases that are essential to a sentence's meaning. 6. When beginning a sentence with an introductory phrase or an introductory (dependent) clause, include a comma. 7. Keep in mind that to indicate possession, you need to end a singular noun with an apostrophe followed by an "s". Otherwise, the noun's form seems plural. 8. Be careful with punctuation marks. Use proper punctuation to integrate a quotation into a sentence. If the introductory material is an independent clause, add the quotation after a colon. If the introductory material ends in "thinks," "saying," or some other verb indicating expression, use a comma. 9. Make the subject and verb agree with each other, not with a word that comes between them. 10. Make sure that a pronoun, a participial phrase, or an appositive refers clearly to the proper subject. 11. Use parallel construction to make a strong point and create a smooth flow. 12. Use the active voice unless you specifically need to use the passive. 13. Omit unnecessary words or jargon. 14. Check capitalization and punctuation marks. 15. Check spelling. The spell check may not always be correct. 16. Use gender neutral language. 17. Follow APA Style or MLA Style. Verify what is requested. 18. Cite the resources utilized. Give credit to the author s. Be careful with plagiarism!

17 19. Be careful with the use of the parts of speech (nouns, verbs, adjectives, pronouns, adverbs, prepositions, conjunctions, and articles). 20. Paraphrasing It is a form of theft! When you paraphrase you are restating an idea from someone else and making it yours by using your own words. You use different words but maintain the same meaning. When you paraphrase you must use ADAPTED FROM THE FOLLOWING SOURCE). TIPS FOR WRITING EFFECTIVE GRANT PROPOSALS To make your grant writing stand out from other proposals and get your grant funded, you have to know how to write grant applications effectively. Do some research for your specific grant proposal and incorporate the following guidelines to write grants: o Use a storytelling approach (with supporting statistics) in such a compelling way that the reader cannot put down your application until she makes a positive funding decision. Make them feel the need. o Incorporate a case study of a real student your school has served. confidentiality reasons. Show a real need of a real student(s). Do not disclose the name for o Take advantage of online dictionaries and thesauruses to expand your command of new words and capture the grant decision maker's attention. o Write to government funding agencies and request (under the Freedom of Information Act) copies of funded grant applications. Use these documents as examples of how to write an award-winning grant application. o Research proven best practices for your proposed solutions and incorporate language from the experts. o When you find best practices, look for the evaluation results of previously implemented programs similar to yours. Know what works and what doesn't work before you write your proposed solution.

18 o Eliminate multiple drafts from your writing habits because the most creative and "wow" words are often the first words you type. o Look for a proofreader or editor (a teacher, school administrator, a college student, others) to read your writing and clean it up. o Write in short, hard-hitting sentences. Long-winded sentences almost always lose the reader. WRITING THE GRANT PROPOSAL Grant proposals are a part of any investment to obtain funds for a special project. Your grant proposals should be part of your overall fundraising plan. Grants may come from a variety of sources (a foundation or a government entity), but most grants require the same information. The most common sections of grant proposals, and the information you should include appear below. 1. Cover Letter Although the cover letter is written last, take your time writing it; it should give a good impression. It is the face of your grant proposal and will determine how well the rest of the proposal is received. A bad impression from a cover letter will be difficult to make up later.

19 You will want to address your letter to a specific person, briefly state what your proposal asks for, and summarize the essence of your program. Avoid repetition at all cost. 2. Executive Summary The summary follows your cover letter. It helps the grantor to understand at a glance what you are seeking. The summary can be as short as a five sentence paragraph, but it should be no longer than one page. The goal is to completely address the main points of your proposal while being brief. You want the reader to be interested in what the proposal has to offer. It should have a hook to entice the reader to keep reading. The summary should be well-written to impress the reader. Make sure that you explain what your organization does and its mission, and be specific enough to include details of the proposed program. Keep the reader interested at all times. 3. Need Statement This is the body of your grant proposal. You must convince the reader that what you propose to do is important and that your organization has the experience, the personnel and the tools necessary to carry on such project. Always think that the reader of your proposal does not know much about your subject. Explain why the subject is important, and quote research conducted to learn about possible solutions to the problem encountered. The need statement must include both stories and data, and be matched to the interests of the organization offering funding. The goal is to convince the reader(s) or person(s) allocating the funds that this project resolves an important societal, school problem, and that they should be completely interested in supporting it. 4. Goals and Objectives The goals and objectives give you the opportunity to explain how you are planning to resolve the problem and expected outcomes. The writer must indicate what he/she will accomplish with the project describing the outcomes and deliverables. Remember that the goals are the general broad outcomes and the objectives are very specific steps taken to reach the goals. 5. Methods, Strategies or Program Design (Logic Model) This section is the roadmap where you specify the details to the reader(s) how you will achieve the project goals and objectives. You also want to provide information about the expected products or deliverables for each of the objectives and when to collect them. The objectives must be measurable. Use the SMART Goals and Objectives rule.

20 Goals and Objectives should be: Specific target a specific area for improvement. Measurable quantify or at least suggest an indicator of progress. Assignable specify who will do it. Realistic state what results can realistically be achieved, given available resources (still posing a challenge). Time-related specify when the result(s) can be achieved. Make this section very detailed and logical. Include a timeline and specify who will do what and when. Many grants may require the writer to provide a logic model in this section. Check if it is a requirement in yours. 6. Evaluation Section The evaluation requires the writer to explain how he/she will assess program's goals and objectives. The entity providing the funds want to know that their dollars will actually do some good. Some grants require the hiring of an outside consultant as the grant evaluator and an evaluation plan. Therefore, it is important that the writer decides the best possible way to evaluate the impact of the established goals and objectives of the grant proposal. Make sure to include how you are planning to collect the data, the record keeping style/process, the frequency, and how you will use that data. When working on the budget, keep in mind that if the data collection requires a grant evaluator, make sure to include that cost in the budget. Many organizations hire an outside evaluator to ensure an objective assessment; others stipulate the evaluator in the grant requirements. 7. Other Funding or Sustainability The writer needs to explain if the proposed project has available funds from other sources. Those need to be included in the grant budget. In some instances, entities providing the funds do not wish to be the sole source of support for a particular proposal. Mention in-kind contributions expected, such as personnel time, meeting space or equipment, etc. If this is a new initiative, how do you plan to fund the project, if successful, once the funding allocated is used? Will it be sustainable and replicable?

21 HOW TO WRITE A COVER LETTER By Beverly A. Browning from Grant Writing, 5th Edition - 1 of 9 in Series: The Essentials of Constructing Your Grant Application Thanks to the electronic grant submission process, nowadays most people use cover letters only for foundation and corporate funders who require one. (Government funders rarely, if ever, ask for a cover letter anymore.) If you have to supply a cover letter, make sure it s brief and to the point. When a funder opens your request for assistance, the cover letter should provide the first inkling of how well you understand the person you addressed the letter to the funder. Also, avoid merely regurgitating the information in your grant request. Write the cover letter last, after you have completed the entire funding request and are in a reflective mood. As you consider your great achievement (the finished funding request), let the creative, right side of your brain kick in and connect your feelings of accomplishment to the person who will help make your plans come true. Follow these tips when you write your own cover letters: Use the same date that you ll send the complete grant application to the funding source. You want to create documents that are consistent, so the dates on cover letters and accompanying cover forms should be the same. Open with the contact person s name and title, followed by the funding source name, address, city, state, and zip code. Remember to double-check the contact information with a telephone call or to the funder. You can also search via the Internet for the correct information.

22 Greet the contact person with Dear plus the personal title (as in Mr., Ms., Mrs., or Messrs.), followed by the last name. This greeting is your first point of introduction to a potential funder, so you need to use a personal title. Call to make sure the personal title you re using is correct. Keep the first paragraph short and focused. Start by introducing your organization (legal name). Introduce yourself and give your job title. Finally, get to the point. Tell the funder how much you re requesting and why your organization needs it. Write a couple of sentences about what your organization does. Validate your existence by adding at least one sentence that includes research-based evidence that there s a need for your organization. Write a second paragraph that s brief and to the point. Include no more than three sentences stating your organization s corporate structure status and the date it was founded. Then tell the funder your organization s purpose and how it aligns with the funder s mission or funding priority. Wrap up your cover letter with a summarizing paragraph. Share a closing thought or reflection about what this funding partnership can mean for the future of your project s target audience. Use a creative closing, such as Awaiting your response, With great hope, or something else that fits your project s theme/topic area. Sounding both thankful and optimistic as you close your request for funds is important. Sign your first name only; doing so invites an informal, long-term relationship. Below your signature, type your first name, middle initial, last name, and job title. At the bottom of the letter, include the note ATTACHMENTS. This note indicates that a grant proposal is included in the same packet. The capital letters signal that the grant proposal is important.

23 FORM A - HOW TO APPLY FOR GRANTS STEP 10 Submit grant to Competitive Grants Office for Final Review STEP 1 Explore the Steps to Follow to Apply for Grants STEP 2 Research for Grant Opportunities - Download the Request for Application (RFA) STEP 9 DIVIDE AND CONQUER 1. Divide the grant sections within the committee members. 2. Write, dialogue, review budget and narrative and make adjustments (Follow guidelines) 3. Use Form E- Checklist to review all areas after the grant is written STEP 8 Fill out Form - E Grant Proposal Review Checklist Strategic Plan KPIs STEP 3 Set up a Committee ( Establish meeting dates) STEP 4 Brainstorm, Plan, and Develop a Timeline of Events STEP 7 Complete Form D- Goals, Deliverables, Activities and Budget (per year) STEP 6 Complete Competitive Grant Form STEP 5 Use RoadMap Steps for Writing a Grant FORM - A Page1

24 FORM B - ROAD MAP TO WRITING A GRANT First Steps to Brainstorming 1. ADDRESSING THE PROBLEM OR NEED In applying for this grant, what problem or need are you trying to address? 2. The PROBLEM OR NEED AND DATA TO SUPPORT IT Describe the problem or need that you are trying to resolve. Use data to back up the problem or need. 1. DEVELOP SMART GOALS What SMART Goals do you have in mind to resolve the problem or need? Write Specific, Measurable, Attainable, Realistic and Timely goals. Make sure that your promised improvements in the situation you described are in the problem or need!

25 FORM-B Page 2 4. DELIVERABLES FOR EACH GOAL For each SMART Goal that you proposed in Step # 3, you must have at least two deliverables/outcomes. Deliverables detail changes attributable to your program. In other words, what is the end product? SMART GOAL #1: Deliverable # 1: Deliverable #2: SMART GOAL # 2: Deliverable # 1: Deliverable #2: ***ADD SMART Goals and Deliverables as you need. 5. METHODS TO RESOLVE THE PROBLEM OR NEED What solutions do you have to resolve the problem or need? Describe those. Supervisor s Signature Date

26 FORM C COMPETITIVE GRANT FORM TO: Corinne Palmer, Executive Secretary Federal, State and Competitive Grants palmec@collierschools.com or PONY TO: Corinne Box 122. DATE: CONTACT NAME: PHONE # SCHOOL/DEPARTMENT: DATE REVIEW/FEEDBACK NEEDED BY: The following information is required before the grant can be reviewed: I have reviewed and approve of the grant submission: School Principal (Printed Name) Date School Principal (Signature) I have reviewed the competitive grant manual on the CCPS website and agree to abide by School Board Policy and outlined Administrative Procedures. Grant Award Contact Person (Printed Name) Date Grant Award Contact Person (Signature) Please attach the following: Request for Application or Formal Announcement of Funds Grant Abstract/Narrative Grant Budget, Deliverables & Activities

27 FORM D - Measurable Goals, Deliverables, Activities, Completion Date and Associated Cost **Prepare one page for each year of the grant Proj # GOAL (S) Deliverables Activities to Accomplish Deliverables Completion Date END Product ( if any ) TOTAL Associated Cost FORM D - Page 4

28 FORM E - COMPETITIVE GRANTS PROPOSAL REVIEW CHECKLIST A. Non-profit B. Competitive C. Entitlement D. Districtwide OR School(s) REVIEWED BY: Executive Director Associate Superintendent C & I Approval Committee Member Areas to Review 5 Excellent 4 Good 3 Average 2 Review Comments 1 Goals Not addressed 1. Demonstration of a Real Need or Problem: Proposal documents or demonstrates a real need or problem (it uses convincing data, case studies, interviews, focus group results, media attention, etc.). 2. Goals, Standards, Budget: The project has clear goal(s), and specific standards. Standards are aligned with the goal. The budget is aligned with the goals and standards. 3. Timeliness, urgency: The proposal shows that the investment in this work is urgent, timely, pressing, hot ; recent data, events, press attention, etc., help to bring this home, without overstating. 4. Clear, tangible outcomes: Objectives and outcomes for the project are clear and measurable or tangible (For example, the project will result in improved client status, greater public awareness, new products, new or improved systems, replicable models, provision of services, research findings, etc.). 5. Sound methodologies: The proposed methods, approaches, and strategies are realistic, reasonable, effective, outcome-oriented - drawing on best practice and the latest thinking and research. 6. Organizational credibility: The organization has credibility for this kind of work (strength, name recognition, a history or track record of achievements, related mission and goals, unique position, letters of support). 7. Staffing: The human resource allocation to this project is appropriate (internal staff expertise, use of external consultants, advisory committee). CHECKLIST Page 5

29 8. Participation: Stakeholders, partners, clients, beneficiaries, and funder representatives will Areas to Review 5 Excellent 4 Good 3 Average 2 Review Comments 1 Goals Not addressed participate in the planning, implementation, and evaluation of the project. 9. Collaboration: The proposal includes new partnerships and a collaborative approach. 10. Innovation/Creativity/Uniqueness: The concept is innovative and not redundant with other projects. 11. Multicultural/Intergenerational: There is clear recognition of the value of diversity and use of a multicultural and/or intergenerational approach. 12. Evaluation Plan: There is a solid evaluation plan with clear timeline of events and persons assigned to complete different timelines. 13. Dissemination Plan: The results of the project will be effectively disseminated (e.g., in peer review journals, through press events, mailings, list-servs, web sites, etc.). 14. Replicability: The proposed model is replicable. 15. Sustainability: The project is sustainable; it will be institutionalized; alternative sources of funding will be pursued. 16. In-kind Contributions: There are in-kind contributions or matches (funding, staffing, equipment, office space, etc.). 17. Technology: There is innovative use of emerging technologies. (Nooks, I-pads, others) 18. Overall Value: The overall value of the project (the relationship of benefits to costs) is high. The overhead or indirect cost rate is reasonable and competitive. The indirect cost is according to grant RFP requirements. 19. Proposal Clarity, Organization, and Completeness: The content of the proposal is well organized, there is a logical progression of ideas; the writing style is economical (not verbose or convoluted); the funder guidelines for organization and contents of the proposal are followed. 20. Visual Presentation: The visual presentation is effective; it includes helpful graphics/charts/tables, exhibits, marketing materials, etc. (pursuant to funder preferences); the proposal is neat and orderly. TOTAL SCORE: /100 CHECKLIST Page 5

30 COMMENTS:. Revisions NEEDED (Please re-submit after revisions are made.): Please revise the area(s) marked with a checkmark ( ) below: CHECKLIST Page 5

31 FORM G Notification of Budget Amendment or Scope of Work Amendment Form PROJECT TITLE: SUBMITTING SCHOOL/DEPT: POINT OF CONTACT: CONTACT PHONE NUMBER: BUDGET RESPONSIBILITY: STAFF RESPONSIBILITY: FUNDS REQUESTED: FUNDS AWARDED: PROJECT TITLE: PROJECT CHANGES Brief explanation of scope of work changes. SCOPE OF WORK CHANGES (Explain): Date of Submission to the state of the Scope of Work Amendment to the State or agency BUDGET CHANGES (Explain): Accompany a copy of the scope of work amendment submitted to the state with this form. Brief explanation of budget changes. Date of Submission to the State of the Budget Amendment to the State or agency Accompany a copy of the budget amendment submitted to the state with this form. Date Submitted Electronically: / / Initials of person who submitted:

32 GRANT WRITING WORKSHOPS A. Basic Overview of Grant Writing 1) Types of Grants 2) How to Search for Grants 3) Procedures to Request Permission for Grant Submission 4) RFAs and Understanding the Requirements 5) Grant Sections and Budget B. Advanced Grant Writing 1) Statement of Introduction 2) File of Statements, Letter of Support, Newspaper clips, etc. (Credibility File) (Procedures Checklist) 3) Problem Statement and Needs Assessment (Procedures Checklist) 4) Method/Process Change (Procedures Checklist) (Who will do what? When will it be done? How much? How will it be measured?) 5) Develop a Timeline and Budget Analysis (Procedures Checklist) C. Grant Budgets 1) Functions, Object Codes 2) Amendments 3) Journal Entries 4) Quarterly reports (Budget Analysis) 5) Salaries and Benefits D. Grant Evaluation and Grant Renewal 1) Evaluation: Two purposes (To determine effectiveness or to be used as a tool to make changes and adjustments in your program) 2) How to do your evaluation (a. Do what the grant makers tell you; b. hire and outside evaluator and include expenses in the grant; or c.) Do it yourself. 3) Build an evaluation plan with quarterly timelines (Use Gantt Chart Software) 4) Grant Renewal E. What to Do to Get Organized Once You Receive the Grant Award 1) Open a Binder (Documentation) 2) Create a Share Drive - Project Folders by Quarters and Persons Responsible 3) Steps to Follow 4) Develop the Forms, Software or Data Warehouse Templates to Collect Data 5) Review Grant Evaluation Chart 6) Develop Surveys, sign in sheets, and other artifacts to collect data 7) Create meeting schedules on Outlook, prepare agendas, send invites to meetings for the entire year, take minutes

33 F. How to Follow Up on Grant Projects 1) Prepare a Shared-drive to include all stakeholders entering data 2) by grant years 3) by projects 4) Develop Procedures for Entering Information on the Shared-Drive 5) Schedule Meetings for the Year 6) Schedule Reminders to Staff On Outlook 7) Checks and Balances 8) Establish a Project Tracking System 9) Collecting Data for Evaluation 10) Formative and Summative Assessments 11) Executive Summary and Final Evaluation Report 12) Delivery of Information to the Public 13) Saving Documents for Five Years