1. Take Nothing for Granted Funding your fondest dreams Ben Silliman NCSU Department of 4-H Youth Development

2. 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

3. Thanks Dr. Eddie Locklear, National 4-H Council Michael Haney, NC Dept. of Juvenile Justice and Delinquency Prevention

4. Understanding the Challenge: Is it a grant I want? A tongue-in-cheek Top 10 Questions list

5. 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?

6. 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?

7. Understanding the Challenge Matching 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.)

8. 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?

9. 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)

10. 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)

11. 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)

12. 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.

13. 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 Information All 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. General Grant Information Arts in Education AIE Initiatives AIE Rural Development AIE Artist Residencies

14. 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?

15. 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

16. So what now? Begin with the end in mind

17. 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?

18. 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?

19. 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

20. Mastering Grant Proposals Registry Pre-registration of personal/organizational data with funder Eligibility for grant funding Gain access to online forms or technical assistance

21. Registry Example: NC Arts Council http://ncarts.egrant.org/login.asp Login/Registration If 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).Contact Us(FAQ)

22. 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

23. 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

24. 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

25. Summary Example: NSF grant 4-H TEAMS demonstrates intellectual 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…

26. 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…

27. 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.

28. Mastering Grant Proposals Table of Contents: Key components Summary/Abstract Body of Proposal (specify subsections) Budget/Narrative Appendices (specify)

29. 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

30. 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)

31. 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

32. 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)

33. Creative Brainstorming How can you create a setting that enhances quality (or sets the stage for successful activities)?

34. Creative Brainstorming Using 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

35. Creative Brainstorming Finding 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

36. Creative Brainstorming Finding 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

37. Creative Brainstorming Generating 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

38. Creative Brainstorming Generating 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

39. Critical Youth Indicators (Child Trends, 2004) Educational Attainment and Cognitive Development School Success Critical and Creative Thinking Project Mastery Presentations Written Records

40. 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)

41. 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)

42. 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)

43. 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)

44. Creative Brainstorming Generating 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

45. Writing Objectives Polishing your prose Composing objectives: ABCD method Who is the Audience—individuals (children, youth, adults), families or other groups, neighborhoods, or whole communities?

46. Writing Objectives Polishing 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.

47. Writing Objectives Polishing 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?

48. Writing Objectives Polishing 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?

49. 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.

50. 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

51. Mastering Grant Proposals Timeline : Chart the sequence of events, describing Activities Relevant objectives and evaluation outcomes Responsible partner(s)

52. 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)

53. 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)

54. 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

55. 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

56. 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)

57. Budget Example: USDA/National 4-H Council BUDGET ORGANIZATION AND ADDRESS AWARD NO.: PROJECT DIRECTOR(S): DURATION (IN MONTHS): Funds Requested: A. Salaries and WagesCSREES-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) ______________________________

58. 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) _________________________________

59. Mastering Grant Proposals Appendices Detailed budget, narrative Letters of commitment from proposal partners Letters of support from target audience stakeholders (youth, families, community groups)

60. Mastering Grant Proposals Appendices Detailed timeline Detailed staffing plan, with 2-page resumes and descriptions of collaborating organizations Detailed samples of activities, evaluations

61. 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

62. 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

63. 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