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Stem Grant Writing Grant Writing Toolkit Dr. Nancy Updegraff.

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Presentation on theme: "Stem Grant Writing Grant Writing Toolkit Dr. Nancy Updegraff."— Presentation transcript:

1 Stem Grant Writing Grant Writing Toolkit Dr. Nancy Updegraff

2 Welcome Types of grants Grant writing fundamentals Sources of grants

3 What is a Grant? A grant is an award of money that allows you to fulfill a project or plan.

4 What Are the Types of Grants Entitlement Competitive- federal, state Foundation

5 Grants.gov One of the best tools for working with federal grants is Grants.gov. Another tool that has a list of all grants is CDFA- Catalog of Domestic Assistance  Lists all past and current Federal Grants

6 Grants.gov Find federal opportunities Get registered Review previous successful abstracts Review previous successful grants

7 Grants.gov Track your application Applicant Resources  Guides  Frequently asked questions  Links to download government software  Help submitting an egrant

8 Grants.gov Help  Links to documents and downloads Contact Us  How and who to call or email Grant E-Mail Alerts

9 Getting Registered on Grants.gov In order to apply for a grant on Grants.gov you must be registered. You must be registered and have a number to submit the grant

10 Other Registrations 1 4 9 Numbers 11 22 45 89

11 Types of Federal Competitive Grants Other federal opportunities grantsalert.com Grantwrangler. com

12 What are the Types of Grants ? Foundations Many corporations or individuals form foundations to give money for selected causes to specific groups of people.

13 Foundations Check the source of funds for the foundation. Certain types of businesses may not be a good fit for your community.

14 Foundations Make sure the community is part of the foundation grant. Make sure you state how the activities of the grant will be publicized. Foundations want recognition for their good works.

15 Getting Started Grants begin with ideas!

16 Getting Started Take the posted notes next to you and put one idea on each one for a program or project you would like to fund with a grant.

17 Ideas Take posted notes and place on chart paper. Try to group your ideas with others.

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19 Ideas Having looked at all the ideas, think of ways you could accomplish these ideas. What products will you need to accomplish these ideas? What type of professional development is required?

20 Getting Started Brainstorm – get ideas down first. Make a list of all the reasons why you need the grant. Make another list of all the things you hope to accomplish. Make a third list of all the activities or ways you can accomplish your goals.

21 Getting Started Look over your lists and color code Mark in green all that seem possible. Mark in blue all that may be used. Mark in red all those that probably won’t be used. Keep a “grants” folder and put in all unused ideas for future use.

22 Getting Ideas Talk to the person next to you for one minute about places you could look for new ideas about programs or teaching techniques.

23 Getting Started Make an idea file Clip articles or download from Phi Delta Kappa, ASCD, Education Week, The Reading Teacher, other education journals. Clip articles from newspapers and/or scan the web Look at conference programs/attend free webinars

24 Getting Started Read all of the grant and pre application packet if one exists. Highlight all important parts of the grant and tab.  Highlight all money parts in green, signatures in blue  Highlight all non-negotiable red, program parts in yellow

25 Getting Started Gather data  Know where demographic data is kept  Find test scores and analyze data  Determine if surveys will be needed to supplement data  Put data in a file for easy access

26 Getting Started If the grant mentions research, read the research, and note terms or language. Note if signatures, letters, sign offs are needed before the application is filed.

27 Getting Started Proof

28 Getting Started People

29 Getting Started Timelines

30 Getting Started Committees

31 Getting Started Rubrics

32 Getting Started Abstract

33 Getting Started Outline

34 Getting Started Correlations

35 Parts of the Grant Letter of Intent Letter of Inquiry Need Goals/Objectives/Outcomes Program/Project/Plan

36 Parts of the Grant Project Activities/Methodology Evaluation Abstract Cover Letter Title

37 Parts of the Grant Budget Credentials/Job Descriptions Appendix RFP

38 The Letter of Intent Many grants require a “letter of intent” before the district submits the grant. The letter of intent lets the agency know how many districts are planning to submit the grant. The letter of intent states that the district intends to apply for the grant.

39 The Letter of Inquiry Many foundations request a letter of inquiry that helps determine if they are interested in your project before accepting the full proposal. Letters of inquiry should be brief.

40 Grants Begin With Need The need section tells your story. The need section tells why you are seeking the grant. The need section proves why you qualify for the grant. Be “needy” but not dramatic. Be specific to your district or school.

41 Grants Begin With Need Some grants target specific needs such as poverty, second language, geographic area, age of population to be served. Make sure your grant fits the needs and includes all necessary data.

42 Grants Begin with Need Use charts, tables and graphs whenever possible.

43 Grants Begin With Need If you have no hard data, maybe that is the problem. Surveys, observations, letters can be a part of the need statement. Part of the need could be the lack of a data collection and tracking system.

44 Grants Begin With Need In the words of Abraham Lincoln…

45 Grants Begin With Need Need statements are usually about 1/5 of the total points of the grant. A general description of the district may precede the hard data so the reviewer can have a mental picture of the area.

46 Needs Assessment Contents States the problem: Data—children and teachers Explains educational problem Offers backup: current research, quotes, statistics, studies Validity and reliability

47 The Needs Section Qualities Starts with general information and becomes specific Provides background States what has and hasn’t been done to solve problem Uses charts, tables, or graphs for clarity

48 Goals/Objectives/Outcomes A goal is a broad statement. It contains long term intentions. Objectives are lists of specific outcomes. Objectives are outcomes that may be expected from the project. Objectives are concrete, realistic, measurable, obtainable and time bound.

49 Objectives  Students will…  Teachers will..  Teacher’s manuals and curriculum guides are often good sources of objectives

50 Outcome Statements These are also known as expectation statements. At the end of ________weeks students will? By using _________teachers will?

51 Program Description The Program Description must be clear and well organized. The Program Description answers: “who, what, where, when, why, how?”

52 Project/Plan/Program The project/plan is the heart of the grant.

53 STEM STEM – make sure you cover Science, Technology, Engineering ( career education) Math How can you integrate the elements What is the project? What is the plan?

54 Project/Plan/Program How will goals be accomplished? What will students be doing? What will teachers be doing? What will community or parents be doing?

55 Project/Plan Timeline—month by month guide to how the project will be accomplished.  Month1 conduct needs assessments  Month 1 order materials  Month 1 train new staff  Month 2 begin professional development  Month 3 begin classroom observations

56 Evaluation The evaluation examines the effectiveness of the project. The evaluation examines how well the project meets the need established in the grant. The evaluation proves the project works.

57 Future Funding/Sustainability How program will be continued after grant? How will you search for additional funds? How could other non- grant schools be included? What are other ways of raising money. Creativity (how could you fund the program at a later date?) Awareness that “funder” may lead to other sources

58 Cover Letter Include a cover letter if one is required. Place a cover on the grant which gives the title and the name of the district. Don’t decorate the cover. Include responsible people on the cover if needed.

59 The Title The title should reflect the project intent Be succinct and not wordy. Be careful what you spell- C.R.E.E.P. (Cleveland Reading Effectiveness Evaluation Project)

60 Budget Who, What, Where, When, How, Why

61 Budget Make a best guess for each area to be funded. No miscellaneous or vague categories. “Other” is not a budget category. In-kind contributions (rooms at school, parent help, school secretary help, donated time). Staff development provided at no charge from a publisher should be listed as “in kind.”

62 Budget Who controls the money?

63 Budget Keep a running record of all budget funds.

64 Budget Check all budget figures!

65 Budget Conferences

66 Budget Deadlines Receipts

67 Credentials and Job Descriptions Be prepared to document credentials. If new positions are created a job description will probably be required.

68 Appendix The appendix may be the place where all of the letters, or proofs are placed. The appendix may include all research documentation and a bibliography. The appendix may include additional documentation that would not fit in the body of the grant. The appendix may include all correlations.

69 Appendix Include relevant data and research Don’t use the appendix as a place to continue narratives that did not fit into the page limits of the grant. Only include in the appendix material required by the grant.

70 RFP An RFP – “request for proposal” is another form of a grant. Most RFP’s have specific sections just like a grant, but require shorter more concise answers. Sometimes an RFP is submitted first and used as a screening device before actual grant submission.

71 Grants—Final Checks Reread the entire grant before sending Check spelling, grammar Be aware of where the page numbers are to be placed. Put a name on each page of the grant Be on time! You will not be funded if you are late.

72 Grants- Final Checks Review the language of the grant. Don’t get carried away with adjectives or jargon. Avoid acronyms- especially sentences of them. Example: All ABC’s, should be aware of EFG’s when using HIJ, in conjunction with MNOP.

73 Grants—Final Checks If the grant states a dollar amount, be within the budget. Have someone check all figures for accuracy. Be prepared to negotiate your budget so ask for a little more than you actually need. Have some items you could leave out. Be neat—not cutesy. Save the decorations for bulletin boards.

74 Grants Final Checks Be prepared to win and/or be rejected. Acceptance may be demographic or political. Make sure you have used the language of the grant or language from current journals.

75 Grant Checks If a foundation gives you a grant with specific sections and grant seems to repeat the same question do not refer to a prior page—repeat your answer! Many grants are written in sections so check verb tenses. Use the active tense of verbs. Avoid “I, me, we, and our if at all possible.

76 Grant Checks Make sure all those who are mentioned in the grant are aware and agree to participate. Review each section and check against the rubric Make sure all necessary signatures are in place. Make sure all numbers, proofs and documents are included.

77 Grant Checks Get a confirmation

78 Grant Checks Read prior successful grants before submitting. Don’t copy other grants! Read reviews

79 Grants—Foundations If at first you don’t succeed, submit to someone else. Be web savvy. Be unique. Have a gimmick. Involve community and parents. 3 “Ps”—Publish, Promote, Pray!

80 After the Acceptance Celebrate Wisely

81 After Acceptance Keep a record of successes and failures. Be prepared to explain failures honestly. Keep accurate records, keep accurate records, keep accurate records, Write the final report and turn it in on time.

82 Sources www.grants.gov www.fdncenter.org Publisher’s websites State websites Other state’s websites

83 Sources Nonprofit Support Organizations (National) The Alliance for Nonprofit management www.Allianceonline.org www.Allianceonline.org Council for Excellence in Nonprofits www.cen.org/site/cenwww.cen.org/site/cen Council on Foundations www.conf.orgwww.conf.org Independent Sector www.indepsec.orgwww.indepsec.org National Council of Nonprofit Organizations www.ncna.org

84 Sources Society for Nonprofit Organizations www.snpo.org www.snpo.org The Foundation Center www.foundationcenter.org www.foundationcenter.org Fdncenter.org/funders/grantmakes/gws_corp/cor pl.html The University of Wisconsin Grants Information center, a coopering collection of the Foundation Center Library Networks: www.library.wis.edu/libraries/Memorial/grantshp.h tm

85 Sources The Craftsmanship Center: www.tgci.www.tgci Guide Star: www.guidestar.org data base of every nonprofit organization in the United Stateswww.guidestar.org Michigan State University Research Links www.lib.msu.edu/harris23/grants/2child. www.lib.msu.edu/harris23/grants/2child

86 Sources The Dana Foundation www.dana.org (the arts)www.dana.org Robin Hood Foundation www.robinhood.orgwww.robinhood.org The Joyce Foundation www. Joycefdn.org Gifts in Kind www.giftsinkind.org – provides a catalog of donated products of all kinds.www.giftsinkind.org Tech Soup www.techsoup.org- software donations from a variety of companieswww.techsoup.org-

87 Suggestions for Research Use parents Use the high school National Honor Society as a service project An Eagle Scout Service groups

88 Need Help Nancy Updegraff  Nancy.updegraff@hmhco.com


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