1. 1 Steps in the Successful Funding Process Make a Plan Start with a good idea Collaborate Create a logic model and SMART outcomes Find a Match Types of funding Get it Done Follow the rules Manage the grant writing process Tips and techniques for writing a winning proposal 1 2 3

2. 2 To think about... Start where you are. Know what is included in the district strategic plan, improvement plan, Title I plan, or most recent needs assessment. What kinds of hard data are available? (think qualitative as well as quantitative ) What do they tell you about the needs of the children and teachers in the district? Define the educational problem in terms of current research and statistics. Focus on best practices.

3. 3 Grants begin with ideas What have you always wanted to see in your school or district? What are your greatest needs? How do you know? What does research say about best practices? Think & Write. Pair & Share.

4. Collaborate Why? With whom? When? How? 4

5. 5 What is a Logic Model? Is a visual representation of activities that are the core of your program—a picture of how your program works. It presents in a clear manner: what your program is about, what you plan to do and why—making your program easier to understand. It can provide the theory and underlying assumptions of a program.

6. 6 Why use a Logic Model? It can be used during the PLANNING or development of your program to identify the results your program intends to achieve. It can be used during the IMPLEMENTATION of your program to help guide the work. It can be used to guide the development of a set of PERFORMANCE MEASURES for your primary activities.

7. 7 And more reasons to use a Logic Model It shows that you expect to collect relevant, credible and useful performance data. It helps to show that your organization intends to learn from what you do and expects to make informed improvements. It strengthens the case for program investment.

8. 8 A Basic Logic Model Need In our district we have identified the following unmet need Inputs The inputs dedicated to or consumed by the program Activities The actions that the program takes to achieve desired outcomes Outputs The measurable products of a program’s activities Outcomes The benefits to clients, communities, systems, or organizations Intended Results (The WHY)Planned Work (The HOW) Program Goal: overall aim or intended impact

9. 9 The Logic Model: A Series of “If-Then” Statements Inputs Activities Conditions or problems that exist in the district.Your program sets out to address the need or problem. IF you have access to them, THEN you can accomplish your activities. IF you can accomplish these activities THEN you will have delivered the services you planned. IF you have delivered the services as planned THEN there will be benefits for students, the systems and organizations in the school district and the community. OutputsOutcomesNeed Certain resources are needed to run your program.

10. 10 Program Goal: To improve the reading achievement of elementary aged students. Need 65 % of students in grades k-6 have below grade-level reading achievement. Inputs Intervention Reading Program Assessment Tool to measure change in reading ability Professional Training for teachers in Intervention Reading Program and Assessment Tool Classroom time and space Activities Professional Development Train designated staff in content and delivery of Reading Intervention Program Train designated staff in content and delivery of Reading Assessment Tool Programming Deliver supplemental reading program Outputs # of staff trained in Reading Intervention Program # of staff trained in Reading Assessment Tool # of students participating in the reading intervention program # student contact hours in supplemental reading program Outcomes Children display reading proficiency at- or above-grade level.

11. 11 Needs: Clarifying the program rationale Identify the need or problem. What is the nature and extent of the need or problem? Be as specific as possible (use numbers). What are the causes of the problem and what are the implications for your constituents, the community, etc. Identify the current and past efforts to address the need or problem and lessons learned from these efforts.

12. 12 Program Goal: What is your overall aim or intended impact? For Example: To improve the reading achievement of elementary aged students To increase the participation of intermediate students in the after-school tutoring program

13. 13 Inputs: What resources are needed to operate the program? Human resources Partners Facilities Equipment/supplies Academic resources Transportation Technology

14. 14 Activities: What is the program doing? Think about the major components. For example: Outreach Training Consultation Staff Development Partnership Development Running a program activity (tutoring)

15. 15 Outputs: What is the program producing? # of training workshops held # of participants attending each workshop # of partnerships formed # of policy briefings conducted # of reports disseminated

16. 16 Outcomes: What difference is the program making? Outcomes are about change. Identify what will happen and for whom it will happen. New knowledge Increased skills Changed attitudes or values Modified behavior/practice Changed conditions

17. 17 Creating SMART Outcomes Outcomes are S.M.A.R.T. Specific Measurable Attainable Realistic Timely SMART outcomes emphasize what you want, rather than what you don’t want.

18. 18 Your Program Goal To improve the ______________________ (what) of ____________ who ______________________ (whom) through ___________________________________ (how) by ______________ as measured by _______________. (when)

19. 19 Performance Objective Example

20. 20 Practice Logic Model Program Goal

21. 21 You run into a Board Member at the grocery store who has heard you may be working on a grant. What will you say about the nature of the project and how it will be conducted; the timetable; anticipated outcomes; how to best evaluate the results; staffing and volunteer needs, including existing staff and new hires? One–minute summary:

22. 22 Find a Match

23. Evaluate funders Competitive vs. Entitlement Federal State Local Foundations Find the best fit Identify reporting requirements Assess your capacity 23

24. 24 Evaluating Potential Funders Identify the sources most likely to support your proposal Consider their stated mission Review previously grantees Focus on “mission match”

25. 25

26. 26 Where to look for funding ed.gov State Education Agency web site grants.gov. GrantsAlert.com Foundation Center www.foundationcenter.org Publisher’s website hmheducation.com/grantsfunding Private funders

27. 27 ed.gov Home Page

28. 28 Search GrantsAlert.com

29. 29 Search by Category- Foundations

30. 30 Search the Foundation Center

31. 31 Search Publishers’ websites

32. Get it Done Follow the rules Manage the grant writing process Tips and techniques for writing a winning proposal 32

33. Follow the rules Local State Federal Funder 33

34. Local rules Approval process Use of adopted curriculum Salary schedules and pay rates Purchasing 34

35. State rules Procurement Staff qualifications/certification/fingerprinting Alignment to state standards 35

36. Federal rules Supplement, not supplant Private school partnerships Drug-free workplace Anti-discrimination policies 36

37. Funder rules Matching funds Originals Page limits Partnerships Authorized signatures 37

38. Manage the grant writing process Appoint a project manager Establish a timeline Create a communication plan Approval Data Write the proposal 38

39. The timeline Time to write Time to revise Time for approval process Time for technical difficulties 39

40. The communication plan Who needs to know? Input vs. information 40

41. Tips and techniques for writing a winning proposal The better the match, the easier it is to write the proposal. 41

42. 42 Parts of the Grant I. Need II. Goals, Objectives, and Outcomes III. Project Activities and Methodology IV. Project Timeline V. Evaluation (process and product) VI. Budget, Budget Narrative, Sustainability Plan VII. Credentials, Job Descriptions, and Organizational Capacity VIII.Appendix Abstract Title Table of Contents Cover Letter

43. 43 Parts of the Grant I. Need II. Goals, Objectives, and Outcomes III. Project Activities and Methodology IV. Project Timeline V. Evaluation (process and product) VI. Budget, Budget Narrative, Sustainability Plan VII. Credentials, Job Descriptions, and Organizational Capacity VIII.Appendix Abstract Title Table of Contents Cover Letter

44. Start with the budget People FTE vs. stipend Employee related expenses Time Training Implementation Supplies Equipment Travel 44

45. Key budget concepts Cost basis Reasonable expense In-kind Matching funds 45

46. Align all needs, strategies, and outcomes with the identified budget request What is your vision? What is your reality? What is the gap? How will the grant funding meet the need and solve the problem? 46

47. Follow directions Page limits, character limits, or word count Format Font Attachments Originals vs. copies 47

48. Answer the questions Use the language of the question to frame your response Answer in complete sentences 48

49. Have one “voice” Write professionally Use third person Use abbreviations, titles, and labels consistently 49

50. Use the scoring rubric Focus the proposal so that the areas with the highest points get the most attention. Include all information. 50

51. 51 Practice Create a budget Set up the timeline and communications plan Review the scoring rubric

52. 52 Steps in the Successful Funding Process Make a Plan Start with a good idea Collaborate Create a logic model and SMART outcomes Find a Match Types of funding Get it Done Follow the rules Manage the grant writing process Tips and techniques for writing a winning proposal 1 2 3

53. Contact the Houghton Mifflin Harcourt Team! Nancy Updegraff 313-207-7578 Nancy Slaughter Office 972.231.0441 Blackberry 214.300.9330 Nancy.slaughter@hmhpub.com hmheducation.com/grantsfunding © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 09/10 RR-7938