YOGI ISMS

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YOGI ISMS

• Youve got to be careful if you dont know where
  youre going cause you might not get there.

• Remember that whatever you do in life, 90
  percent of it is half mental.

• Stay alert - you can observe a lot by watching.

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YOGI ISMS

• The future aint what it use to be.

• If the world were perfect, it wouldnt be.

• If you ask me a question I dont know, Im not
  going to answer.

• We make too many wrong mistakes.

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So you want to write a grant?

• Four Part In-service
• Part I Planning a proposal the typical parts
  of a proposal
  
• Part II Finding a grant to write will be another
  issue
  
• Part III Actual Writing
• Part IV Hints on grant writing and management

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So you want to write a grant?

• Workshop objectives
• Planning choosing a proposal
• The typical parts of a proposal
• Budgeting process

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• Have a solid idea looking at grants and then
  developing an idea can be done, but it is hard
  
• Build commitment are you the only person
  involved?
  
• Another teacher?
• Administrators?
• The entire building or department?
• What part will others have? (You at least need a
  proofreader)

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Know Your Situation

• What do your students need to do better,
  differently? What needs to be changed?
  
• Who will benefit?
• Who/what can help?
• What about district/building requirements?
• Technology support?
• Collaboration/Communication

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• Incorporate groups
• Other Teachers
• Technology Department
• Parents/community
• Principal
• Superintendent
• Communicate
• Get input
• Get support
• Find the snakes with your idea

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Know the Solution

• What are the steps to making the change?
• What funds are needed to make the change?
• How will we know when the change has been
  successfully made?
  
• Should I write a GRANT?
• Is it do-able?
• Does it have value or do I just want?

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• Be sure the district supports your activity
• Is there matching funds?
• Does the district have a policy?
• Who will do the bookkeeping and other finance?
• Determine how much funding you need
• Ensure you have the time to complete the entire
  project

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• Have an idea that goes above and beyond the
  normal (most funders want exemplary projects)
  
• Some funders provide classroom materials with the
  intent to help what might be considered regular
  district expenses
  
• Some funders expect their funds to be above and
  beyond or tied to specific equipment like
  cameras, specific software, or projectors
  
• Some funders are more or only concerned with the
  process or content of what will be taught and
  learned higher order thinking, problem solving,
  literacy, etc.

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• Something different
• A creative, local hook
• Ideas that involve students, families,
  community
  
• A fresh approach to the problem
• Be Careful with buying computers to bring every
  child into the information age
  
• Teaching integrated lessons
• Multicultural literature
• Been there done that

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• Read the application
• Re-read the application
• Highlight the important stuff
• Look for snakes requirements that you cannot
  or may not be able to meet
  
• Be sure your project fits the application
• Some grants are pre-screened to ensure
  applications meet the givers intent and philosophy

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• Be sure your project fits the application
• Follow the sections in the grant application
• Research the funders history and philosophy
  know what they are about
  
• See if they have past grant winners listed or
  sample projects
  
• Read the scoring rubric and address the key
  scoring points (not all grants have these)

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• Proposal Abstract or Summary
• Needs Statement
• Goals Objectives
• Plan of Operation
• Key Personnel
• How the Effectiveness of the Project Will Be
  Evaluated
  
• Adequacy of Resources
• Assurances
• Attachments
• Budget and Cost Effectiveness

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• A short description of the project (they may be
  posted by the funder to show what their
  organization does)
  
• Often these have a word limit
• Keep it short and positive
• Be very specific and to the point
• It has to be clear the reader should know what
  is going to happen after reading it once
  
• You need to have the idea if you are required
  to submit a letter of inquiry

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• There may be a separate section (introduction)
  where you describe your institution (school)
  and/or the community
  
• Again keep it short, positive and to the point
• The community is poor and rural, but we can
  accomplish great things given the chance

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• A good needs statement should give the reader a
  clear picture of who has the need and what they
  need.
  
• Statement of the problem you are going to solve
• Include lots of local data, national and
  research data is often not helpful, but may not
  hurt (Scientific Research Based)

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• Make sure it fits the intended purpose of the
  grant
  
• Be positive dont cry about being poor or
  rural or low academic scores or not having
  equipment or services
  
• Explain what you have been successful at in the
  past in similar projects

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• Documents the specific problem
• May refer to past attempts to address the
  problem
  
• Explain unique opportunity available
• Is well documented with local data and evidence.
• Significant for the district.
• Directly relates to state and/or national
  standards Show-Me Standards, Grade-Level
  Expectations, NCTM standards, etc.

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• Where do you find data
• Local surveys (PDC, MSIP, district/building/teache
  r created)
  
• DESE (next slides)
• District Achievement AYP, APR, MAP, Attendance,
  Graduation
  
• District demographics staff, budget
• County Demographics unemployment, income and
  education levels, population

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http//www.dese.state.mo.us/
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• A broad, single statement that describes the
  general purpose of the proposed project, i.e. the
  stated need.
  
• A goal statement is a generalization and uses
  non-measurable terms like know, appreciate,
  value, and improve.

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• The goal and objectives directly address the
  stated opportunity/need for the target
  population.
  
• A maximum of three objectives describing
  measurable, anticipated, and beneficial changes
  in an identified target population (parents,
  students, teachers).
• The proposed evaluation procedure uses
  appropriate assessment measures that will provide
  objective data about the success of the project.

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• There is usually only one to three goals
• The goals are usually broad
• There should two or more objectives for each
  goal
  
• They need accomplish the goal
• They need to be measurable
• They should describe
• Who will do
• What
• By When
• How measured

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Keep It Simple

• S Specific
• I Immediate
• M Measurable
• P Practical
• L Logical
• E - Evaluable

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• Third-grade students at Inspired Learning
  Elementary will demonstrate
  
• improved mathematics achievement
• and
• improved critical thinking/problem solving skills
  as a result of using manipulatives, technology
  and hands-on activities.

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• Indicate
• who?
• does what?
• how well?
• when?
• how measured?
• Show improvement which is relevant and
  measurable, above and beyond expected changes

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• By the end of the 2005 school year, 70 of the
  third-grade students will master 80 of the math
  objectives on the TerraNova norm-referenced
  test.
• By the end of the first semester, 90 of the
  students in Mrs. Jones third grade class will
  demonstrate computer/problem solving skills with
  90 accuracy as evidenced by a teacher-made
  checklist.

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• A detailed account of what you are going to do
• Should be directly tied to and supportive of the
  objectives
  
• Begin with a verb.
• Students will.
• Read, Identify, Participate,Record,Reflect,Partici
  pate, Demonstrate.
  
• Activities should be in logical order (A timeline
  is often helpful)
  
• There should be benchmarks (to ensure the project
  is being accomplished on time)
  
• Responsibilities should be outlined

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• Describe learner activities, timeline, and method
  of dissemination
  
• The activities are realistic and are consistent
  with current educational philosophy, practices,
  and research.
  
• The planned activities include a description of
  the major learner activities and deadlines, and
  relate to the goals, objectives, and evaluation
  of the proposed project.
• The activities listed include a plan to
  disseminate information about the project to the
  local community, educators within the district
  and other educators.

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• Often required to provide a list, if not you need
  one for yourself
  
• Define roles and responsibilities
• Tie back into the goals and objectives
• Who is leading the project and has responsibility
  for each aspect of the project
  
• Paperwork reporting
• Teaching learning
• Technical assistance
• Know what resources are available

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• A written plan that helps the reader determine if
  the project goals can and will be achieved.
  
• (The trick is to refer directly back to the
  objectives)
  
• How will you know if you have met the goals and
  objectives
  
• Use more than one evaluation tool.
• If using standardized testing make sure the data
  will be in on time to meet your timelines.
  
• Who will do the evaluation
• In-house or outside evaluator
• Levels of evaluation
• School Board, Committee(s) involved, Granting
  agency, student, community, teacher

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• The evaluation section of your proposal must
  clearly delineate
  
• what will be evaluated,
• when the pre- and post-evaluations will occur,
• how much change is predicted,
• who will perform the evaluation, and
• how much the evaluation component will cost.
• Be prepared to explain why the criteria was not
  met.
  
• The key is that the project was evaluated, not
  necessarily that every objective was met.

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• Standardized tests (MAP, EOC, IBS)
• Teacher-made tests or rubrics
• Attitude surveys, Likert scales
• Individual or group demonstrations, exhibits or
  projects
  
• Lessons () developed and implemented
• Measures that can be documented

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• Your evaluation should/MUST be tied to your
  objectives
  
• When asked to perform keyboarding/computer
  skills, students will be able to perform 9 of 10
  items as measured by a teacher-made checklist.
  
• The TerraNova will be administered in April and
  scores will be reviewed to determine 80-percent
  mastery rate by 70 percent of students.

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• A minimum of 80 of the teachers will implement
  one unit per semester. The principal will
  evaluate with a 10-point criteria checklist.
  Teachers will master all 9 of 10 criteria in
  developing integrated units utilizing both
  technology and mathematics and use them in the
  classroom.

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• Explain what resources are available to assist
  the project
  
• Check that listed items can be used (we have two
  gyms but can not use them till 930 in the
  evening)
  
• Computers are available but the software will not
  work, going to print but did not purchase paper
  
• Be positive
• Coordinate with others, dont forget custodians
  and maintenance

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• Know what the funding agency requires you to send
  to them
  
• Make a list of what you must provide at the end
  of the grant
  
• Training dates/times, attendance lists, topics,
  handouts
  
• Educational activities dates, curriculum
  development, use of software, other activities
  
• Reports and progress reports know what data is
  required to be turned in and when

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• These are usually legal and set forth by law
• They are usually signed at the beginning of the
  grant process
  
• Review them, so you do not violate them
• Many of these refer to management and to the
  budget
  
• They may also explain what the grant will produce
  or the outcomes
  
• Often, if they are not met, funding may have to
  be paid back

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• Some grants do not allow
• Know the limits (number of pages, type of
  attachments)
  
• Some things that might help
• Surveys
• Sample lessons (curriculum)
• Assessments
• Pictures to demonstrate need, layout, or
  location
  
• Letters of support and agreements

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• The budget is usually where problems happen
• This is often the only area (outside mid-year and
  final reports) that are checked by DESE
  
• District auditors will also check
• Codes must be in the district budget and all
  expenditures in the correct category
  
• Dont include an object in the budget if it does
  not directly tie to an objective or strategy.

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• When I write a grant, I start with the budget
• If its in the budget make sure its explained
• Items found in the budget but not explained in
  the body can cost points or be eliminated
  
• Most grants want a budget grid of expenditures
  and a budget narrative

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• Usually divided by budget category
• Detailed description of each expenditure
• Number of each item with projected cost (some
  items may have to go through the bid process of
  the district)
  
• Includes hours and rate for salaries with
  benefits and rates
  

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• Concrete it should be well planned with all
  possible components
  
• Specific tell who, what, how many, how much
• Realistic ask for what is needed, not
  necessarily what is wanted, but what it takes to
  complete the project or it is not worth YOUR
  effort
• Accurate have pricing ahead of time or set good
  ballpark figures avoid having to make major
  changes due to cost changes

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• Is there a match?
• What can the match be?
• In-kind time hourly rate, speakers _at_ what
  rate, facilities utilities, cash, supplies,
  other grants or funding sources, community
  donations
• Line Item separate district expenditure (cash)
• How much is the match and how is it calculated -
  of the award or of the total

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• Can/will the district manage the budget?
• Most grants have to be included in the Districts
  Budget
  
• When does the district receive the funds?
• Is there excessive burden on non-certified staff?
  (bookkeeper, payroll, POs)
  
• What items are fundable under the grant?
• Will the Board approve?
• Is the budget amendable?

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• Budgeted items or services directly relate to the
  goals, activities and identified target group of
  the proposed project.
  
• The proposed project is based on a desire for
  instructional improvement rather than an
  opportunistic approach to securing materials,
  equipment, etc.
• Proposed project is cost effective and
  reasonable, based on the expected outcomes for
  the target population.

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• Government grant rules allow for small changes,
  but even in these cases the changes must be
  documented and often they have to be pre-approved
  (amendments)
• Expenditures cannot be dated prior to the
  amendment being approved
  
• The key to making a budget change is to back up
  the request with a rationale that is linked
  strongly to the projects activities/ methods and
  how the change will help accomplish the
  predetermined objectives

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• Some grants do not have an amendment process
• Some have limited amendments
• Grants can and should be part of the school audit
  system, keep your paperwork in order
  
• Clear all amendments through you principal and
  superintendent (usually the superintendent has to
  sign them and make the changes in the district
  budget)

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• State Definition the total amount regularly paid
  or stipulated to be paid to an individual, before
  deductions, for personal services rendered while
  on the payroll of the LEA.
• If the person is under contract to the district,
  any additional payment is considered a salary
  
• All stipends paid to local teachers is a salary
• The key is if they are employed by the District
  (the Fiscal Agent) any payment to them except
  reimbursements, are a salary and subject to
  benefits

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• These are the matching amounts paid by the
  district, the teacher will still have an equal
  amount with held from their check
  
• Teacher retirement
• Medicare
• These need to be calculated on all salaries
• These are often overlooked when paying salaries,
  if they are not included, they have to come out
  of local funds
  
• Check with your local book keeper, usually about
  0.13 of salary
  
• Certified is 11.5 increasing 0.5 each year and
  non-certified is 5.5 increasing 0.25
  
• If there is a full time position under the grant
  you should include insurance

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• State Definition Personal services rendered by
  personnel who are not on the payroll of the LEA,
  and other services which may be purchased by the
  LEA.
• These can be several different expenditures
• In joint efforts, teachers paid in another
  district are under purchased services (they will
  have to fill out tax forms)
  
• Repair can be a purchase service
• Contracted services to include professional
  development
  
• Rental of equipment or material
• Lease purchases
• Licenses including yearly fees for internet
  software, movie viewing

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• Other purchase services could include the
  following or they may listed in the grant under
  the separate headings (they are still 6300 PS for
  the fiscal agent)
• Travel outside of PD, mileage to a site or
  activity, bus transportation
  
• Meals for group meetings if provided by an
  outside source (those purchased at the local
  grocery would be a supply)
  
• Professional Development (may include travel,
  fees and meals to obtain PD) registrations
  
• Stipends to staff (fiscal agent staff) to attend
  PD would be SALARY w/BENEFITS

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• State Definition Items that are not electrical
  or mechanical in nature or furniture which costs
  less than 1,000.00 per unit or items which have
  a useful life of less than one year. Usually a
  material item which is expended and consumed or
  worn out or deteriorated in use or has lost its
  identity through fabrication or incorporation
  into a more complex unit or substance.
• Different grants have different definitions
• School districts will have a policy that
  established an amount
  
• Many schools and federal grants now consider
  computers and printers as supply

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• All software is considered a supply no matter
  the cost
  
• Expendables paper, pens, disks (thumbnails)
• Items like printers, digital cameras, scanners
  are usually under supplies (based on cost under
  1,000)
  
• Meeting materials and food if purchased and
  served (it could also be a purchase service)
  
• Textbooks (most grants will not allow)
• Supplemental books or materials are usually
  allowed

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• Some furniture file cabinet, computer desk or
  projector stand, but usually not student or
  teacher desks, chairs (maybe student for
  computers)
• Some grants have different limits other than the
  1,000.00 -- sometimes you can use the District
  established amount if there is no definition in
  the grant application

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• State Definition Items that are electrical or
  mechanical in nature or furniture and 1) have a
  useful life of at least one year 2) would
  require repair rather than be replaced 3) the
  cost of tagging and inventory is a small percent
  of the items cost and 4) cost more than
  1,000.00
• Usually have serial numbers (furniture will not)
• Some grants have lower limits
• Some grants have limit on the percentage of
  expenditures in equipment

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• You are ethically (and in some cases legally)
  responsible for maintaining an accurate record of
  all equipment purchased under your grant,
  including documentation that the equipment was
  awarded to the lowest bidder.
• Inventory of Equipment- if your school does not
  have an inventory system that you are comfortable
  with, develop one!
  
• DESE often checks
• Place some form of semi-permanent sticker or use
  an engraving tool for date of purchase and grant
  source

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• Indirect/administrative costs
• Non-supplant
• Sustainability
• Negotiation

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• Indirect Costs- One of the least understood areas
  in the grants field is that of the recovery of
  costs associated with the acceptance of any grant
  award. The term indirect costs is usually
  identified with federal grants, while the terms
  administrative costs and overhead are usually
  identified with foundation and corporate grants.
• Many grants do not allow

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• State Definition to substitute a new source of
  funds to provide services or materials already in
  existence in the LEA and previously funded with
  other funds.
• Many grants have this as an assurance (especially
  federal)

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• How will the project be continued after the
  initial funding is gone?
  
• Will the district or other sources be used?
• Are there community resources that will help?
• This is often a big issue.

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• Some grants have a negotiation process after
  being awarded
  
• Clarify specific points
• Clarify budget items
• Reduce the budget amount
• Often a process for continuation grants

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• READ and WRITE to the Scoring Guide.

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• Needs lead to goal/objectives (Why)
• Each objective has its own evaluation (How well)
• Objectives lead to activities (What)
• Activities lead to budget requests (Resources)
• There should be a complete linkage through the
  whole application

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• Be sure your project fits the application
• Follow the sections in the grant application
• Read the scoring rubric and address the key
  scoring points
  
• Grammar and spelling are critical
• Proof read, proof read, proof read, and then have
  others read your proposal, and then proof read
  again
  
• Be clear and precise leave out the jargon and
  acronyms
  
• Do the readers really know what you are going to
  do?
  

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• Use the Applicants Guide
• Use the current application form
• Be specific
• Be realistic
• Dont be opportunistic
• Be on time
• Use the scoring rubric
• Dont give up
• Write thank-you letters

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• Cohesive and logical
• Clear and concise language
• Transitions/flow
• Avoid jargon
• Revise, edit revise, edit!

• Type style
• White space
• Headings and page numbers
• Charts, diagrams, graphs, lists
• No addenda

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• Competitive nature of the program
• Failure to follow directions
• Educational focus not clear or is too ambitious
• Application does not fit the intent
• Focus not on learners (students or teachers)
• Acquisitional in nature
• Failure to follow the Scoring Guide

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• Have an individual who has not participated in
  the grant writing process proof the application.
  
• If mailing your grant allow ample time for the
  grant to arrive.
  
• Read carefully (postmarked by or due by)
• Always, always use registered mail, return
  receipt requested.
  

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Non-responsive grants

• Late postmark
• Wrong category
• Excessive funds requested
• More applications than allowed

• Same or substantially the same as another
• Exceeds page limit

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• Often grants can be used to supply the district
  match of other grants
  
• Planning is very important
• Know what other grant coordinators/managers in
  the district are doing
  
• Know what amounts the district can match
• Keep track of matching funds

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• An adequate staffing pattern that describes who
  is needed to do what tasks and when. (This will
  help ensure that job descriptions match the tasks
  that must be accomplished.)
• An clearly written overview of the activities and
  how they relate to costs and the attainment of
  the objectives.
  
• A logical framework on which to evaluate the
  tasks performed.

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• A detailed analysis of the materials, supplies,
  and equipment related to each objective.
  
• An efficient way to keep track of in-kind or
  matching donations.
  
• A basis for dividing costs among multiple funding
  sources if possible.
  
• A working document that makes it possible to
  assess the involvement of multiple organizations
  and participants.

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• Be sure your project fits the application
• Follow the sections in the grant application
• Read the scoring rubric and address the key
  scoring points
  
• Grammar and spelling are critical
• Proof read, proof read, proof read, and then have
  others read your proposal, and then proof read
  again
  
• Be clear and precise leave out the jargon and
  acronyms
  
• Do the readers really know what you are going to
  do?
  

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http//npguides.org/index.html
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http//www.clevelandfoundation.org/Grantmaking/Gra
nteeToolKit.html