Tech Prep Grant Writing Workshop

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Tech Prep Grant Writing Workshop
Preparing Oklahomans to Succeed in the
Workplace, in Education, and in Life.
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Project Time Line
Applications Due for Initial Grant Transitional
Plan
5 Year Transition Plan
Funding Begins
May 24, 2007 June 2, 2007
July 1, 2007 October 2007 March
2008
Notification of Acceptance
Tech Prep Leadership Institute
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Application Process

• One signed original and five copies, 430 p.m.,
  Thursday, May 24, 2007. No electronic
  submissions.
• 8.5 " x 11 paper
• No less than one-inch margins
• No less than 10-point type
• No bindings or note books (binder clips only)
• Maximum 50 pages total
• Number all pages

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Application Cover Page

• Name of Tech Prep Consortium.
• Names of technology centers, colleges, and
  schools applying for funding with appropriate
  signatures.
• Name of person submitting application.
• Fiscal agent person responsible for fiscal
  reimbursement.
• Contact person.

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Planning the Grant

• Who are your consortium partners?
• What is each partners role?
• Who are the key personnel?
• What qualifies them for this role?
• How will each partner entity benefit?

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Analysis of Consortia Performance

• List of major FY07 accomplishments.
• Not in consortium list Tech Prep supported
  activities and initiatives continued in FY08.

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Section A. Analysis of Consortium Performance,
cont.

• Provide narrative description and summary table.
• How much? How many? How often?
• How severe? How costly? Savings?

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Questions to Consider

• Who will you serve?
• What are their needs?
• When is the need evident?
• Why does the need occur?
• What evidence do you have to support your claim?
• What are the consequences of the need?
• How is the need linked to your school/consortia?

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Creating Sense of Urgency

• Statistics
• Approximately ___ Jasmine county graduates did
  not enroll in post secondary education in fall
  2006.
• Leader/Expert Quotes
• Dr. Flock said students who fail to graduate have
  a ___ percent chance of committing a crime .
• Case Statements
• Mary Quick, a typical Jasmine county ninth
  grader, suffers from ..
• National Need Compared to Local Need
• In the US, is estimated that ___percent of
  teenagers drop out of high school by age 17 this
  means that at Glory Side school ___ of seniors
  risk _____ the next two-years.

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Student Support Need

• When 24-year-old Tina Penn decided to attend
  Tulsa Community College Metro Campus
  (TCC-Metro), she almost quit before walking
  through the door. Trying to navigate the
  complexities of enrollment through the Internet,
  Tina, an African-American single mother of two,
  found the process overwhelming. I was confused,
  she says. I wanted to go back to school for a
  better future for my kids, but I felt like I was
  in over my head. With an income of
• Example reference Alexis Carter Black, Getting
  Grants The Complete Manual of Proposal
  Development and Administration, Self-Counsel
  Press, Bellingham, WA, 2006.
•  

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Undergraduate research and education for science,
technology, engineering and mathematics student
majors..

• Seventy-five percent of high school seniors
  intend to go to college. Of those, 43 percent
  actually enroll in college, and one-third of
  these becomes a STEM (science, technology,
  engineering and mathematics) major (Science and
  Engineering Indicators, 2002). College freshmen
  who plan to pursue a career in STEM disciplines
  too often become discouraged, sidetracked into
  other majors, or committed to other life-style
  choices and fail to matriculate to graduation.
  Regional universities in Oklahoma retain 67
  percent of all first year, full-time freshmen,
  but graduate only 29 percent (OSRHE 1999-2000).
  Barriers to retention of all students in college
  apply as well to STEM students

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Tutoring Program for At-Risk Students

• The Johnsonville School District has the highest
  high school dropout rate in the state of Texas.
  The district has found that the three most common
  reasons students drop out of high school are
  failing grades, a lack of interest in school, and
  a lack of parental support. To combat the dropout
  problem, the Johnsonville School District is
  seeking grant funding to implement the Stay in
  School Program district-wide. The program will..
• Example reference Alexis Carter Black, Getting
  Grants The Complete Manual of Proposal
  Development and Administration, Self-Counsel
  Press, Bellingham, WA, 2006.
•  

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Section B. Identification of Consortia Strategic
Plan

• Goals to Accomplish
• Measurable Critical Success Factors
• Describe how you will measure Critical Success
  Factors
• Objectives for Each Goal
• Strategies for each Objective

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Effective Goals and Objectives

• Goals - Broad statements reflecting ultimate
  results of accomplishment.
• Decrease dropout rate.
• Objectives Measurement of what the organization
  will do to accomplish goal.
• Hold 54 tutoring sessions for.between Sept. and
  May 07
• Activities, Specific Tasks, or Strategies
  Implemented.
• Design and develop tutoring model ..
• Critical Success Factors Change as a result of
  project and measurement.
• 85 of students participating in.returned to
  school

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Strategic Plan Sample Table
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Section C. Consortium Partners

• Narrative description of Tech Prep Consortium
  partners.
• Approved or proposed alliance primary partners
• Technology centers or postsecondary institutions,
  comprehensive school districts, and other
  partners.

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Consortium Partners, cont.

• Paragraph on each partner/proposed partner and
  summary table.
• Brief history of partnership
• Description of students served
• Facilities
• Roles and responsibilities
• Summary Table
• Entity
• Address
• Key contact
• Email address

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Project Personnel

• Who will manage the project?
• Who will be involved in the project?
• What are their qualifications?
• What are their responsibilities?
• What is the management/organizational structure
  for the project?
• Are you using existing personnel or hiring
  someone after the award? If hiring, add a job
  description

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Consortium Partner Summary Table Sample
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Section D. Programs of Study

• Create programs of study for every career major
  designated. Must satisfy two of the three
  definitions for high-wage, high-skill, or high
  demand. Also, inclusive of secondary and
  postsecondary academic/technical courses.

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Programs of Study, cont.

• Career cluster(s) proposed.
• Supporting data high-skill, high-wage, or
  high-demand
• Workforce data Projected need/growth potential
• Data references
• Career majors with Alliance Agreements for one
  identified Career Cluster.
• Academic and technical courses at secondary level
  and designate those eligible for postsecondary
  credit for each career major.
• Postsecondary courses required to complete
  certificate or degree for each career major.

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Key Definitions

• High-Demand Occupation in which state, local, or
  regional labor market indicators show employment
  demand exceeds supply.
• High-Skill Occupations that require
  industry-recognized certificates, credentials,
  postsecondary training, apprenticeship or
  degrees.
• High-Wage Occupation with a statewide average
  hourly rate equal to or greater that the average
  hourly rate of all occupation as reported by the
  Oklahoma Employment Security Commission. (15.35
  per hour)

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Labor Market Information

• Oklahoma Department of Commerce
• http//www.okcommerce.gov/
• Oklahoma Employment Security Commission
• http//oesc.state.ok.us
• Economic Modeling System
• www.economicmodeling.com
• ONet Occupational Information Resource
• www.onetcenter.org
• Oklahoma Career Information System (OKCIS)
• http//www.okcis2007

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Educational Statistics

• Oklahoma Office of Accountability
• http//www.schoolreportcard.org
• Oklahoma State Regents for Higher Education
• http//www.okhighered.org
• Oklahoma Department of Education
• http//www.sde.state.ok.us
• Oklahoma Department of Career and Technology
  Education
• http//www.okcareertech.org
• Alliance
• Tech Prep
• Career Clusters

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Career Cluster Framework

• http//www.okcareertech.org/okcareerclusters/

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Proposed Career Cluster(s)

• Provide narrative description and summary table.

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Career Cluster Detail
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Section E. Student Support

• How will students be identified, recruited, and
  supported through college transition and
  degree/certification completion?
• How will you provide information about Tech Prep
  to students and parents?
• How will you support students as they complete
  Tech Prep programs?
• How will you assist students with required
  assessments, postsecondary placement, employment
  and/or preparatory services?
• How will you provide comprehensive career
  guidance and academic counseling?

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Student Support, cont.

• Supporting documentation
• Marketing material/information
• Planning and assessment tools
• Student and parent support materials

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Section F. Professional Development (transition
year)

• Targeting effective implementation.
• Narrative description and summary table.
• Target Audience
• Title
• Purpose
• Supporting research
• Validate quality and anticipated benefits

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Section G. Accountability Measures

• Describe the process you will use to collect and
  monitor valid, reliable, and accurate student and
  consortium data.
• Data to be collected
• Responsible party
• Timeframe
• Collection process including data source
• Related to Goals and Critical Success Factors

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Section H. Coordination

• How will you leverage Tech Prep funds to support
  other school improvement initiatives?
• Carl Perkins
• Alliance Partnerships
• Tech Centers That Work and High Schools That Work
• Smaller Learning Communities, Successful
  Practices Network
• Baldridge and others
• Build upon
• Key focus areas cooperation, expand, and/or
  change

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• Budget justifies expenses and aligns with
  proposal narrative.

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Budget

• Activities, services, and properties used to
  implement proposed activities
• Career majors and programs of study
• Secondary and postsecondary course linkages
• Guidance and advisement
• Professional development
• Performance activities

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Preceding Narrative

• Oklahoma Panhandle Consortia requests 597,948
  from Tech Prep during FY08. In addition to the
  Tech Prep Coordinator, the project will involve
  five individuals including two academic
  Instructor, one Counselor, and three faculty
  members.

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Preceding Narrative

• The overall annual budget for the Center for
  Women and Children is projected to be 465,000.
  Of this amount 53 is for salaries and benefits,
  37 is for programs and services to women and
  children, and 10 is for administration and
  fundraising expenses.

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Sample Budget Justification

• Executive Director, Dr. Joan Smith The budget
• request is for 1.0 FTE director _at_ 65,000 annual
• salary plus fringe at 22.
• Administrative Assistant, Ms. Mary Smith The
• budget request is for .5 FTE administrative
  assistant
• _at_ 47,500 annual salary plus fringe at 20. She
• will be .5 FTE for the Oklahoma GEAR UP
• program, also. Office space is being contributed
  to the project by the Oklahoma GEAR UP program.

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Budget Justification

• Senior Personnel
• Holley will serve as the Tech Prep Coordinator
  and work with the faculty to supervise all
  project activities, budget allocations, quality
  control, and evaluation activities for the
  duration of the project. The project coordinator
  will facilitate partnership development, career
  majors, career path alignment, and articulation
  agreements. The project coordinator will work
  collaboratively with CareerTech to develop
  required curriculum and instructional tools.
• Fringe Benefits
• The fringe benefit rate at XYZ is 38 percent of
  salaries and wages.
•  
•  

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Budget Justification

• Equipment This equipment allocation will enhance
  the laboratories used for the STEM Career Major
  XYZ high school and faculty development
  workshops. Equipment will be used to teach
  critical skills in metrology and characterization
  that support the development of advanced
  materials, sensors, devices, and manufacturing
  processes in the nanotechnology and biotechnology
  industries. Measurement and control of physical,
  electrical, thermal, optical, and biological
  properties are fundamental competencies that
  prepare graduates for the emerging workforce
  demands in nano scientific instrumentation. The
  following equipment will be purchased using Tech
  Prep funds.
•  
• Year 1 (30,400) One multipurpose 5-mode solid
  state LASER system (14,000), one fiber optic
  spectrophotometer system (13,400), and two-year
  license 2D optical lithography simulation
  software (3,000).

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Book References

• Joseph Barbato and Danielle S. Furlich, Writing
  for a Good Cause The Complete Guide to Crafting
  Proposals and Other Persuasive Pieces for
  Nonprofits, Simon and Shuster, 2000.
• David Bauer, The How To Grants Manual
  Successful Grantseeking Techniques for Obtaining
  Public and Private Grants, 3rd, Oryx Press,
  Phoenix, AR, 1995.
• Alexis Carter Black, Getting Grants The Complete
  Manual of Proposal Development and
  Administration, Self-Counsel Press, Bellingham,
  WA, 2006.
• Bev Browning, Grant Writing for Dummies, 2nd.,
  Wiley Publishing, Hoboken, NJ, 2005.
• Mim Carlson, Winning Grants Step by Step,
  Jossey-Bass Publishers, San Francisco, 1995.
• Arlen Sue Fox and Ellen Karsh, The Only
  Grant-Writing Book Youll Ever Need, Publishers
  Group West, 2006.
• Kenneth Henson, Grant Writing in Higher
  Education A Step-by-Step Guide, Prentice Hall,
  2003.

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Helpful Websites

• Oklahoma State Regents for Higher Education -
  www.okhighered.org/grant-opps/
• Training Videos - http//www.onenet.net/ops/strea
  ming/brown_bag/brown_bag_index.html
• The Art of Grantsmanship - http//www.hfsp.org/how
  /ArtofGrants.htm
• The EPA Grant Writing Tutorial -
• http//www.epa.gov/seahome/grants/src/msieopen.ht
  m
• The Foundation Center - http//fdncenter.org/
• Writing Winning Proposals, the US Department of
  Energy - http//www.leeric.lsu.edu/sample.pdf
• Association of Fundraising Professionals -
  http//www.afpnet.org/