Effective Grant Writing For YTP 20092011

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Effective Grant WritingFor YTP 2009-2011

• Michael Johnson, U of O
• Clayton Rees OVRS

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Important Clues

• READ READ READ READ the details
• Follow directions
• READ READ READ READ the details
• Follow Directions
• Have your staff or administrator read the draft.
• Involve other administrative staff

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Who is Qualified to Apply for a Request for Grant
Proposal?

• Is an Oregon public school district or education
  service district, or a consortium duly authorized
  by two or more such districts to submit a
  proposal on behalf of the authorizing districts.
  See ORS 330.003(2)
• Agree to share the cost of the proposed Youth
  Transition Program by providing matching funds in
  the amount of one third (1/3) of the total cost
  proposed by the school district.
• .

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• Must demonstrate that Proposer meets the
  standards to be deemed a Responsible Proposer
  as defined in Oregon Administrative Rules (OAR)
  125-247-0640(1)(F)(i) through (v). Access to
  this rule can be achieved at the following
  website http//arcweb.sos.state.or.us/rules/OARS_
  100/OAR_125/125_247.html

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Who is Qualified to Apply for a Grant?

• Matching Funds. In order for OVRS to draw
  available federal funds for the Youth Transition
  Program, OVRS must receive cash matching funds
  from participating school districts. District
  matching funds must
• Be from a non-federal source, and cannot be used
  as match for any other federal funds
• Must be cash. In-kind district resources may
  not be applied towards the required match.
• Must equal one third (1/3) of the total grant
  budget.

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• EXAMPLE
• Total Proposed Cost of Districts 2009-11
  YTP 210,000
• District Matching Funds _at_ 1/3 of Total 70,000
• DHS/OVRS Contribution to Total Grant 140,000

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• Responsible fiscal management of the grant funds
  is essential. OVRS expects both fiscal and
  program staff to participate in the development
  of the districts Proposal for YTP grant funds.
  Consideration for continued funding may be based
  on demonstrated support and involvement of both
  fiscal and program staff in the planning,
  implementation, and administration of the grant.

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• Students participating in YTP generally (a) are
  enrolled in a school districts high school or
  alternative program, although eligible youth who
  have left school prior to graduation may be
  included (b) are, or have been, entitled to
  services under the federal Individuals with
  Disabilities Education Act (IDEA), or are
  receiving disability-related accommodations under
  Section 504 of the federal Rehabilitation Act
  and (c) have applied for state-funded (OVRS)
  vocational rehabilitation services.

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CRITICAL SECTION

• SECTION 5 PROPOSAL REQUIREMENTS
• READ READ READ READ READ and FOLLOW DIRECTIONS.
• New vs Continuous

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Pass/Fail Items

• The items listed below will be scored on a
  pass/fail basis.
• Proposal Cover Sheet Included
• Proposer meets Minimum Requirements in Section 2
  of this RFGP
• Budget Included, including budget narrative.
• Budget includes matching funds in the amount of
  one third (1/3) of the total cost proposed by the
  school district.

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Pass/Fail Items

• Is an Oregon public school district or education
  service district as defined by statute.
• Proposer meets the "responsible Proposer"
  requirements.
• Technical Proposal Format and Length
• Assurances Signed and Included (Attachment D)

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Section 5 Proposal Requirements (scored)

• Proposed Program (40)
• Administrative Support (10)
• Collaboration with Community Partners (10)
• Performance (40) (Includes history of meeting
  performance benchmarks and responsible fiscal
  management.)

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Essential Writing Tips
Proposed Program (40)
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Starting Date
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SCOPE OF ACTIVITIES
Referral Process
Vocational Goal
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Individual Plan for Employment (IPE)
Follow-up Services
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Connection to STW/CRLS
Monitor Performance
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Summer Program
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Diverse and Underserved Populations
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Administrative Support (10)
(Section 3.4.3)

• District shall undertake the following actions
  and provide the following services
• 1. Establish qualifications and classification
  for the Transition Specialist and create a
  year-round position, using the typical duties
  outlined in section 3.4.4. below.
• 2. Identify a direct contact within the school
  District to assist in managing the YTP and
  supervising the Transition Specialist.
• 3. When hiring new Transition Specialists, make
  every reasonable effort to include an OVRS
  representative in the interview process,
  recognizing the spirit of this partnership effort
  to provide a new pattern of services.
• 4. Ensure coordination of activities between the
  IEP and the IPE.
• 5. Ensure that the Transition Specialist has the
  support of the building principal and Director of
  Special Education to ensure that each YTP
  students transition goals are achieved and that
  the performance measurements of the District can
  be met.
• 6. Participate in the OVRS data collection
  system.
• 7. Allow the Transition Specialist to attend
  training jointly sponsored by ODE, OVRS, and the
  University of Oregon.
• 8. Provide required matching funds by the dates
  specified in the grant agreement.
• 9. Include administrative staff, e.g., business
  manager, in the development of the RFGP and
  administration of the grant.

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Collab.w/ Community Partners (10)
Explain Partnership(s) Letter from Local OVRS
Branch Manager Letters of Support From Agencies
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Budget
Accurately determine and calculate FTE Cost
effective Evidence of fiscal management
oversight Accurately calculate match Clarify
with a budget narrative
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BUDGET

• See handouts
• The most important feature of this piece of the
  puzzle is ACCURACY!!!
• Anticipate possible increases in wages.

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The Match Game

• How is the match calculated

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ORDER OF SELECTION

• "I sense something, a presence I've not felt
  since 1994 Darth Vador
• "Perhaps I can find new ways to motivate them."
  Darth Vador
• "You do what you can for as long as you can, and
  when you finally can't, you do the next best
  thing. You back up but you don't give up." Chuck
  Yeager