Lottery for Education: Afterschool Programs LEAPs

1
Lottery for Education Afterschool Programs
(LEAPs)

• Components of the Grant Application
• Laura Ellis Karen P. Munn
• Project Manager Project Consultant
• 615-253-6037 615-532-6243
• Laura.Ellis_at_state.tn.us
  Karen.Munn_at_state.tn.us
• 710 James Robertson Parkway,
• Andrew Johnson Tower, 5th Flr.
• Nashville, TN 37243-0379

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Components of a LEAPs Grant Application

• Needs Assessment
• Project Design
• Performance Measures
• Effective Partnerships
• Fiscal Responsibilities

3
Needs Assessment

• Research programs currently offered
• Administer surveys
• Assemble a focus group
• Review the information
• Decide what needs you can address

4
Developing the Project Design

• Programming will be the most visible piece of the
  project.
• Activities should reflect the goal(s) of your
  program.
• People making programming decisions should take a
  close look at the needs of the participants to be
  served.
• If the activities are unappealing, kids wont
  come.
• Remember that activities can/should change as
  needs change.

5
Performance Measures

• Minimum of one goal for each problem or need in
  the problem or statement.
• Description of the benefiting population.
• Performance - the action which occurs within a
  specific time frame at an expected proficiency.
• Process - the method by which the action will
  occur.
• Product - the tangible results from the action's
  performance and process.

6
Program Activities
All activities must be educationally based.
Services to students should average 15 hrs. per
week.

• Required Academics
• Reading development enhancement
• Math Science activities
• Computer literacy
• Academic tutoring mentoring programs
• Sports/Recreational activities

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Elementary Ages 5-10

• Characteristics of This Age-Group
• High energy and need lots of activity Eager to
  learn
• Creative Eager to please
• Practicing large muscle and fine motor
  skills Beginning to reason
• Enjoy small groups Feel their ideas count
• Developing physical flexibility Easily hurt and
  insulted
• Growing attention span Identify with the
  family
• Respond to simple rules and limits Emphasize
  fairness

What Types of Activities to Offer This
Age-Group Frequent individual interaction with
adults Games with simple rules Outside
experiences Imaginative play opportunities Some
clear responsibilities like clean-up Projects
that apply school day lessons to family and
community Opportunities to read aloud, silently,
and to talk about books and ideas Matching,
ordering and sorting activities Opportunities to
work with a variety of materials for
projects Music, dance and drama
opportunities Opportunities to try experiences
from diverse cultures
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Preadolescents Teens Ages 10-14

• Characteristics of This Age-Group
• High energy and need lots of activity Can
  exchange ideas
• Like to achieve and be seen as competent Seek
  independence
• Use logic and reasoning Want a voice in
  decisions
• Think beyond the immediate experience Feel their
  ideas count
• Need praise and approval Identify strongly with
  peers
• Feel awkward and embarrassed in some situations
• Interested in experimentation

What Types of Activities to Offer This
Age-Group Wide variety of options Connections to
real-world experiences Opportunities to interact
in large and small groups as well as individual
recognition Experiences that explore ethics and
values with respected adults Opportunities for
decision-making and leadership Projects that
apply school day lessons to family, community and
service to others Experiences emphasizing
reasoning/problem-solving thru art, science and
mathematics Games that provide opportunities to
practice basic skills, i.e.,chess, checkers,
puzzles Wide range of reading activities with
book discussions Quiet times for homework with
adult help and/or peer help when
needed Experiences built on a diversity cultures
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Teens Ages 14-18

• Characteristics of This Age-Group
• Concerned about body and appearance Think
  abstractly
• Highly developed motor skills Learn by
  doing
• Recognize diversity of ideas Mask
  their true feelings
• Need and demand more freedom and privacy
  Need praise and adult recognition
• Less influenced by parents, more influenced by
  peers
• Admire heroes that demonstrate characteristics of
  friendship and romance

What Types of Activities to Offer This
Age-Group Individual projects as well as
teamwork in small and large groups One-on-one
opportunities to talk with adults Opportunities
to discuss physical risk (smoking, drugs,
drinking, sexual activity) Opportunities to show
competence in a public setting Opportunities to
tutor younger children Substantial choice with
clear limits Discussions of diverse ideas and
opinions with adults and peers Opportunities to
catch up or move ahead with academic
interest Opportunities to work on school day
projects and papers with library and internet
support Problem-solving and reasoning skills
practice Music, dance and drama opportunities
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Partnerships

• Assess your own resources
• Generate a core base of partners
• Share accomplishments of success
• Possible Partner Organizations
• Senior Citizen Centers Local Businesses
• Museums, zoos, parks Recreation Centers
• Youth Organizations Law Enforcement Agencies
• Civic, professional, volunteer
  groups Colleges/Universities

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Principles for Successful Partnerships

• Have clear goals
• Select indicators and performance measures to
  monitor efforts productivity
• Involve students and families in development of
  program and activities
• Include your key stakeholders from the beginning
• Define partners roles and responsibilities
• Communicate with partners
• Be flexible
• Draw on the strengths of partners
• Make the project visible to the public
• Maintain momentum and strive for sustainability

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Budget

• Budgets are cost projections, a window into how
  projects will be implemented and managed. These
  factors help assess budgets
• Can the job be accomplished with this budget?
• Are costs reasonable for the market or too high
  or low?
• Is the budget consistent with proposed
  activities?
• Is there sufficient budget detail and
  explanation?
• Sometimes mandatory budget forms are provided
  that must be submitted with the proposal.

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Websites

• Listed below are some websites that offer helpful
  hints on writing grants.
• http//www.cpb.org/grants/grantwriting.html
• http//danpatch.ecn.purdue.edu/epados/grants/src/
  msieopen.htm
• http//712educators.about.com/cs/grantwriting/a/gr
  antwriting.htm
• http//fdncenter.org/learn/shortcourse/prop1.html
  
• http//www.npguides.org/guide/index.html