AODA Grant Workshop

1. AODA Grant Workshop Student Services Prevention and Wellness Team September, 2011 Welcome all Introductions: staff, CESA facilitators and any AODA Advisory Council members. Feel free to ask questions during the presentation. We would just ask that the questions be of a general nature and not specific to your application. We will be here all day and stay as long as needed after this afternoons presentation and can handle any individual questions before you leave today. Welcome all Introductions: staff, CESA facilitators and any AODA Advisory Council members. Feel free to ask questions during the presentation. We would just ask that the questions be of a general nature and not specific to your application. We will be here all day and stay as long as needed after this afternoons presentation and can handle any individual questions before you leave today.

2. 2 Presenters

3. 3 Contact Information DPI CONSULTANTS Joan Lerman CESAs 2,5, 6, 8, 10, 12 608-266-2829 joan.lerman@dpi.wi.gov Randy Thiel CESAs 1,3,4,7,9, 11 608-266-9677 randall.thiel@dpi.wi.gov Steve Fernan steven.fernan@dpi.wi.gov Brenda Jennings brenda.jennings@dpi.wi.gov Ken Wagner kenneth.wagner@dpi.wi.gov Student Services/Prevention and Wellness Team http://www.dpi.wi.gov/sspw/

4. 4 Today’s Agenda Student Mini Grants AODA Program Grant Competition GO THROUGH MATERIALS Comments on panel and how that will workGO THROUGH MATERIALS Comments on panel and how that will work

5. 5 Student Mini-Grant Competition Total funding available – approximately $125,000 (Alcohol and Traffic Safety) Mini grants applications are due to CESA or Milwaukee Public Schools by October 7, 2011 Mini grant notification expected by November 23, 2011 Mini Grant link: http://dpi.wi.gov/sspw/miniprog.html

6. 2011-2013 AODA Grant Program

7. 7 Our Objectives Use data to make wise choices about strategies to be included in proposals that have a good chance of providing benefits for some time to come, e.g. training Help policy makers, colleagues, parents and students understand benefits of prevention and youth development programs Implement programs thoughtfully and evaluate/report on impact Align with 3-Tier Framework Your plan should be to use strategies and activities that meet your specific needs based on your assessments. The Department will make every effort keep communities and schools up to speed on the most effective strategies and programs. Along with funding and developments at the federal state and local level. We are encouraging you to use science based strategies and programs, along with local needs assessments to determine your program.Your plan should be to use strategies and activities that meet your specific needs based on your assessments. The Department will make every effort keep communities and schools up to speed on the most effective strategies and programs. Along with funding and developments at the federal state and local level. We are encouraging you to use science based strategies and programs, along with local needs assessments to determine your program.

8. 8 AODA Program Grant Overview An AODA Program under Chapter PI-32 of the Wisconsin Administrative Code may include the following action arenas: Policy Curriculum and Instruction Student programs Adult programs Integration of community resources/support AODA program coordinator Comprehensive school health programs *Note: this application is now to be aligned with the 3-Tier framework Pull out the copy of PI-32 that they have in their grant materials. Remind them the AODA grant program is allowed for by state statute, and has specific parameters for programs funded under it. Suggest that first time grant writers review the administrative rules before and after writing their grants to make sure their application aligns with requirements. Pull out the copy of PI-32 that they have in their grant materials. Remind them the AODA grant program is allowed for by state statute, and has specific parameters for programs funded under it. Suggest that first time grant writers review the administrative rules before and after writing their grants to make sure their application aligns with requirements.

9. 9 AODA Program Grant Materials Overview Guidance Document Fill-Enabled Application Character limits, space limitation, bold/underline possible, no charts Reviewers Benchmarks Available at: www.dpi.wi.gov/sspw/aodaprog.html#aodagrant Have everyone pull out the application which now has portions enabled. Other sections such as the narrative still need to be addressed and copy and pasted into the appliction. Can be developed and completed online, but must submit hardcopy via mail to the Dept. Must send original and four copies (five) Must be in the DPI by April 23. Walk through the application and refer to benchmarks: -assurance page -application contents page -local plan example -budget pages (coincides with universal budget within the Dept) PI 32.03 (3) (j) prohibits supplanting – this grant cannot fund positions or programs already funded by the school district Benchmarks – mention these are the same criteria that grant reviewers will be using to review and rate the grants. Note the priority areas of 1, 2, 4, and 7 b (sections within the benchmarks)Have everyone pull out the application which now has portions enabled. Other sections such as the narrative still need to be addressed and copy and pasted into the appliction. Can be developed and completed online, but must submit hardcopy via mail to the Dept. Must send original and four copies (five) Must be in the DPI by April 23. Walk through the application and refer to benchmarks: -assurance page -application contents page -local plan example -budget pages (coincides with universal budget within the Dept) PI 32.03 (3) (j) prohibits supplanting – this grant cannot fund positions or programs already funded by the school district Benchmarks – mention these are the same criteria that grant reviewers will be using to review and rate the grants. Note the priority areas of 1, 2, 4, and 7 b (sections within the benchmarks)

10. 10 State AODA Application: section by section review Application format Cover page/abstract – fill-enabled Narrative portion Sections to be addressed are stated in application 8 pages maximum for single district applicants (very rigidly adhered to) 10 pages maximum for consortium applicants (very rigidly adhered to) Local Plan - template Budget – fill-enabled PLEASE NOTE ADDITIONAL PAGES WILL BE REMOVED. (12 font size, New Times Roman, and ½” margins) Current program status – description of areas that need to be strengthened or sustained, determined by objective assessment process Demonstration of need and rationale for strategies – we want to see summary of the various assessment tools used and how the strategies will logically relate to those assessed needs. Collaboration and integration – describe the school personel families and community members/agencies involved in carrying out the proposed strategies. Measurable objectives – the major process and outcome objectives defined in measurable time limited statements. This area continues to be the most challenging area of the application. Local plan – for each objective a chronological list of activities, with completion dates and person responsible. We have a sample format (a simple table) in the guidance materials. Continuation plan – description of how program activities will continue after the grant period has ended. Evaluation plan – description of the methods used to determine whether the program objectives have been met. Budget is for program materials and personnel, not capital objects.PLEASE NOTE ADDITIONAL PAGES WILL BE REMOVED. (12 font size, New Times Roman, and ½” margins) Current program status – description of areas that need to be strengthened or sustained, determined by objective assessment process Demonstration of need and rationale for strategies – we want to see summary of the various assessment tools used and how the strategies will logically relate to those assessed needs. Collaboration and integration – describe the school personel families and community members/agencies involved in carrying out the proposed strategies. Measurable objectives – the major process and outcome objectives defined in measurable time limited statements. This area continues to be the most challenging area of the application. Local plan – for each objective a chronological list of activities, with completion dates and person responsible. We have a sample format (a simple table) in the guidance materials. Continuation plan – description of how program activities will continue after the grant period has ended. Evaluation plan – description of the methods used to determine whether the program objectives have been met. Budget is for program materials and personnel, not capital objects.

11. 11 Maximum Awards (MPS) $40,000 (Large School districts) 3,000 = students $20,000 (Small School Districts) 3,000 < students $10,000 Consortium $3,000 per member, with a cap of $20,000 per application

12. 12 Eligibility/Timelines Single districts or consortia can apply Range of awards by district size Due date to DPI: Friday, October 14, 2011 No faxes, no electronic files 2-year funding cycle for 2011-2013* Award notification: On or about November 14, 2011 *Two annual awards will be made with the funded amount in year 1 repeated in year 2 NO POST MARKS AFTER THAT DATE, MUST BE IN HAND Funding is for one year if Tony Ever’s consolidation of discretionary grants proposal to fund Every Child A graduate Initiative passes.NO POST MARKS AFTER THAT DATE, MUST BE IN HAND Funding is for one year if Tony Ever’s consolidation of discretionary grants proposal to fund Every Child A graduate Initiative passes.

13. 13 State AODA Application Review Process State Superintendent’s AODA Advisory Council conducts external review and makes initial funding recommendations. Reviewer benchmarks are used to generate final rating that come from the external review as well as staff internal review. WE ARE IN NEED OF VOLUNTEERS – SIGN UP SHEETS AT THE BACK OF THE ROOM This is a good opportunity to read numerous other grants and improve your skills. You will be a part of the process which can only strengthen your skills. WE ARE IN NEED OF VOLUNTEERS – SIGN UP SHEETS AT THE BACK OF THE ROOM This is a good opportunity to read numerous other grants and improve your skills. You will be a part of the process which can only strengthen your skills.

14. 14 First Steps - Where Do I Start? Read the application in its entirety Develop an understanding of benchmarks Bring together the right group of partners Begin assessing and analyzing local need

15. Developing your proposal with the 3-Tier Framework in Mind Framework for looking at AODA Programming

16. Using 3-tier framework to meet the ATODA needs of students

17. 17 Start of assessing needs It is important to make the families and communities aware of the grant and provide them with information to assist with their support with the program.Start of assessing needs It is important to make the families and communities aware of the grant and provide them with information to assist with their support with the program.

18. 18 Statement of Need An essential section (genesis of grant) Shows how you determined: Problems/populations targeted Activities to address problems Should define: Policies, curriculum and programs within the school Current student behavior and attitude data Describes the gap between identified need and present programs Supported by evidence The basis of a good grant proposal is the needs section. The biggest that we see is one person or one group such as student services determining their need without conducting a real assessment. DPI offers a number of instruments to assist with this process. AODA Assessment Tool, and the OLYRBS. But other local tools may work. Search Institute, county surveys, community statistics, incident reports. The basis of a good grant proposal is the needs section. The biggest that we see is one person or one group such as student services determining their need without conducting a real assessment. DPI offers a number of instruments to assist with this process. AODA Assessment Tool, and the OLYRBS. But other local tools may work. Search Institute, county surveys, community statistics, incident reports.

19. 19 Online YRBS www.dpi.wi.gov/sspw/yrbsindx.html WINSS School Climate Surveys www.dpi.wi.gov/sig/index.html AODA Assessment Tool www2.dpi.state.wi.us/SSPW_AODA_Assessment Statement of NeedFree DPI Tools

20. Collaboration Must show active involvement in the planning and implementation processes by district staff, families and community/agencies Integration with other prevention initiatives 20

21. 21 Must flow logically from the statement of need Process Objectives describe how the grant will be implemented Outcome objectives needed They measure grant impact through changes in behavior, attitudes, perceptions, knowledge, skills. Measurable Objectives Process objectives are fine for determinning on how the program will be carried out. However do not describe changes in attitudes, beliefs, knowledge or behaviors. (example of process objective) We will have a parent night attended by 50 parents. This describesProcess objectives are fine for determinning on how the program will be carried out. However do not describe changes in attitudes, beliefs, knowledge or behaviors. (example of process objective) We will have a parent night attended by 50 parents. This describes

22. 22 Outcome Objectives Outcome Objectives answer: Who is your target population? How much change do you hope to see? What is your intended outcome? When will your objective be met or measured? By what will you measure your outcome? Refer to SMART objectives This is another area that causes a great deal of quesitonsRefer to SMART objectives This is another area that causes a great deal of quesitons

23. 23 Objectives (Well Written) Think SMART S=Specific - one action verb (e.g. list) M=Measurable - objective statistics A=Appropriate - from needs assessment R=Realistic - can be accomplished T=Time specific - completion date

24. 24 Measurable Objectives Incomplete Outcome Objective: Students will learn about harmful effects of alcohol. Complete Outcome Objective: By June 30, 2013, students in Project Northland in grades 7-8 will show a 20% increase in knowledge about the harmful effects of alcohol as evidenced by pre- and post-tests. Incomplete, how do you know this will happen This one doesIncomplete, how do you know this will happen This one does

25. 25 Local Plan Developing Your Program Restating each measurable objective with accompanying timeline of activities, dates and responsible persons Should be at least one activity for each objective Chart template provided

26. 26 Sample Local PlanMeasurable Outcome Program Objective: This is just one example of what may be used. Just remember the objectives drive the activities.This is just one example of what may be used. Just remember the objectives drive the activities.

27. 27 Local Plan What are they? Effective research-based, well-implemented school, family, and community programs Providing quality materials, training, and technical assistance Reviewed according to rigorous standards of research URL’s to follow SAMSHA URL’s to follow SAMSHA

28. 28 Model Programs Websites Substance Abuse and Mental Health Services Administration's (SAMHSA) National Registry of Effective Programs and Practices (NREPP) http://nrepp.samhsa.gov/ Center for the Study and Prevention of Violence-Blueprints for Violence Prevention http://www.colorado.edu/cspv/blueprints Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/programs/selecting.php National Institute of Drug Abuse http://www.drugabuse.gov/pdf/prevention/RedBook.pdf U.S. Department of Education, Office of Safe and Drug-Free Schools (2002) http://www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf

29. 29 What are they? Effective school, community, and family-focused strategies for altering individual choices toward drug abuse. Research-based prevention strategies that have positive outcome results in reducing risk factors or increasing protective factors for drug use or actual drug use initiation and use. Local Plan These are just general strategies that are fundable. We will consider funding both. Here are the common challenges faced by DPI AOA and Tobacco grant writers in the Local Plan section (Do not talk about any of theses you have discussed as you went through this section): Activities are not best practices/educationally sound Activities not clearly related to objectives of proposal Solution presented does not address the identified need Timelines are unrealistic These are just general strategies that are fundable. We will consider funding both. Here are the common challenges faced by DPI AOA and Tobacco grant writers in the Local Plan section (Do not talk about any of theses you have discussed as you went through this section): Activities are not best practices/educationally sound Activities not clearly related to objectives of proposal Solution presented does not address the identified need Timelines are unrealistic

30. Continuation Plan Provide evidence of project continuation beyond the grant period

31. 31 Evaluation Plan How will you determine if your project is a success? What systematic procedures will be used to determine completion of objectives? Must be tied directly to objectives Must include outcome data, not just opinions. The most common challenges faced by our grant writers in the evaluation section are (Again, do not mention any of these you have already discussed: Doesn’t outline types of data that will be collected Fails to describe methods and instruments to be used Does not evaluate program objectives Doesn’t outline OUTCOME evaluation results The most common challenges faced by our grant writers in the evaluation section are (Again, do not mention any of these you have already discussed: Doesn’t outline types of data that will be collected Fails to describe methods and instruments to be used Does not evaluate program objectives Doesn’t outline OUTCOME evaluation results

32. 32 Challengesto Success in Grant Writing Failure to follow benchmarks Character limitations Not enough substance in the narrative Scope of the project does not fit the spirit of the funding, i.e. entirely on academics Funding an existing project with no expansion or modification Failure to work with a team of partners No Alignment to the 3-tier framework We have discussed many hints to enable you to successfully write grants as we reviewed the separate sections of the grant application. These are suggestions regarding the grant as a whole which, if followed, should add to you success.We have discussed many hints to enable you to successfully write grants as we reviewed the separate sections of the grant application. These are suggestions regarding the grant as a whole which, if followed, should add to you success.

33. Questions? 33