Effective Grant Writing

1. Effective Grant Writing Raymond Veon rveon@atlanta.k12,ga.us or artrev@langate.gsu.edu

2. HOW TO GET A GRANT Get an idea Get a funder Write a proposal Get turned down Write a Thank You note Write a proposal next year Get funded Write a Thank You note

3. Some Resources The Foundation Center http://www.foundationcenter.org/ McCarthey-Dressman Educational Foundation VSA Arts DonorsChoose.org NETWORK—tell people to let you know about grant opportunities

4. What keeps us from doing grants? Fear of rejection Reality - only one proposal in 5 is turned down because the idea wasn’t good enough Reality - A rejected proposal is worth about $10,000 of free advice Reality - the success rate is higher for proposals turned in a second time Reality - the success rate on a third submission is almost 1:1

5. Just Do It!

6. Keys to Success Innovation is important Looking for new solutions to old problems Don’t have to reinvent the wheel—adapt, extend, modify, put a new spin to it Calling the Program Officer is the most important element 85% of all successful grant seekers have had contact with the program officer

7. The grant process is never wasted Can’t get a grant unless you write one Professionally fulfilling Requires you to focus your thoughts Armed with reviewers comments (if available—you may need to request them) the second proposal is always stronger

8. Private Giving  Private Foundations  give out of goodness of their heart  advance a particular cause  $10 billion annually  only $1 billion to universities  often fund geographically  Corporations  give for enlightened self-interest  quality of life  employment pool  improve image  “Dow helps you do great things” Match the funders interests to Your ideas and needs!!!!! Don’t force a fit!!!

9. Types of Grants Research Curriculum Demonstration Training Equipment Fellowships

10. Getting started Start out small and build a track record

11. The Process A good idea A good institutional fit (yours, funder) Assemble a winning team Match the idea to the funder Read the Guidelines Read them again Contact the sponsor Plan in detail Develop the budget from the detailed plan Read the guidelines again with narrative in mind Be persistent - revise and resubmit

12. More Questions to Ask Does the funding agency share your goals? Is the funding agency interested in the same populations? Has the funding agency funded projects similar to yours? Have they made awards to institutions similar to ours? Does the agency require matching? When will the award be made?

13. You have to Play by the Rules GET the guidelines READ the guidelines FOLLOW the guidelines

14. Following the Guidelines You must follow the guidelines exactly. Respond to all sections. Adhere to any format restrictions. Topics must be covered in order presented in guidelines. Use headings that correspond to the guidelines.

15. Following the Guidelines TIP: Highlight every key word and phrase in the guidelines Make sure you address it in the proposal

16. You are not writing a paper for publication Manuscript  General Statement  Page 1  Supporting evidence for your hypothesis  Pages 2-5  Goals and Objectives  Page 6 or 7 Proposal  General Statement  One or two sentences!  Goals and Objectives  One or two paragraphs  Supporting evidence  Next few paragraphs  However, you may have to write many, many pages before you can condense!

17. Best Practice for Beginners Produce a mountain of writing and condense it into a molehill….

18. Best Practice Condense with rich detail. Sometimes the hardest part of grant writing is converting a grand vision into concrete language with the benefits quantified and the objectives measurable. With each draft, tighten the language and let details convey the project’s worthiness rather than depending on empty adjectives. Each component – from the need statement through the budget – must be specific. This is not a novel!!!

19. You want to achieve: The fine balance between wordiness and brevity that equals clarity Only someone who truly understands their discipline, what they want to do, and can put it in a logical sequence can do this!

20. You want to achieve: The fine balance between wordiness and brevity that equals clarity One of hardest grants I’ve received: 800 Characters per Category

21. Writing Tips NO SLOGANS OR CLICHES! NO CUT AND PASTE You are an attorney making an argument in front of a jury Your proposal is like your legal argument—it has to be air tight. You can not cut/paste an argument from eclectic sources—YOU must THINK IT THROUGH on your own!

22. The Next Step after Reading the Guidelines

23. Call the Program Officer! The major variable in getting proposals funded is contact with the program officer prior to submission of a proposal.

24. Technical Issues to Consider Before you Write Human Subjects? IRB Approval =Institutional Review Board Due date - received or postmarked Page limit Spacing Numbering Margin requirement Type requirement Do you need letters?

25. Appropriate Writing Style Write to the funding source Write in the correct language of the field - but no jargon Never write in 1st person Clarity 5 W’s Write to inform don’t use language that is biased Write to persuade data from reputable source use current data establish credibility No unsubstantiated opinions

26. Remember…. A Grant is not an Idea. It is a Plan!

27. Parts of a Grant Application Cover Page Table of Contents Abstract Problem or Needs Statement Goals and Objectives Methodology Quality of Key Personnel Evaluation Dissemination References Cited Budget & Narrative Vitae Appendices Forms, Certifications and Assurances

28. Abstract—If Required Should be able to stand alone  it may be all the reviewers read Publishable quality Clear, concise, one page, single space Avoid 1st person Do not refer to proposal in the abstract Cover all key elements in order Start by taking first sentence of each paragraph in your proposal (test of clarity!)

29. The Needs or Problem Statement Identify the need or problem that makes it crucial for you to be funded. Must match interests/goals of funder. When writing you problem/need statement, remember…

30. The Needs or Problem Statement In God we trust …all others bring data

31. The Task You Face  Critically important, and often poorly written  Convince the funding source that you understand the need and can help them solve the problem  Prove the need cite evidence illustrate with graphs, charts (if allowed), words  Demonstrate that the need is pressing  That the problem is important—must be solved  How your project will address the problem and what gaps will it fill

32. The Problem Statement: Framing the Need  Don’t assume that no one else has ever thought of your idea.  The Problem Statement establishes a framework for the project’s goals, objectives, methods, and evaluation  Provide a thorough explanation of your need  test assumptions  anticipate questions of others  incorporate proposal guidelines  Begin with a framing statement then provide documentation

33. Test assumptions What would someone unfamiliar with the arts say? What would someone who sees no value in the arts say? Proactive—anticipate objections

34. A Good Problem Statement Should:  Show that you understand the problem  Demonstrate that this is an important problem to solve  Clearly describe the aspects of the problem that your project will address, and what gaps this will fill  Describe the theoretical or conceptual basis for your project and your knowledge of the issues surrounding your proposed project  Include statistical data, if appropriate  Demonstrate that your approach is innovative  Describe how this project fits into the existing goals of the organization

35. Sometimes you have to do all of this in two paragraphs…. Some grants allow you more space to state your problem.

36. Questions to Ask, Things to Know  What significant needs are you trying to meet?  What is the current status of the needs?  Will this project help meet the need?  What really needs to be done?  What services will be delivered? To whom? By whom?  Is it possible to make some impact on the problem?  What gaps exist in the knowledge base?  What does the literature say about the significance of the problem, at a local, state, regional, national level?  Is there evidence that this project will lead to other significant studies?  What previous work has been done to meet this need? Was it effective?  What will be the impact of this study?

37. Example “Children are exhibiting violent and disruptive behavior.”

38. Check your Assumptions

39. Improve this statement by: Children are exhibiting violent and disruptive behavior. Clarifying the assumptions Anticipating the questions

40. Funded Problem Statement The harsh truth is that growing numbers of children in America are exhibiting violent and disruptive behavior or externalizing behavior (also referred to as antisocial behavior, challenging behavior, defiance, noncompliance, aggressive behavior, acting-out, etc.) beyond the occasional minor incident typical of most children during the normal course of development. Such behavior has become one of the most pressing issues in schools.

41. Dissecting a Problem Statement  The first sentence is the problem.  Then clarify the problem by defining both the behavior and what is normal  States that this is a pressing need which is hopefully the need the funder is addressing

42. Funded Problem Statement PROBLEM The harsh truth is that growing numbers of children in America are exhibiting violent and disruptive behavior or externalizing behavior (also referred to as antisocial behavior, challenging behavior, defiance, noncompliance, aggressive behavior, acting-out, etc.) beyond the occasional minor incident typical of most children during the normal course of development. Such behavior has become one of the most pressing issues in schools. CLARIFY PROBLEM NEED

43. Documenting the Problem Statement Rooted in factual information  must document that your initial statement is correct. Show you know what’s going on in the field, what the basic issues are  And that you can reason about them Use national and local information  showing that the local problem is also a national one

44. Show you can think… …in a disciplinary way. We straddle two disciplines: art and education. You strengthen your classroom and grant writing skills through your ability to reason and write well in these disciplines. Cut/paste mentality: A set up for long- term failure and professional irrelevance.

45. Documentation  Cite current literature 6-10 key references 1-2 of works should be yours  Key informants  Case studies  Statistics - objective  Surveys  Focus groups  Use relevant graphs and charts

46. Add info from grant book here

47. What was used to prove need?  Statistics  #of students and teachers that are attacked each month  #number who worry about safety  #eligible for special services with higher deportment problems  References  Impact of behavior on individuals  Post-school problems  Charts  crime victimization  weapons in schools  fighting and other assaults  feelings of safety  increases in disruptive behavior over last 2 years in local schools  References  Impact of behavior on school environment  What do key informants think?

48. How would you document your problem statement?

49. Organizing and Writing the Needs Statement Go from the foundational statement Build your case with the data Follow the guidelines Follow the guidelines Be succinct and persuasive Tell your story and build your case drawing to a logical conclusion that leads into the project goals and objectives

50. The Challenge is… …to tell a story while writing in a rigorous, professional manner. Some funders will be very responsive to evocative language; others will see it as “grantsmanship” and not take you as seriously. Research your funders; “read between the lines” of the guidelines to get a feel for them