Grantwriters’ Training Workshop June 29-Alexandria July 1-Baton Rouge

Grantwriters’ Training Workshop June 29-Alexandria July 1-Baton Rouge

Sponsors • Louisiana Association of Science Leaders • Louisiana Association of Teachers of Mathematics • Louisiana Council of Supervisors of Mathematics • Louisiana Science Teachers Association • The Gordon A. Cain Center-LSU

OBJECTIVES • Provide a basic overview and review of the grant-writing process • Develop a cadre of mentors that can and will provide assistance to other educators • Increase the number and quality of teacher applications for grants

Everything You Didn’t Know To Ask About Writing a Grant(and then some)

Your Job? To convince a group of strangers (sight-unseen) to give you their money to carry out a program that you believe is important!

Remember……. How successful you are depends upon your ability to communicate the need for and the quality of your program

Terminology • Grant: funds to support a specific project • Award: a recognition; may have a “grant-like” component • Proposal: a written document (a request) submitted to an agency to obtain a grant

The RFP …… •The official notice that describes the guidelines for a grant and (should) contains everything you need to know!

Getting Started(planning is the key) • Identify your problem • Identify an activity, program or materials needed to solve the problem • Prepare the proposal

Abstract(the short version of my story) • May be called the executive summary • A short, concise summary of your proposal, usually near the front but the last thing you write • May be used for publicity purposes THIS IS THE “HOOK-UM” part

Statement of Need(what is the problem) • This section should contain the most forceful language of the proposal • Use hard-hitting language with an emotional appeal (bring tears to the eyes of the reader but don’t make them throw up!) • Use documentation to verify the need; charts, graphs, survey results, anecdotal information, etc.

Plan of Operation(this is how I’ll do it) >This is the part designed to convince the reader that you can carry out the project, ie you have the “capacity”

Plan of Operation >Timelines may be required; be careful not to box yourself in to a specific date >Provide an overview of the activities and strategies that will be a part of the project(Org chart might work well here) >Include key personnel, and commitment from any partners

Goals and Objectives • Goal: a broad, clear statement that describes where you want to be at the end of the project (often the goal is not met!)

Goals and Objectives • Objective: a measurable result; more narrowly defined than a goal. The “good” things you want to see happen as a result of the project • Should be specific, measurable, and attainable during the time frame of the grant

Pop Quiz! To establish a re-cycling program at our school for aluminum cans or To reduce the number of cans on the school campus by 90% by the end of the year

Pop Quiz! To raise the achievement scores of identified students by 1 percentile or To provide an after-school reading program

Commitments(May I have that in writing?) Key partners should provide a letter of commitment on letter head, specifically stating what they will contribute “this is a wonderful project” or “you are the greatest” type letters are usually not of any real value for a grant (but may be appropriate for an award)

Vita(I’m so fine!) • Check for page limit in the RFP • Only include information relative to the project; don’t get bogged down in trivia • Arrange in a readable format • Don’t go back too far in time • ALWAYS BE HONEST!

Evaluation Plan(did it work......did I do what I said I would do?) Did it work the way you hoped it would? Were there any unexpected results that would help in the future? What elements were successful and which were not?

Evaluation Plan • Process (formative) Provide feedback along the way so changes can be made; usually qualitative. • Product (summative) At the end; Were objectives met? Was new knowledge gained? Was it cost effective? Usually quantitative.

Budget(show me the money) Regardless of the amount of funding requested, you need a detailed budget and sometimes a budget narrative.

Budget • Don’t be too thrifty and jeopardize your project. It’s a balancing act! • Pad your budget • Don’t pad your budget • Be realistic and justify every expense! • Check figures over and over!

Budget Narrative(why I need the money!) A category by category justification of costs;

Appendixes & Attachments This section is normally at the end; Contains letters of support, vita and other documentation May or may not have a page limit so always check RFP to be sure

Writing for the Reader(what they see is what you get) • Make it as easy as possible for the reader to follow what you are saying • Don’t get bogged down in local terminology (does someone in Denver know what LaSIP, LINCS, and LATM represent?)

The Actual Writing Process(time to cut bait or fish) Establish a game plan and timeline for completion,even if it breaks down. • Allow time for someone away from the project to read and comment. • Decide how you will deliver the proposal. Get a receipt!

Lagniappe(things I have learned…) > Repeat certain “key” words and phrases > Use the “hook”; the “WOW” > Watch for the politically incorrect term > Know the priorities of the funder > Write in the first person for awards; for grants use “the project director” or “the applicant”

Common Mistakes(why I did not get the grant) • Not following directions! (hard to believe, but true!) • Missing the application date • Not providing all required information

Teacher Award Projects • Teacher of the Year • Presidential Award for Excellence • NSTA Awards • NCTM Awards • Tandy Scholars

Grantwriters’ Training Workshop June 29-Alexandria July 1-Baton Rouge