Tech Prep Grant Writing Workshop

1. Tech Prep Grant Writing Workshop

2. Project Time Line

3. Application Process One signed original and five copies, 4:30 p.m., Thursday, May 24, 2007. No electronic submissions. 8.5 " x 11“ paper No less than one-inch margins No less than 10-point type No bindings or note books (binder clips only) Maximum 50 pages total Number all pages

4. Application Cover Page Name of Tech Prep Consortium. Names of technology centers, colleges, and schools applying for funding with appropriate signatures. Name of person submitting application. Fiscal agent & person responsible for fiscal reimbursement. Contact person.

5. Planning the Grant Who are your consortium partners? What is each partner’s role? Who are the key personnel? What qualifies them for this role? How will each partner entity benefit?

6. Analysis of Consortia Performance List of major FY’07 accomplishments. Not in consortium list Tech Prep supported activities and initiatives continued in FY’08.

7. Section A. Analysis of Consortium Performance, cont. Provide narrative description and summary table. How much? How many? How often? How severe? How costly? Savings?

8. Questions to Consider Who will you serve? What are their needs? When is the need evident? Why does the need occur? What evidence do you have to support your claim? What are the consequences of the need? How is the need linked to your school/consortia?

9. Creating Sense of Urgency Statistics Approximately ___ Jasmine county graduates did not enroll in post secondary education in fall 2006. Leader/Expert Quotes Dr. Flock said students who fail to graduate have a ___ percent chance of committing a crime …. Case Statements Mary Quick, a typical Jasmine county ninth grader, suffers from ….. National Need Compared to Local Need In the US, is estimated that ___percent of teenagers drop out of high school by age 17; this means that at Glory Side school ___ of seniors risk _____ the next two-years.

10. Student Support Need When 24-year-old Tina Penn decided to attend Tulsa Community College – Metro Campus (TCC-Metro), she almost quit before walking through the door. Trying to navigate the complexities of enrollment through the Internet, Tina, an African-American single mother of two, found the process overwhelming. “I was confused,” she says. “I wanted to go back to school for a better future for my kids, but I felt like I was in over my head.” With an income of… Example reference: Alexis Carter Black, Getting Grants: The Complete Manual of Proposal Development and Administration, Self-Counsel Press, Bellingham, WA, 2006.  

11. Undergraduate research and education for science, technology, engineering and mathematics student majors….. Seventy-five percent of high school seniors intend to go to college. Of those, 43 percent actually enroll in college, and one-third of these becomes a STEM (science, technology, engineering and mathematics) major (Science and Engineering Indicators, 2002). College freshmen who plan to pursue a career in STEM disciplines too often become discouraged, sidetracked into other majors, or committed to other life-style choices and fail to matriculate to graduation. Regional universities in Oklahoma retain 67 percent of all first year, full-time freshmen, but graduate only 29 percent (OSRHE 1999-2000). Barriers to retention of all students in college apply as well to STEM students…

12. Tutoring Program for At-Risk Students The Johnsonville School District has the highest high school dropout rate in the state of Texas. The district has found that the three most common reasons students drop out of high school are failing grades, a lack of interest in school, and a lack of parental support. To combat the dropout problem, the Johnsonville School District is seeking grant funding to implement the Stay in School Program district-wide. The program will….. Example reference: Alexis Carter Black, Getting Grants: The Complete Manual of Proposal Development and Administration, Self-Counsel Press, Bellingham, WA, 2006.  

13. Section B. Identification of Consortia Strategic Plan Goals to Accomplish Measurable Critical Success Factors Describe how you will measure Critical Success Factors Objectives for Each Goal Strategies for each Objective

14. Effective Goals and Objectives Goals - Broad statements reflecting ultimate results of accomplishment. Decrease dropout rate…. Objectives – Measurement of what the organization will do to accomplish goal. Hold 54 tutoring sessions for….between Sept. and May 07 Activities, Specific Tasks, or Strategies Implemented. Design and develop tutoring model ….. Critical Success Factors – Change as a result of project and measurement. 85% of students participating in….returned to school…

15. Strategic Plan Sample Table

16. Section C. Consortium Partners Narrative description of Tech Prep Consortium partners. Approved or proposed alliance primary partners Technology centers or postsecondary institutions, comprehensive school districts, and other partners.

17. Consortium Partners, cont. Paragraph on each partner/proposed partner and summary table. Brief history of partnership Description of students served Facilities Roles and responsibilities Summary Table Entity Address Key contact Email address

18. Project Personnel Who will manage the project? Who will be involved in the project? What are their qualifications? What are their responsibilities? What is the management/organizational structure for the project? Are you using existing personnel or hiring someone after the award? If hiring, add a job description

19. Consortium Partner Summary Table Sample

20. Section D. Programs of Study Create programs of study for every career major designated. Must satisfy two of the three definitions for high-wage, high-skill, or high demand. Also, inclusive of secondary and postsecondary academic/technical courses.

21. Programs of Study, cont. Career cluster(s) proposed. Supporting data high-skill, high-wage, or high-demand Workforce data: Projected need/growth potential Data references Career majors with Alliance Agreements for one identified Career Cluster. Academic and technical courses at secondary level and designate those eligible for postsecondary credit for each career major. Postsecondary courses required to complete certificate or degree for each career major.

22. Key Definitions High-Demand: Occupation in which state, local, or regional labor market indicators show employment demand exceeds supply. High-Skill: Occupations that require industry-recognized certificates, credentials, postsecondary training, apprenticeship or degrees. High-Wage: Occupation with a statewide average hourly rate equal to or greater that the average hourly rate of all occupation as reported by the Oklahoma Employment Security Commission. ($15.35 per hour)

23. Labor Market Information Oklahoma Department of Commerce http://www.okcommerce.gov/ Oklahoma Employment Security Commission http://oesc.state.ok.us Economic Modeling System www.economicmodeling.com O*Net Occupational Information Resource www.onetcenter.org Oklahoma Career Information System (OKCIS) http://www.okcis2007

24. Educational Statistics Oklahoma Office of Accountability http://www.schoolreportcard.org Oklahoma State Regents for Higher Education http://www.okhighered.org Oklahoma Department of Education http://www.sde.state.ok.us Oklahoma Department of Career and Technology Education – http://www.okcareertech.org Alliance Tech Prep Career Clusters

25. Career Cluster Framework http://www.okcareertech.org/okcareerclusters/

26. Proposed Career Cluster(s) Provide narrative description and summary table.

27. Career Cluster Detail

28. Section E. Student Support How will students be identified, recruited, and supported through college transition and degree/certification completion? How will you provide information about Tech Prep to students and parents? How will you support students as they complete Tech Prep programs? How will you assist students with required assessments, postsecondary placement, employment and/or preparatory services? How will you provide comprehensive career guidance and academic counseling?

29. Student Support, cont. Supporting documentation Marketing material/information Planning and assessment tools Student and parent support materials

30. Section F. Professional Development (transition year) Targeting effective implementation. Narrative description and summary table. Target Audience Title Purpose Supporting research Validate quality and anticipated benefits

31. Section G. Accountability Measures Describe the process you will use to collect and monitor valid, reliable, and accurate student and consortium data. Data to be collected Responsible party Timeframe Collection process including data source Related to Goals and Critical Success Factors

32. Section H. Coordination How will you leverage Tech Prep funds to support other school improvement initiatives? Carl Perkins Alliance Partnerships Tech Centers That Work and High Schools That Work Smaller Learning Communities, Successful Practices Network Baldridge and others Build upon Key focus areas: cooperation, expand, and/or change

33. Budget justifies expenses and aligns with proposal narrative.

34. Budget Activities, services, and properties used to implement proposed activities: Career majors and programs of study Secondary and postsecondary course linkages Guidance and advisement Professional development Performance activities

35. Preceding Narrative Oklahoma Panhandle Consortia requests $597,948 from Tech Prep during FY’08. In addition to the Tech Prep Coordinator, the project will involve five individuals including: two academic Instructor, one Counselor, and three faculty members.

36. Preceding Narrative The overall annual budget for the Center for Women and Children is projected to be $465,000. Of this amount 53% is for salaries and benefits, 37% is for programs and services to women and children, and 10% is for administration and fundraising expenses.

37. Sample Budget Justification Executive Director, Dr. Joan Smith The budget request is for 1.0 FTE director @ $65,000 annual salary plus fringe at 22%. Administrative Assistant, Ms. Mary Smith The budget request is for .5 FTE administrative assistant @ $47,500 annual salary plus fringe at 20%. She will be .5 FTE for the Oklahoma GEAR UP program, also. Office space is being contributed to the project by the Oklahoma GEAR UP program.

38. Budget Justification Senior Personnel Holley will serve as the Tech Prep Coordinator and work with the faculty to supervise all project activities, budget allocations, quality control, and evaluation activities for the duration of the project. The project coordinator will facilitate partnership development, career majors, career path alignment, and articulation agreements. The project coordinator will work collaboratively with CareerTech to develop required curriculum and instructional tools. Fringe Benefits The fringe benefit rate at XYZ is 38 percent of salaries and wages.    

39. Budget Justification Equipment: This equipment allocation will enhance the laboratories used for the STEM Career Major XYZ high school and faculty development workshops. Equipment will be used to teach critical skills in metrology and characterization that support the development of advanced materials, sensors, devices, and manufacturing processes in the nanotechnology and biotechnology industries. Measurement and control of physical, electrical, thermal, optical, and biological properties are fundamental competencies that prepare graduates for the emerging workforce demands in nano scientific instrumentation. The following equipment will be purchased using Tech Prep funds.   Year 1 ($30,400): One multipurpose 5-mode solid state LASER system ($14,000), one fiber optic spectrophotometer system ($13,400), and two-year license 2D optical lithography simulation software ($3,000).

40. Book References Joseph Barbato and Danielle S. Furlich, Writing for a Good Cause: The Complete Guide to Crafting Proposals and Other Persuasive Pieces for Nonprofits, Simon and Shuster, 2000. David Bauer, The “How To” Grants Manual: Successful Grantseeking Techniques for Obtaining Public and Private Grants, 3rd, Oryx Press, Phoenix, AR, 1995. Alexis Carter Black, Getting Grants: The Complete Manual of Proposal Development and Administration, Self-Counsel Press, Bellingham, WA, 2006. Bev Browning, Grant Writing for Dummies, 2nd., Wiley Publishing, Hoboken, NJ, 2005. Mim Carlson, Winning Grants Step by Step, Jossey-Bass Publishers, San Francisco, 1995. Arlen Sue Fox and Ellen Karsh, The Only Grant-Writing Book You’ll Ever Need, Publishers Group West, 2006. Kenneth Henson, Grant Writing in Higher Education: A Step-by-Step Guide, Prentice Hall, 2003.

41. Helpful Websites Oklahoma State Regents for Higher Education - www.okhighered.org/grant-opps/ Training Videos - http://www.onenet.net/ops/streaming/brown_bag/brown_bag_index.html The Art of Grantsmanship - http://www.hfsp.org/how/ArtofGrants.htm The EPA Grant Writing Tutorial - http://www.epa.gov/seahome/grants/src/msieopen.htm The Foundation Center - http://fdncenter.org/ Writing Winning Proposals, the US Department of Energy - http://www.leeric.lsu.edu/sample.pdf Association of Fundraising Professionals - http://www.afpnet.org/