afterschool grant writing workshop - jan 14 2011

7/28/2019 Afterschool Grant Writing Workshop - Jan 14 2011

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EXTENDED LEARNING

SCHOOL AGE COMMUNITY AND 21 STCENTURY COMMUNITY LEARNING

CENTERS


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Things To Remembery Thi i n h Pr -Bi

y 2010-2011 Application/IFB may be different

y

This workshop is informational only and is y w upcoming afterschool grant opportunities.

How to write an Afterschool Grant (c)


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Components to High Quality Afterschool Program

According to the U.S. Department of Education publication Working forren an am es: a e an mart - ter- c oo rograms , t ere

are nine components present in high-quality After-School programs.These include:

, ,{ Quality After-School Staffing;{ High Academic Standards;

{ en on o a e y, ea , an u r on ssues;{ Effective Partnerships with Community-Based Organizations,

Juvenile Justice Agencies, Law Enforcement, and Youth Groups;

{ trong nvo vement o am es;{ Enriching Learning Opportunities;{ Linkages Between School-Day and Afterschool Personnel; and{ Evaluation of Program Progress and Effectiveness.


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Purpose of 21st

CCLC Granty Part of the NCLB Act of 2001 authorized under the Title IV,

. . .Education.

y Create community learning centers that provide academic,

who attend high poverty and low-performing schools, to meetstate and local student standards in core academic subjects;

y Offer students a broad arra of enrichment activities that cancomplement regular academic programs;

y Offer literacy and other educational services to the families of participating children;

y Programs must ensure that the academic services they provideare aligned with the schools curriculum in the core subjectareas.


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Purpose of SACy School-based programs offering care to all children, including children with

disabilities from a es -1 .

y Programs can be provided to children enrolled during non-school hours, aftertheir daily class sessions or during other non-school hours (i.e., breaks,

y Incorporate a strong sense of school, family and community members thatcollaboratively contribute to the growth of students as they mature into caring,

y Programs should also try and meet the needs of working parent(s) during non-school days.

y Funding from the Child Care Development Fund (CCDF) Grant that originatesfrom the Federal Health and Human Services Agency. The money isdistributed to Missouris Department of Social Services (DSS) and is

. ., .


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Things to Consider Prior to Applying for 21 st CCLC grant or

SAC rant .y Receiving the awarded dollars is done on a reimbursement basis.

ac success u app can mus pay expenses rs , nvo cesecond and receive reimbursement third.

y No services rendered or items purchased before the award datemay be reimbursed with grant money (i.e. grant writers,su lies .

y Applicants completing the IFB must attach their most recent

au as proo o nanc a v a y non-sc oo s r c s .


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Things to Consider Prior to Applying for 21 st CCLC grant or

SAC rant .y Applicants often find out about the grant late and attempt to

rus roug an app ca on w ou pu ng n e properamount of preparation. This shows in the application and resultsin low scores.

y This grant application is considered your plan for programming.If awarded ou are ex ected to be in our ro ramminimmediately to be run in the manner it was written andapproved. There is no additional planning time. Changes could


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Application vs. IFB (CCLC only)y For the sake of this resentation we will use the term

IFB to refer to all applications but it is important toknow that there is a difference between applicationsan s.

y

Applications are filled out by school districts only .


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Application vs. IFBy Non-school entities that com lete the IFB must have

included a signed memorandum of understanding(MOU) in addition to the letters of commitment.y Formalize partnership between non-school entities

and schools beyond assigned MOU. y e must e s gne y t e super nten entensuring that the district will provide all of the

, .y Authorized signature MUST be Superintendent of

school district for SAC rant.


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Language Contained in the Application/IFB

y Pa careful attention to the wordin of the

application:{ Must/Shall- any deliverable containing one of these two words

s an a so u e or e gran .{ Should/May- encouraged but not absolute.


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Requ rements


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21st CCLC grants(Please check 2010-2011 Grant Application/IFB)

y May go to public, private, CBOs, FBOs, not-for-profit andfor profit;

y Serves grades K-12 y ay requ re censure. o program may opera e requ re

to be licensed until licensure is received. It is theresponsibility of each applicant to inquire with the DHSS,section for Child Care Regulation, before making bid todetermine if they are required to be licensed. Awarded

.


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Two Absolute Priorities to be Eligible (CCLC only)

y Consistent with federal legislation, awards are restricted

to applications that propose to primarily serve students who attend schools that are eligible as Title I schoolwide

eligible to receive free and reduced price meals).

ANDy Applications (whether submitted jointly or not) must

contain signed Letters of Commitment from each partner

spec e c ear y e nea ng e ro es o e p aye y each partner. It is not acceptable to simply state wesu ort the ro ram.



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Minimum Standards (CCLC only)

y Must operate at a minimum 4 days and 15 hours per week;y Help working parents by providing a safe environment for

students when school is not in session.y Must provide an evaluation process to assess its progress toward

achieving its goal of providing high-quality opportunities foracademic enrichment.

y Use Kids Care Center, a secure web-based application for daily program management, to facilitate data reporting that meetsfederal and state requirements for the DESE Afterschool

rantees.y Must be able to demonstrate the need for the services proposed

to the student and adult family members of students to beserved.



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Minimum Standards (cont)

y Program must provide students opportunities for academic enrichment to

least, but not limited to, reading/language arts, mathematics, andscience .y Offer students a broad arra of additional services ro rams and activities

such as youth development activities, drug and violence preventionprograms, counseling programs, art, music, recreation programs, technology education programs, and character education programs that are designed toreinforce and complement the regular academic program of participatingstudents.

y A public school or other public or private organizations that are awarded

mus prov e equ a e serv ces o pr va e sc oo s u en s an e r am esif the students are part of the area to be served by the 21 st CCLC award. Applicants must consult with private school officials during the design and

st needs will be identified and what services will be offered.


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Minimum Standards (cont)

y A dedicated effort to achieve ongoing communication and articulationo ssues etween regu ar sc oo ay an 21 s sta . uc e ortsmight include, but are not limited to, combining meetings or trainingopportunities, identifying preferred methods of communication (e.g., a

, - , . ,individual students.

y

Offer families of students served by community learning centers .y Convene an advisory council that is actively engaged in the

development and implementation of the afterschool program(s)involved in both the a lication and life of the rant.

y Undergo an annual evaluation to assess its progress toward achievingits goal of providing high-quality opportunities for academicenrichment and submit annuall to the DESE.


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Free and Reduced Lunch (CCLC only)

y Determinin an a licants eli ibilit is not as sim le

as saying you are above or below the 40% threshold.y As a district you may be below 40% however you

need to look at the buildings served (sites) plus the

number of kids at each site. y or examp e your app cat on proposes to serve 4sites (two elementary, one middle, one high) break

with that sites F&R number.y See handout exam le Attachment 1


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Competitive Priority (CCLC only)(Check final 2010-2011 application/IFB when available)

Com etitive riorit iven to eli ible a licants that:y

Applicant has never been a previous 21st

CCLC awardee;y Propose to serve children and youth in Schools in School

, between local educational agencies receiving funds under Title I

and a community-based organization or other public or privateen y.y Propose to serve at least one middle or high school site.

ompe ve pr or y s e ne as: ona po n s earne over an app ca onof comparable merit that does not meet the criteria.



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SAC grants

y Must onl serve kids a es 5-12 unless the are under

supervision of the court or in the foster system;y Must become licensed within one year of award

(buildings exempt for school districts);y

If reapplying, must become accredited and maintaincensure;y At a minimum must meet 4 days a week and 14

.


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Required Trainings

CCLC SAC

y 1 Regional Trainingy 1 State Trainin

y 1 Regional Trainingy 1 State Trainin

y 1 Director Meetingy 1 KCC Trainin

y 1 Director Meetingy 1 KCC Trainin

y CPR/First Aid y Required annual hoursof training for licensing

Optionaly National Trainin w

y CPR/First Aid (4 hrs of the 12 hrs required for

prior approval cens ng


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arge

udienceHow to write an Afterschool Grant (c)


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Need for Program

y e rea ers w o are s rugg ng w un ng aproposal to always go back to the need.

y You should specifically indicate in your

application who your target audience is. Not good.

y All areas of the state have needs and think theirkids have the most need. Put those thoughts ontopaper. This is the only way the readers will know


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Need/Target audience (cont.)

y A sim le wa to define the need lies within a few

questions:{ What is the need of your children? { W at s t e nee o t e commun ty?

{ What are the needs of your parents?

{ What are the contributing factors responsible for the need?


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Activity

y On a scrap piece o paper quic y ist out one:{ Target audience;

{ Need of their parents; and{ Need of your community.


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Needs Assessment Survey

y Needs assessment surve s are uni ue to our kids

and community, all kids have needs but what setsyours apart lies in the narrative.y This is a crucial piece in preparing to write the

grant.


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es n n a



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Application Collaboration and Communication

y Often our grant applications are completed by seasoned grant writers who do a great job selling thepotential program.

,have little to no involvement with the program

operation and it is then turned over toistrict organization personne un ami iar wit t egrant or its requirements.

all parties who will be active within the life of thegrant, especially the advisory council.


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Developing and Designing Your Plan

y So you have established your needs now it is time to develop your planto meet the outlined needs.

y Like your needs, designing your plan is unique to your students,parents, and community. Make sure you establish clearly what sets itapart from other programs.

y There are components that your program design must include such asan emphasis on math, science, and reading/language arts .

y Programs must also provide students with a broad array of otheractivities (such as drug and violence prevention, counseling, art, music,recreation, technology, and character education programs).

y Make sure you clearly state who will be a part of your advisory council,their roles, backgrounds and meeting schedule.


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y You already know the minimum weekly and hourly requirements but your sc e u e must e an or t e sa e o your app cat on s ou e

as such you will want a schedule that meets the needs of both thestudents and working parents. This makes your program more

, , .y Adult Component - this needs to be a stand-alone piece to your

program and application that references the needs of the adult family .component you must offer programming based on the need i.e. GED,reading and literacy or budgeting for example.

-in that you should solicit volunteers among the parents to assist withthe program as often as possible. This fosters buy-in and familiarity

.


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y Transportation (CCLC only)- daily transportation is anallowable expense both as students leave the program inthe evening as well as educational field trips. However, the

for the driver and cost of fuel. You must maintain

transportation logs which details days, number of students,r ver ours an ue an ma n enance rece p s or epurpose of DESE monitoring visit.

y If trans ortation is art of our lan ou must address how students will travel safely to and from the center and home.


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Partnerships

y Are absolutely vital to the long term viability of your program.

y Partnerships should be with the school, families and community.

y Dont get partnerships confused with other required elements of thegrant such as MOUs, licensing, or accreditation.

y Letters of Commitment must specifically describe who will do what, when, where, to what ends , and with whatanticipated results . (Not acceptable: Letter from McDonalds

w o ona e cups an u ce .


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Budget Strategy

y Remember we are in a tough economy and every dollar counts!y Your u get s ou e a rect re ect on on your program s

financial needs.y We train our readers to evaluate budgets that are reasonable,

ust a e, an t e n to t e scope o your program an appropr atefor the size of program and the number of students served.

y

Explain your purchases clearly so readers know what the item is andow re a es o your program. o no ma e em guess or assumeas they will not. Please note that IFBs are non-negotiable.

y Most but not all unallowable requests come in the equipmentca egory.

y Important to show how program will combine/coordinate with fed,state, local programs with most effective use of public resources.

.


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Budgeting for the Future

y When ou craft our bud et think of all 5 3 ears as

opposed to the initial year.y With both grants readers look at each years budgetrequest.

y

You are planning finances for a long term programnot s mp y try ng to pass t e rst year.


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Budget Perceptions

y On both grants you are asked to list your total budget, budgetnarrative and cost per child.

y Breaking your budget down to this level helps the readersdetermine if the total amount re uested matches the number of proposed students to serve.

y Overestimating your budget can have future ramifications as

amendments at the end of the year will result in future renewal year reductions.


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What you Want vs. What you Need

y There is no official handbook on how to build your 3/5 yearu ge owever ere are some ru es o prac ce a a v se

applicants to try the following method:

Years 1 & 2: Norma expenses suc as sa ar es, ene ts, PD etc. utany m a j o r p r o g r a m r el a t ed equipment should be purchased here.Now keep it within reason as this year will be scrutinized the most, but

ou should be able to ustif our earl urchases.

Year 3: Your dollars should be spread fairly evenly here around theother remaining categories. Any equipment that needs repair should

e a en care o ere.

Years 4 & 5: Diminished funding years should be primarily focused, ,

sustainability.


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Pricing Page Or Price for Service Page

y The pricing page is found in the beginning of the budget sectionand calls for each of the 3 or 5 years totals to be listed.

y These numbers must not increase in renewal years and may bereduced endin de artment a roval and availabilit of funds.

y As of the last 21 st CCLC grant the most that could be requested in years 1-3 was $650,000. You must request at minimum

, .y As of the last SAC grant the most that could be requested for each

of the three year grant is $30,000 per site and $60,000max mum per s r c .

y See Attachments 2 & 3


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Activity

questionable requests (Attachments 5 & 6)


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oa s an

Presented by: Erika Brandl


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Definitions

y Goals conve the broad intent of the ro ramwhat will be accomplished, not how (example:Increase academic achievement among participatings u en s .

can be measured (example: 45 percent of participatingstudents will show improvement in reading grades).


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Steps to a Measurable Objective

y

y Define your desired result.y y Define your standard of success.y

Source: ProjectSTAR


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Describe an activity in your program

y A strong objective will contain an activity

with whom.

Source: ProjectSTAR

Before you describe your activity think about the following


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Before you describe your activity, think about the followingquestions:

y What is the one thing your program Ex: Homework help w o

y Who will do this activity? Ex: Youth Development Professional

y With whom will they do this activity?

y

When/how often will they do this

Ex: All program participants

ac v y

y Where will they do this activity?

Ex: Thirty minutes each day after snack

Ex: Lincoln Elementary School Afterschool

y

How will they do this activity?rogram

Ex: Students will go with their assignedteacher to work on their assi nments

A l t d i ti f ti it ight l k lik


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A complete description of activity might look like

The Youth Development Professionals will work

participants thirty minutes each day.

Source: ProjectSTAR


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Defining your Desired Result for your Activity

Reflects the im act of our ro ram activit on our beneficiaries and the community. It should answerthe question, What happens because we did thisac v y you ave mu p e mpac s, c oose emost meaningful impact.

Source: ProjectSTAR

Wh t t f thi d thi k YDP ld t h i lt f


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y What types of things do you think your YDPs would report happening as a result of this activity? Students will receive better grades.

y What types of things do you think your beneficiaries would report happening as aresult of this activity?-Students will tell their YDP how much they like getting help on their homework and

.

y What do you think your stakeholders would report happening as a result of thisactivity?-Teachers and/or parents will say they have seen a positive change in the childsability to get their homework accomplished, grades, and attitude toward school.

y What will these thin s tell ou?-There is a decrease in teachers reporting that homework was not completed.

A complete result statement would look like the following:

There will be an increase in the completion of student homework assignments.

Source: ProjectSTAR


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Choosing a Measure for your Desired Result

.feasible to get the type of information that you are trying to measure. Ex: If you were asking for decrease in drs visits by a certain individual you would not be able to get information from a hospital because it is protected information.

y

Examine your intended result. What is it that you want to see happen?-Increase student grades.

y What concrete things (indicators) might you look at to determine if what you wante to appen appen-Successful homework completion, report cards, teacher observation

Source: Project Star

Whi h i t t ld b t t ( t bl t ) h t


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y Which instrument would best capture (or acceptably capture) what you are looking at?-Report card grades, teacher survey, parent survey

y measure?-Grades may not give an accurate portrayal of whether they did

. .

y What resources do you have? - upport ve teac ers, parents an s. teac er an parent

survey already created.

A complete list of measures would look like the following:

Re ort card rades and teacher arent surve s.

Source: ProjectSTAR


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Defining a Standard of Success for your Measure

Indicates who and what will change, as well as by how much for eachmeasure you c oose. e rea st c

y On what will these individuals show change or accomplishment?-Report card grades, teacher/parent survey

y affected by your activity?-(Report cards ) 60% of students

-

Source: ProjectSTAR

y To what degree will they show this change or accomplishment?


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To what degree will they show this change or accomplishment?-(Report cards) increase grades 5%-(Teacher/Parent survey) Increase two points on a ten point scalein homework completion and attitude toward homework.

y Over what period of time will they show this change oraccomplishment?-

A complete standard of success would look like the following:

y Report cards will show that 60% of students who received homework help will increase their grades by 5%.

y eac er an paren surveys w repor a o s u en s w oreceived homework help will increase two points on a ten point scale in homework completion and attitude toward homework.


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Describe Beneficiaries for your Activity

y What types of people benefit from your activity?-Students, parents, students families, teachers, schools

y Of those benefiting, who receives the most direct benefit?- Students

y How many people directly benefit from your activity?-Fifty-five

y What are some adjectives that describe your beneficiaries?-Elementary grade students, low-income families, urban living

A complete description of beneficiaries would look like the following:

Fifty-five elementary grade students from low-income families in an urban area.

Source: ProjectSTAR


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Objective Statement

Combine 1-5 into a single statement of the objective.

Youth development professionals will provide homework ass s ance o y- ve s u en s a e nco n emen ary afterschool program for thirty minutes each afternoon to

increase 60% of students grades by 5% as measured by thestudent report cards and will increase two points on a tenpoint scale as measured on a teacher and parent survey.

Source: ProjectSTAR

t f f


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21st CCLC Specific Grant Information

y Goals should be aligned with the Show-Me Standards in the coreacademic subjects of at least but not limited to reading/language

arts, mathematics, and science.

y Explain how will the program assists students in makingprogress toward those standards?

y Explain how the goals and objectives are expected to improvestudent academic achievement and other desired outcomes, and

if appropriate, scientifically-based research that providesevidence that the program or activity will help students meetstate and local student academic achievement standards?

SAC S ifi G I f i


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SAC Specific Grant Information

y Goals and objectives should be written tomeasure the degree in which you meet theindividual, developmental, social, leisureand academic needs of the students youserve.


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rogram


Program Evaluation


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g

y Having an objective, thorough evaluation provides you with anmportant mar et ng too ecause you now ave proo t at your

program is a success (i.e. legislators, community buy-in, other fundingpossibilities).

y Must undergo an annual evaluation to assess progress toward achievingits goal of providing high-quality opportunities for academicenr c ment . ust a so eva uate t e aca em c progress o c renregularly participating in the 21 st CCLC program. The data on, but notlimited to, academic achievement, student behavior, and student

. .

results of the evaluation must:{ Be used to refine, improve, and strengthen the program and to refine

{ Be made available to the public upon request.


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Data Reporting


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Data Reporting

y One of the deliverables of both the 21 st CCLC andSAC grants is data reporting in Kids Care Center(KCC) although there is much more data collected w e 21 gran ue o e era repor ngrequirements.

into KCC. Failure to comply will result in delayed

a ment and can result in forfeiture in rant award.

Fi i l d P g ti R t


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Financial and Programmatic Reports

y In addition to online data collection each rantincludes required reports both financial andprogrammatic (See Attachment 7).


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Sustainability


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Sustainability

y It is important when building your sustainability plan to start in year 6 and think backwards.

y You may charge fees for your program but you shall.

y If you are considering charging a fee it is important

to do it in the be innin of our ro ram rather thanstarting it in the end as parents will be less likely topay for a service that was free at one time.

y s mpor an o no e a a er o anSAC funding ends you can not reapply to continuethe ro rammin ou must enhance or ex and.

Sustainability (contd)


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Sustainability (cont d)

y The sustainability section of the grant is crucial asthere are many points at stake.

y Planning your sustainability begins at the plannings age o your proposa .

y You can have the greatest plan but if it is not

through it.y Imagine you get news that your program is losing

its funding today. Build your plan on theapplication around this premise.

School buy-in


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School buy-in

y It is absolutel essential that the school district(whether fiscal agent or not ) supports the programeither financially or in kind.

y Use of facilities and technology is a great way tofoster a long term sustainable program.


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ran ea ng


Grant Reading


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Grant Reading

y When our section evaluates grants we bring in volunteers from a wide ran e of the educational field from su erintendents ro ramdirectors, and principals to name a few.

y Most if not all of them are well versed in afterschool and have

program.

y Pairs are assigned to evaluate the grants. Each reader signs a

the program or anyone associated with the program.

y After a briefing on the rubric the readers are assigned numbers andg ven app ca ons o rea an eva ua e.

Grant Reading


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Grant Reading

y Kee in mind no two readers think alike.y A program that would score high for one reader

might score low for another which is why we work inpairs in order to reach a consensus on the score.

y Just because a reader may have afterschoolnow e ge exper ence t ey are to assume or

in blanks/gray areas not completely described and.

Additional Scoring Rubric


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Additional Scoring Rubric

In addition to the program rubric, competitive grants fromthe Department will include a new scoring formula with

points assigned based on Tier level of the school district and

Rubric Points Earned/ % % Max. %

21st CCLC/SAC Grant 70/100 = 70 x .8 = 56 80

De artments Goals 20 0 = 0 x .2 = +10 20

Grand Total 66 100


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Common


Common Mistakes


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y Not turned in on time-automatic disqualification.y Out of order.y Incomplete sections.

y Over oo ng as c ru es suc as spac ng anreformatting.

y y Not getting proper signatures.y These mistakes can make a reader wonder if they

cant follow directions can they run a successfulprogram?- .

Exercise


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y Look at Attachment 8 rovided and determine whatis a major no no.

Follow the Directions


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y The due date and time is set in stone. Make sure you takeproper steps to ensure your app cat on arr ves on t e

proper date and time.y All ro osals are time stam ed in the front office so we willknow without question if you turned yours in on time.

y This can ruin months of hard work and can be the

Automatic Disqualification

Out of Order


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y One of the biggest complaints from readers is nothaving your application in order.

y Our readers are instructed not to look through theapp ca on or e m ss ng n orma on resu ngin zero points scored and they are not to assume

an thin if it is not s elled out clearl ust becausethey may have afterschool knowledge.

Incomplete/Missing Sections


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y Failin to com lete or ne lectin to submit ieces of the application will result in point reductions ordisqualifications.

y Once the grant application deadline has passed youare not permitted to submit missing pieces.

Back to the Basics


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y Grants are full of directions but many times oneparticular set of directions are overlooked:{ Using the correct font

{ Spacing correctly { Do not reformat

{ ese are ust a ew o t e s mp e rect ons t at go over oo eon many grants.

Check and Recheck


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y Incorrect math makes evaluating budgets difficultor e rea ers.

y If the directions call for rounding

y Check math again!y of whom has little to no knowledge of afterschool)

to review the grant.

See Attachment 8


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Be Cautious


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Make sure you read each question carefully! Thereare areas where answering a question affects theoutcome.

See Attachment


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Submitting Jointly (CCLC Only)


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y Submitted Jointl : Two or more entities ororganizations who are applying together and shareequal responsibility for the 21 st CCLC program.

y Joint submittal requires all pages requiringsignatures to be copied so that each agency, entity,or organization has signed where required.

Submitting Jointly (CCLC only)


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y Too man a licants built their a lications aroundthis premise for no other reason than to receive thecompetitive priority points, or would just check itanyway.

y Prior to the cohort 4 competition we had 1

. joint submittals; however, only one was a true jointsubmittal.

y It is more than partnering for services. It is ashared responsibility of the grant entirely but withone entity being deemed the fiscal agent.

Boilerplate/Plagiarism


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y Using a boilerplate means taking the same informationfrom one grant and changing the name.

y This technique can be beneficial or it can be very dangerous.

y Dont assume that if you have been funded in the past that you will be funded again. The last grant competition wehad 80 applicants and only 15 were selected.

y ag ar sm s ta en very ser ous y. ny scovery oplagiarism that is made know or brought to the attention of DESE will be otential for dis ualification.


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re-


Pre-bid Meeting


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y During each grant 21 st CCLC or SAC grant competition a pre-bidmee ng s e usua y n e erson y. s very mpor an oattend this meeting, but not required in order to submit anapplication.

y s s e on y me ur ng process e pu c s a owe odirectly ask questions about the grant application to the DESEstaff.

y ny amen men s or c anges o e app ca on a are ma eduring this meeting go into effect immediately following it.

y The amended application becomes the new application that you.

y Important to check the DESE website periodically during theapplication period for amendments and clarifications.


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Extended Learnin Section


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www.dese.mo.gov/eel C n y He s en, D rector

{

573-526-9761{ [email protected]

Anne Ree er, Superv sor{

573-526-0517{ [email protected]

Jimmy Reed, Supervisor Kim Wolf, Acct Specialist{ 573-526-3961{ [email protected]

{ 573-522-2627{ [email protected]

Erika Brandl, Supervisor{ 573-526-5395{ r a. ran ese.mo.gov

afterschool grant writing workshop - jan 14 2011

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