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7/29/2016
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Fundamentals of Grant Writing
Presented by:
Diane Berty, Vice President, TICUA
Patrick Meldrim, Vice President, TICUA
July 19, 20161
Overview
• Giving Trends
• Success and the Changing Environment
• Grant Writing Basics
• Checklist
• Finding a Grant Maker
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In 2016 and 2017, total giving is expected to rise above historical 10-year and 25-year average rates of growth. Total giving in both years will be slightly below the 40-year average growth rate of 4.4%.
Giving by foundations is predicted to increase by 5.7% in 2016 and by 6.4% in 2017
Giving to education is predicted to increase by 6.3% in 2016 and by 6.1% in 2017.
Source: http://philanthropyoutlook.com/wp-content/uploads/2016/01/Philanthropy_Outlook_2016_2017.pdf 3
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Source: http://www.givinginstitute.org/?page=GUSA2015Release4
Religion33%
Education15%
Human Services12%
Health9%
Arts/Culture/Humanities5%
Environment/ Animals3%
Public-Society Benefit7%
Foundations12%
International Affairs4%
2015 Veterans Reconnect Grant: 3 TICUA institutions received a total $278,672 of the total $1,064,697 awarded
2015-2017 Diversity in Teaching Grant: 2 TICUA institutions received $195,900 of the total $395,884 awarded
2015 Improving Teacher Quality Grant: 2 TICUA institutions received $ 190,545 of an available $975,000
Total amount awarded to TICUA member institutions in last THEC grant cycle: $665,117
Total amount available: $2,435,581
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The reader is stupid
Speak the funder’s language
Follow directions
Have a good elevator speech
Follow your logic model
Work ahead/ Don’t wait for the RFP to be issued
Have measureable outcomes
Establish alignment between the funder’s goals and your program’s goals
Create continuity throughout each section of the grant
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Cover Page, Title Page and/or Abstract
Section I: The Needs Statement
Section II: Project Description
Section III: Budget Request
Letters of Support and Agreement/Commitment
Appendix Materials
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Purpose statement
Goals and objectives which align with the funder’s mission
Salient points of Needs Statement
Activities as correlated to expected outcomes
Statement of how to evaluate
Total dollars requested
Usually only 2 paragraphs or word count provided by funder
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One succinct sentence that articulates the NEED for your grant project
An excellent tool for focusing your thinking because it states clearly what your project is all about
Do not include the intervention
You want the potential funder to become aware of the urgent need and ask, “What can we do?”
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Gives the WHO and WHY
WHO is being served and WHY do they need help?
Makes a convincing case regarding the extent & magnitude of the needs
Explains the effects of continued non-intervention
Comprehensive but not BORING
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Use supportive evidence
State the contributing factors
Identify gaps
Discuss “promising” programs or “best practices”
Put a face to the problems or needs by using quotes and anecdotes
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Show a thorough understanding
Show a knowledge of other interventions
Show an awareness of barriers
Show an alignment of missions and goals
Set the stage
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Relevance
Currency
Data and Statistics
Authority
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Section 1: The Nature and Extent of the Needs
Section 2: Factors Contributing to the Problem
Section 3: Impact of the Needs
Section 4: Promising Approaches
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Do not overdramatize the problem
Avoid circular logic
A “lack” does not imply a “need”
Avoid jargon or undefined acronyms
Refrain from mentioning your particular intervention
Trying to fit an existing program to a grant that doesn’t match
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Provides the solution to the needs you have established
Identifies the project’s goals and objectives.
(i.e. implementation plan, timeline)
Generates excitement
Justifies your approach
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1. Objectives (Intended Outcomes)
2. Program Activities
3. Staffing and Administration
4. Evaluation
5. Sustainability
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Program Goals = Ultimate Mission of Your Project
Program Objectives = Measureable Outcomes
Outline the operating plan
Demonstrate a match with funder
Illustrate how you will measure the program’s success
SMART
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Goals are broad; objectives are narrow
Goals are general intentions; objectives are precise
Goals are intangible; objectives are tangible
Goals are abstract; objectives are concrete
Goals can't be validated as is; objectives can be validated
Source: URL: http://edweb.sdsu.edu/courses/edtec540/objectives/Difference.html
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Process Objectives: focus on the activities to be completed in a specific time period; enable accountability by setting specific activities to be completed by specific dates; explain what you are doing and when you will do it
Outcome Objectives: express the intended results or accomplishments of program or intervention activities
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Outputs: the direct products of the program activities
Weekly workshops to model instrumentation implementation software and content resources.
Outcomes: are the specific changes in program participants’ behavior, knowledge, skills, status, and level or functioning
Increase the knowledge of 50% of middle schools teachers’ use of electronic education aids by 35% by June 30, 2017.
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Time frame
Target group
Number of program participants
Expected measureable results or benefits
Geographic location
Action verbs
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Poor: One thousand youth between the ages of 12 and 16 will have participated in a 6-week education program on violence prevention.
This is actually an output
Revised: One thousand youth between the ages of 12 and 16 will increase their knowledge by 40% in conflict resolution and anger management by June 30, 2017.
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Implementation Plan Project narrative
Preparatory tasks
Specific program-related activities
Gantt Chart List the major activities
Estimate amount of time of each activity will take
Determine how this activity is spread across a time period
Timeline
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25Source: W.K. Kellogg Foundation Logic Model Development Guide
26Source: www.ProjectPlan.com
Staff
Administration
Collaboration
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“Program Evaluation is the systematic assessment of program results and, to the extent feasible, systematic assessment of the extent to which the program caused those results.”
Source: Handbook of Practical Program Evaluation (1994)
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Formative Evaluation: is a method of judging the worth of a program while the program activities are forming or happening. The focus is on the process.
Summative Evaluation: is a method of judging the worth of a program at the end of the program activities. The focus is on the outcome.
Source: Bhola, H. S. 1990.Evaluating "Literacy for development" projects, programs and campaigns: Evaluation planning, design and implementation, and utilization of evaluation results.
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Indicates the plan to continue the project beyond the requested funding period
Finite, or
Builds capacity, and/or
Attractive to future funders
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Action-oriented tool for program planning, implementation, and evaluation
Systematic and visual way to present the relationships among resources, planned activities, and desired changes
Used throughout the life of the program
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Resources/Inputs Activities Outputs Outcomes Impact
1 2 53 4
Your Planned Work Your Intended Results
32Source: W.K. Kellogg Foundation Logic Model Development Guide
`
Resources/Inputs
Activities Outputs Outcomes Impact
1 2 53 4
Your Planned Work Your Intended Results33
•Holiday flight schedules
•Family schedules
•Frequent flyer holiday options
•Holiday weather
•Create family schedule
•Get holiday flight info
•Get tickets
•Arrange ground transportation
•Tickets for all family members
•Frequent flyer miles used
•Money saved
•Family members enjoy vacation
•$500 saved by using 4,600 of Mom’s frequent flyer miles
•Continued good family relations
Source: W.K. Kellogg Foundation Logic Model Development Guide
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Itemizes expenditures
Includes rationale
Typically a line-item budget
Divided into three categories
1. Personnel costs
2. Operating expenses
3. Support and Revenue
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Derived from Staffing & Administration section
Determine salaries
Determine time required
Determine benefits
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29.5 is the magic number Non-benefited employees: 7.65%
Benefited employees: 28%-40%
Calculated as percentage of total salary
Example: (13% + 15%) $14,552.50
28% $14,552.50
$4, 074.70
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Derived from the Project Description
Source: http://www.loopnet.com/Nashville_Tennessee_Market-Trends 37
Source: IRS Standard Mileage Rates, 2012
Source: US General Services Administration, 2012
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Matching funds
In-kind donations
Participation fees charged
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Indirect Costs cover additional operating expenses
10-15% of total budget
Budget Justification or Narrative is a detailed description of each line of the budget
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Availability
Accessibility
Acceptability
Appropriateness
Adequacy
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Letters of Support reflect support for the proposed project from program recipients, community leaders, schools/universities, religious organizations, etc.
Letters of Agreement are similar, but reflect a higher degree of commitment, acting as a pseudo-contract
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When speaking with those that you would like to write either Letters of Support or Agreement provide each with:
brief synopsis of proposed program
funding source
specific instructions, i.e. letter addressee, mailing address , deadline
Letters of Support and Agreement should NOT be written from a “template or boiler plate” – letters should reflect the agencies’ and partners' own perspectives
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Audited financial statement
Insurance documentation
Organizational charts
I-990
Other information required by the funder
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Cover Page, Title Page and/or Abstract
The Needs Statement
Project Description Objectives
Program Activities
Staffing and Administration
Evaluation
Sustainability
Budget Request
Letters of Support and Agreement / Commitment
Appendix Materials
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Cover Page
Cover Page, Title Page and/or Abstract
Program Objectives
Needs Statement
Project Description—Objectives, Project Narrative
Quality of Partnership
Project Description—Collaboration
Program Plan
Project Description—Staffing and Administration, Program Activities, Sustainability
Evaluation Plan
Project Description—Evaluation
Budget Effectiveness
Budget
Letters of Commitment
Letters of Support and Agreement/Commitment
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Did we assume that the reader is stupid?
Did we speak the funder’s language?
Did we follow directions?
Do we have a good elevator speech?
Did we create and follow our logic model?
Did we work ahead? /Do we have a previous RFP?
Do we have measureable outcomes?
Did we establish alignment between the funder’s goals and our program’s goals?
Did we create continuity throughout each section of the grant?
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Create an accurate and allowable budget
Express continuity
Be explicit
Know your target population
Be SMART
Consider barriers
Review credentials
Proof read
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Waiting until RFP is issued: some grants issued annually or bi-annually
Missing material and technical issues
Lack of alignment or beyond the scope
Bad data
Not adhering to page limits and other formatting stipulations
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University of Michigan www.ssw.umich.edu/resources/index2.html?collection=grants
Grantsmanship Center www.tgci.com
Foundation Center www.foundationcenter.org
Catalog of Federal Domestic Assistance www.cfda.gov
Federal Sources www.grants.gov www.hud.gov/grants www.nih.gov www.samhsa.gov www.dhhs.gov www.ed.gov
Computerized Searches & Databases Dialog’s Information Retrieval Service Federal Register Abstracts Federal Research in Progress Foundation Directory Foundation Grants Index PsycINFO database ERIC EbscoHOST database Medline/PubMed Nexis Lexis
Publications: Annual Register of Grant Support Catalog of Federal Domestic Assistance Federal Grants and Contracts Weekly Federal Register
Publications of the Foundation Center Foundation Directory Foundation Directory Supplements Foundation Grants to Individuals National Directory of Corporate Giving The Foundation Center’s Guide to Proposal
Writing The Grantseeker’s Guide to Winning Proposals Foundation Fundamentals
Online Journals & Newsletters Chronicle of Philanthropy
www.philanthropy.com Foundation News and Commentary
www.foundationnews.org Grantsmanship Center Magazine
www.tgci.com/magazine.shtml
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Bhola, H. S. (1990). Evaluating "Literacy for development" projects, programs and campaigns: Evaluation planning, design and implementation, and utilization of evaluation results.
Burke, M.A. (2002) Simplified grantwriting. Thousand Oaks, CA: Corwin Press. Coley, S.M., & Scheinberg, C.A. (2014). Proposal writing: Effective grantsmanship, 4th Ed. Thousand Oaks, CA:
Sage. Handbook of Practical Program Evaluation Kettner, P.M., Moroney, R., & Martin, L. (2008). Designing and managing programs: An effectiveness-based
approach. Thousand Oaks, CA: Sage. Knowlton, L., & Phillips, C. (2009). The logic model guidebook: Better strategies for great results. Thousand
Oaks: Sage. Melaville, A. (1997). A guide to selecting results and indicators: Implementing results-based budgeting.
Washington, DC: The Finance Project. Peterson, S. (2001). The grantwriter’s Internet companion. Thousand Oaks, CA: Corwin Press. Ruskin, K., & Achilles, C. (1995). Grantwriting, fundraising, and partnerships: Strategies that work! Newbury
Park, CA: Corwin Press Sariano, F.I. (1995). Conducting needs assessments: A multidisciplinary approach. Newbury Park, CA: Sage. philanthropyoutlook.com/wp-content/uploads/2016/01/Philanthropy_Outlook_2016_2017.pdf www.givinginstitute.org/?page=GUSA2015Release
Some materials used in this presentation were compiled by Rebecca Talley, MTSA, while she was an intern with TICUA.
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PowerPoint presentations, Resource Guide, and Primer can be found online at www.ticua.org/meetings_resources/grants
Contact us:
Diane Berty
berty@ticua.org
Patrick Meldrim
meldrim@ticua.org
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Some materials used in this presentation were compiled by Rebecca Talley, MTSA, while she was an intern with TICUA.
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