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ED 339 877 CE 059 824

AUTHOR James, Waynne; And OthersTITLE A Guide to Writing Adult Education Grant

Proposals.INSTITUTION Florida State Dept. of Education, Tallahassee. Bureau

of Adult/Community Education.PUB DATE 91

NOTE 103p.

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE NFO1/PC05 Plus Postage.DESCRIPTORS *Adult Education; Educational Finance; Financial

Support; Fund Raising; *Grants; *Grantsmanship;Guides; Program Budgeting; Program Costs; ProgramDescriptions; Program Design; *Program Proposals;*Proposal Writing; *State Aid

IDENTIFIERS Florida

ABSTRACTThis guide is designed to help adult educators to get

through the grant application process required by the Bureau of Adultand Community Education, Florida Department of Education. It providesinformation on the four stages of the process; planning the project,writing the proposal, submitting the application package, andreceiving notification. Chapter 1 provides information on preliminarysteps. It discusses state funds available for adult and communityeducation projects and important elements to consider during theplanning stage, including national and state priorities, innovation,needs assessment, cooperation/coordination, dissemination, andproject continuation. Chapter 2 focuses on proposal content. Topicsinclude the narrative, need for the project, plan of operation,goals, connecting goals and objectives, measurable and achievingobjectives, timelines, personnel, reasonable costs, budget rationale,evaluation, facilities, abstract, appendixes, project completion,dissemination, doc,ments needed, and project title. Chapt.3r 3 offerssuggestions on the post-application period. It discusses what to doif the project is rejected, renegotiated, or funded. Appendixes,amounting to approximately one-half of the guide, contain thefollowing: titles of previously funded grant proposals; three flomainsof behavioral objectives; a verb list for stating objectives; sampletables for a plan of operation, vitae, and organizational charts; and11 forms. (YLB)

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A Guide to WritingAdult Education Grant Proposals

bY

Waynne JamesProject Director

Jane DukeTechnical Writer

Daniel L. GardnerAssociate Project Director

Adult and Vocational Education DepartmentUniversity of South Florida

Prepared for theFlorida Department of Education

Division of Vocational Adult and Community EducationBureau of Adult and Community Education

John E. LawrenceBureau Chief

Eugene StaffordProgram Director

Program Support Section

David bazarProgram Specialist

Program Support Section

Leah-Ida WilliamsProgram Director

Adult Education Section

Final printing by theFlorida Training Center for Adult Literacy Educators

Miami-Dade Community College. North Campus

Blanca R. PoloDirector

A Guide to Writing Adult Educotion Grant Proposals

For more information contact:

Bureau of Adult and Community EducationDivision of Vocational, Adult old Community Education

Florida Department of EducationFlorida Education Center

Tallahassee, Florida 32399-0400

Cataloging information:

James. Wayryv B.A guide to writing adult education grant poposaisMayrine B. James. Jane H. Duke, Daniel I Gardner

Tallahassee; Fiodda Department of Education. Bureau of Adult and Comm:nit Educatkin. 1491.110o

BiaNtfalcirf:O. 89Educatkin Adun 2. Education - Adult Education Ackninlstration

1. Duke, Jane H, U. Gardner, Daniel L.

This dominant was prepared with funding under the provons of the Adtilf Edwation Act (Pl. 10D-297).

It

BEST COPY AVAILABLE

A Guide

to Writhg

Adult

Education

Grant

Proposals

Table

ofC

ontents

Chapter

1

Before

You

Apply

1

Funds

Available

3

Getting

Started

3

Priorities

4

Innovation

5

Needs

Assessm

ent

6

Cooperation

-C

oordinatIon

7

Dissem

ination

7

Project

Continuation

8

Chapter

2

Content

of Your

Proposal

9

Proposal

Sections

12

Rem

ember!

15

The

Narrative

15

Need

for

the

Project

17

Plan

of Operation

22

Goals

22

Connecting

Goals

and

Objectives

25

Measurable

Objectives

26

Achieving

Objectives

29

Tim

elines

31

Personnel

33

How

Much?

36

Reasonable

Costs

36

Budget

Rationale

37

Evaluation

38

Facilities

41

Abstract

43

Appendices

46

Project

Com

pletion

47

Dissem

ination

47

Docum

ents

Needed

49

Project

Title

49

Chapter

3

After

You

Apply

51

Mailing

the

Proposal

52

Project

Rejected

53

Project

Renegotiated

54

Project

Funded

55

A Guide to Writing Adult Education Grant Proposals

AppendicesAppendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

List of Exhibits

Exhibit #1

Exhibit #2

Exhibit #3

Exhibit #4

Exhibit #5

Exhibit #6

Exhibit #7

Exhibit #8

Exhibit #9

Exhibit #10

Exhibit #11

Exhibit #12

Exhibit 213

Exhibit #14

Exhibit #I5

Exhibit #16

Exhibit #17

Exhibit #18

Exhibit #19

Exhibit #20

Exhibit #21

57

Titles Of Previously Funded Grant ProposalsSection 353 Projects 59

The Three Domains Of Behavioral Objectives 63Verb List For Stating Objectives 67Sample Tables for a Plan Of Operation 73

Sample Vitae 77

Sample Organizational Charts 81

ILLEGIBLE Documents 85Additional Resources 89Forms 91

Proposal Review Form, 353 Review Committee Members . 13

Example of an Impiementation Plan 30Examples of a Timeline 32

Sample Plan of Operation Table 74

Another Plan of Operation Table 75

Sample Vitae 79

Sample Table - Stair Relationships 82

Sample Table - Organizational Relationships 83

Ineffective Example - Page from an Actual Proposal 86

Ineffective Example - Page from an Actual Proposal 87

Grant Application Forms, DVE Form 461 92

Project Budget Summary and Disbursement ReportDOE Form: FA 399 94

Certification Regarding Debarment, Suspension, Ineligibilityand Voluntary Exclusion -- Lower Tier Covered Transactions 95

Consultation Certificate 96

Certification Regarding Lobbying forGrants and Cooperative Agreements 97

Certification Regarding Drug-Free WorkplaceRequirements - Grantees Other than Individuals 98

General Statement of Assurances 99

Project Selection Form - Section 321 100

Quarterly Report Forms, Section 353 Projects 102

Project Amendment Form, ESE Form 411 104

Final Report Form, DVE 525 105

iv

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A Guide to Wrtting Adutt Education Grant Proposals

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Chapter 1Before You Apply

What Do I Need To Know BeforeI Apply For A Grant?

or What Funds Are Available?

or How Do I Get Started?

/ What are the state and national priorities?

How do I identify innovative programs,materials, or methods?

I How do I assess needs?

What are some ways of cooperating orcoordinating with other agencies?

/ What is dissemination?

/ How can I sustain project activitiesbeyond the ftmding period?

7


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Chapter I

What Do I Need To KnowBefore I Apply For A Grant?

Before you can apply for grant funding for a project.there are a number of preliminary steps that youmust take. This guide has been designed to help youthrough the grant application process required by theBureau of Adult and Community Education. State ofFlorida Department of Education. However, the infor-mation contained in this guide can be adapted forgrant applications to federal agencies as well.

The guide has been organized to prcrvide informationon the four stages of this process: planning theproject. writing the proposal, submitting the applica-tion package, and receiving notification. On the sur-face, these steps appear to illustrate a simple.chronological process; more realistically, however.the process is often a recursive one, with activities inone stage doubling back to a previous stage or withactivities occurring in several stages simultaneously.Perhaps the recursive nature of this process is mostevident between the planning and the writing stages.Often, once the writing is underway, problemsemerge that may necessitate some change of plans.Occasionally, changes must be made on a grandscale. When a nightmare such as this occurs, it isusually due to a lack of thorough planning . . andthe result of inadequate planning is usually a "regret"letter from the funding agency.

This first section of the guide alerts you to the variousstate funds available for adult and community edu-cation projects and discusses the important elementsthat you must consider during the planning stage inorder to produce a grant proposal that meets therequirements of the BACE (Bureau of Adult andCommunity Education).

2

FundsAvailable

GettingStarted


What Funds Are Available?

Currently, two types of grant funds are available fromthe BACE for adult and community education pro-jects.

Section 353 of the Adult Education Act providesgrant funds for the purpose of conducting spe-cial demonstration projects and teacher train-ing projects in adult education. The moneyawarded by a Section 353 grant may be usctlonly for the development phase of a project ar.1cannot support an ongoing program.

Section 321 of the Adult Education Act providesgrant funds to offer supplemental financialsupport to adult education programs that tar-get educationally disadvantaged adult popula-tions.

Although each program has a different purpose, theapproach to writing the grant proposal is the same.

How Do I Get Started?

The card!nal rule in applying for grants is to readcarefully and thoroughly the "Request for Proposal"(RFP), i.e., the application packet sent to you by theBACE. The RFP states the 5uidel1nes that you mustfollow if you wish to be considered a serious applicantfor funding. Your application packet, which includesthe RFP, provides you with the following information:

A letter of transmittal that summarizes the keypoints of the RFP.

The BACE timeline that includes the deadlinefor the submission of proposals as well as thedate that award notifications are mailed.

A statement regarding the nature and purposeof the funding program.

A listing. in order of importance. of the nationaland state priorities.

3!J

A Guide to Wrtting Adult Education Grant Proposals

An enumerated list of the criteria for reviewinggrant applications.

An explanation of the stages in the proposalreview process.

A sample of the evaluation form that is used bythe review committee to assess your grantproposal.

A glossary of terms used in the RFP.

Information regarding budgets and paymentmethods.

An explanation of complaint procedures.

Various forms that must be completed andsubmitted with the grant proposal.

Priorities What are the state and national priorities?

One of the most important sections in th.: RFP is thelisting of national and state priorities. Your projectshould address at least one of the priorities on eachlevel. Although these priorities change from time totime, the following are the priorities that have beentargeted through 1993.

National Priorities

1. Expanding outreach services to those adultswht; are educationally disadvantaged,

2. Providing programs that involve use ofinnovative methods, including:a. programs for adults with handicaps;b. homeless adults;c. adults with limited English proficiency

(LEP); andd. programs which promote innovative

systems, materials, and those which havenational significance or are of special valuein promoting effective programs.

3. Training personnel engaged in or who arepreparing to engage in the activities of adulteducation.

4

A Guide to Writing Adutt Educotion Grant Proposals

State Priorities

1. Provision of educational services to adultswho are functioning at grade levels below 5.9.Such services include basic reading, writing,and computational skills.

2. Provision of educational services to adultswho are functioning at gxade levels 6 through8.9. Such services include intermediatereading, writing, computational skills, basicsocial sciences, and basic natural sciences.

3. Provision of adult education opportunities sostudents may continue their education to atleast the level of completion of secondaryschool.

4. Provision of English as a Second Languagecourses for adults whose native language isother than English.

5. Improving family literacy through adult/childlearning activities.

6. Workforce literacy including linkages withprivate sector employers and otheragencies.

7. Provision of staff development and teachertraining activities related to delivery of adulteducation and services.

8. Promotion of programs, projects, andactivities which advance and expandcurriculum development. planning. andevaluation and research.

9. Dissemination in adult education.

Innovation How do I identify innovative programs,materials, or methods?

Since innovation is not only a state priority but alsoone of the evaluation criteria, you need to make surethat your proposed project is innovatively designed.If you feel that the project you envision lacks this

51 1


characteristic, there are several ways for you to getsome idea of what innovative activities may include:

Examine the titles of grants funded in prevbusyears. (See Appendix 1 for a listing of someprevious grant titles that were funded by theFlorida DOE.)

Check with people who have experience in thisarea, such as previous grant recipients, theAdult Education Director, individuals workingin the Department of Education, or universityprofessors.

Scan conference programs and professionaljournals.

Complete a review via E.R.I.C. to determine thetypes of innovative projects which have beenconducted elsewhere in the nation?

Needs How do 1 assess needs?Assessment

A needs assessment is a prerequisite to writing yourgrant proposal. On the basis of your needs assess-ment you can identify a particular problem thatrelates to the priorities stated by the I3ACE for thetype of grant you are seeking (e.g., special demonstra-tion or teacher training projects).

Below is a list of questions that may help you withyour needs assessment, which is necessary for build-ing a positive case in the grant proposal.

Do you know of a particular problem area thathas not yet been uncovered or that has beenignored?

Does your geographical proximity to a problemor observable need give you an advantage be-cause of local familiarity or experience?

Can you develop untapped resources, e.g.,local industries, by convincing them to supporta worthwhile community endeavor?

126


Can you establish a cooperative venture thatlinks the expertise of your institution with thecapabilities of a broader-based, more diverselyexperienced organization in order to satisfy acommunity need?

Have other similar projects been conducted inFlorida or in the nation?

Cooperation - What are some ways of cooperating orCoordination coordinating with other agencies?

The idea of cooperating or coordinating efforts withother agencies is not only one of the priorities listedby the state (priority #6). but the establishment 1",!.linkage is also one of the criteria on which yourproposal will be judged. Therefore, you should ac-tively seek out the participation of other agencies inthe development and implementation of your project.

In order to mobilize different parts of the communityto work with you, you need to be able to point to thebenefits that their involvement will produce. (In otherwords what's in it for them?) You can approachuniversities; businesses; hospitals; prisons; volun-teer organizations, such as Literacy Volunteers ofAmerica; and other adult education programs in yourcounty or in neighboring counties.

Further information on cooperating and coordinatingwith other agencies is included in Chapter 2, "Howdo I begin the narrative?"

1 :17


Dissemination What is dissemination?

Dissemination, state priority #9, is the act of circu-lating the outcomes of your project. The manner inwhich you propose to disseminate your findings orproduct is also one of the criteria en which yourproposal will be evaluated, so you should give carefulthought early on for effective and efficient ways ofbroadcasting theyesults of your project. Listed beloware some methods for disseminating information.

newsletters

pamphletsjournal articles

conference reports

seminars

videotapesworkshops

training programs

demonstrations

slide shows

audiocassettespresentations

For more information on dissemination, see "How willI build in dissemination of the project?" in Chapter 2of this guide.

Project How can I sustain project activities beyond theContinuation funding period?

Closely related t9 the concept of dissemination is theidea of "continuation" for your project, i.e., life of theprogram or product beyond the funding period. Ob-viously, the BACE would prefer to fund projects thatwill continue to have an effect after the grant fundsare depleted. Below are a few examples of how youcan build continuation into your project:

Design a program so that operating expensescan be absorbed by your organization.

Establish a program that becomes an essentialpart of an organization's life.

Establish a joint program with another agency.

Projects that require considerable start-up costs butminimal operating costs are also good candidates forgrant funds.

I .1


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Chapter 2Content of Your Proposal

What Should The Proposal Contain?

yr What Sections Do I Need to Address?

What should I keep in mind while writingthe proposal?

/ How do I begin the narrative?

What is my problem? or How do I witemy NEED component?

How do I tie my NEED to thePLAN OF OPERATION?

/ What are achievable, realistic goals?

/ How do I connect the goals andobjectives?

What are good, measurable objectivesand how do I write them?

1 How will the objectives be achieved? orHow do I present my activities?

A Guide to Writing Adutt Education Grant Proposals

e What timelines do I need to followand how do I construct a timeline?

e Who is going to carry out the project?What qualifications do they have?

e How much money should I request?

e Are the costs reasonable and relatedto the proposed project?

e Is there adequate documentation forrequested funds?

e Is my evaluation plan sound andthorough?

e Are the facilities and resources available?

e What is the abstract?

e What do I include as appendices orsupporting documents?

If What will happen to the project/productafter the grant is completed?

e How will I build in disseminationof the project?

e What other documents are needed?

e What should I title my project?

! t )

10

A Guide to Wfiting Adult Education Grant Proposals

Chapter 2

What Should The Proposal Contain?

The function of a proposal is to convince a commit-tee of reviewers that the concept of your proposedproject is innovative, that its methodology is logical,and that its content is meaningful. While the use ofcorrect grammar and the adherence to the conven-tions of mechanics, punctuation, and spelling cannotbe overemphasized in proposal writing, a grant isultimately awarded on the merit of its content. There-fore, your proposal should be based on sound as-sumptions; it should build a justifiable case thatexplains and relates the needs of the granting agency(in this case, the Bureau of Adult and CommunityEducation) to your proposed project; and it shouldsupport each need with solid, dependable evidence.

In writing the proposal, use clear, precise languagethat allows only one interpretation; keep your goalsthe focus of your message; and introduce only rele-vant information to support your claims. In additionto striving for clarity in your writing style. you shouldalso aim for clarity in the physical layout of theproposal. Therefore, to make your proposal easier toread, provide your reader with some visual cues.Consistently organize your information under head-ings and subheadings and keep paragraphs to amoderate size. Use boldface (judiciously) to highlightkey words or concepts. Use bullets and numbering orlettering systems to introduce and emphasize relatedpoints in a series and to help the reader follow yourrationale. Finally, remember to proofread carefully.Serious or numerous grammatical and mechanicalerrors not only hinder clear communication, but theyalso reflect a lack of concern for professionalism.


ProposalSections

What Sections Do I Need to Address?

As a document, a grant proposal is organized intothree major sections:

Front matter, which includes the cover pageand abstract;

Body, which is the substance of the proposaland is usually referred to as the "narrative";

End matter, which includes the bibliography,appendices, and various forms required by thefunding agency.

The order in which these sections are prepared,however, is different from their sequence of appear-ance in the final document. The components of thenarrative are always prepared first. The componentsthat are necessary for a proposal are often labeledwith the following headings.

Relationship of School (Organization) Mission to State andFederal Priorities

Statement of NeedPlan of OperationQualifications of Key PersornelBudget ExplanationBudgetEvaluationAdequacy of ResourcesReqiirements of the State/Federal Laws

One way to determine the amount of emphasis toplace on any section is to study the evaluation cri-teria. A typical project evaluation form (for 353Grants) used by the Division of Vocational, Adult, andCommunity Education is reproduced in Exhibit 1.Notice that your proposal will be judged on a 100-point scale, with Content worth 40 points, Plan ofOperation worth 45 points, and Budget worth 15points. Also notice that the specific criteria withineach of these three sections are worth either 5 or 10points. Your objective as proposal writer is to makesure that your proposal addresses each criterion insuch a way as to accumulate as many points aspossible.

12

S


Exhibit #1 Proposal Review Form, page 1Used by the 353 Review Committee Members

G.S3 PROJECT EVALUATION704

Al ItmeY

Adnabilgrative Review

Project Director

1. Proposal was received by RACE before deadline.2. Application was complete (signature, etc.3. Prior year repons up-to-date.4. Debarment and Suspension Certificaiton on file with RACE.

General Comments

CONTENTSO Points

(5 pts) 1. Proposed activity addresses identified state or national priorities.

(15 pts) 2. The project involves the use of innovative methods, systems.materials. or programs,

(10 pts) 3. Objectives are clearly defined and measurable.

(10 pts) 4. A comprehensive and current needs assessment has been conductedand documented.

(10 pu) 5. Are the goals and objectives of the project achievable and realistic?

Total Points

General Comments

bi4


Exhibit #1 Proposal Review Form, page 2continued Used by the 363 Review Committee Members

=1114=114

Plan of Operation3S Points

(10 pis) 1. The project personnel possess qualifications and experience toadequately carry out project activities.

(5 pis) 2. Fecilities and other reSOUTINS are adequate to carry out the objec-tives of the project.

(5 pts) 3. 'Me project provides for cooperation and coordination with otheragencies to strengthen the project and prevent duplication of effort.

(5 pis) 4. The plan far evalualon of the effectivmess of the progrim and theeateni tn which objectives are met is included in the proposal,

(5 pts) 5. The project provides for continuing activities and services after thecompletion of the inoject.

(5 pts) 6. The format for dissemination of the product Is complete and com-prehensive.

Total Points

General Commerds

Budget1S Points

(10 pts) 1. Estimated cost is reasonable and related to the proposed activities**

(5 pts) 2. There is adequate documentation in the prnposal to support thebudget.***

Total Points

General Comments

'foist points soistIsd to proposal out of s possiblo 100:

Sigosous of Reviewa.m..* wpm& orsaissions lediel Si I CFA tuft WO. 00 dam rejosa's

The PAPmod WOK dela inks*, asvd lima ON a MON *gam weft Tailahorec

14

Remember!


What should I keep In mind while writing theproposal?

Before you begin writing any section, you should keepin mind several critical concerns for you as a com-municator:

The purpose of the document, which in thecase of the proposals is to persuade your audi-ence to support your proposed project.

The needs of your audience, i.e., the committeeof reviewers who are familiar with the generalarea of the grant program but who may notknow the specific details of your proposed proj-ect.

The inclusion of details that are necessary tosupport your purpose; each detail should berelated to achieving the overall goal and objec-tives of the proposed project.

Each section in a proposal has a particular purposeto fulfill, with the flow of information running fromthe general to the specific. Information delivered ineach section lays the foundation for subsequent sec-tions, thus establishing a chain of reasoning. Anapproach to addressing each section is discussedbelow,

The Narrative I How do I begin the narrative?

The first component of the proposal narrative comesunder the heading RELATIONSHIP OF SCHOOL (OR-GANIZATION) MISSION 'TO STATE AND FEDERALPRIORITIES. The purpose of this component is toquickly show your readers. the review committee,that the project your organization intends to carry outis in accord with the nature and purpose of theparticular law (Section 353 or 321) that was enactedto provide the funds that you are seeking. In thiscomponent you should identify the specific link be-tween your project and the national and state prior-ities that are published in the RFP. In addition, thiscomponent is a good place to introduce the reviewers


to the fact that your project will be a cooperative andcoordinated effort involving another agency. Thiscomponent corresponds with item #1 under Contenton the Project Evaluation Form: "Proposed activityaddresses identified state or national priorities" anditem #3 under Plan of Operation: "The project pro-vides for cooperation and coordinatiorA with otheragencies to strengthen the project and prevent dupli-cation of effort."

Because this component generally requires only ashort paragraph and provides the first link in thechain of reasoning, it should not be omitted. Beloware two examples of this component, one ineffectiveand the other effective.

INEFFECTIVETo strengthen the project and avoid duplication of effort,members of the local Regional Coordinating Council will beadvised of project goals and input win be solicited fromother educational agencies and service providers.

Although the statement above mirrors the languageof one state priority, the language is not very specificnor is the scope of the statement comprehensive.

EFFECIPIEThe following proposed project was prepared col-Ilboratively by the Kiskadee County School AduttEducation Program and the Little Dickens Childcare Cen-ter. The uttimake purpose of the project is to promote link-

rx:tween county agencies and the private businesssector engaged In, or able to become engaged In. specialdemonstration projects in adutt education. By providingtransportation and childcare for adult basic education stu-dents, If funded, this project will reduce the barriers to par-ticipation in ABE programs thereby Pnhancing thecommulity's workforce.

Activities included in this project address National Priorities 1and 2c and State Priorities 1, 2, 3. 6, and 9.

16


Notice that the priorities are referenced only by theirnumbers. Although this format is acceptable if youare constrained by space requirements (your pro-posal narrative, excluding appendices, cannot exceed10 pages), writing them out is preferred because itshows consideration for the readers on the reviewcommittee.

Need for the What is my problem? orProject How do I write my NEED component?

The second major component is often entitled NEED.although it may also appear under similar headings,such as NEED STATEMENT, NEEDS ASSESSMENT,or even PROBLEM STATEMENT. In this componentyou explain in detail to the reviewers what problemor problems exist: what, if anything. is being or hasbeen done to solve the problems: and, finally, giventhe current problems and situation, what needs canbe identified. This component, which is worth 5points, corresponds to item #4 under Content on theProject Evaluation Form: "A compreher: sive and cur-rent needs assessment has been conducted and doc-umented."

In this component you should indicate the generalityof the problem and the generalizability of the out-comes. Specify the way in which your project willcontribute to the solution of an important problem.In writing this component. you must demonstrateyour grasp of the field and your general organiza-tional ability. Use clear, precise language to stateyour needs, for a vague statement may result in anegative impression about the usefulness of yoursolution. In addition, if your need statement does notdistinguish important from unimportant informa-tion, your ability to manage the project efficiently maybe questioned.

In a general way, you should try to relate the problemto the qualifications and expertise of your organiza-tion. You can do this by citing the experience yourinstitution has achieved in documenting the problemor need, by referring to relevant activities conducted

17


by your organization, or by pointing to the history ofconcern your institution has shown for the problem.(Be careful, however, not to confuse this section withthe QUALIFICATION OF KEY PERSONNEL compo-nent, which is discussed in Chapter 2 of the guideunder "Who is going to carry out the project?") Finally.in this section you should introduce the approach tosolving the problem or fulfilling the need as well asthe "need" for the chosen approach.

The NEED component in your proposal fulfills severalpurposes by demonstrating:

the understanding of issues.

the importance of the project to the largersociety,

a critical review of the pertinent literature,

the Umeliness and immediacy for the project,

the innovativeness of the project.

the generalizability of the results.

the initial rationale for the plan of operaton,and

the relationship of the proposal "needs" to theguideline "needs."

The NEED component should address at least one ofthe issues of immediate concern listed in the RFP bythe BACE. Credibility for the need can be establishedby citing primary resources (results of interviews,meetings, etc.) as well as secondary resources. All ofthe information in the NEED component should di-rectly support the importance, the timeliness, andthe innovativeness of the project.

When developing your NEED component. be abso-lutely clear about what the problem is, being carefulnot to overstate either the problem or your project'sability to solve it. If you state the problem in termsthat are too general. then no solution you propose willbe realistic or adequate. You should also keep in mindthat the problem or need statement must be consis-tent with your objectives and procedures. Avoid using

18


jargon because it can hide the main theme of yourargument.

There are a variety of ways in which you canstrengthen your NEED component. Several possibil-ities are provided below.

Supply statistical data.

Include support statements by experts or oth-ers who may be in a position to confirm yourassertions.

Illustrate with concrete examples that tie thestatement to "real world" needs and situations.

Provide a literature review.

Conduct surveys to gather feedback from oth-ers affected by the problem.

Include descriptions of similar projects con-ducted elsewhere in the nation. You couldobtain project descriptions via an "E.R.I.C.search".

Remember that most projects cannot honestly claimthat theirs "will be the first significant contributionto...." More frequently. projects complement. extend,or update previous efforts. Keep in mind when youwrite this component that your identified needs mustlead directly to your goals and objectives. Below aresome examples of ineffective and effective need state-ments.

INEFFECTIVE

Administrators at the Bacon County Medical Center con-ducted a needs survey at the request of the principal inves-tigator. They reported that at least 15 environmental andfood service workers at the BCMC were willing to partici-pate in the program.

411.

INEFFECTIVE

The need for a comprehensive curriculum leading to a highschool diploma is painfully evident in view of the high an-nual dropout rate.

19


INEFFECffVE

The need for this project Is created by the slze of Four EggCounty, which is the largest in Florida, and one of thenation's most dynamic areas of population growth.

The first example relates only a willingness to partic-ipate in a particular pmgram; it does not establish aneed. The second provides no concrete data to sup-port the needs and the claim that the need is "pain-fully evident" is stated too dramatically. Finally, thethird example is a victim of a seeming irrelevancy; themere size of a county does not establish a need.

Now look at some effective need statements.

EFFECTIVE

A special survey (see Attachment I) was mailed to 115Adult Secondary Education teachers currently using com-petency-based CUITICUILIM guides to ascertain other areasof improvement to be addressed during a revision of theguides to include supplemental materials to meet culturallydivergent learning styles. The results of the survey revealedthe following needs:

To adopt some guides to new textbooks (old booksout of print or going out of print);

To combine several standards Into one teaching unitwhere appropriate;

To develop and Include written standardizedrecord-keeping Instructions; ond

To include Instructionol enhancers that promotestudent retention.

:11;


EFFEC11VE

The identified needs of literacy leaders. I.e.. administrators,instructors. and advisors, fan into several categories os evi-denced through a study of Florida literacy providers enti-tled, 'Identifying the Leadership Training Needs of Florida'sAdutt literacy Leadership." Emerging data cnd preliminaryfindings of this study being conduceed by the Florida StateUniversity (F$U) for the DOE reveal that while advisors, ad-ministrators. and instructors believe they possess certain de-grees of competency In areas relevant to their work, theyrecognize a critical need to increase their knowledge, skills.and abilities to perform their jobs effectively.

In the initial phase of this study, the %viml investigatorsmet at the Florida literacy Coalition Conference with repre-sentatives from across the state in a workshop session to sur-vey the perceived education and training needs of literacyproviders. That session along with responses and emergingresults of three separate surveys of instructors, admInistro-tors, and advisors (see Appendix) indicate several catego-ries of need across several levels of Florida's literacyleadership. They include:

Recruitment and selection of personnel

Organational leadership

Fiscal development and management

Program and curriculum development

Human and public relations, and marketing strategies

Interagency coordination and collaboration

Decision-making. communication, and motivationalstrategies

Trends and recent developments in literacy education

Public policy issues

New technology/computer-assisted instruction

A knowledge base in adult education


Notice how both effective need statements are per-suasive because they identify specific problems andprovide concrete details that have emerged from theirneeds assessments, which in both cases were con-ducted with surveys.

Plan How do I tie my NEED to theof Operation PLAN OF OPERATION?

After you have convinced your reader that a need canbe met by your project, you must identify the overallgoals of your project, specify the objectives that willallow you to achieve your stated project goals, andexplain the specific activities that will enable you tomeet your objectives. This information is best pre-sented in the PLAN OF OPERATION component, usu-ally the most extensive component in the proposal.The ideas you present in this component should betightly linked to your identified need as well as to eachother. In other words, the activities must be evidentlyassociated with your objectives; the objectives mustbe clearly designed to fulfill your goals; and your goalsmust be realistically compatible to answer the need.

Goals f What are achievable, realistic goals?

The presentation of your goals is generally the firstsubcomponent of your PLAN OF OPERATION andshould be identified with a subheading, ProjectGoals.

Goals are general statements, generally long-term inperspective, that explain to your reader the ultimatepurpose of the project. Therefore, you should con-sider the importance of the goals from the fundingagency's point of view. The review committee willexamine the goals to determine:

whether the project is relevant to BACE inter-ests,

whether the project will accomplish somethingsignificant.


whether the outcomes will help solve the iden-tified problems, and

whether the goals are realistic and achievable.

The extent to which you convince your reader thatyour goals can be achieved corresponds to item 05under Content of the Project Evaluation Form: "Thegoals of the project are achievable and realistic." Thisitem is worth 10 points.

The goals of the project should be closely linked tothe identified needs. Goals should be phrased toindicate action, e.g., to increase, to prepare, to edu-cate, to train, etc. It is a good idea to confine yourselfto one or two goal statements, for a lengthy list ofgoals is often a sign that the writer has not givensufficient thought to the project. The appearance oftoo many goals may also indicate that some of thestatements should more accurately be presented asobjectives, which, unlike goals, are specific and con-crete, often measurable, and usually focus on short-term or intermediate acco:aplishments.

The following suggestions may help you avoid severalpitfalls that commonly occur during the constructionof goal statements.

Do not make exaggerated claims regardingyour project. For example, a literacy projectthat is targeted toward homeless adults inTampa cannot realistically have as one of itsgoals the eradication of illiteracy in the Tampaarea. Instead, a plausible goal might be toimprove the ability of illiterate homeless tofunction more successfully in society.

Di, not confuse the problem with the goal.

Do not confuse goals, which explain what willbe done, with procedures, which describe howthe goals and objectives will be accomplished.For example, "to conduct a survey" is a proce-dure, while "to train adult educators" is a goal.

Do not use "hazy" or imprecise terms to defineyour goals.


Below are several examples of both unrealistic andrealistic project goals.

UNREALISTIC

To develop competency-based learning guides wtth Indus-try specific canponents to be used h workplace literacyclasses for LOW employees and potential employees atthe Boyd Bromley Conference Center.

UNREALISTIC

The goal of the proposed project is to provide 5 workshopsfor members of the instructional staff in the writing and useof competency-based curricula.

UNREALISTIC

Lack of minortty participation in the competency-basedadult education program.

Notice that the first example above is marred by thehazy wording ("industry specific components") andthe exaggerated claims ("workplace literacy of 1,000employees"). The second example is ineffective be-cause it confuses the goal (what will be done, e.g., "todevelop skills") with the procedure (how it will bedone, i.e., "to provide 5 workshops"). The third exam-ple illustrates the confusion of a goal statement witha problem statement. Written as a goal. Example 3might read, `To encourage minority participation ."

Compare these unrealistic goal statements with themore realistic ones below.

REAUSITC

The goal is to establish a remote learning center in a store-front to serve a community which hos, in the past, been un-derserved in spite of a high concentration of adults withincreasing basic education needs.

243 )

ConnectingGoals andObjectives

A Guide to Witting Adult Education Grant Proposals

REALISTIC

The goal of this project is to Improve the workplace literacyskills of hospttal dietary personnel.

,

Notice that the realistic project goals are succinctlystated. When organizing your goal statements intothe narrative, present them in such a way that theyare obvious to the review committee. One way toprevent your goals from being buried in the middle oftext and to make them stand out is to use bullets (ifthe goals are of equal importance) or a numberingsystem (if their chronology or their relative impor-tance should be understood).

How do I connect the goals and objectives?

Following the Project Goals subsection is the secondsubcomponent of the PLAN OF OPERATION. entitledOverall Approach. Its purpose is to explain in generalterms how each goal will be accomplished. Youshould include a brief description of the participants(your target population), a justification for their se-lection. and an explanation of the type of program(e.g..training, dissemination, etc.) your project in-volves. In addition, you should explain how you planto ensure that activities developed for the project willcontinue after the initial grant project is over.

The third subcomponent of the PLAN OF OPERATIONis often labeled Implementation Plan. This purposeof this subsection is to deliver a systematic, detailedexplanation regarding the implementation of the proj-ect goals. When you write this subcomponent. it isbeneficial to restate each goal and to group under itthe related objectives and activities. In the discussionof each activity, you should provide the details re-garding implementation, sources of documentationor products. time frame, and responsible personnel.

To make your plan further accessible to the reviewers,at the conclusion of the PLAN OF OPERATION com-

25 31


ponent you may want to include such visual supportas tables that summarize concisely the Implementa-tion Plan for each goal, a timeline for the implemen-tation of activities, and an organizational chart thatshows the flow of authority and responsibility.

Measurable What are good, measurable objectives andObjectives how do I write them?

In addition to stating your goals. which orient thereview committee to the conceptual purpose of theproject, you should define the objectives associatedwith each goal.

Objectives are statements that identify the specific,concrete, and measurable ways in which generalgoals are realized. Therefore, make sure your objec-tives are directly derived from the goals. There areusually more objectives than there are goals; how-ever, do not include unnecessary objectives, such asproject management objectives, and keep them asbrief as possible. The accuracy and clarity of thesestatements in relationship to the stated goals is worth10 points and corresponds with item #3 under Con-tent of the Project Evaluation Form: "Objectives areclearly defined and measurable."

Objectives are generally of four types: process. prod-uct, behavioral, and performance. Each type is dis-cussed below.

Process objectives should be included onlywhen they are critically important. Include aprocess objective if it is essential for explainingthe benefits of the project, if the process di-rectly explains any procedures or the need forany resources, or if the process has signifi-cance in the evaluation component (discussedlater in this section of the guide, "Is my evalu-allon plan sound and thorough?"). When youwrite process objectives be sure to indicate whowill perform the process, what activity or per-formance will result from the process, and howthe process will be evaluated.

263 2


Product objectives are included when an out-come of the project results in a concrete prod-uct, such as a training manual or film. Whenwriting the product objective, identify the prod-uct. its producer, its availability, the method ofevaluation, and its evaluator.

Behavioral objectives relate to one of the threebehavioral domains: cognitive, affective, andpsychomotor. (See Appendix 2 for an explana-tion of the three domains as they relate toconstructing objectives.) A behavioral objectiveshould include answers to the following ques-tions:

What is the expected behavior?- Who will perform the behavior?

Under what circumstances and with whattechniques will the behavior be observed?How will the behavior be measured?

Perfonnanne objectives are more specificthan behavioral objectives. In addition to thespecifications requ;red for behavioral objec-tives. performance objectives also include anestimate of the time necessary to elicit thespecified behavior and an indication of theexpected proficiency level of the performer.Because performance objectives are more spe-cific than behavioral objectives, they are moredesirable.

When designing your objectives, consider whether ornot they meet the following criteria. My objectives:

can be obtained but are not trivial.

can be matched with specific completion dates.(See "What thnelines do I need to follow andhow do I constnam a timeline?' later in thischapter for more discussion of this topic.)

specify the expected results in concrete terms.

will result in measurable performance.

if stated in clear, concrete terms, could serveas a checklist for accomplishments upon com-pletion of the project.


As an added illustration of writing measurable objec-tives, consider the following example.

On or before June 30, 199x. the Project Dfrector will de-velop and submit to the Director, Division of Vocational.Adult, and Commmity Education. o comero-ready copy(manuscript) of a program guide for the "Legal Anistant Pro-gram. The standards and format for the program guidewill be consistent with the Division's publication titled,'Guidelines for Writing Florida Vocational Program Guides."

Note the following about this objective:

This example is a precise statement of intendedresults that can be measured: it includes onlyone intended result.

The conditions under whict, the results will bemeasured or observed are indicated by thissentence in the above objective: 'The formatfor the program guide will be consistent with..."

Whcri the result is to be achieved is indicatedby "On or before June 30, 199x...."

The criteria to be used in measuring the resultsare stated as "... standards will be consistentwith the Division's Program Guides."

The roponsibility for reporting the accom-plishment is stated as 'The Project Director willdevelop and submit to the Director...."

Who or what will display the required resultsof performance is stated as "A camera readycopy ..."

Appendix 3 of this guide provides a helpful list ofverbs that you can use to express objectives.

3 .4

28

AchievingObjectives

A Guido to Writing Adult Education Grant Proposals

How will the objectives be achieved? orHow do I present my activities?

You explain to the reviewers how your objectives willbe achieved through your activities detailed in theImplementation Plan, a subcomponent of the PLANOF OPERATION. This information is worth 10 pointsand corresponds with item #2 under Content on theProject Evaluation Form: 'The project involves theuse of innovative methods, systems, materials, orprograms."

Remember that the general information concerningyour activities has been presented in the precedingsubcomponent. Overall Approach. The purpose of theImplementation Plan, however, is two-fold: to estab-lish the linkage of the activities with particular objec-tives and to explain your activities in detail.

After the introduction, move to a discussion of yourmethod. Identify the participants of the project, theprocess and criteria for their selection, and yourmethod for gaining their cooperation. To increase theclarity of your plan, group your activities under theobjectives with which they are associated. When youare addressing this section. double check to makesure that your predicted outcomes (objectives) matchyour activities. There should be an objective relatedto each procedure and each procedure should berelated to an objective, avoiding any possible contra-dictions between the two. Furthermore, the objectivesand activities should correspond in their innovative-ness, creativity, and scope.

Below is an example of an effective format for present-ing the information in the Implementation Plan.

29 3 5


Exhibit #2 Example of an implementation Plan

Goal #1:To provide Adult Basic Education and GED Instruction In Flamingo County, In nontraditionalsettings, to overcome the barriers at childcare, distance, and occupational conditionsthrough an unusual delivery system.

Objective #1.1:To offer at least five ABE and GED classes per week to forty adults from five communities pre-viously underserved by adult education classes through the services of a mohlle classroom(converted school Imo), as measured by the attendance records of the teacher/coordinator.

Activity #1.1.1:Convert into a mobile adult education classroom a bus allocated by the FlamingoCounty School District.

In coordinated ef forts with Champion Hardware, the Flamingo County Adult Educa-tion Division will convert the school bus into a mobile classroom with six study carrels.two computer carrels, a small teacher woridng area, and a partitioned childcarespace for four children by lust 15, 19XX.

Activity 01.1Equip the mobile classroom, created in activity *1.1.1.

In collaboration with Sam's Discount Warehouse (which will donate some suppliesand computer equipment). the project director will equip the mobfie clogroom byAugust 31, 19XX. The study carrels will be supplied with notebook pencils, referenceresources, and instructional materiab. Each computer carrel will be equipped with aMacintosh computer and instructional software. One printer that is capable of serViC-Ing both computers WM be situated convenientty. The childcare space will be sup-plied with books and educational toys.

Activity #1.1.3:Advertise the mobile classroom program.

The advertising campaign will be developed by the project manager. Taking advan-tage of free public service announcements, the program will be advertised on localtelevision network, independent. and local-access cable channels and on localradio stations. In addition, the program wW be advertised in local newspapers. Theadvertising campaign will span the period of August 15 to August 31, 19XX.

After you have a completed list of activities, youshould then arrange them visually. The first type ofvisual support that you can create with this informa-tion is a table that summarizes the implementationplan. You should create a separate table for each goal.Because the body of the proposal (the narrative)carries a limit of ten pages, this table should bepresented as an appendix. (See Appendix 4 for anexample of an effective table format for your Imple-mentation Plan.) Although your summary table maybe placed in an appendix, it should be referenced atthis point in the narrative.

30

Timelines

A Guide to Wrttinp Adult Education Grant Proposals

What timelines do I need to follow andhow do I construct a timeline?

Once your tables are complete, then you can usethem to arrange all of the activities on a visualtimeline, such as a GANTT chart, to enhance theclarity of your plan. Timelines are important becausethey correlate each activity with the time necessaryto satisfactorily complete the project. Devising andillustrating a timeline also forces you to determinewhich activities are interrelated. This detailed analy-sis may also unearth potential difficulties that mighthave been hidden in a less clearly specified proposal.

When scheduling the start of your project on theUmeline, don't forget to allow enough time for reviewand noafication of award by the BACE. Your devel-opment of the Umeline should consider other contin-gencies as well, such as hiring; the agendas ofcooperating agencies; secretarial, editorial, and du-plicating time; and vacations and holidays.

The limeline should show activities arranged in alogical sequence, organized by event, time, and func-tion. Regardless of the method you use to presentyour work schedule (e.g.. Umeline. flow chart), youshould include each activity and its starting andcompletion dates. Moreover, you need to include thedue dates for preliminary and final drafts of reportsor major products as well as the dates of scheduledmeetings, trips, reviews, and other critical events.

One popular time chart that is relatively simple toconstruct is the GANTT chart. This type of chart listseach activity described in the Plan of Operation in acolumn on the left of the page. To the right of eachactivity, under a grid that indicates either the numberof months or weeks required for the project (depend-ing on the length of your project), the beginning andending dates of the corresponding activity are plottedto show the duration of the activity. These points arejoined by a horizontal right arrow. Mangles can besubstituted for the arrow to designate a product orbenchmark event; if this method is used, the timelineis usually referred to as a MILESTONE chart.

317


One example of a timeline can be found in your RFP.It usually appears as the first page of the RFP guide-lines. Below are two additional examples of timelines.

Exhibit #3 Examples of ilmellnes

Project Time Me

Activity #1.1.1:Convert into a mobileadult education class-room a bus allocated bythe Flamingo CountySchool District.Activity #1.12:Equip the mobile class-room created in activity

Activity #1.1.3:Advertise the mobile class-room program.

My Apt Jun

Activity

Activity #1.1.1:Convert into a mobileadult education class-room a bus allocated bythe Flamingo CountySchool District.

Activity #1.1.2:Equip the mobile class-room created in activity

1.1. 1 .

Activity #1.1.3:Advertise the mobile class-room program.

Jul

XXX

Project Timeline

Sop

XXX

Oct

XXX

Nov 1 Dec

XXX

XXX I XXX

32

Jan

XXX

XXX

Feb

XXX

Mar

XXX

Apr

XXX

May

XXX XXX

Personnel


Who Is going to carry out the project?What qualifications do they have?

The review committee needs to know specifically whowill be involved in the project. The qualifications ofkey personnel should indicate that they have theappropriate background and experience required iucarry out the project successfully. This informationis worth 10 points and corresponds with item #1under Plan of Operation on the Project EvaluationForm: 'The project personnel possess qualificationsand experience to auequately carry out project activ-ities." You should summarize the most relevant qual-ifications of your project's key personnel in thiscomponent.

If the scale of the project is small, this informationmay be included as a subcomponent in the PLAN OFOPERATION following the Implementation Plan; how-ever, if you are proposing a large-scale project, youmay decide to create a separate component entitledQUALIFICATIONS OF KEY PERSONNEL.

An effective way to organize your staffing plan is towrite one short paragraph for each staff member.Begin with the staff member's title (e.g., Project Di-rector. Technical Assistant, etc.) and then list themember's responsibilities and qualifications. Alwaysinclude the names of staff members if they are knownat the time you compose your proposal. The vitae ofkey personnel are usually included in an appendix.(See Appendix 5 for an example of an effective one-page vitae.) It is recommended by the American Psy-chological Association (APA) that proposals include avita for each staff member involved in the project.

Below are examples of uninformative and informativequalification statements.

'MI

AM.

A Guide to Wilting Adult Education Gront Proposals

UnTh lonwtive

The personnel selected to participote In this project will bescreened, and only those with proper professional prepara-tion andpedentiols will be Included.

Unit:tom:Me

Key Staff

Dr. Leffa ReadmoreProfessor. Principal investigator

Dr. Mitch MichellPnofessor, Co-Principal Investigator

Ms. Cindy JonesSCMC AdministratorCounty Medical Center

Edward NorthPrincipal. Hayes Center

Notice that the first example gives no names and,thus, indicates that project leadership has not beensecured. The second example. while it provides spe-cific names, offers no information regarding qualifi-cations.

Now look at the example of an informative QUALIFI-CATIONS OF KEY PERSONNEL component.

34


Loft:maim

MR.Rpganrh Assoc late/Prolect Manaaer,Dr. Rxtron Easter, is a key IndMdual in this project. Her day-to-day involvement is central and critical to management,consultation. orgargzation. writing and networking. Her re-vonsibilities are delineated in Appendix B.

University ConsultantsA college-wide university team involving a cross section ofrelevant departments will give their expertise and availabil-tty to the project as consutting planners, writers, product re-viewers, and workshop facilitators. Areas involved:

Adult Education Program Development

Human Resource Development

Adult Literacy

Language and Communication

Professional Development (Florida Centerfor Professional Development)

Instructional and Program Design(Center for Effective Instruction)

Pnoject PartnersA team of individuals representing LEAs, volunteer groups,and libraries has been established to participate and ad-vise the project from their agency perspectives. This initialgroup is expected to increase as the project develops.

To clarify the verbal information you provide aboutthe project staff, an organizational chart that illus-trates the flow of authority and responsibility forcanying out the various project activities can beincluded in the appendix. This chart, while optional,is especially helpful to the review committee if yourproject staff is large, if the lines of responsibility maybe confusing, or if there is a high degree of interactionwith other agencies. If you decide to include anorganizational chart in the appendix, don't forget tointroduce it in the narrative. (See Appendix 6 for anexample of an organizational chart.)


HowMuch?

How much money should I request?

The purpose of the budget is to translate the projectinto monetary terms. Do not postpone the develop-ment of the budget until the last minute becausechanges are either difficult or impossible to makeafter the grant has been awarded. Moreover, yourability to submit a realistic budget also reflects yourability to plan and manage your entire project. There-fore, keep your budget within the "ballpark." Youshould also be aware that some restrictions may beimposed on the manner in which you distribute yourmoney. For example, Section 321 grants currentlyrequire that at least 95% of your requested funds beallocated for instructional purposes.

You should always seek assistance from the financialstaff at your institution or agency to ensure that allcosts have been adequately budgeted. properly ap-portioned. and clearly itemized.

Reasonable Are the costs reasonable and related toCosts the proposed project?

Proposals must present budgets that request fundsthat are not only reasonable (within the ballpark) butthat are also directly needed to conduct your project.Your ability to meet these criteria is worth 10 pointsand corresponds with item #1 under Budget on theProject Evaluation Form: "Estimated cost is reason-able and related to the proposal activities."

An acceptable ballpark figure is one that is not onlyreasonab!e but one that is determined within thelarger context of the funding agency: that is, howmuch does the funding agency have available fordistribution among projects? If you know that theBACE has a total of $800,000 that must be distrib-uted among a number of projects, you should notexpect a project requesting funds of $600,000 to beapproved. Other examples of unreasonable requestsinclude asking for unwarranted salaries (e.g.,$60,000 for one person) or amounts that are unjus-tifiable considering the extent of the participation


(e.g., $100,000 to train 20 people). Although theamount of money that is granted to a project dependsupon the quality of the proposal, it is probably real-istic to say that an upper limit of $55,000 - $65,000exists for 353 projects. An average award rate fallsbetween $159000 and $30,000.

Before you present your budget in an itemized format,you should include in your proposal a componententitled BUDGET EXPLANATION. The purpose of thiscomponent is to justify your budget in narrative form.In addition, it is here that you can show how thecontinuation efforts that you have built into yourproject contribute to the cost effectiveness of yourbudget. This component is also the proper place toexplain any abbreviations on the itemized form orrequests for funds that you feel need special justifi-cation.

Budget Is there adequate documentationRationale for requested funds?

Your ability to document the need for the grant fundsis worth 5 points and corresponds with item #2 underBudget on the Project Evaluation Form: 'There isadequate documentation in the proposal to supportthe budget."

Proposals that show only a "bottom line" figure arevisually not approved. When determining what toitemize, use your common sense. For example, if anitem, such as supplies (paper. pens, typewriter rib-bons), costs less than $100, you would not need toitemize. Once again, you should consult with yourinstitution's financial personnel if you have any prob-lems or questions.

37

A Guide to Wrtting Adutt Educatk:on Grant Proposals

Evaluation Is my evaluation plan sound and thorough?

The purpose of evaluation is to determine the worthof your program. The information derived from asystematic evaluation serves the interests of threeparticular groups:

The project staff can use the information beforethe end of a project to decide whether modifi-cations are necessary to accomplish all objec-tives.

The organization that has received the grantmay use the evaluation to decide whether tocontinue the project after the grant money hasbeen exhausted.

And the BACE deserves to know at the end ofthe grant period whether its investment waswise.

The extent to which your eva/uation plan is thoroughand sound is worth 5 points and corresponds withitem #4 under Plan of Operation on the Project Eval-uation Form: 'The plan for evaluation of the effective-ness of the program and the extent to whichobjectives are met is included in the proposal."

Therefore, your plan of evaluation should show thereview committee that you have provided a way toassess the effectiveness of your materials, activities,administrative arrangements, and role-determinedtasks in meeting your stated objectives. Moreover,your plan should establish who will gather the datafor evaluation and specify when the data will becollected.

Although there are several broad types of evaluation,the two most common are formative and summahve.A formative evaluation is designed to generate infor-mation that can be used to improve a project duringits operation and is, therefore, of most interest to theproject staff. A summative evaluation, on the otherhand, is intended to produce evidence of the successof the project. Both the grant recipient institution andthe funding agency are primary audiences for thesummative evaluation.

38


In the introduction to this subsection, you shouldfirst discuss the focus and purpose of the evaluation(i.e., summative and/or formative) and describe whatevidence will be evaluated (not how it will be evalu-ated). Next, you must specify the sources of theevidence. These sources might include the partici-pants, tests, surveys, interviews, observations, files,and correspondence, among others. Hand-in-handwith this information goes a description of the instru-ments you will use to collect the evidence. If you planto use instruments that already exist, comment ontheir validity, reliability, availability, and cost. If youare developing your own instruments, explain howyou will test them for validity and reliability. It is agood idea to include in an appendix a copy of anyinstrument you have used.

You should also tie the steps in the evaluation planto your timeline, specifying when your evidence willbe collected. Finally, you should mention the personresponsible for conducting the evaluation.

Below is a sample format for the evaluation section.

Objective 1:To increase voluntary oral particiption at training sessions

Evaluative Measures

1. Quantitative data°. Frequency and length of voluntarycomments or questions at training sessions.

2. Qualitative data": Attitudes of trainees regarding oralparticipation at training sessions.

Data Collection_Methods

1. Observe, count. and time instances of trainee-initiated di-alog (You need to explain in more detail.)

2. Interviews with trainees (You need to explain in more de-tail.)

*Quantitative dala refers to information that can becounted, e.g., the number of times something occurs.

**Qualitative data simply refers to information thatcannot be counted, such as perceptions and attitudes.

A Guide to Writing Ad Ulf Education Grant Proposals

Generally, formative evaluations of projects that pro-pose to develop products are more complicated todesign than those that propose to implement trainingprograms. For example, if you intend to developtraining materials, such as a videotape, how mightyou evaluate your work in progress?

Have the script evaluated by colleagues famil-iar with the subject matter you are presenting.

Field test the product at conferences or work-shops.

Present to members of the potential targetaudience for feedback.

Below are excerpts of inadequate and adequate eval-uation statements. Notice that the inadequate state-ments lack detail while the adequate evaluationstatements provide much more specific information.

Inadequate

Periodic review with the project coordinator and Director ofAdutt Education will determine the extent to which the ob-jectives are being met.

Inadequate

Each of the core concepts, vocabulary, elocution, listening,reading, and writing, will be measured by appropriate mo-dalities independent of each other.

Adequate - Formative Evaluation

Upon satisfactory completion of the guides, the project co-ordinator will meet with the four area Coordinators for Adultand Community Education and the Director of Adult andCommunity Education for final approval of the guides. Toevaluate the project's effectiveness the Director of Adultand Community Education, during the 19XX-XX schoolyear. will conduct a survey to determine teacher/studentsatisfaction with the learning guides. plus compare 19XXgraduate records with 19XX records in on attempt to estab-lish a correlation between Improved student performanceand the use of culturally diverse teaching strategies.

t;

A Guide to Writing Aduti Education Grant Proposals

Adequate - Formative &eduction

The development of the education and training model willbe characterized by ongoing evaluation as ccwi be seen inthe plan of meration. Check points and opportuniti struc-tures fa participant feedback wM be incaporated follow-ing each activity phase. Intermittent paticIpant reviewfollows key elements and provides for Informed transitionfrom one activity to another within each phase. Projectand staff we) develop a framework for field participant re-view and feedback at midpoint of the project.

Further, project staff will utilize state and national fo-rums/conferences and other collaborative regional and na-tional review and networks to incorporate evaluativecomments from state and national leaders in the field ofadult literacy.

Adequate - Sumnative Evaluation

The plan which results from this proposal will be evaluatedin Its entirety by the team of university experts whose areasof expertise are covered by the activities herein. To comple-ment the evaluation by experts. the plan will undergo finalreview and evaluation by the participant network of admin-istrators. instructors, and advisors who implement DOE pro-jects.

Facilities I Are the facilities and resources available?

This component, ADEQUACY OF RESOURCES, isworth 5 points and corresponds to item #2 under Planof Operation on the Project Evaluation Form: "Facil-ities and other resources are adequate to carry outthe objectives of the project."

Your mission here is to convince the reviewers thatyour facilities, equipment, supplies, and other re-sources are readily available and satisfactory forperforming the activities of your project. Descriptionsof special facilities that are tailored tc fit the projectshould be included in the narrative, while standarddescriptions are placed in an appendix.

If you intend to use equipment or facilities that belongto another institution, include a letter of authoriza-tion that indicates when they will be available for your


use. And if there is ever a charge for the equipmentor facilities that you plan to use, don't forget to itemizethem in your budget. You should be aware, however,that grant funds cannot be used to purchase "capital"equipment, such as computers, projectors, etc., butthey can be earmarked for materials, such as soft-ware, tapes, books, and the like.

Below is an example of a statement that ensures theadequacy of resources.

&amok;

The University of South Florida is especially suited to imple-ment the proposed project. The project will be housed inthe College of Education, Department of Adult and Voca-tional Education. Major responsibility for implementing theproject is with the Adutt Education program area. Interde-partmental cooperation will assure appropriate utilization ofresources college-wide.

The project will be implemented with substantial supportfrom the following:

The Flaida Center for Professional Development (CPD).CPD is responsible for developing, coordinating, and man-aging educational outreach activities and bringing to-gether outstanding resources from the University andbeyond to meet current and evolving needs of Individualsin Florida and the nation.

Center for Effective Instruction (CEI). Through the College ofEducation. CEI provides development and disseminationservices and training in several educational areas. Adult ed-ucation, adult literacy, and vocational education are areasin which the Center has strong components and consider-able expertise.

42

Abstract


What Is the abstract?

Although the abstract appears as one of the firstpages of your proposal, it must be written last. Theabstract is actually a summary of the significantpoints of your proposal and gives the review commit-tee some insight into your project.

Because of its important purpose and the inherentconstraints -- an abstract may not exceed one pageand must be double-spaced you should take extracare in composing it. An abstract that deviates fromthe prescribed format or that does not adhere to thesingle-page limit (the BACE has received proposalswith abstracts as long as five pages!) reflects a nega-tive image on your management capabilities.

Paraphrase broadly but accurately the following in-formation from the narrative:

need

goals

objectives

procedures

key terms

Remember that the abstract is usually the first pageto be read by the review committee. It is this firstimpression, good or bad, that the reviewers carry withthem as they read the details of your proposal.

Below are examples of unacceptable and acceptableabstracts.

43

1 9


UNACCrPTABLE

School Board SummaryVoccdlond, ActuB And Community Education

'Unraveling Social Differences'

Adult Education Grant For Section 353 Of The Adult Education Act 19a-19xx

Project Purpose:

To increase rninority participation in the competency-basedadult education program by:

Revising the curriculum guides to include instructional strategiesthat promote minority student retention.

Training adult education teachers to recognize cultural traits.

Unraveling social differences to present effective educationalconcepts.

Description:

One part-time educator will insure completion of program objectives.

Eighty adult education teachers will receive in-service training indevelophg old implementing culturally diverse teaching strategies.

Twenty of the eighty teachers will use the material generated durtnginservice training:

To revise the current curriculum guides tc include instructionalenhancers.

To combine standards where appropriate.

To rewrite guides that were based on textbooks that hove goneat of print.

Budget: $16931.

Salary and benefits S16.361.

Travel $250.

Printing .... $320.

No cost to School Board

Although much of the information in this exampleshould be appropriately included in an abstract,some necessary information, such as efforts madetoward establishing interagency cooperation or coor-dination, dissemination, and evaluation, has notbeen mentioned. In addition, this abstract containsinformation unnecessary in an abstract, such as thebreakdown of the budget.

44


ACCEPTABLE

As Rorida and the nation persist In their efforts to raise literacy levels, a vari-

ety of activities and programs have been developed, the most prolific of

which have been those programs directed at the eradication of basic

and ftnctional Illiteracy in those requiring literacy services, Sy comparison,

comprehensive programs Which address the professional development of

individuals who provide these services. I.e.. those who administer, advise.

or hstruct in literacy programs. have been considerably fewer. It Is toward

that perceived deficit that this proposal is cllrected.

This proposal Incorporates the development of a comprehensive educa-

tion and training model specifically designed to address the needs of

adult literacy education Instructors and administrators and the boards and

councils who advise adult literacy programs sponsored through the De-

partment of Education (DOE) and to Identify volunteer and paid. public

and private options for meeting education and training needs statewide.

The model will be comprehensive In that it will address multiple categories

of programmatic needs and responses. It will be applicable to multiple lev-

els of need and will incorporate several points at which providers may

enter and exit the education and training process. As a comprehensive

unit, It will comprise a master plan for developing adult literacy leadership

over the three years following development of the mac' II.


Appendices What do I include as appendices or supportingdocuments?

Appendices (or appendixes) are used to present infor-mation that you feel is essential for the reviewers toknow, but that is not directly relevant to your pro-posal narrative. However, any item that appears inan appendix must be either described or referencedin the narrative itself. Some items that may appearas an appendix include the following:

summary tables

vitae of key personnel

organizational charts

organizational history

letters of endorsement

samples of instruments

clearances t," administer tests

samples of intended product development

product brochuresa management guidelines (other than those in-

cluded in the Plan of Operation component)

a capability statement (if your school or orga-nization is new or not well known)

A capability statement usually covers three areas:history. resources, and credibility. If it is at all possi-ble, shape the information to match your proposedproject.

In relating the history of the organization, indicatewhen it was founded, the source of its funds, and itsguiding philosophy, mission, or goals. In addition,discuss the experience of the organization, highlight-ing its significant programs and achievements.

The organizational resources that you should men-tion include the administrative structure, the quali-fications and background of the staff, the channelsfor financial and procedural accountability, and any

46

ProjectCompletion


special equipment owned or managed by the organi-zation.

There are several wPyc to establish yourorganization's credibility. You can list membershipsin national organizations, cite publications that referto your organization's work, and mention achieve-ment of accreditation or other standards, You shouldalso point out any endorsements or commendationsyour organization may have received from officials.other organizations or agencies, community groups.or newspaper editorials.

What will happen to the project/product afterthe grant is completed?

Your answer to this question is worth 10 points andis correlated with item #5 under Plan of Operation onthe Project Evaluation Form: 'The project provides forcontinuing activities and services after the comple-tion of the project." This information is usually in-cluded in the BUDGET EXPLANATION component.(For some ideas on how to ensure continuation of theproject, see "How can I sustain project activitiesbeyond the funding period?' in Chapter 1 of thisguide.)

For further ideas on project continuation, see thesection below that discusses dissemination tech-niques.

DisseminationI How will I build in dissemination of the project?

Dissemination is the act of circulating the outcomesof your project. The manner in which you propose todisseminate your findings or product is worth 10points and corresponds with item #6 under Plan ofOperation on the Project Evaluation Form: 'The for-mat for dissemination is complete and comprehen-sive." This component may be addressed either in thePLAN OF OPERATION or, if it is extensive, in aseparate section labeled DISSEMINATION. In either

5:347


case, the activities involved in dissemination shouldbe scheduled on the timeline.

To determine the most appropriate and effective dis-semination approach, you first need to decide whowill benefit from learning the results of your projectand how they will use this knowledge. For example.if your purpose is simply to inform others in the fieldabout the operation and results of your project, thendissemination can be achieved through publications.such as newsletters, pamphlets, and journal articles,or by reports given at conferences or meetings. How-ever, if you want others to use the results in someparticular way, then the dissemination may be ap-proached through workshops or training programs;on-site demonstrations; or slide shows, videotapes,or audiocassettes that explain how to use or adaptyour program. If the result of your project is a prod-uct, then you must decide who will benefit fromreceiving it and how it will be delivered.

Regardless of the approach you favor, you must alsoconsider the personnel it will require to carry it outeffectively as well as any costs th9 t must be includedin the budget.

A few examples of dissemination statements are givenbelow.

Exampie

Dissemination for this project will be accomplished throughpresentations ot the FAEA/FACE and Florida Literacy Codli-tion conferences. In addition, information on the project willbe mailed to parties requesting it.

Example

Materials developed during the conduct of the project willbe sent to the Bureau Chief, Mopan Prive3te Industry Coun-cil, the Center for Adult Literacy, the ACE Network andarea coordinators for ABE. Dissemination from those pointswill be made on the basis of each agency°s particular useand needs.

)r

48

DocumentsNeeded

ProjectTitle


What other documents are needed?

The RFP that you receive from the BACE will includevarious documents that you or your organizationmust complete and submit with the proposal. Forexample. the RFP for grants awarded under Section353 contains three documents that must accompanythe proposal.

General Statement of Assurances

Certification Regarding Debarment. Suspen-sion. Ineligibility and Voluntary Exclusion:Lower Tier Coy,-red Transactions

Certification Regarding Drug-Free WorkplaceRequirements: Grantees Other Than Individu-als

Each of these documents carries its own instructionsand generally requires only signatures and dates.

What should I title my project?

Choose your title carefully. You need to use yourimagination when you create your title; however, donot let your creativity get out of hand. A title that isflippant or funny is often not taken seriously. Instead,a good title is short and descriptive, reflecting theprimary goal of the project.

A few practices that you should probably AVOIDwhen you create your title include the following:

Beginning your title with the words."A Project To ."

Using acronyms.

Including foreign terms.

5 549


",, ................

Chapter 3After You Apply

What Do I Do After Thegrant Proposal Is Complete?

or Where Do I Send This Packet andWhat Happens From Here?

sr What Happens 11

/ The project is not funded?

/ The project is renegotiated?

The project is funded?


Chapter 3

What Do I Do After The Grant Proposal Is Complete?

Once you have finished writing the proposal andcompleting all of the forms, you should re-read theRFP one more time to make sure that you haven'tforgotten anything. Check the application and formsfor all required signatures and then organize yourproposal and the forms in the appropriate sequencewhich is specified in the RFP. Once you have yourpacket organized, make at least three copies of theoriginal. The RACE requires the original plus twocopies; the other copy is for your file. Make sure thatthe copies are of good. READABLE quality. (SeeAppendix 7 for a sample of an illegible document thatwas submitted for consideration.) Finally, write ashort letter of transmittal that indicates what is inthe packet.

Mailing the Where Do I Send This PacketProposal and What Happens From Here?

Once you have organized your application packet anddouble-checked to make sure that all elements havebeen included and are in the i oper sequence, sendyour package, by either mail or courier service, to theI3ACE. Check the letter of transmittal that accompan-ies the RFP for the proper address. Make sure youallow enough time for delivery so that your applica-tion reaches the BACE in Tallahassee no later thanthe close of the business day on which it is due. Thedeadline usually appears in two places: in the RFPtransmittal letter and in the 'Timelines" section of theRFP Guidelines. Proposals that do not make thedeadline are not considered.

It is a good Idea, however, to get a "Return ReceiptRequest" when you mail your proposal so that youwill know for sure whether the BACE receives yourpacket on time.

r 7.)52

ProjectRejected


After you have delivered your proposal. you can takea break for a couple of weeks (you'll need the rest).The entire review process generally takes about onemonth. Don't call the BACE regarding your status;you will receive a letter in the mail.

What Happens If The Project Is Not Funded?

If your project is not approved for funding. don't giveup and throw the proposal (which should representweeks of hard work and contain your brightest ideas!)in the trash. Instead, you should seek feedback thatwill help you revise and refine your proposal forresubmission.

The best source of constructive criticism comes fromthe funding agency's reviewer comments. Examinetheir evaluations carefully, looking for answers to thefollowing questions.

What did I do that I shouldn't have done?

What did I forget to do?

Was the primary problem with the conceptitself or with the presentation of the concept?

Which components/subcomponents of theproposal were a problem and why?

Where do the reviewers share a consensusrtgarding problem areas?

With the answers to these questions, meet with therest of your project. staff and begin revisions.

Depending on the circumstances, you may also wantto look for other possible funding agencies.

535 S

A Guide to Writing Adult Educafion Grant Proposals

ProjectRenegotiated

What Happens If The Project Is Renegotiated?

Occasionally, the review committee may find yourproposal interesting and would like to approve yourproject, but either there are not enough funds avail-able to grant the amount you requested or the review-ers believe that you could carry out your project on asmaller budget. If a situation should arise where youare asked to negotiate funding, do not compromiselightly. One of the biggest mistakes you could makeis to agree to a reduced budget without reducing thescope of the project.

If you are asked to negotiate. avoid making majormodifications on the spur of the moment. Instead.ask the furiiing agency to supply you with a list ofthe items that are to be reduced before any negotia-tions take plice. With this list in hand, you can thendetermine how to reduce the scope of the project sothat it is in line with the lower budget. In addition.ask the financial personnel at your institution to helpyou revise your budget.

Occasionally, the funding agency may want to nego-tiate to enlarge the scope of a project. When younegotiate an item that requires the addition of duties,don't forget to increase the budget appropriately.

If the negotiation is successful, make sure that allchanges are put in writing before the grant agreementis finalized.

54

ProjectFunded


What Happens If The Project Is Funded?

If you receive a notification of approval, you cancelebrate; but you should not start spending anymoney until you receive official confirmation from thegrant program administrator authorizing the expen-diture of funds.

Of course, you will be expected to manage the projectin the manner that you set forth in your proposal.However, the letter of award notification may setadditional management procedures. For example, theletter of approval will specify the amount of fundsawarded, the project period, and any special restric-tions imposed by the Florida DOE. In addition, youcan expect the DOE to monitor the management ofyour project. The DOE will check on the performanceof your project activities to ensure that you aremaking adequate progress toward achieving the goalsthat you stated in your proposal. The agency will alsomonitor your compliance with any eildsting applicablestatutes, rules, and regulations.

In effect, your approved proposal constitutes a con-tract, i.e., you are obliged to carry out the project inthe manner you proposed and for the amount ofmoney you proposed. Any major alterations to yourproposal must be approved before putting them intopractice. The types of changes that require fundingagency approval are outlined in the RFP under theheading "AMENDMENTS."

Products developed via these projects, such as man-uals, brochures, video or cassette tapes, are consid-ered public domain since they were developed withpublic funds. Consequently, products should not becopyrighted.

You are required to acknowledge that products, ma-terials. and documents were developed via fundingunder the provisions of the Adult Education Act,Public Law 100-297. The legislative requirement isquoted below:

A Guide to Witting Adult Education Grant Proposals

When issuing statements, press releases. requests for propos-als. bki solicitations, and other documents describing pro-jects or programs funded in whole or in part with Federalmoney, all grantees receiving Federal funds including butnot limited to State and local governments, shall clearlystate (1) the percentage of the total cost of the program Ofproject which will be financed wtth Federal money and (2)the dollar amount of Federal funds for the project or pro-gram.

You are required to file a final project report within30 days after the closing date for the project, usingthe appropriate form, which is available from theBACE. In addition, five copies of each product thatyou have developed during the course of the projectmust accompany your final report unless you haveapplied for and received an exemption from the Bu-reau Chief.

When the project is complete, do not delay on canyingout your dissemination plans.

If you built continuation into your project. make surethat you fulfill the promises that you made in yourproposal.

I; I


=

,z;" ,,! :

APPENDICES

or Appendix 1:Titles Of Previously Funded Grant Proposals

- Appendix 2:The Three Doms Of Behavioral Objectives

Appendix 3:Verb List For Stating Objectives

or Appendix 4:Sample Tables For A Plan Of Operation

idr Appendix 5:Sample Vitae

gr. Appendix 6:Sample Organizational Charts

1r Appendix 7Illegible Documents

or Appendix 8:Additional Resources

sr Appendix 9:Forms

57 I; 2


4,A0S4skTWO;$:zei:e-;:msf,x:.:;-vro-stgew- . ..

Appendix 1

Titles Of Previously FundedGrant Proposals

Section 353 Projects

59


Funded 353 Prolects1985-89

lite Grantee Grant Amount

Neighborhood Literacy &Job Placement Program ACTION, inc., Tampa $70,000

Reach Out for literacy Broward County Schools 550,000°You Cant* Uteracy Plan Cenird Florida Community College $20,000Leodership Training andDevelopment for Low-incomeWomen

City of Tallahassee $11A20

Model Family Education Center Daytona Beach Community College $43 A00Ackdt Ed. - Dropout Recovery Project Florida Atlantic University $48.380Reading, Tilting, 'Rithmeticand Recipies

Florida Community College atJacksonvWe $25260

PLATO Uteracy Program Rodda Community College atJacksorwille

.$35,000

Local Literacy Manning Mod Lie Florida Literacy Coalition $108266Technical Assistance inImplementing the Adult literacy Plan Florida State University $37 A23

,

Operation College Hillsborough Community College $40.700Reading Guidebook for Parents Hillsborough County Schools $4,080Adult Basic Literacy: TeacherResource Packet andTraining Workshop

Indic-N.) River Community College $18A30

Comprehensive Curriculum -ABE Elderly

-Leon County Schools $21.185

Outreach Childbirth Education March of Dimes Birth DefectsFoundation, Tampa $50,000

The Gadsden Senior Citizens ProjectSpecialized Survival DemonstrationProject

North Florida EducationalDevelopment Corporation $38,650

.Project Tell Orange County Schools $39201Operation Storefront/Adult LiteracyOutreach Pasco County Schools 534,600

Uteracy Volunteers ofWashington County

Washington County Council on Aging S18,000


Funded 353 Projects1989 - 1990

Title Grantee Grant Amount

Competency-Based Adult EducationHigh School Credit CurriculumRevision Project

Brevard Community College S70.000

Project UFE: Literacy Is for Everyone Broward County Schools S50.899

Statewide Corrrnunications Strategies Florida State University $31.719

The Social and Economic Impactof Adult and Community EducationPrograms

Florida State University $60.000

ESOL Ad Lit Assessment System Dade County Schools $30.000

Connections Daytona Beach Community College $60,000

Focus on Workplace LiteracyPrograms

Florida Atlantic University $20.617

Educate Before You Medicate Florida Community Collegeat Jacksonville $14.800

Literacy is a Family Affair Florida Literacy Coalition. Inc. $65,548

Partnerships in Literacy Florida Literacy Coalition. Inc. $62.000

Gulf County LiteracyVolunteers Project Gulf Cot.nty Commission S35A76

I Can Read Well(An Occupational Advantage) Hillsborough Community College 530.000

Activities and Materials - ABE Elderly Leon County Schools $35.000

Immigration Stress: Families in Crisis Leon County Schools S19,012

Outreach Childbirth Education March of Dimes Birth DefectsFoundation, Tampa

$37,900

Adults NEWS Project(Newspapers EducatingWilling Students)

Orange County Schools $30.000

Competency-Based ABE/ESOLCurriculum Development Palm Beach County 5.*chools $40,000

Probationers' Educationd Growth Pasco County Schools $41,700

Sigma Enhancing Educational Devel-opment Phi Beta Sigma Faternity, Jacksonville $28.000

Famility Literacy: An interagencyDemonostration Pro ect

Pinellas County Schools $19.825

Surving and Succeeding as an LEPFamily

Pinellas County Schools $9,523

Family Reading Partners: A WholeLanguage Integenerational LiteracyTraining Component Development

Washington County Schoo!s S42,744


Funded 353 Projects1990-91

Me Grantee Grant Amount

CBAL High School CurriculumRevision Project Part II Brevard Community College $62 A74

Literacy Involves Family Teams (UP) Broward County Schools $40.000Project TEACH Broward County Schools $50,000Comprehensive Student RetentionSupport Grow System for AdultLearners

Escambia County Schoolsand Pensacola Junior College $55,695

Computer Misted instruction for&kilt Basic Students Fiagier County Schools $30,000

Workplace Literacy Trainingand Dissemination Project Florida Atlantic University $22.142

Adult and Community Education So-cietal cnd Economic 'Impact andEvaluation of GED for At-Risk Students

Florida State University $65,000

Comprehensive Education andTrdning Model for Florida's AdultLiteracy Leadership

Florida State University $60,000

Statewide Communication Strategies- Lifelne

Florida $45,906

Teaching Ackilts withLearning Dbabilities Leon County Schools $40,000

Training for VOIUMEN313 for AdultUteracy Programs in Dade County Miami-Dade Community College $43,900

ABE Demonstration Project The Miccosukee Corporation $64,897

Family literacy Orange County Schools $30.000Fourxiations

roSkills Based ABE

Curricuturn P t Orange County Schools $22.553

Competency-Based ABE/ESOLCurriculum Development

,

Palm Beach County Schools $30,000

Probationers' Educational Growth ll Pasco County Schools $40,000Bridging the Gap: A Workplace Liter-acy Model for Developmentally Dis-abled Acids

Pinellas County School, $29,071

REACH cnd TEACH: An Earlyintervention Family literacy Model forAgencies Servinsj "At-Risk' Families

Pinellas County Schools $48,512

CBAE Capitalizing on Culture Polk County Schools $15,000

Workplace literacy for Hotel/MotelWorkers Polk County Schools $17,5C0

Project PASS (Personalized AcademicSuccess Strateles) Seminole Community College $48,003

Project Turn Around Seminole Community College $7,000

Competency-Based Adult Education Suwanne County Schools $17,595

-40.000A Class Act Wakulla CounA Schools I $

62


SIMIMMATM1g, 46% 4q, -- ,<,,,, ,> 'f.

Appendix 2

The Three DomainsOf Behavioral Objectives

f'')

63


COGNITIVE DOMAINmental processes

Example:Given a newspaper article, the student willidentify the prefixes and suffixes it contains.

AFFECDVE DOMAINattitudes, emotions, values, and Interests

Example:In a discussion of local political issues, thestudent will show an increased sense of re-sponsibility as a citizen by discussing possibleways citizens can influence local decisions.

PSYCHOMOTOR DOMAINneuromuscular coordination

Example:Given lined paper and a pencil, the student willprint the alphabet both in capital and lowercase letters.

NOTE: Objectives do not always fall exclusively in onedomain or another. Both the examples in the affectiveand psychomotor domains require cognitive pro-cesses, recall of certain facts. However, the objectivesare concerned with affective and psychomotor out-comes.

64

A Guide to Writing AduPt Education Grant Proposals

COGNITIVE LEVELS

KNOWLEDGErecall of facts

COMPREHENSIONrestating knowledge

APPLICATIONapplying or using informationin a new situation

ANALYSISexamining parts of a communicationand the relationship between parts

SYNTHESISputting together information ina unique or novel way tosolve a problem

EVALUATIONmaking Judgment based ongiven criteria


Appendix 3

Verb List For Stating Objectives

767


Verbs forMore Precise

Objectives

Unfortunately, there are many words open to misin-terpretations. These are words that should be avoidedif an objective is to possess a measurable quality.

Consider the following examples of words in this light:

to knowto understandto really understandto appreciateto fully appreciate

to grasp the significance ofto enjoyto believeto have faith into realize

Thus, the objective that communicates best will beone that which describes the outcome well enough topreclude misinterprdation.

The verbs used in objectives in the cognitive domainoften indicate the level of thought at which studentsare functioning. The following list is provided to helpthe educator recognize levels of thought and to writeobjectives that address the various levels of skill inthe cognitive hierarchy. (Bloom's taxonomy of think-ing skills are arranged from basic to expert: (I) knowl-edge (most basic) , (2) comprehension, (3) application,(4) analysis, (5) synthesis, and (6) evaluation

For convenience, examples of infinitives are listedunder headings that correspond with Bloom's Taxon-omy. You should understand, however, that the listsare not comprehensive and that they provide merelypossible suggestions for infinitives. In addition, someverbs may be used in more than one category. Forexample, the term identify can be used in variousways. It is appropriate in each of the following:

Knowledge

Comprehen-sion


Knowledge:Identify the correct definition of a term.

Understanding:Identify examples of the principle.

Application:Identify proper grammar usage.Analysis:Identify the parts of a sentence.

Objectives that focus on the knowledge level aim tomeasure the recall of specific facts or previouslylearned material.

to countto defineto distinguish

to drawto indicateto list

to nameto observe

to pointto provideto quoteto readto recoilto reciteto recognizeto record

to relateto repeatto reviewto stateto tabulateto traceto underlineto write

Objectives that focus on the comprehension level aimto measure the ability to grasp the meaning of mate-rial or to restate material that has already beenlearned.

to associateto classify

to compareto computeto concludeto contrast

to describeto differentiate

to distinguish

to editto estimateto extrapolateto give In own words

to infer

to interpret

to locateto predictto rephrase

to restate

to rewrite

to summarize

to translate


Application

Analysis

Objectives that focus on the application level aim tomeasure the ability to apply or use learned materialin new and concrete situations.

to apply to illustrate to produceto calculate to implement to purchaseto choose to Increase to relateto complete to install to repairto conduct to modify to showto demonstrate to order to solveto discover to practice to transferto employ to predict to useto examine to prepare to utile

Objectives that focus on the analysis level aim tomeasure the ability to break down material into itscomponent parts so that its structure may be under-stood.

to analyze to distinguish

to classify to divideto compare to examineto construct to explainto deduce to groupto delact to identifyto diagram to illustrate

to differentiate to infer

to discriminate

70

73

to investigateto outlineto point outto reduceto relateto separateto summareto transform

Synthesis

Evaluation

A Guide to Writing Adult Education Grant Proposols

Objectives that focus on the synthesis level aim tomeasure the ability to put together information inunique or novel way to solve a problem.

to arrangeto assemble

to buildto combineto composeto construct

to createto design

to developto formulateto generalize

to integrateto modifyto viginateto organize

to planto prepareto prescribe

to produceto proposeto put togetherto syntheske

Objectives that focus on the evaluation level aim tomeasure the ability to make value judgments basedon given criteria.

to appraiseto argueto assess

to compareto contrastto decide

to determine

to estimateto evaluateto gradeto judgeto rank

to rateto recommendto regulateto selectto testto validate


%MOW1*.

Zo

, 1W

Appendix 4

Sample Tables forPlan Of Operation Table


Exhibit #4 Sample Plan of Operation Table

This format presents one objective on each page. Inaddition, strategies, completion dates, and evaluativecriteria are included with the objective.

Note that the name of the agency appears as arunning footer. Also, note that the page number andtotal n r of pages are indicated.

crtve: Np.nsory C onmiI ;est:

srepCztrIm=

BEST COPY AVAILABLE

74 7f;

1.top $dIS


Exhibit #5 Another Plan of Operation Table

This format presents several objectives on the samepage. The horizontal layout enables the reader tounderstand the strategies and evaluation process.

The page number, total number of pages. and agencyare also included.

1.0 To recruit 1,000 modems 1,1 inter-egency relationahlpo willof the targeted APO MOS etresgthemed and refined.popolation ithie 1.2 Broadcast Naas will be folly oilCounty. lived for recruitment end inferno

tics about the program.1.3 Workplace literacy progress will

be establishd.1.4 Sspawsion of literacy programs

to incarcerated odolte.

2.0 Vo retimin SOO member* of 2.1 Volmetsere will be utilisedthe ASSISSOL progress in literacy dellwery sites.1111County. 2.2 Individual short term objec

will be eddreesed to weekrange pools.

2.2 Coordieatton with egeociand berlommee to establupport services.

1.0 To place tudents in the 3.1 decemeery personnel wi beappropriate instructional trained to adeteleter *tettsetting. approved pleoemeet t.

3.2 A. 60016 sa sweetieenrollment, ever,will be edelnisteapproved pieces.

Atteriltudoo

a statetest.

Togo I A ot tt

BEST Cri AVAILABLE75 1 I

1 Program r000rdo wl11reflect s einimoo of1.000 enrolled in theABS/2201. program.

2.1.1 Program record+ willreflect a elides& ofSOO etodeets continuedwithin the ABB/SSOL tocomplete per/coalobjective*.

3.1.1 Personeel will betrelsed /0 hoguat andSeptember. 1991.

3.2.1 Test results will be onfile.


Appendix 5

Sample Vitae

7%1

77


Exhibit #6 Sample Vitae

I. C. SPOTTS224 My StreetOurtownt FL 31270

Education-Codification

Master of Arts in Adult Education. University of South Florida. 1973

Bachelor of Arts in Sociology. Louisiana State University. 1963

norida Certification: Administration, Junior College. English, Sociology

Professional Experience

Twenty-flve years' experience in education as county-level administrator. principal.federalproject director, and teacher. Teaching experience includes full time in secondary andpost-secondary/adult education; part time at Mashburn Junior College,

Highlights include the following:

1984 - presentDIRECTOR. Adult and Community Education.School Board of Winter County

Responsibilities:

Administration of programs in adult literacy, high school diploma andGED, vocational education, personal interest classes and lifelong learn-ing.Supervision of eight school centers with 536 instructors and 150+ off-campus locations and county-wide staff.Project director for numerous successful federal and state grants withindividual value from $9,000 to $141,000.

1982-1984PRINCIPAL Bay Community School

1978-1981FEDERAL PROJECT ADMINISTRATOR. Career Education

1968-1978TEACHER

Responsibilities:

Adult basic education, communication skills, GED. English highschool credit. and English for Speakers of Other Languages. AlMashburn Junior College, parenting and human relations.

Related Experience

PRESIDENT. Bay CONCERN

PRESIDENT ELECT, State Administrators of Community Education

REGIONAL TASK FORCE MEMBER. Literacy Volunteers

MEMBER. Community Coordinating Council

MEMBER. numerous professional organizations on the national, state, and locallevels, having served as board member and officer.


Appendix 6

Sample Organizational Charts

81 S (

A Guide to Writing Adurt Education Grant Proposals

Exhibit #7 Sample Table - Staff Relationships

Staff Relationships

Flamingo County School District

Director of Adult and Community Education

C. spots

Co-Difector (25%)Project Name

A

40+A

U. R. Reading

Co-Director (25%)Project Name

A

Staff Secretary(50%)

Consultantsand

Trainers

Writing Teams(3 teachers on each

2 teams)

82


Exhibit #8 Sample Table - Organizational Relationships

Organizational Relationships

Collaboration and Coordination

Project NameCo-Dlrectors

FlamingoLiteracy Council

+...+0,N,NNOXVONWOO.CM,X^its,N16%.'00.^5NMO:9;

[ Learn to Read, Inc.

1

Local OfficeJob Service of Florida

83,,

A Guide to Writ1:-('. Ndutt Education Grant Proposals

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Appendix 7

ILLEGIBLE Documents

Pages from ActualGrant Proposals

as Submittedfor Review

S 385

A Guide to Wdting Addt Educatbn Grant Floposcds

EOM* ineective Excemko - Pop from cm Achxd ftcoosal

S:301.talt

Na:chtorrno3f. Inprwt=tpz: 34!Howit; Tszsnt Self-Suffnc./

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1llit+rets 1411t: ,4f. :4fn' T'4i. ` , -. .7!7k;,,a,::24- %nit L42ra:i

Coopt.ters azd 7...7.t*;utey. Lia..4 t: F.F.ti

MIIIIIIIIMME ;.itdra.:y pr:A::do:a ft.: tiaa: and

filtte.za: ill-tart:I: ..X.Atr%:t1.1.. ,vttsa.:4 wortars will bli

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EON* #10 Ineffective Example Page from an Actud ProposalI ot I .1,==, I =

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:f rtii;thrrtz.41 LeafIrxL:4 3ae tL4Aivimfry Tts prc;t:t is lAcAte..f.vo 'Am' it tsk*cuhat baslcally .4 davol2Am*Lt :ftsnar.: self-suffiilin:y, and bt):21 urazt :131r1=.7 tv..4143znt.an5 141114 tha imprws tidualtIcr.t1t3, skillful dtplo7meLt slult :ital.= az! .t7-%1.A:2:7;131=. diett::;z4.at.

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Appendix 8

Additional Resources

Green, G. (1988). A guide to successful proposalwriting. Washington, DC: American Association forAdult and Continuing Education.

Hall, M. (1988). Getting funded: A complete guide toproposal writing. Portland, OR: Continuing Educa-tion Publications, Portland State University.

Meador, R. (1985). Guidelines for preparing propos-als. Chelsea, MI: Lewis Publishers.

Przeworski, A. & Salomon, F. (1988). On the art ofwriting proposals. New York: Social Science ResearchCouncil.

Smith, C. W , & Skjei, E. W. (1980). Getting grants.New York: Harper & Row.

Steiner, R. (1987). Total proposal building. Albany,NY: 'Prestletree Publications.

89

A Guide to Miting Adult Education Grant Proposals

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Appendix 9

Forms

Description of Form Page

Grant Application Forms, DVE Form 461 92 93

Project Budget Summary and Disbursement Report.DOE Form: FA 399

94

Certification Regarding Debarment, Suspension,Ineligibility and Voluntary Exclusion --Lower Tier Covered Transactions

95

Consultation Certificate 96

Certification Regarding Lobbying forGrants and Cooperative Agreements 97

Certification Regarding Drug-Free WorkplaceRequirements - Grantees Other than Individuals 98

General Statement of Assurances 99

Project Selection Fonn - Section 321(used by the review committee) 100-101

Quarterly Report Forms - Section 353 Projects 102-103

Project Amendment Form, ESE Form 411 104

Final Report Form. DVE 525 105

C.

91 7


Exhibit #11 Grant Application FormsDVE Form 461

These forms should be included in Section 321 andSection 353 grant applications.

4 11111101.0.1.1.11.11100

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Exhibit #11 Grant Application Formscontinued DVE Form 461

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A Guide to Wrffing Adutt Education Grant Proposals

Exhibit #12 Project Budget Summary and Disbursement ReportDOE Form: FA 399

This form should be included in Section 321 andSection 353 grant applications. In addition, it shouldbe used with any project amendments.

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94


Exhibit /13 Certification Regarding Debarment, Suspension,Ineligibility and Voluntary Exclusion --Lower Tier Covered Transactions

This form should be attached to each grantapplication for Section 353 or Section 321 funds.

Certification Regarding Debarment, Suspension, Ineligibility andVoluntary ExcluslonLower Tier Covered Transactions

This sleet Remits I. required by tio Depirtment ot Education regulations implereesting Essieutivs Ord's' 1250.1b&røs i.d Sal:wigwam. 34 CFR Part SS, kw all lower tier traisections meting the threshold sad trarrmuraaasou 'wad at Sec Um 1$ .10.

beAnictinns for Certification

by waked ea eiblaiseas Slaa praateeal, ibe proameasni loawet*et proroseasela as permiieg lbe ausakesase aes ma Wear.

3 TY amiebe se ellio glow al abobanal niareamamiew afootepee ralob pabeace ova pieced **ea lam inusepaCiee weeseas/s4 WO if it N War 01mseeel NM she parayeaeveWee paraiapaat beateieeiy nedieted ii ambelea* mut-name, aaafeies ie saber emiestimee available 16 N. Federal Get* newer ,IN 6dapsevel agascy ea* 101 11 sala sebeeactieda eripeearemy poems ura4a1bas - 11..-t11.04bobarabso

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4. Ties beau 'weeerea inafiewaues,' 'Mom. I," empemeediisisiess. 'brew sit feared mearsalea,"aemever.''peraes,* latiamegy weave blesaweese."poecieel,aelkei, adail '94.11meiariiy ...shaded,* IA al la feed .Faato,

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The peueasetbae Meru tor pleire *eel woe by MOblINIINV LINamoeba! llat, Imola Oa posayeed coveted sreaec boa as earertejet*. gull lel Lege awl; caw ~say lame tier carved &Malaboa rib a avalse alba weapariail. Asa Laie1sailtehia. velbalaaftly lIs014 Ivo poruc.a.aeaeed lemeetaloe, velem sobeciae4 by Ow &penmen eegamy wiab *Aida Vs aremeecales eekciaese9

6 Tb. pergeobs. 14..m. tot pecteipael 1601r wales by mamalet abo larabeaat We it well lacludle As elapse Wei 'Ceethes.sae Itagaelbea Delmemar. iteepeofea. £aMijibINy. earl Veberwry eseheraaleseee The Ceve..41 Temeortima, *Almaissadisalmek, *LI lows ire cevera sesameuele blot sot saeaiseealeee laree bee vaaaame sraaeaciebee

7 A peraitapeo ha a oevemal uveasclem may ra4 vas eactleaa pranpocakri poetic *ea Hi a bower tier eareweel wease

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bsoaieseo ileelmass.

9 kac.Ø bat smiercbood aoseenaest woofer perapaeb 5 a AimMOM eass. il psM M I virmse tesesaragea bee.466.1"* Iowa 61110 iltIMOrfain twANVO Immo Ma welt I pools re* Idemessisi, liolkeera iseks* , a. vaireee.ty a u Wedpeociaaaboa N *a reebacuee. A atees se N. reamedepaart4elsaa a lb. Arilocel Cwwile YOWL IN *assaye,bea .iNcih We INSWOKINI. ong,ameal soy Mow safelahaat000le, a.hiN os emoseum snOee 4411111111111

--.57.11$267111VesiMINIMICertification

(Il nit prospective loves, Limt partsc pant certifies, by sub IlliaSSOO of ilua propoeal. that mistier it tux As principalsare prtumuly diearnal, suspended, proposed for debarresat, declared ineligible, or volueurtily excluded haatpartscipition r thii trinsirtioss by say Federal department or agettcy.

(2) Where the proopectivs low.: um participant is uaable to certify to any of Ow matemants us this certification. sorbproopective participial shall awls an explanstiosi to this proposil.

Naos a ApplICIIik PRIAwanl Nitinhar 4r.t NOttoCt N. a.t

Primal blame and Tia. a A halki.smabi lloprasents

siguetuts Dme

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A Guide to Wrttlng Adult Education Grant Proposals

Exhibit #14 Consultation Certificate


CONSULTATION CERTIFICATE

We, as the Authorized Representative of the embalm agency (nlimber referred to as theApplicant) mod the local educational agency defined us Section 34). of the Adult Education Act andAppendix A of Florida's PitrillIM Plan Adult Education 19B9-1993 thereinafte: referred to al theLEA), * bereby cent fy that IA tht development of this project proposal the Applinust bu consultedwith tbe LEA and that the Applicant has provided a copy of the completed application to the LEAto allow the LEA to submit comments pertaining to the application to the Florida Department ofEducation.

Date Signature of Authorized Representativeof the Applicant Agency

Date &suture of Authorized Represent.of the Local Educational Agency

96


Ezhibit #15 Certification Regarding Lobbying forGrants and Cooperative Agreements


Certification Itegartfing Lobbying forGrants and Cooperative Agreements

Submission of this cenification is required by Section 1352, Title 31 of the U.S. Code and is aprerequisite for making or esuaing into a grant or cooperative agreement over S100,000.

The nadersigned certifies, to the best of his ce bear knowledge and belief, that:

(1) No Federal qpmpriated funds have been paid or will be paid, by or en behalf of theundersigned, to any person for influencing ce attempting to influence an offica Ofemployee of any agency, a Member of Congress, an officer or employee of Congress,or an employee of a Member of Congress in connection with the making of any Federalgrant, the entering into of any cooperative agrearmit. and the estenskin, continuation,renewal, amendment, or modifkadon of any Federal glut or cooperathe agmement

(2) If any funds other than Fedaal appropriated funds have been paid or will be paid toany person for influenciq or attempting to influence an officer or employee of anyagency, a Member of Congress, an officer or employee of Coogan, or an employedof a Member of Coagnas in connection with this Federal grant or cooperativeagreement. the undersigned shall complete and ;omit Standard Form -"Disclosure Form to Report Lobbying," in avordance with its isntructions.

(3) The undersigned shall require that the languso of this certification be included in Oraward documents for all subawards at all lien (including subgrants, contracts undergrams and cooperathe agmements, and tubcontraeit) and that ail nobraciPienta shallcertify and disclose accordingly.

This certification is a material representatioat of fact on which the Department of Education reliedwhen it made or entered into this grant or cooperative agreement. Any person who fails to file therequired certification shall be subject to a civil penalty of not las than 510,000 and not more than5100.01X/ for each such failure.

PR/Awasd (or Applustsaa) Number at PoRpoct Naos

Name siorruis or Aotboniod Ropwotivo

i; 97


Exhibit #16 Certification Regarding Drug-Free WorkplaceRequirements - Grantees Other than !ridividuals

This form chould be attached to each grantapplication for Section 353 or Section 321 funds.

Poked ildialorrbd. it, PAH UNMAN,. )44 &I. 1110Tassice

Certification Regarding Drug-Free Workplace RequirementsGrantees 3ther than IndMduals

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Exhibit #17 General Statement of Assurances(a two-page form)


Gomm! Slatsmend si Assanuhas..

Attaamarr I Wm* tIve

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2. That Ms mask of hada peenneed rabic WO m(na and OLM inipany wpm'? titntirmstiat Poke mil: be we an /kph* ;Ptak or invest tory, otwoudini, 34 anableuonOINWO1119M Wowed IA 11 PA Aganeyj, ate tast kr Agency akuntikr wct. hook moPnVer7I;

3 Thai lert Aeaticy tiV1 ftbfA/ LVOUVA &u fund avotatund misdates kat ubli AM..* prowkikikakat of, &Ad ac000motta for, Feisist hetet tialakl try Me Army vAkf io

4 Thai kg Agency milll mak mom to tie Month Dachantrat 04 EA443e41 RIO mooned),be mammary kaiaks Me p000n you 04 haw0000 as may ruuckably be hookah', to ambletea Dikohneat H prrform mamma te l44 podertai md kat ik ny tit It mammon lochMee* Mi04410 woes: S. 4)7 of the Cknatal liatassion ht.:mums Act. tbal teomarscram to kw MICCOal aa tat Lleastinmai Arm aeorhary petfoon

5 flat he Aj11c.. w4l1 pokier raisonabh otipalifillIS foe vie part c,pik by *oaken.*Ara, sad ocher was** 44*40. agaru***, 4uoth110.4 Md 14,ockatt 1,4piatiet for hod opreiocet dis prognm;

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A Guide to Wrtting Adult Educafion Grant Proposals

Exhibit #18 Project Selection Form - Section 321(used by the review committee)

SZCTION 321 GRANT APPLiCATIONREVIEW comparrn-rawler SRIZCTION

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Exhibit #18 Project Selection Form - Section 321continued (used by the review committee)

A Guide to Writing Adult Education Grunt Proposals

Exhibit #19 Quarterly Report FormsSection 353 Projects

These forms are completed at the end of each quarterand submitted to the RACE.

MbilimftwOmmIONftWroma*mmilm~Cipmrair Minor

themmosomf Iliboremvas OfteaMmoir grow1111+01.01.41.110Mtme

[Applicant Agency:

FLORIDA DSPARTIMINT DV ISDUCATIONDIVISION OF VOCATIONAL IDUCATT^N

=MAU OP ADULT AND COMMUNITY BDUCATION

fieCODRALPROJRCT GUARTERWISPORT

Project '11 tim

Quarterly Report Number:

(Circle) 1 2 3

Project Director:

Project Number:

Date Submitted:

Quarterly &minis Direction,

Um this form for quierterly reports wbkh are due September 30, 1000.Deeember 31,1990, and March 31, 1991, Please complete all items and usesubstantisting data to support report judgments. If comments requireadditional pages, pleas* key answers to the appropriate question bynumber B.e., 9 (contitued)j. Quarterly reports will help the agencycontinually evaluate program, point out needed changes in proceduresand keep activities on the time frame &gated. The report will also serveas a monitoring guide fer the on-site visits of each project. Siibmit threecopies of the report to the Chief, Bureau of Adult and CommunityEducation, Florida Department of Education, Tallahassee, Florida32399.0400.

DVS 462Exp. 03/31191

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102:15


Exhibit #19 Quarterly Report Forms, pages 2 & 3continued Section 353 Projects

BEST COPY AVAILABLE ia3 5 li


Exhibit #20 Prolect Amendment FormESE Form 411

These forms are completed when budget amend-ments are necessaiy. They are submitted to theBACE with an FA 399 form.

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1

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aMal all10 Maell

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all10


Exhibit #21 Final Report FormDVE 525

This form is submitted with a final report for eachSection 353 project.

flimmommellisawie *II4 MM.Omplairobeepsowsplullafroirlipalm starlirdsslo

0114 Swam INNIMOI so*111Iir Mit

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FLORIDA DEPARTMENT OF EDUCATIONDIVISION OF VOCATIONAU ADULT AND

COMMUNITY IPUCATIONBUREAU OF ADULT ANDCOMMUNITY EDUCATION

gacTION ass PROJECT FINAL 'mon

Project Directors Project Number:

Agency Address

Prying Wes

Project Allocations

iType of Project

Spatial Damassatratiass IJTeatborTralelall

nisi Renori DIM' II0111

Section 353 projects must be 1 'Irwarded by the state agency to the U. S. Divisionof Adult Learning tor review. the state agency must also report the results andoutcomes of these projects. In order for the Department to meet itscommitment, it will be necessary for each project direetor to submit five copiesof a final report to the Chief, Bureau of Adult and Communitw Education,Florida Department of Education, Tallahassee, Florida 32399-0400 within 30days following the completion or termination of the project. The final reportshould follow the format indicated below and be limited to no more than threeshalfhillinewl, Sylsed palles, not including the appendix.

past Revert Feymit

1. Target population served: (Use numbers if possible.)

conclusions about accomplishments

products, forms, surveys and/orof tins project.)

a. I/Mutual3. ditirlibm4. Evaluations (Include processes used,

or lack thereof, and reasons.)5. PIWOMM4Mdations:

6. pluemination Wants7. A opandim (Include instructional materials,

other materials developed :el result

DYE 525Exp. IIII/3I/90 Ilipoimm-0116010

eslyares, JAWAlbmiorromplowepremile wears


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Notes

106

Mak 01 kloridaDepartment of EducationTallahassee, FloridaHeti) Castor. CommissionerAffirmatiee action equal opportunit, emplo)vr

BEST COPY AN LE