This packet provides information on writing grants for the improvement of physical education.
Grant Writing Tips
Grant Proposal Anatomy
Key Proposal Elements
Grant Worksheet
Grant Guide
Tips
·Keep a general file with information about your school, your student body, etc., so that it is ready when you need it.
·Be specific. Identify an educational problem and how technology will help solve it.
·Know your objectives and how you are going to evaluate them. Show accountability.
·Work as a team with other teachers. The more resources, the better.
·Keep it to the point. Read the application requirements carefully.
·Don't forget to establish a budget. You will be asked to justify it in your proposal.
·Don't give up! It usually takes a few submissions to get it right, but once you do, the results are worth it!
Where to Look
·Many district grant programs encourage developing model projects and programs for sharing them, so it helps to focus on instructional objectives and practicality for replication.
·Ask about Title I/Chapter 1 funds.
·Your state department of education is the best source of information. Technology can play a role in most other funding categories, such as professional development, alternative assessment, and school improvement.
·Discretionary federal funds are awarded on a competitive basis. Your proposal for these awards may be broader in scope and may require you to work with outside sources. Call your local university to check on how you can work with them on teaming for federal funding grants.
Resources
The Foundation Center:
One of the best sources of information about funding. Call for sources nearest you, 1-800-424-9836.
The Federal Register:
The Federal Register provides listings of federal grants currently open for application. Published five times weekly, it is usually available at libraries of regional education centers.
The Catalog of Federal Domestic Assistance:
This is a guide to all of the programs sponsored by the federal government. Available in public libraries, or from the Government Printing Office, Washington, DC, 202-512-0132.
The Educational Foundation of America:
This foundation is interested in funding grassroots education projects on an ongoing basis. Those with community based educational technology proposals should contact the Foundation at 203-226-6498.
Funding Sources Database:
Contains over 2,000 sources searchable by key words. Updated each March, listings detail funding preferences, restrictions, and application guidelines. Call 1-800-923-3317.
Federal Information Centers:
Located in 21 cities across the United States, these facilities address questions about the federal government's services, programs, and regulations, and will do research to help you find out information. To find the closest Federal Information Center, check your telephone directory under federal government listings.
DIALOG Information Services:
An on-line database to access information on foundation grants, 1-800-334-2564.
The Educator's Guide for Developing and Funding Educational Technology Solutions:
Written by John Crandler, a developer of the California Model Technology Project and an associate of the Northwest Regional Laboratory. A new guide to preparing funding proposals for educational technology. For more information, contact Educational Support Systems, Hillsborough, CA, 415-433-7046.
Capitol Publications, Inc.:
Offers a number of print titles related to grant writing, including Writing Grant Proposals That Win, Corporate Philanthropy Report, Grants for Teachers: A Guide to Federal and Public Funding, and Education Grants Alert. For more information, contact Capitol Publications, Inc., 1101 King St., Box 1453, Alexandria, VA 22313-2053, 1-800-221-0425.
The Cybergrant System:
A new online bulletin board that offers information about education news and grant opportunities. There is a subscription fee, but Cybergrant is offering a free trial period. For more information, set your modem to 8-N-1 and dial 703-768-3471.
Bring Business and Community Resources into Your Classroom:
A free how-to booklet on business education partnerships from the National Education Association, 1201 16th Street, NW, Washington, DC 20036, 202-822-7207.
The Catalog of Federal Education Grants:
Capital Publications, Inc., 1-800-655-5597.
Chapter 1 Flexibility: A Guide to Opportunities in Local Projects:
Compensatory Education Programs Section, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC 20202, 202-759-2000.
A. Problem Statement
·clearly describe the problem
·provide data to support what is described
·describe the causes of the problem
Sample problem statement:
In the past, children went to the library if they needed information. If the topic was dinosaurs, for example, they used the card catalogue to find the books they needed. Some students took the easy route--they pulled out the "D" volume of the encyclopedia and copied the article.
Today, students are expected to use a wide range of resources and be able to find out the latest research on any topic. Research shows that students learn best through problem solving and methods which get them involved in using facts and processes in ways they are used in the work world. Electronic networks have the power to provide this active learning experience for our students.
Our School is unable to provide this experience for its students. Only one teacher, the Computer Lab Director, has the skills and experience to teach students about the effective use of these networks. All teachers must be able to effectively integrate computers and electronic networking into their curricula. However, at Our School, the appropriate equipment and software is not available at the school. The school's 12 computers lack to power to run the software required to use the electronic networks.
Because it is a small district serving families with a below average income for the state, students from Our School are unable to successfully compete with those from wealthier and more urban districts. Our School's budget has been cut annually for the past three years.
Definition of a Goal
A goal is an overall statement of purpose. It broadly describes the intended result of your project. Generally, goal statements do not include numbers or percentages quantifying change
B. Sample Goal
To enable every student at Our School to effectively use computers and electronic networks to access and apply information in the social sciences, mathematics, and science.
Outcome or measurable objectives are specific changes that will occur as a result of project activities.
An outcome objective states the result you expect in measurable terms (a certain number or percentage).
The objective often answers the question: "Who will do what differently and by what amount?"
Process objectives are the major actions or steps you will take to achieve the projects goals.
C. Sample Objectives
1.Increase skills of all Our School teachers so that 90% receive a score of 80/100 on a hands-on test.
2.Design and implement at least one instructional module using electronic networks in a minimum of 80% of classes where it is appropriate to do so.
3.Enable each student to use electronic networks a minimum of once per month in each of three subject areas.
4.Establish a volunteer mentor program in which 10% of parents assist students in use of networks at school or at home.
Activity
List the major activities your proposal will involve.
For each objective, list objective number and major activities. In some cases, you may have only one major activity for an objective. (Later on, you can outline the sequence of steps needed for each activity).
1.What are the indicators that will specify if you have achieved your project objectives?
NOTE: Start identifying your indicators by using the following scenario:
It is now 19xx (three years later) since your grant was funded. You are preparing a report for the governor and key senators about what the project has accomplished. What do you want to tell the governor and key senators about the impact of your project?
2.Evaluation questions OR Evaluation goals and objective
NOTE: Start by asking, "What are the questions related to these indicators that you want your evaluation to address?"
The Budget Process
1.Start with your objectives and activities:
Think about the people first: What staff will you need? How much time will be necessary? What will they need (supplies, materials, equipment)?
What resources do you already have? What do you need grant funds to cover?
2.Read guidelines to determine:
· what the grant program will allow
· the maximum amount that can be requested
· whether match is required and in what amount (cash and/or in-kind)
3.Match: Cash match is personnel and/or services provided and paid for by your own organization.
In-kind match is any contribution to your project that is not in the form of money. This can be goods or services you would otherwise have to pay for. You estimate the value of these services as if you'd be paying for them.
4.In-direct costs: the overall costs of doing business that are not connected with any single project. Includes office utility and maintenance costs, etc. If allowed by your grant, determine whether your organization has negotiated a federal rate. Check with your fiscal officer.
5.Be careful not to mix up operating expenses of your project with operating expenses of your organization. Includes rent, telephones, etc. Organizational operating expenses are "prime match material."
6.Budget narrative: Option 1: Detailed budget gives specifics within budget itself for each expense, rather than broad categories such as travel, consultants, etc.
Option 2: Narrative format: Uses paragraph form and numbers to explain both the details of each category and the reasons why the expense is needed. May include names, qualifications, and job description for key personnel; reason why contractual services are needed and how contractor will be selected; explanation for anything in the "other category."
All budget narrative should list amounts and sources of cash and in-kind match. Includes specifics of other grants.
7.Check your math! Then get someone else to check it again!
Produce your proposal as professionally as possible.
Here are a few simple things to consider--
1.Neatness counts. Therefore:
Use a word processor.
Use a laser printer if at all possible.
If your office copier isn't top quality, spend a few dollars and go to a copy shop.
2.Follow all the guidelines exactly about preparation of your proposal, mailing, the number of copies required, etc.
3.Make sure you check your text and budget for any and all errors--if you're tired, or even if you're not--get help with this. Check: spelling and grammar (subject-verb agreement)
If you cite statistics or a quote someone--do you have references? Use an APA style manual to find the proper form. Check to make sure each part of your proposal is complete and in the right order. Do you have all your support letters?
4.Don't just proofread the budget, add it up a second time. Use a calculator with tape. Check the tape.
5.Make it as easy as possible to read and use--Organize a long proposal in he same order the guidelines do.
If your proposal is over five pages or so, include a detailed table of contents. Number your pages. Don't put it in a binder that can't to into a copier. Don't put it in a fancy cover if the guidelines say not to.
6.Don't try to sneak by with a smaller type face or margin than the guidelines require. Don't use 1.5 spaces if its supposed to be double spaced.
7.Make sure your proposal is signed by the correct person. Send in the original signature page.
8.Keep more than one copy of the proposal for yourself, in more than one place.
9.If you mail your proposal--get proof from the post office that you mailed it before the deadline.
10.Finally, once your proposal is in the mail--don't read it for at least a week. Finding errors in mailed proposals is a major cause of insomnia.