So you have a grant?

Workshop objectives• Hints on grant management• Key terms in management• Budgeting process• These ideas will also help you

write your next one, since you should have a “feel” for the process.

You Should have the following:

• An adequate staff pattern An adequate staff pattern that describes who is needed that describes who is needed to do what tasks when. (This to do what tasks when. (This will help ensure that job will help ensure that job descriptions match the tasks descriptions match the tasks that must be accomplished.)that must be accomplished.)

You Should have the following:

• An easily scanned overview of An easily scanned overview of the prescribed activities and how the prescribed activities and how they relate to costs and the they relate to costs and the attainment of the objectives.attainment of the objectives.

• A logical framework on which to A logical framework on which to evaluate the tasks performed by evaluate the tasks performed by consultants.consultants.

You Should have the following:

• A detailed analysis of the A detailed analysis of the materials, supplies, and materials, supplies, and equipment related to each equipment related to each objective.objective.

• A defensible budget and cash A defensible budget and cash forecast.forecast.

• An efficient way to keep track of An efficient way to keep track of in-kind or matching donations.in-kind or matching donations.

You Should have the following:

• A basis for dividing costs among A basis for dividing costs among multiple funders.multiple funders.

• A working document that makes it A working document that makes it possible to assess the involvement of possible to assess the involvement of multiple organizations and the multiple organizations and the responsibilities of consortium responsibilities of consortium participants and subcontractors.participants and subcontractors.

• Place large calendar on the wall

• Place the major events within the project

• When are amendments due?

• What is the amendment process?

• Deliverables

• Mid-year report

• Final report

• File folders

• File box

• Three-ring binder

• A box

• Keep all information about the grant in one location, use what ever works for you

• Color coding system

• The grant manual or RFP• Your grant application• List of state, federal, or foundation contacts• Miscellaneous background information

used in writing the grant• Sign-in sheets: planning, training, events• Created materials, usually curriculum• Budget• Purchase orders & invoices

• Make a list of what you must provide at the end of the grant

• Training: dates/times, attendance lists, topics, handouts

• Educational activities: dates, curriculum, development, use of software, other activities

• Reports and progress reports: know what data is required to be turned in

The evaluation section of your proposal must clearly delineate:

• what will be evaluated,• when the pre- and postevaluations will occur,• how much change is predicted,• who will perform the evaluation, and• how much the evaluation component will cost.• Be prepared to explain why the criteria was not

met.• The key is that the project was evaluated, not

necessarily that every objective was met.

•Standardized tests (MAP, EOC, IBS)

•Teacher-made tests or rubrics

•Attitude surveys, Likert scales

•Individual or group demonstrations, exhibits or projects

•Lessons (#) developed and implemented

•Measures that can be “documented”

•If evaluation is required:If evaluation is required:•Know when it is dueKnow when it is due•Where it is dueWhere it is due•What is dueWhat is due

• These are usually legal and set forth by law

• They are usually signed at the beginning of the grant process

• Review them, so you do not violate them

• Many of these refer to management and to the budget

• They may also explain what the grant produce or the outcomes

• Government grant rules allow for small changes, but even in these cases the changes must be documented.

• The key to making a budget change is to back up the request with a rationale that is linked strongly to the project’s activities/ methods and how the change will help accomplish the predetermined objectives.

• The budget is usually where problems happen

• This is often the only area (outside mid-year and final reports) that are checked by DESE

• District auditors will also check

• Codes must be in the district budget and all expenditures in the correct category

• DESE DESE Finance Finance Homepage Homepage has monthly has monthly reports on reports on funds to funds to schoolsschools

• Sometimes Sometimes there is just there is just a check sent a check sent to the to the DistrictDistrict

• Arranged by district-county codeArranged by district-county code• You need to know your’sYou need to know your’s

• Sample of reportsSample of reports

• State Definition: to substitute a State Definition: to substitute a new source of funds to provide new source of funds to provide services or materials already in services or materials already in existence in the LEA and existence in the LEA and previously funded with other previously funded with other funds.funds.

• Many grants have this as an Many grants have this as an assurance (especially federal)assurance (especially federal)

• Government grant rules allow for small changes, but even in these cases the changes must be documented and often they have to be pre-approved (amendments)

• Expenditures cannot be dated prior to the amendment being approved

• The key to making a budget change is to back up the request with a rationale that is linked strongly to the project’s activities/ methods and how the change will help accomplish the predetermined objectives

• Some grants do not have an amendment process

• Some have limited amendments• Grants can and should be part of the school

audit system, keep your paperwork in order• Clear all amendments through you principal

and superintendent (usually the superintendent has to sign them and make the changes in the district budget)

• Indirect Costs- One of the least Indirect Costs- One of the least understood areas in the grants field understood areas in the grants field is that of the recovery of costs is that of the recovery of costs associated with the acceptance of associated with the acceptance of any grant award. The term indirect any grant award. The term indirect costs is usually identified with costs is usually identified with federal grants, while the terms federal grants, while the terms administrative costs and overhead administrative costs and overhead are usually identified with are usually identified with foundation and corporate grants.foundation and corporate grants.

• Many grants do not allow Many grants do not allow

• How will the project be How will the project be continued after the initial continued after the initial funding is gone?funding is gone?

• Will the district or other Will the district or other sources be used?sources be used?

• Are there community Are there community resources that will help?resources that will help?

• This is often a big issue.This is often a big issue.

READ and READ and WRITE to the WRITE to the Scoring Scoring Guide.Guide.

• Needs lead to goal/objectives (Why)

• Each objective has its own evaluation (How well)

• Objectives lead to activities (What)

• Activities lead to budget requests (Resources)

• There should be a complete linkage through the whole application

Be sure your project “fits” the applicationBe sure your project “fits” the applicationFollow the sections in the grant Follow the sections in the grant applicationapplicationRead the scoring rubric and address the Read the scoring rubric and address the key scoring pointskey scoring pointsGrammar and spelling are criticalGrammar and spelling are criticalProof read, proof read, proof read, and Proof read, proof read, proof read, and then have others read your proposal, and then have others read your proposal, and then proof read againthen proof read againBe clear and precise; leave out the jargon Be clear and precise; leave out the jargon and acronymsand acronymsDo the readers really know what you are Do the readers really know what you are going to do?going to do?

•Use the Applicant’s Guide•Use the current application form•Be specific•Be realistic•Don’t be opportunistic•Be on time•Use the scoring rubric•Don’t give up•Write thank-you letters

• Cohesive and logical

• Clear and concise language

• Transitions/flow• Avoid jargon• Revise, edit;

revise, edit!

• Type styleType style• White spaceWhite space• Headings and Headings and

page numberspage numbers• Charts, Charts,

diagrams, diagrams, graphs, listsgraphs, lists

• No addendaNo addenda

1. Competitive nature of the program2. Failure to follow directions3. Educational focus not clear or is too

ambitious4. Application does not “fit” the intent5. Focus not on learners (students or

teachers)6. Acquisitional in nature7. Failure to follow the Scoring Guide

Have an individual who has not Have an individual who has not participated in the grant writing participated in the grant writing process proof the application.process proof the application.If mailing your grant allow ample If mailing your grant allow ample time for the grant to arrive.time for the grant to arrive.Read carefully (postmarked by or Read carefully (postmarked by or due by)due by)Always, always use registered Always, always use registered mail, return receipt requested.mail, return receipt requested.

Non-responsive grants

• Late postmark• Wrong category• Excessive funds

requested• More applications than

allowed

• Same or substantially the same as another

• Exceeds page limit

• Often grants can be used to Often grants can be used to supply the district match of other supply the district match of other grantsgrants

• Planning is very importantPlanning is very important• Know what other grant Know what other grant

coordinators/managers in the coordinators/managers in the district are doingdistrict are doing

• Know what amounts the district Know what amounts the district can matchcan match

• Keep track of matching fundsKeep track of matching funds

• An adequate staffing pattern that describes An adequate staffing pattern that describes who is needed to do what tasks and when. who is needed to do what tasks and when. (This will help ensure that job descriptions (This will help ensure that job descriptions match the tasks that must be accomplished.)match the tasks that must be accomplished.)

• An clearly written overview of the activities An clearly written overview of the activities and how they relate to costs and the and how they relate to costs and the attainment of the objectives.attainment of the objectives.

• A logical framework on which to evaluate A logical framework on which to evaluate the tasks performed. the tasks performed.

• A detailed analysis of the materials, supplies, A detailed analysis of the materials, supplies, and equipment related to each objective.and equipment related to each objective.

• An efficient way to keep track of in-kind or An efficient way to keep track of in-kind or matching donations.matching donations.

• A basis for dividing costs among multiple A basis for dividing costs among multiple funding sources if possible.funding sources if possible.

• A working document that makes it possible to A working document that makes it possible to assess the involvement of multiple assess the involvement of multiple organizations and participants. organizations and participants.

Be sure your project “fits” the applicationBe sure your project “fits” the applicationFollow the sections in the grant Follow the sections in the grant applicationapplicationRead the scoring rubric and address the Read the scoring rubric and address the key scoring pointskey scoring pointsGrammar and spelling are criticalGrammar and spelling are criticalProof read, proof read, proof read, and Proof read, proof read, proof read, and then have others read your proposal, and then have others read your proposal, and then proof read againthen proof read againBe clear and precise; leave out the jargon Be clear and precise; leave out the jargon and acronymsand acronymsDo the readers really know what you are Do the readers really know what you are going to do?going to do?

Know the components, especially if you did not write the grant

Proposal Abstract or Summary Needs Statement Plan of Operation Key Personnel Budget and Cost Effectiveness How the Effectiveness of the Project Will Be

Evaluated Adequacy of Resources Assurances Attachments