YOGI’ ISMSYOGI’ ISMS

•““We make too many wrong mistakes.”We make too many wrong mistakes.”

•““You’ve got to be careful if you You’ve got to be careful if you don’t know where you’re going don’t know where you’re going ‘cause you might not get there.”‘cause you might not get there.”

•““Remember that whatever you do in Remember that whatever you do in life, 90 percent of it is half mental.”life, 90 percent of it is half mental.”

•““Stay alert-you can observe a lot by watching.”Stay alert-you can observe a lot by watching.”

•““The future ain’t what it use to be.”The future ain’t what it use to be.”

•““If the world were perfect, it wouldn’t be.”If the world were perfect, it wouldn’t be.”

•““If you ask me a question I don’t If you ask me a question I don’t know, I’m not going to answer.”know, I’m not going to answer.”

So you want to write a grant?

Workshop objectives

• Planning a proposal

• Hints on grant writing and management

• The typical parts of a proposal

• Budgeting process

• Grant Management

• Finding a grant to write will be a future in-service

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

• 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?

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 time If mailing your grant allow ample time for the grant to arrive.for the grant to arrive.Note number of copies, font size, page Note number of copies, font size, page limits etc.limits etc.Read carefully (postmarked by or due Read carefully (postmarked by or due by)by)Always, always use registered mail, Always, always use registered mail, return receipt requested.return receipt requested.

Proposal Abstract or Summary Needs Statement Goals & Objectives Plan of Operation (Activities that support the

goals and objectives) Key Personnel Evaluation Adequacy of Resources Assurances Attachments Budget and Cost Effectiveness

• A short description of the project• Keep it short and positive• Be very specific and to the point• It has to be clear – the reader should know

what is going to happen• What are you going to do• How are you going to do it• There may be a separate section

(introduction) that describes your institution (school) and the community

A good needs statement should give the reader a clear picture of who has the need and what they need.

• Statement of the problem• Include lots of “local” data, national and research data is

often not helpful, but may not hurt (Scientific Research Based)

• Make sure it fits the intended purpose of the grant• Be positive – don’t “cry” about being poor or rural or

low academic scores or not having equipment or services• Explain what you have been successful at in the past in

similar projects

There is usually only one to three goalsThe goals are usually broad

There should two or more objectives for each goalThey need accomplish the goalThey need to be measurableThey should describe

Who will do WhatBy WhenHow measured

• A detailed account of what you are going to do• Should be directly tied to and supportive of the

objectives• Begin with a verb.

– Students will….– Read, Identify, Participate,Record,Reflect,Participate,

Demonstrate.

• Activities should be in logical order (A timeline is often helpful)

• There should be benchmarks (to ensure the project is being accomplished on time)

• Responsibilities should be outlined

• Often required to provide a list, if not you need one for yourself

• Define roles and responsibilities– Tie back into the goals and objectives

A written plan that helps the reader determine if the project goals can and will be achieved.

(The trick is to refer directly back to the objectives)

• How will you know if you have met the goals and objectives

• Use more than one evaluation tool.– If using standardized testing make sure the data will be in on time

to meet your timelines.

• Who will do the evaluation– In-house or outside evaluator

• Levels of evaluation– School Board, Committee(s) involved,Granting agency,Student,

community, teacher

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.

Do you have adequate resources to implement the proposal?

Keep in mind resources are not always equipment.• support from administration / school board• staff• professional development• supplies• budget• continuation

• Read carefully, some components are uniform for all grants, but each grant can be different

• Usually legal and set forth by law• Review them so you do not violate them• Be aware of multiple year grants and district matches per year• Basic concept is that you are authorized to expend funds for the

purposes outlined in the application and that the district is held accountable for all deliverables. (See next slide)

• Signed by the Chief Administrator (Superintendent)• Often, if they are not met, funding may have to be paid back.

• 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

Include only if specified in the application manual.

Attachments might include:

•Letters of recommendation

•Supporting data

•Scientific Based Research

• 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

• 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).

• 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

• State Definition: the total amount regularly paid State Definition: the total amount regularly paid or stipulated to be paid to an individual, before or stipulated to be paid to an individual, before deductions, for personal services rendered while deductions, for personal services rendered while on the payroll of the LEA.on the payroll of the LEA.

• If the person is under contract to the district, any If the person is under contract to the district, any additional payment is considered a salaryadditional payment is considered a salary

• All stipends paid to local teachers is a salaryAll stipends paid to local teachers is a salary

• The key is: if they are employed by the The key is: if they are employed by the District (the Fiscal Agent) any payment District (the Fiscal Agent) any payment to them except reimbursements, are a to them except reimbursements, are a salary and subject to benefits salary and subject to benefits (retirement, Medicare and possibly FICA)(retirement, Medicare and possibly FICA)

• These are the matching amounts paid by These are the matching amounts paid by the district, the teacher will still have an the district, the teacher will still have an equal amount with held from their checkequal amount with held from their check

• Teacher retirementTeacher retirement• MedicareMedicare• These need to be calculated on all These need to be calculated on all

salariessalaries• These are often overlooked when paying These are often overlooked when paying

salaries, if they are not included, they salaries, if they are not included, they have to come out of local fundshave to come out of local funds

• Check with your local book keeper, Check with your local book keeper, usually about 0.13% of salaryusually about 0.13% of salary

• If there is a full time position under the If there is a full time position under the grant you should include insurancegrant you should include insurance

• State Definition: Personal services State Definition: Personal services rendered by personnel who are not rendered by personnel who are not on the payroll of the LEA, and other on the payroll of the LEA, and other services which may be purchased by services which may be purchased by the LEA.the LEA.

• These can be several different These can be several different expendituresexpenditures

• In joint efforts, teachers paid in In joint efforts, teachers paid in another district are under purchased another district are under purchased servicesservices

• Repair can be a purchase serviceRepair can be a purchase service• Contracted servicesContracted services• Lease purchasesLease purchases

• State Definition: Items that are not State Definition: Items that are not electrical or mechanical in nature or electrical or mechanical in nature or furniture which costs less than $1,000.00 furniture which costs less than $1,000.00 per unit or items which have a useful life per unit or items which have a useful life of less than one year. Usually a material of less than one year. Usually a material item which is expended and consumed or item which is expended and consumed or worn out or deteriorated in use or has worn out or deteriorated in use or has lost its identity through fabrication or lost its identity through fabrication or incorporation into a more complex unit or incorporation into a more complex unit or substance.substance.

• Different grants have different definitionsDifferent grants have different definitions• School districts will have a policy that School districts will have a policy that

established an amount alsoestablished an amount also

• All software is considered a supply – no All software is considered a supply – no matter the costmatter the cost

• Expendables: paper, pens, disksExpendables: paper, pens, disks• Meeting materials and food if purchased Meeting materials and food if purchased

and served (it could also be a purchase and served (it could also be a purchase service)service)

• Textbooks (most grants will not allow)Textbooks (most grants will not allow)• Some furnitureSome furniture• Some grants have different limits other Some grants have different limits other

than the $1,000.00 -- sometimes you can than the $1,000.00 -- sometimes you can use the District established amount if use the District established amount if there is no definition in the grant there is no definition in the grant applicationapplication

• State Definition: Items that are electrical State Definition: Items that are electrical or mechanical in nature or furniture and or mechanical in nature or furniture and 1) have a useful life of at least one year; 1) have a useful life of at least one year; 2) would require repair rather than be 2) would require repair rather than be replaced; 3) the cost of tagging and replaced; 3) the cost of tagging and inventory is a small percent of the item’s inventory is a small percent of the item’s cost; and 4) cost more than $1,000.00cost; and 4) cost more than $1,000.00

• Usually have serial numbers (furniture Usually have serial numbers (furniture will not)will not)

• Some grants have lower limitsSome grants have lower limits• Some grants have limit on the Some grants have limit on the

percentage of expenditures in equipmentpercentage of expenditures in equipment

• You are ethically (and in some cases You are ethically (and in some cases legally) responsible for maintaining an legally) responsible for maintaining an accurate record of all equipment accurate record of all equipment purchased under your grant, including purchased under your grant, including documentation that the equipment was documentation that the equipment was awarded to the lowest bidder.awarded to the lowest bidder.

• Inventory of Equipment- if your school Inventory of Equipment- if your school does not have an inventory system that does not have an inventory system that you are comfortable with, develop one! you are comfortable with, develop one!

• DESE often checksDESE often checks• Place some form of semi-permanent Place some form of semi-permanent

sticker or use an engraving tool for date sticker or use an engraving tool for date of purchase and grant sourceof purchase and grant source

• 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

• 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

• 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 term federal grants, while the term administrative costs and overhead is administrative costs and overhead is usually identified with the usually identified with the foundation and corporate grants.foundation and corporate grants.

• Many grants do not allow Many grants do not allow

• 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)