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Writing Grant Proposals
Money (That's What I Want): http://glef.org/magazine/ed1article.php?id=art_1156&issue=sept_04
Debunking Some Myths about Grant Writing:
http://chronicle.com/jobs/2003/06/2003062601c.htm
This article from the Chronicle of Higher Education offers useful tips
for grant writers.
Traci's
Lists of Ten: For Grants Writers: http://www.tengrrl.com/tens/grants.shtml
SchoolGrants-Your one-stop site for
K-12 Grant Opportunities: http://www.schoolgrants.org/
Basic Elements of Grant Writing: http://www.cpb.org/grants/grantwriting.html
Successful grant writing involves the coordination of several activities, including
planning, searching for data and resources, writing and packaging a proposal,
submitting a proposal to a funder, and follow-up. This publication is an easy
guide to these basic elements of grant writing. The
Numbers Side of Grant Writing: http://www.pnnonline.org/article.php?sid=555
During these tough economic times, learn how to secure funds by showing a grantor
that you can properly handle and control costs while delivering the promised services.
Grant Writing 101: http://www.cobblestonepub.com/pages/eduideas.html LeapFrog
SchoolHouse-Grant Writing Tips: http://www.leapfrogschoolhouse.com/funding/Grant_writing.asp Guide
for Writing a Funding Proposal: http://www.learnerassociates.net/proposal/index.htm
This site is a general site.
Many
people find writing the goals and objectives section of a grant proposal the most
difficult. Sometimes, the problem is merely understanding the difference
between a goal and objective. In other cases, the problem stems form writing
objectives that are too vague.
A goal is
an end result and should be written in broad and general terms. It is what
you expect the situation will be at the end of the project and should express
the project's ultimate aim or purpose. In many cases, the project will have only
one goal.
When writing a grant for technology initiatives, keep
the goal student- and/or teacher-focused. Stay away from writing a goal
that states "every student will have a graphing calculator" or "we
will have a fully functioning computer lab". Instead, concentrate on
the skills that students will develop from having access to technology and the
impact this access will have on student learning and/or achievement. Funders
want to fund projects, not pieces of equipment.
When writing objectives,
on the other hand, there are two key words to remember: specific and measurable.
Objectives tell who is going to do what, how it will be done, and when it will
be done. Write objectives in terms of learning a skill or behavior that
currently doesn't exist, an increase in positive skills or behaviors, or a decrease
in negative skills or behaviors
Here is an example of a well-written
objective from a technology-related grant proposal:
"by June 2001, 87
percent of the K-3 students at the targeted schools will demonstrate 80-percent
mastery level of the district and state content standards as measured by district
benchmarks."
To determine if objectives are measurable, give the draft
of objectives to several individuals and ask them to identify the benchmarks that
have been set to measure the success of the project. If everyone gives the
same responses for each objective it is right on the mark. If, however,
individuals have trouble identifying the benchmarks or they give several conflicting
answers for the benchmarks of a specific objective, it's time to go back and revise
the objectives before submitting the proposal.
Look at copies of funded proposals
to help design goals and objectives, or ask for assistance from those who have
knowledge and/or expertise in writing goals and objectives. Classroom teachers
should take comfort in knowing that designing goals and objectives for grant-funded
projects is no different that the process used to design goals and objectives
for lesson plans. If you have an innovative
idea that needs funding, don't be afraid to ask! Many innovative educators fall
prey to the FUD factor -- fear, uncertainty and doubt. Don't let these concerns
stop you from pursuing your funding goal.
Start by looking in your own bank
account for funds. Most successful projects start with a small trial within a
single classroom, funded by an individual educator. Once an idea is tested and
produces a desired educational outcome on a small scale, the chances of funding
the project on a larger scale or over a longer period of time become greater.
While testing your idea, consult with your school and district to learn the latest
funding rules. Sit down with your principal to discuss your idea to be sure he
or she fully understands your funding needs. In some cases, your principal may
be able to get the funding you require. No matter what occurs during this meeting,
it's critical that your principal be alerted to your grant-seeking activities
from the start to avoid any misunderstanding in the future.
Present your
idea to your parent's association. Many small projects are funded this way. Next,
check with your state education office for state-wide funding opportunities.
If your principal, state education office, school, district
or parents' association can't help, it's time to turn to outside funding sources.
You may also consider sending an email or calling
the grant contact person to review your application. Be sure to ask the person
what he or she thinks of your idea. Most grant coordinators know instinctively
which ideas fit with the mission of the granter. Make any changes he or she suggests
and send in your application well in advance of the deadline.
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