Successful Grant

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Successful Grant Management
Presented By Melanie Dillard David W. Dillard
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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.

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You Should have the following

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

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You Should have the following

• An easily scanned overview of the prescribed
  activities and how they relate to costs and the
  attainment of the objectives.
• A logical framework on which to evaluate the
  tasks performed by consultants.

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You Should have the following

• A detailed analysis of the materials, supplies,
  and equipment related to each objective.
• A defensible budget and cash forecast.
• An efficient way to keep track of in-kind or
  matching donations.

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You Should have the following

• A basis for dividing costs among multiple
  funders.
• A working document that makes it possible to
  assess the involvement of multiple organizations
  and the responsibilities of consortium
  participants and subcontractors.

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1 Develop a Timeline

• 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

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2 Develop a File System

• 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

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2 B Usual Components of a File 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

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3 Deliverables

• 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

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4 Evaluation

• 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.

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4 Evaluation

• 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

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4 Evaluation

• If evaluation is required
• Know when it is due
• Where it is due
• What is due

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5 Assurances

• 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

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6 Budget

• 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 projects activities/ methods and
  how the change will help accomplish the
  predetermined objectives.

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Budget

• 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

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Payment to District

• DESE Finance Homepage has monthly reports on
  funds to schools
• Sometimes there is just a check sent to the
  District

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Funds

• Arranged by district-county code
• You need to know yours

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Funds

• Sample of reports

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Non-supplant

• State Definition to substitute a new source of
  funds to provide services or materials already in
  existence in the LEA and previously funded with
  other funds.
• Many grants have this as an assurance (especially
  federal)

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Budget Amendments

• 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 projects activities/ methods and
  how the change will help accomplish the
  predetermined objectives

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Budget Amendments

• 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)

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Indirect/Administrative

• Indirect Costs- One of the least understood areas
  in the grants field is that of the recovery of
  costs associated with the acceptance of any grant
  award. The term indirect costs is usually
  identified with federal grants, while the terms
  administrative costs and overhead are usually
  identified with foundation and corporate grants.
• Many grants do not allow

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Sustainability

• How will the project be continued after the
  initial funding is gone?
• Will the district or other sources be used?
• Are there community resources that will help?
• This is often a big issue.

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General Hints

• READ and WRITE to the Scoring Guide.

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Cohesiveness

• 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

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General Hints

• Be sure your project fits the application
• Follow the sections in the grant application
• Read the scoring rubric and address the key
  scoring points
• Grammar and spelling are critical
• Proof read, proof read, proof read, and then have
  others read your proposal, and then proof read
  again
• Be clear and precise leave out the jargon and
  acronyms
• Do the readers really know what you are going to
  do?

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Hints

• Use the Applicants Guide
• Use the current application form
• Be specific
• Be realistic
• Dont be opportunistic
• Be on time
• Use the scoring rubric
• Dont give up
• Write thank-you letters

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More Tips

• Cohesive and logical
• Clear and concise language
• Transitions/flow
• Avoid jargon
• Revise, edit revise, edit!

• Type style
• White space
• Headings and page numbers
• Charts, diagrams, graphs, lists
• No addenda

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Reasons Why Applications Are Not Funded

• Competitive nature of the program
• Failure to follow directions
• Educational focus not clear or is too ambitious
• Application does not fit the intent
• Focus not on learners (students or teachers)
• Acquisitional in nature
• Failure to follow the Scoring Guide

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General Hints

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

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Non-responsive grants

• Late postmark
• Wrong category
• Excessive funds requested
• More applications than allowed

• Same or substantially the same as another
• Exceeds page limit

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Make the Most of Funds

• Often grants can be used to supply the district
  match of other grants
• Planning is very important
• Know what other grant coordinators/managers in
  the district are doing
• Know what amounts the district can match
• Keep track of matching funds

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A Successful Grant Has

• An adequate staffing pattern that describes who
  is needed to do what tasks and when. (This will
  help ensure that job descriptions match the tasks
  that must be accomplished.)
• An clearly written overview of the activities and
  how they relate to costs and the attainment of
  the objectives.
• A logical framework on which to evaluate the
  tasks performed.

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A Successful Grant Has

• A detailed analysis of the materials, supplies,
  and equipment related to each objective.
• An efficient way to keep track of in-kind or
  matching donations.
• A basis for dividing costs among multiple funding
  sources if possible.
• A working document that makes it possible to
  assess the involvement of multiple organizations
  and participants.

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The wRIGHT Grant

• Be sure your project fits the application
• Follow the sections in the grant application
• Read the scoring rubric and address the key
  scoring points
• Grammar and spelling are critical
• Proof read, proof read, proof read, and then have
  others read your proposal, and then proof read
  again
• Be clear and precise leave out the jargon and
  acronyms
• Do the readers really know what you are going to
  do?

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Major Components of a Grant

• 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

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• Questions