Writing Effective Program Designs


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Dr. Beverly (Bev) Browning, author of 40 grant writing-related publications will share her award winning program design formula. The following components will be discussed in this Webinar:

- Starting with a purpose statement
- Perfecting goal statements
- Understanding the components in a SMART objectives
- Writing implementation strategies
- Creating a timeline chart
- Conquering the logic model (ends with an impact objective)
- Writing the management plan
- Winning with an evaluation plan
- Offering the sustainability statement

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Writing Effective Program Designs

  1. 1. Writing Effective Program Designs Dr. Beverly A. Browning March 27, 2013A Service Of: Sponsored by:
  2. 2. INTEGRATED PLANNING Advising nonprofits in: www.synthesispartnership.com • Strategy • Planning (617) 969-1881 • Organizational Development info@synthesispartnership.comA Service Of: Sponsored by:
  3. 3. Affordable collaborative data management in the cloud.A Service Of: Sponsored by:
  4. 4. Today’s Speaker Dr. Beverly A. Browning Director Grant Writing Training FoundationAssisting with chat questions: Founding Director of Nonprofit Webinars and Host:Jamie Maloney, Nonprofit Webinars Sam Frank, Synthesis PartnershipA Service Of: Sponsored by:
  5. 5. Writing Award- Winning Program Designs Facilitated by: Dr. Bev Browning Vice PresidentGrants Professional Services eCivis, Inc. 480-768-7400 bbrowning@ecivis.com www.ecivis.com
  6. 6. AGENDA• Starting with a purpose statement• Perfecting goal statements• Understanding the components in a SMART objectives• Writing implementation strategies• Creating a timeline chart• Conquering the logic model (ends with an impact objective)• Writing the management plan• Winning with an evaluation plan• Offering the sustainability statement
  7. 7. The Purpose Statement
  8. 8. What is the Purpose Statement? 1. The first sentence at the beginning of the Program Design narrative section in your grant application. 2. A one-sentence explanation to the grant reader about why they are reading a funding request from your organization. 8
  9. 9. Common Factors Found in All Purpose Statements1. The asking factor2. The name of the project factor3. The location factor 9
  10. 10. The ApproachPublic Sector Private Sector• Direct • Indirect• Incorporate • Do not mention the amount of the amount of $ $ requested requested 10
  11. 11. Purpose StatementExample #1 – Government $• The purpose of the grant request is to seek $1.9 million from the U.S. Department of Transportation for the City of Pasadena’s Job Access Reverse Commute initiative in California. 11
  12. 12. Purpose Statement Example #2 – Foundation $• The purpose of the grant application is to seek your support for the Ryder-Donavon Outdoor Interpretive Trail Program planned for Cheboygan County. 12
  13. 13. The Goal Statement
  14. 14. What is a Goal Statement?• Futuristic, global one-sentence statement of a specific purpose or outcome of the grant monies (the beginning of your promise to a potential grantmaker).• Sentence always begins with an action word (non-measurable).• When in doubt, look up the definition of a goal in your dictionary! 14
  15. 15. Funder Red Flags for Goal Statements• Inclusion of:1. Numbers2. Percentages3. Any type of measurements• Omission of:1. Geographic location2. Target audience 15
  16. 16. Great First Words for Award Winning Goal Statements1. Provide 6. Evaluate2. Design 7. Construct3. Implement 8. Empower4. Enable 9. Educate5. Plan 10.Sustain 16
  17. 17. First Place to Look for Goal Statement Language• Federal or state government grantmaker Request for Funding Availability (RFA) or Notice of Funding Availability (NOFA).• Foundation or corporate grant proposal guidelines.• Ask: What is the “goal” for the funding? 17
  18. 18. Goal Statement Example #1 – Government• Provide access to transportation and employment-related activities for low-income individuals and welfare recipients residing in the City of Pasadena by transporting them to suburban employment opportunities in Metro Los Angeles County. 18
  19. 19. Goal Statement Example #2 – Foundation• Enable physically-challenged residents of Michigan to access the Ryder-Donavon Outdoor Interpretive Trail Program planned for Cheboygan County. 19
  20. 20. SMART Objectives
  21. 21. What is a SMART Objective?• S = Specific• M = Meaningful/Measurable• A = Achievable• R = Relevant• T = Timebound 21
  22. 22. Common Formula for Writing SMART ObjectivesTo (increase/decrease) (what) by (# percent) among (whom) as measured by (how do you know). 22
  23. 23. SMART Objective Example #1 Goal 1 SMART Objective 1• Provide access to • To increase public transportation and transportation access employment-related by 50% among low- activities for low-income income and welfare individuals and welfare recipients residing in recipients residing in the the City of Pasadena City of Pasadena by by the end of Year 1 as transporting them to measured by pre- and suburban employment post-surveys. opportunities in Metro Los Angeles County. 23
  24. 24. SMART Objective Example #2 Goal 2 SMART Objective 2• Enable physically • To decrease access challenged visitors to barriers by 80% among access the Ryder- physically challenged Donavon Outdoor visitors to the Ryder- Interpretive Trail Donavon Outdoor Program planned for Interpretive Trail Cheboygan County, Program by the end of Michigan. Month 6 as measured by pre- and post-usage rates (special needs Trail passes issued). 24
  25. 25. Implementation Strategies
  26. 26. What is an Implementation Strategy?1. An implementation strategy is a detailed narrative or bulleted list of the tasks or activities that you will undertake to implement the grant-funded project. 26
  27. 27. Implementation Steps for SMART Objective 1 ImplementationSMART Objective 1 Strategies - Detailed• To increase public • Once the City Council has transportation access by approved acceptance of the grant funds, the Transit 50% among low-income Director will meet with the and welfare recipients Los Angeles Metropolitan residing in the City of Transportation Authority to Pasadena by the end of start the public education Year 1 as measured by campaign; set up guidelines pre- and post-surveys. and access points for free bus pass distribution, and monitor usage by route and frequency of ridership. 27
  28. 28. Implementation Steps for SMART Objective 2 ImplementationSMART Objective 2 Strategies - Bulleted• To decrease access 1. Accept funding barriers by 80% among 2. Meet with architect physically challenged 3. Solicit bids visitors to the Ryder- 4. Select contractor Donavon Outdoor Interpretive Trail 5. Approve proforma Program by the end of 6. Monitor ongoing work Month 6 as measured 7. Request inspections by pre- and post-usage 8. Usage permits issued rates (special needs 9. Media campaign Trail passes issued). 10. Public ribbon cutting 11. Trail opens 28
  29. 29. Creating aTimeline Chart
  30. 30. What is a Timeline?• Grant-Related Tasks/Activities• Monthly/Quarterly/Annual Start and Completion Dates• Key Personnel or Partner Agency Responsible (Optional) 30
  31. 31. Leadership Training Institute Bi-County YouthBuild Program - Three Year Timeline Chart Year 1 Year 2 Program Year 3 Follow-up Activities Program Operations Support/Tracking Responsible Organization Operations 1 2 3 4 1 2 3 4 1 2 3 4Award acceptance and negotiation  Leadership Training InstituteAnnounce grant award  Leadership Training InstituteAttend DOL Grantee meeting/ orientation  Leadership Training InstituteSetup accounting books  Leadership Training InstituteQuarterly reports, Financial, Performance and MIS             Leadership Training InstituteKey partners meeting to plan startup tasks and hold             Leadership Training Institutemonthly meetingsRecruit and hire staff and evaluation of sub-contractors    Leadership Training Institute BOCES - NassauStaff training             Leadership Training InstituteDevelop marketing materials and advertising plans for  Leadership Training Instituteparticipants outreach and recruitment Key partnersEducational and occupational skills training  Leadership Training Institutetesting/assessment DOORForm youth Policy Committee        Leadership Training Institute DOOREducational services and work readiness training   Leadership Training Institute DOORConstruction instruction   BOCES NassauRecruitment/screening and selection of mentors        Leadership Training Institute Key PartnersOn-site training        Key PartnersCommunity service learning assignment       Leadership Training InstituteLeadership Development, counseling and support            Leadership Training Instituteactivities Key PartnersCareer development and exploration       Leadership Training Institute DOORJob placement and retentions support Leadership Training Institute DOORTransition and follow-up support Leadership Training Institute DOORMonitoring, evaluation and reporting program outcome  Leadership Training InstituteProgram closeout and final reports  Leadership Training Institute 31
  32. 32. THREE YEAR JEFFERSON COUNTY MFCI PROGRAM TIMELINE MFCI Goals Related Objectives Activities Expected Completion Date Person(s) Year 1 Year 2 Year 3 Responsible Quarters 1 2 3 4 1 2 3 4 1 2 3 4Goal 1: Enhance the Increase capacity to -Adoption of national model for  Executivecapacity of Jefferson administer and implement mentoring children in foster Director andCounty’s efforts to provide MFCI Program for at-risk care.  MFCI Programmentoring and support underserved foster care youth -Recruiting, screening, Director and supervising and retaining older services to youth in foster by 60% or more by expanding 100 50 25 Program adult mentors.care. mentoring strategies and -Targeting and serving 175 Coordinator implementing an evidence-  local youth. based research model -Operating school year and program design. summer program.Goal 2: Strengthen the Improve outcomes for at-risk -Developing and adhering to  Executivecapacity of TOPPS efforts to youth in mentoring programs standards of conduct. Director anddevelop and expand by 60% or more by -Staff development.  MFCI Programcommunity mentoring establishing and strengthening Directorcollaboratives and collaborative communitypartnerships by integrating approaches.best practices into mentoringservice models for JeffersonCounty foster care youth.Goal 3: Develop strategies Improve the organizational -Leveraging resources.  Executiveto recruit and maintain capacity, system efficiency, -Engaging stakeholders and  Director andmentors serving Jefferson and cost effectiveness of partners. MFCI ProgramCounty foster care youth. mentoring programs through Director training and technical assistance and other evidence-based practices by 60 percent or more. 32
  33. 33. Conquering the Logic Model
  34. 34. What is a Logic Model?“A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve.” (W.K. Kellogg Foundation 2004) 34
  35. 35. Tutorial INPUTS STRATEGIES OUTPUTS LONG-TERM LONG-TERM OUTCOMES IMPACT Resources What the program The direct Benchmarks for Changes in dedicated to or does with the inputs quantitative product participants during systems and consumed by the to fulfill its mission of program activities and after program processes after program activities the funding is expendede.g. e.g. e.g. e.g. e.g.-money -Provide… -Number of classes -New knowledge -New-staff and staff time -Educate… taught -Increased skills approaches-volunteers and -Counsel… -Number of sessions -Changed attitudes or -New servicesvolunteer time -Create… conducted values -Stronger-facilities -Conduct… -Number of -Modified behavior partnership-equipment and educational materials -Improved condition workingsupplies distributed -Altered status agreements-transportation -Number of hours of-partner agency cash service deliveredor in-kind -Number ofcommittments participants served 35
  36. 36. LOGIC MODEL TEMPLATE Long Island Comprehensive Gang Model PROBLEM SUBPROBLEM(S) ACTIVITIES OUTPUT MEASURES OUTCOME MEASURES Short term Long Term Reduce Youth violence # of training requests received. Recruited youth Recruited youth who delinquency and Community # of program materials developed. participate in multi- complete at least 12 gang activity. mobilization Gang joining # of training events held. strategy, months of intervention # of people trained. multidisciplinary model strategies will remain Opportunities approach that has crime, gang and Delinquency and provision % of people exhibiting increased anti-social knowledge of the project area. proven to be effective in violence free 12 months behaviors # of planning events held. reducing gang activity post-discharge. Social for at least 12 months. intervention # of program materials developed. % of interventions completed. % exposed to evidence-based model. Recruited youth remain Suppression crime, gang and # of Committee planning or training events held. violence free while Organizational enrolled in interventions. change and % of program policies changed and/or development rescinded. % of youth who offend/reoffend. Recruited youth % exhibiting targeted behavioral demonstrate prosocial changes. behaviors as reported by % of organizations reporting parents, guardians, improvements in operation based on school staff, and the Goal(s) Objective(s) training and technical assistance. Intervention Team.-Supportcommunity Gang preventionmobilization practitioners and lawefforts. Increases in: mobilization enforcement agencies-Provide training & conferences; coordinate efforts andopportunities to value each other’s role planning efforts; programyouth at high-risk materials distributed; in reducing gang activity.of gang youth completers;involvement. completion of evidence--Involve key based programs;stakeholders in Committee engagement;connecting high- behavior changes; policiesrisk youth to changed or rescinded, andcommunity-based improvements insocial operations. Decrease in:interventions. youth who offend &-Support gang reoffend.suppressionsefforts.-Catalyze cross-agencyorganizationalchange anddevelopment. 36
  37. 37. 37
  38. 38. Resource Links• Timelines - http://www.aidainc.net/Publications/ Grant%20Writing.pdf• Logic Models - http://www.wkkf.org/knowledge- center/resources/2006/02/wk- kellogg-foundation-logic-model- development-guide.aspx 38
  39. 39. Writing theManagement Plan
  40. 40. What is a Management Plan?A management plan is the new name for key personnel. This section details the position titles that will be assigned to the program; demonstrates each position’s role in the program, and the hours they will devote toward components in the grant funded-program. The plan also includes an accountability statement (who the position will report to at the grant applicant agency). 40
  41. 41. A Look at Several Types of Management Plans• Table format• Narrative format 41
  42. 42. Mesa Behavioral Health Family Center Table 21st Century Community Learning CenterFormat Management Plan Title Responsibilities Time Reports To Assigned to Program Program Oversees all program 40 hours per Executive Director planning and week x 52 Director implementation tasks. weeks Social Worker Conducts new client 40 hours per Program Director intake, screening and week x 52 case management. weeks Administrative Processes all 40 hours per Program Director Assistant program paperwork week x 52 including final reports weeks to stakeholders. Accountant Prepares all financial 10 hours per Program Director reports week x 52 weeks 42
  43. 43. Management PlanNarrative Format • Program Director – 1.0 Full-Time Equivalent (40 hours/weekly) for 52 weeks. This position will be responsible for providing oversight to all program planning and implementation tasks. The Program Director will report to the Executive Director of the applicant agency (Mesa Behavioral Health Family Center). 43
  44. 44. Winning with anEvaluation Plan
  45. 45. What is an Evaluation Plan?An evaluation plan is a written document that states the objectives of the evaluation, the questions that will be answered, the information that will be collected to answer these questions, and when collection of information will begin and end. You can think of the evaluation plan as the instructions for the evaluation. This plan can be used to guide you through each step of the evaluation process because it details the practices and procedures for successfully conducting your evaluation. 45
  46. 46. Key Evaluation Terms and Definitions• Qualitative evaluation – This term refers to the type of data that will track the quality of the grant-funded program.• Quantitative evaluation – This term refers to the type of data that will demonstrate the achievement of the program’s measurable objectives (along with the outputs from your logic model table – Slideshow #3 of 4) 46
  47. 47. Key Evaluation Terms and Definitions• Summative evaluation – This term refers to the data collection timeframe. The summative evaluation is a final end-of-program report. It summarizes all of the evaluation findings.• Formative evaluation – This term also refers to data collection timeframe. The data is collected in intervals or frequencies throughout the funding period. 47
  48. 48. Key Evaluation Terms and Definitions• Program evaluation – This term refers to process of evaluating the program’s intent and impact.• Process evaluation – This term refers to the methodology that will be used to evaluate the processes that were implemented and if those processes were effective. 48
  49. 49. What Questions Does the Evaluation Plan Answer?• Who will be conducting the evaluation• What you are going to evaluate• The process for the evaluation• The questions you will seek to answer with the evaluation• The timeframe for the evaluation• How findings will be disseminated to stakeholders 49
  50. 50. Who Will Be Conducting the Evaluation?• Third-party• Stakeholders• Staff working for the grant-funded project 50
  51. 51. What Are You Going to Evaluate?• The program model (qualitative)• Achievement of the SMART or measurable objectives (quantitative)• Impact (aka Outcome) objectives (longitudinal research) 51
  52. 52. What is the Evaluation Process?• Determining the types of data to be collected• Developing the data collection tools (surveys, interviews, pre- and post-questionnaires, public forum feedback, and so forth)• Collecting the data• Analyzing the data• Interpreting the data• Reporting the data• Developing correction action methodologies to reach your objectives when the evaluation findings show a lack of progress and impact 52
  53. 53. What are the Questions the Evaluation Will Answer?• Are the SMART objectives being attained? If not, why not? What is the correction plan?• Are the outcome objectives being attained? If not, why not? What is the correction plan?• Do outcomes vary as a function of the program features?• Do outcomes vary as a function of the characteristics for the target population served? 53
  54. 54. What is the Timeline for the Evaluation?• When will the data collection begin and end?• How and why the timeframe for each task was selected? 54
  55. 55. How Your Evaluation Findings will be Disseminated to Stakeholders?• Website(s)• Conferences• Publications• Press releases• Broadcast media interviews• Public meetings 55
  56. 56. Resource Links for Evaluations• The U.S. Department of Housing and Urban Development(on the Bureau of Justice Administration website) - https://www.bja.gov/evaluation/guide/documents /developing_an_evalu.htm• The University of Wisconsin Extension - http://learningstore.uwex.edu/assets/pdfs/g3658 -1.pdf• State Government – Victoria, AU – Department of Planning and Community Development - http://www.dpcd.vic.gov.au/__data/assets/pdf_fil e/0010/32986/Evaluation_Step-by- Step_Guide.pdf 56
  57. 57. Offering theSustainability Statement
  58. 58. What is a Sustainability Statement?• The sustainability statement is your convincing sentence at the end of the program design narrative section (following the evaluation plan) that tells funders how your agency plans to maintain programs and services that are started or expanded with grant funds. 58
  59. 59. A Sample SustainabilityStatement – One Long Sentence• In the second quarter of the grant funding period, the Board of Directors will convene a funding committee to explore grant opportunities and the general fund budget for the next fiscal year in order to plan for program sustainability in part or total for the 21st Century Community Learning Center created with your support. 59
  60. 60. Consequences of Not BeingAble to Sustain Grant-Funded Programs • Chances of getting a grant from the same funder for future program years are slim—at best. • Destroys funder relationships. • Casts a shadow of doubt over your governing body and your program leaders. • Results in grant-seeking suicide! 60
  61. 61. Dr. Bev Browning’s Books www.wiley.com www.amazon.com
  62. 62. Find listings for our current season of webinars and register at: NonprofitWebinars.comA Service Of: Sponsored by: