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

1. Writing Effective Program Designs
Dr. Beverly A. Browning
March 27, 2013
A Service
Of: Sponsored by:

2. INTEGRATED PLANNING
Advising nonprofits in: www.synthesispartnership.com
• Strategy
• Planning (617) 969-1881
• Organizational Development info@synthesispartnership.com
A Service
Of: Sponsored by:

3. Affordable collaborative data
management in the cloud.
A Service
Of: Sponsored by:

4. Today’s Speaker
Dr. Beverly A. Browning
Director
Grant Writing Training Foundation
Assisting with chat questions: Founding Director of Nonprofit Webinars and Host:
Jamie Maloney, Nonprofit Webinars Sam Frank, Synthesis Partnership
A Service
Of: Sponsored by:

5. Writing Award-
Winning Program
Designs
Facilitated by:
Dr. Bev Browning
Vice President
Grants Professional Services
eCivis, Inc.
480-768-7400
bbrowning@ecivis.com
www.ecivis.com

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. The Purpose Statement

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. Common Factors Found in All
Purpose Statements
1. The asking factor
2. The name of the project factor
3. The location factor
9

10. The Approach
Public Sector Private Sector
• Direct • Indirect
• Incorporate • Do not mention
the amount of the amount of $
$ requested requested
10

11. Purpose Statement
Example #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. 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. The Goal Statement

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. Funder Red Flags for
Goal Statements
• Inclusion of:
1. Numbers
2. Percentages
3. Any type of measurements
• Omission of:
1. Geographic location
2. Target audience
15

16. Great First Words for Award
Winning Goal Statements
1. Provide 6. Evaluate
2. Design 7. Construct
3. Implement 8. Empower
4. Enable 9. Educate
5. Plan 10.Sustain
16

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. 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. 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. SMART Objectives

21. What is a SMART Objective?
• S = Specific
• M = Meaningful/Measurable
• A = Achievable
• R = Relevant
• T = Timebound
21

22. Common Formula for Writing
SMART Objectives
To (increase/decrease) (what) by
(# percent) among (whom) as
measured by (how do you
know).
22

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. 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. Implementation
Strategies

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. Implementation Steps for
SMART Objective 1
Implementation
SMART 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. Implementation Steps for
SMART Objective 2
Implementation
SMART 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. Creating a
Timeline Chart

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. 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 4
Award acceptance and negotiation  Leadership Training Institute
Announce grant award  Leadership Training Institute
Attend DOL Grantee meeting/ orientation  Leadership Training Institute
Setup accounting books  Leadership Training Institute
Quarterly reports, Financial, Performance and MIS             Leadership Training Institute
Key partners meeting to plan startup tasks and hold             Leadership Training Institute
monthly meetings
Recruit and hire staff and evaluation of sub-contractors    Leadership Training Institute
BOCES - Nassau
Staff training             Leadership Training Institute
Develop marketing materials and advertising plans for  Leadership Training Institute
participants outreach and recruitment Key partners
Educational and occupational skills training  Leadership Training Institute
testing/assessment DOOR
Form youth Policy Committee        Leadership Training Institute
DOOR
Educational services and work readiness training   Leadership Training Institute
DOOR
Construction instruction   BOCES Nassau
Recruitment/screening and selection of mentors        Leadership Training Institute
Key Partners
On-site training        Key Partners
Community service learning assignment       Leadership Training Institute
Leadership Development, counseling and support            Leadership Training Institute
activities Key Partners
Career development and exploration       Leadership Training Institute
DOOR
Job placement and retentions support Leadership Training Institute
DOOR
Transition and follow-up support Leadership Training Institute
DOOR
Monitoring, evaluation and reporting program outcome  Leadership Training Institute
Program closeout and final reports  Leadership Training Institute
31

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 4
Goal 1: Enhance the Increase capacity to -Adoption of national model for  Executive
capacity of Jefferson administer and implement mentoring children in foster Director and
County’s efforts to provide MFCI Program for at-risk care.  MFCI Program
mentoring 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  Executive
capacity of TOPPS efforts to youth in mentoring programs standards of conduct. Director and
develop and expand by 60% or more by -Staff development.  MFCI Program
community mentoring establishing and strengthening Director
collaboratives and collaborative community
partnerships by integrating approaches.
best practices into mentoring
service models for Jefferson
County foster care youth.
Goal 3: Develop strategies Improve the organizational -Leveraging resources.  Executive
to recruit and maintain capacity, system efficiency, -Engaging stakeholders and  Director and
mentors serving Jefferson and cost effectiveness of partners. MFCI Program
County foster care youth. mentoring programs through Director
training and technical
assistance and other
evidence-based practices by
60 percent or more.
32

33. Conquering the
Logic Model

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. 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
expended
e.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 services
volunteer time -Create… conducted values -Stronger
-facilities -Conduct… -Number of -Modified behavior partnership
-equipment and educational materials -Improved condition working
supplies distributed -Altered status agreements
-transportation -Number of hours of
-partner agency cash service delivered
or in-kind -Number of
committments participants served
35

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.
-Support
community Gang prevention
mobilization practitioners and law
efforts.
Increases in: mobilization enforcement agencies
-Provide
training & conferences; coordinate efforts and
opportunities to value each other’s role
planning efforts; program
youth 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; policies
risk youth to
changed or rescinded, and
community-based
improvements in
social
operations. Decrease in:
interventions.
youth who offend &
-Support gang
reoffend.
suppressions
efforts.
-Catalyze cross-
agency
organizational
change and
development.
36

37. 37

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. Writing the
Management Plan

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. A Look at Several Types of
Management Plans
• Table format
• Narrative format
41

42. Mesa Behavioral Health Family Center
Table 21st Century Community Learning Center
Format 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. Management Plan
Narrative
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. Winning with an
Evaluation Plan

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. 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. 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. 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. 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. Who Will Be Conducting the
Evaluation?
• Third-party
• Stakeholders
• Staff working for the grant-funded
project
50

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. 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. 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. 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. How Your Evaluation Findings
will be Disseminated to
Stakeholders?
• Website(s)
• Conferences
• Publications
• Press releases
• Broadcast media interviews
• Public meetings
55

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. Offering the
Sustainability
Statement

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. A Sample Sustainability
Statement – 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. Consequences of Not Being
Able 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. Dr. Bev Browning’s Books
www.wiley.com
www.amazon.com

63. Find listings for our current season
of webinars and register at:
NonprofitWebinars.com
A Service
Of: Sponsored by: