Outline for Grant Proposal Final Due October 26, 2019Students.docx

Outline for Grant Proposal
Final Due: October 26, 2019
Students – you are to create a grant proposal that includes the
sections discussed below. When considering your approach to
completing this assignment, write the proposal as if you were
asking me to fund the new innovative program/project that you
developed as a result of your research. In addition to the
proposal outlined in the following sections, each student should
have a cover letter to his/her proposal. See the sample cover
letter in your textbook. Appendices to this outline are provided
to help you with objectives and evaluation design decisions.
1. Proposal Introduction (1 page-2 points)
a. Develop a brief explanation of the proposal content. This is
an overview of what the Funder can expect to read in the grant
proposal (deal with this section as if you were developing an
abstract). Save the background of the problem for the statement
of need section.
2. Statement of Need (3 pages-5 points)
a. Explain to the Funder the background of the issue and set the
foundation of a compelling argument for why your proposal
should get funded.
b. Use information from the following sources to establish the
rationale for why your proposal is deserving of funding: the
literature reviewed for your annotated bibliography, findings
from the Surveys, Focus Groups, and/or qualitative interviews,
any pre-existing data from your agency, government
publications, and other organizations.
3. Project Goals and Objectives (1 page-5 points)
a. Explain to the Funder what your overall goal will be and your
outcome objectives. You should have two or three outcome
objectives.
b. Remember to use S.M.A.R.T. objectives (Appendix A).
c. Objectives should be Outcome rather than Process.

4. Project Logic Model (1 page-3 points)
a. Explain the theory behind the logic model concept and the
rationale for using it.
b. Using the logic model format that you were provided, show
the Funder what resources will be needed, how they will be
used, what outcomes are anticipated, how the
outcomes/objectives will be evaluated, and the overall impact of
the project.
5. Project Description (4 pages – 10 points)
a. Give a detailed narrative of how you envision the funded
project operating. List and describe the activities that will be
included in the project design. This section should include at
least the following:
· Who will receive the services, how will they be recruited, and
screened, what will be the eligibility criteria for participation,
and what will be the intake process
· List and describe each of the service components
· Describe the flow of services, or how will the participants
move through the service sequence
· How many units of service will be provided for each service
component
· Who will provide the services and what will be their
qualifications
· Include a workplan/or Gantt chart
6. Project Resources and Budget (3 pages-5 points)
a. Using the sample that you are provided, complete a budget
for the proposal. Be sure to consider expenses, as well as
possible in-kind contributions.

b. The budget that you will use has a summary and a detail
section, which address the major funding elements (make sure
that the columns and rows add up). The narrative section is
where you will write a justification for what you included in the
budget.
7. Project Monitoring and Evaluation Plans and Measures (2
pages-5 points)
a. Explain to the Funder what methods will be used to evaluate
the outcomes of your proposed program.
b. Be certain to discuss whether the evaluation is formative
and/or summative and how evaluation findings will be used.
c. Be certain to explain all methods, both quantitative and
qualitative.
d. Be certain to explain whether the evaluation design is
Experimental, Quasi-Experimental, or Non-Experimental, and
include any limitations to the evaluation methodology.
e. Describe and attach any data collection instruments and
questions.
f. Plans for sustaining funding for the program if the outcomes
are positive. This refers to planning for funding after the
requested funding period has expired.
Appendix A
SMART Objectives
Specific
Measurable
Attainable

Realistic
Time-specific
Example:
By December 11, 2019, all MHS students will increase their
knowledge about grant proposal writing by 85%.
Appendix B
Evaluation Research Designs
Purposes of Evaluations
Formative-
An assessment conducted during the operation of an
intervention or program. It provides information about the
implementation of the program as it relates to the initial
program design. “Is the program doing what it’s supposed to be
doing?”
Summative-
A review conducted at the end of a program or intervention
cycle as an assessment of the accomplishments. “Were program
goals met?”
Evaluation Designs
Experimental Design-
Experimental (true) research/evaluation design is a method
using random selection to develop experimental groups and
control groups. The experimental group would receive the
“new” intervention under review, while the control group would
not. Ethical consideration would suggest that the control group
would continue to get their standard level of treatment. Through
observation or other testing, any changes in the experimental
group could be attributed to the intervention, if all other aspects

of the environment for the two groups were equal.
Quasi-Experimental-
The primary difference between experimental and quasi-
experimental designs is random selection. There is no random
selection of group members in the quasi-experimental design,
but there can be control groups and other approaches.
Non-Experimental-
If there is no control or comparison group, this is called a non-
experimental design: sometimes called pre-experimental design.
Budget
The Budget has three parts as follows:
The first is the Budget Summary. (Use the format below.)
(Note: This is not a table or figure and does not get numbered.)
Next, comes the Budget Detail. (Beginning on a new page,
provide a basis for cost estimates for each item in each of the
above categories.) This step is really needed in order to prepare
the budget summary, although the summary appears before the
detail. In other words, prepare the budget detail and then
prepare the summary. However, in your paper, the budget
summary appears on the page before the budget summary
Lastly, there is a Budget Narrative. (Beginning on a new page,
provide explanations as needed for various budgeted items.)
Budget Summary
Item
This Request
Agency funds

Other
Total
A. Personnel *
(Salaries, wages &
fringe benefits)
B. Consultant & Contracted
Services
C. Supplies
D. Equipment
E. Space
F. Travel

G. Postage
H. Printing &
Photocopying
I. Other (e.g. phone/ facsimile)
Total Project Cost
*Estimate only the cost of implementing the project, i.e., pro-
rate and multiply by the total number of hours implementing the
project.
Budget Detail
Item

Total
A. Personnel:
·
Subtotal
B. Supplies:
·
Subtotal
1. Space:
·
Subtotal
2. Travel:
·
Subtotal
3. Postage:
·
Subtotal
Printing & Photocopying:
·
Subtotal
4. Other (e.g. phone/ facsimile):
·
Subtotal
Total Project Cost
$0.00
Budget Narrative

A. Personnel:
B. Supplies:
C. Space:
D. Travel:
E. Postage:
F. Printing & Photocopying:
G. Other:
Total:
The total expenses associated with implementing this project
are $__________.
Budget
The Budget has three parts as follows:
The first is the Budget Summary. (Use the format below.)
(Note: This is not a table or figure and does not get numbered.)
Next, comes the Budget Detail. (Beginning on a new page,
provide a basis for cost estimates for each item in each of the
above categories.) This step is really needed in order to prepare
the budget summary, although the summary appears before the
detail. In other words, prepare the budget detail and then
prepare the summary. However, in your paper, the budget
summary appears on the page before the budget summary

Lastly, there is a Budget Narrative. (Beginning on a new page,
provide explanations as needed for various budgeted items.)
Budget Summary
Item
Requested Funds
Agency in-kind Contributions
Other
Total
A. Personnel *
(Salaries, wages &
fringe benefits)
B. Consultant & Contracted
Services
C. Supplies
600
2,000
$2,600
D. Equipment

E. Space
F. Travel
G. Postage
H. Printing &
Photocopying
I. Other (e.g. phone/ facsimile)
Total Project Cost
55,000
*Estimate only the cost of implementing the project, i.e., pro-
rate and multiply by the total number of hours implementing the
project.

Budget Detail
Item
Total
A. Personnel:
· Project Coordinator $50,000 @25%
· Trainer $500 per day for 20 days
· Fringe Benefits @ 30%
$12,500
$10,000
$6,750Subtotal
$29,250B. Supplies:
· Office supplies $25 per month x 12 months x2 staff = $600
· Two computer stations @ $1,000 each = $2,000
$2,600Subtotal
1. Space:
· 150 sq feet @ $10 per square
·
$15,000Subtotal
2. Travel:
·
Subtotal
3. Postage:

·
Subtotal
4. Printing & Photocopying:
·
Subtotal
5. Other (e.g. phone/ facsimile):
·
Subtotal
Total Project Cost
$55,000.00
Budget Narrative
A. Personnel:
There will be two staff on this project. The coordinator will
work 25% on this project. The other 75% of her time is spent
on client intake for the adoption service. The second staff
person will be the life skills trainer who will conduct 40 half
day sessions totaling an effort of 20 days .
B. Supplies:
C. Space:
D. Travel:
E. Postage:
F. Printing & Photocopying:
G. Other:
Total:

The total expenses associated with implementing this project
are $__________.
1. Proposal Introduction
I plan on implementing an after school program that will help
bridge the educational and extracurricular gaps present in low
income communities. The after school program will include
tutoring from qualified professionals, educational incentives
such as monthly field trips & rewards, professional mentorship,
personal skill workshops, and a closet with donated items for
students in need. Students who reside in low income
communities live at a huge disadvantage to those students
residing in affluent communities. Underpaid educators,
underfunded school systems, and racial disparities allow many
students in low income communities to slip through the cracks
of the “American Dream”. If given the resources and
opportunities these students would perform at comparable levels
to those in affluent communities.The project would aimed
towards high school students at its preliminary level since this
is a vital learning age for students that lays the foundation for
college success. High schools in certain areas that fall under
certain income specifications would qualify for the after school
programs. Communities where the majority of the residents
make under living wage for the state or receive public
assistance would be eligible for the program. Program advocates
would go to various schools within these communities and
present our program as a resource for students who would
otherwise be lost. Schools should not view our program as
competition but rather as a partnership that will work alongside
the students to help the students reach their fullest potential.
Our goal is to empower students and provide them with the
resources they might need in order to excel within the school
system and in college after they graduate.

2. Statement of Need
In many inner city communities there is a large population of
low income students in need of help. Large populations of low
income individuals often lead to a deficit in public funding
which is directly correlated to failing school systems. These
students are missing out on the resources that are given to
schools that have higher income students and a larger spending
budget for education. In one school where there were 300 high
school students enrolled as 12th graders and 65% of them are
girls and the other 35% are boys, only 32% of the girls and 10%
of the boys graduated. We find statistics like these
unacceptable.
Our program should be funded because we will be changing the
narrative for so many under-privileged kids who would
otherwise be excelling in school and life afterwards. Through
our program we hope to increase graduation rates significantly
schoolwide and achieve a 100% graduation rate for students
within our program. Funding will go directly to professional
tutors, students needs, and monthly incentive trips that will
motivate students to achieve. Out program will bridge the very
dangerous gap that many inner-city students find themselves
having to cross in order to be successful. Many of these
students do not have the resources or positive role models
necessary for them to achieve in school, our program will
provide these things and more for these at-risk youth.Through
one on one tutoring sessions, mentors instilling within students
the importance of education, workshops on character building,
improving writing skills, social interactions and public speaking
our program will make an invaluable contribution to these
students who would otherwise be left to figure these things out
on their own.
3. Project Goals and Objectives
The main objectives of our program are to bring test scores up

and increase graduation percentages. The first goal of
increasing test scores will be integrated into daily activities
with the goal being a steady increase in standardized test scores
for students within
the program. This goal will be measured by test results which
should show a visible increase throughout he program. Practice
tests will be also given periodically to measure improvement
and identify areas that need more attention for students. The
success of this goal will be measured strictly through test scores
which we aim to increase by at least 25%. This goal will be
made attainable for students through one-on-one tutoring
sessions with students in areas that need improvement, positive
incentive programs that provide students with rewards for
improved effort and results such as field trips and group
activities, and through positive mentorship provided they will
have both the tools and motivation necessary for improvement.
While this goal may be challenging for students in the
beginning, through continuous effort and active use of the
resources provided this goal is a realistic expectation for
students and is expected to be met by all students within the
program. Test scores are expected to show visible and
measurable improvement within the first year that students are a
part of our program.
The second goal of improving graduation rates within the
schools we operate will be another direct way in which we will
measure the success of our program. Our goal is to raise
graduation rates by at least 10% schoolwide and for a 100%
graduation rate for students within our program. This goal will
be made attainable for students through the wide variety of
academic resources that will be given to students that will not
only increase their standardized test scores, but should also
increase performance within their school classes as well which
will also increase graduation rates. Our goal of having a 100%
graduation rate for students within our program is large yet
realistic due to the individualized resources that will be given to
students. It is expected that our goal will be met within the first

few years of our program being integrated into schools as we
establish ourselves and our reputation within the school
systems. We believe that once we gain the trust and build a
relationship with our students we will see change and growth.
4. Project Logic Model
The theory behind logic model is that by providing students
with the resources that were previously lacking before the
program and through positive mentorship the students academic
performance will benefit significantly. With these tools the
students will gain trust in each other and mainly confidence in
themselves. Through the local libraries, school resources, one
on one tutoring sessions, specifically designed workshops,
professional
mentors, practice tests and positive incentive trips. With all the
different libraries being available
the students can reach out as far as they can when it comes to
doing research papers and
school projects. the one on one touring will go a long way with
students that have problem
getting what they need in the classroom. Some students need
that extra attention and thats
were the one on one sessions come in. In the workshops, you
can find the students working on
public speaking, were they would have public speaking sessions
with their peers to build
confidence in themselves to have strong conversations with
whomever they may encounter.
College readiness activities and workshops will be a vital
component of our program
where we will get the students ready
for college starting with college application, being able to
balance school work and actives
outside the classroom and preparing them for what they should
expect as college students.

Professional mentors would teach the students how to prepare
themselves for life situations, tips
on being a young adult, teaching them how to balance money,
and how to behave in certain professional environments. The
students will be given practice tests regularly while they are
enrolled in the program. The tests can be based on subjects in
the classroom such a practice midterm and final exam tests.One
of the major areas we will focus on for students is the high
school exit exam.
5. Project Description
• Who will receive the services, how will they be recruited, and
screened, what will be the eligibility criteria for participation,
and what will be the intake process?
· Our program is designed for underprivileged students and is
created with their specific needs in mind. High school students
grades 9-11 who fall below the standard levels of living and
education will be eligible to join our program. Our student
recruitment will be done primarily at inner city and low income
schools which serve the largest population of our targeted
students. Representatives will go to qualifying schools and
present to faculty, staff, and students our mission and services.
Students will then be able to sign themselves up or schools will
assign students to the program. Upon signing up, studies will
take a diagnostic test and survey to determine which of our
services will be the best fit for their needs.
• List and describe each of the service components
· Tutoring
· A dedicated staff of math, English, science, foreign language,
and history tutors will be available for students full time to
ensure their academic success. It will be mandated that students
report all quarterly grades in order to identify any areas that
need special attention during tutoring. Improvement will be
tracked and rewarded.
· Mentorship

· A team of professional mentors will be assigned a group of
students based on their presumed interests to give insight,
motivation, and positive feedback to students. Mentors will
meet twice a month with their student group, and will lead
monthly workshops with students aimed at developing their
personal, academic, and professional skills.
· Practice Exams
· Practice standardized and academic tests such as practice
midterm, final, SAT, ACT, and high school exit exams will be
given to students on a regular basis in order to prepare them for
future success. Their progress will be noted and rewarded.
· Incentive trips
· Incentive trips will be done monthly to reward students for
their progress, dedication, and effort. Trips will be to local
museums, amusement parks, and seasonal entertainment events.
These trips will be used as motivation for students to continue
their efforts.
· Donation Closet
· Our program will feature a donation closet where students in
need can go for clothing, hygiene products, school supplies, and
non-perishable food items. This closet will help bridge the gap
for students in need and whose academic performance is
struggling due to the lack of their personal needs being met.
• Describe the flow of services, or how will the participants
move through the service sequence
· Once recruited, students will be placed based on their grade
and academic levels. At the primary level students will focus on
basic academic studies such as algebra 1, biology, and history.
Iur program works in conjunction with what the students are
currently learning in school to ensure that they do not fall
behind in subjects and are prepared for the next subject.
Students in the primary level will be assigned a mentor that will
work with them to instill the importance of education and
provide them with a positive role model. Workshops will focus
on etiquette and public speaking. Upon the students

advancement to the next grade they will move on to the
secondary level of our program which will still perform the
functions of the primary level while building the foundation
higher for students. Mentors at this level will begin encouraging
the students to research colleges as well as maintain academic
standing. At the tertiary level our program will play a vital role
in preparing students for college by beginning practice
SAT/ACT exams, hosting college recruitment meetings, and
mentoring students on what they can expect throughout their
college applications process. At the final quaternary level
students will be guided towards their exit into the real world
with practice exams, college application assistance, financial
planning, and overall college readiness.
• How many units of service will be provided for each service
component
· It is expected that our program will provide the following
amount of units of service for each service provided:
· Tutoring : 32 units of services per month
· Mentorship: 4 units of service per month
· Practice Exams: 8 units of service per month
· Incentive Trips: 4 units of service per month
· Donations closet: 2 units of service per month
· Total units of service per month: 50
• Who will provide the services and what will be their
qualifications
· Our staff will include a dedicated team of professional tutors,
counselors, mentors, and interns who will be assigned a group
of students and a list of duties. Tutors will have at minimum an
associates degree in their field of expertise and be responsible
for working closely with students to improve academic skills.
They will also be responsible for administering practice exams
to students weekly. Counselors are responsible for maintaining
the function and integrity of the program. They will work
closely with students to ensure that their breads are met and
plan all activities and work plans. Counselors will hold the
majority interaction with students and must hold at minimum a

bachelor's degree in a related field and have at least a year’s
experience in a similar position. Mentors will be recruited
yearly to guide students in a positive direction. They will be
successful professionals in various fields that can provide
various insights to students on the importance of education,
college, dedication, and networking. Interns will be available on
a defined term basis to assist with necessary paperwork filing,
incentive trip monitoring, and other miscellaneous activities.
All members of our team will be background and drug screened
to maintain the safety of our students.
• Include a workplan/or Gantt chart
Budgeting Concepts
Sections of the Grant ProposalCover LetterExecutive summary
or proposal summaryNeed statement or statement of need or
problem statementGoals and ObjectivesMethods or strategies –
program descriptionEvaluationSustainabilityBudget Concepts
Budget Concepts
PURPOSE:
The budget is the financial plan for your program.The best
budgets directly translate program methods into dollars:Number

and cost of staffEquipment needsSpace The budget reflects the
best “guesstimate” of a program’s income and expenses.
Budget Content
It is common for government funding sources to require
considerable financial detail in their budgets. Often budget
forms are provided and must be usedFoundations often require
less detail than government funding, but they will still give
direction of what is require in proposal budgets.The current
trend is that funding sources provide the template for the budget
format.
Budget Content (types)Agency budget – income and expense
data for the whole agency and all programsProgram budget –
specific income and expense information about a particular
projectDetail/Justified budget – high level of detail about
income and expensesIn-kind contribution budget – details about
donated goods and services, as well as income and expenses for
the program and/or agency.
TimeframesWhen submitting a budget, one must clearly state
the period of time to be covered by the funding… 12 months, 18
months, 2yrs.
The income and expenses must coincide with the time frame of
the budget period
Expenses and CostsEstimate of the costs for elements that are
critical to the operations of the program:Program staff

salaries/benefitsOffice Space / RentSuppliesEquipmentProgram-
related travelPrinting, copying, mailingUtilities
In-kind contributions and Anticipated RevenueDo not under-
value in-kind contributions of space, staff, supplies, etc. Be
sure to include in your budget any elements that will be donated
to your program. Funders give extra consideration to budget
that reflect program elements which are leveraged from other
sources to offset program expenses.If you anticipate that
revenue will be generated through fees, contributions,
fundraising, etc., an estimate of that income should be included
in your budget to show how costs will be offset, thus reducing
the risk of the funding source.
SustainabilityHow will the program be funded over the long
run, when the current grant is no longer available?What other
possible funding sources are there?What can the organization do
in the area of fund raising?Can a sliding fee scale be
implemented?Can a campaign for private donations be
implemented?

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