how to find and obtain funds for assessment products...how to find and obtain funds for assessment...

Sponsored by: Authored by: Jennifer House, Ph.D. President, RedRock Reports

Published 2014

How to Find and Obtain Funds for Assessment Products

Apperson DataLink • 851 SW 34th Street • Bldg B • Renton, WA 98057 • 800.827.9219 • apperson.com

Overview

There are a number of funding options you may use to purchase assessment products for both academic and social-emotional learning purposes. Below is an overview of the types of funding available and a step-by-step guide to obtaining them.

Although the process can be lengthy, if you break it down into smaller parts, use a checklist, and enlist help from peers, you will find that obtaining the funds you need, when you need them is worth the effort.

Types Of funding

1. Federal Formula Grant ProGramsFormula grants, also called entitlements, provide funding to all eligible recipients based on a formula, which varies by program. Funds for the Title I grant program, for example, are allocated based on the percentage of students who come from low-income households. Special education funds from the Individuals with Disabilities Education Act (IDEA) are allocated based on the percentage of students who have special needs. Products that help measure academic achievement are eligible for purchase under the guidelines for Title I and IDEA. Tools that provide social-emotional diagnostics are allowable expenses under these programs because they may be used to identify and mitigate emotional and behavioral barriers to student achievement. Other federal funds that may be used to purchase assessment products include Migrant Education funds, the Rural Education Achievement Program (REAP), and Impact Aid.

Virtually every public school district receives federal formula grant funds. Private school students also benefit from these grants because school districts must provide services to all eligible students who reside in the district, including those who are enrolled in non-public schools.

Using Federal Formula Grant Funds Federal formula grants are awarded on July 1 every year and must be spent, or obligated, by June 30 of the next year—basically on the same cycle as the academic calendar. It’s important to understand the release and “spend by” dates so you can use the timing to your advantage. You should refer to your district’s budget to find out which federal program grants your district receives and the amounts for each. Some school districts centralize the management of federal grant programs from the district office. Others transfer the spending authority to the individual schools, so the school can decide how to provide services to its eligible student population. Depending on your district’s approach to managing federal formula grants, you will need to contact your district’s federal formula grant program manager or managers or your school’s principal to find out how and when you can access these funds.

2


2. ComPetitive Grant ProGrams

Competitive grant programs require those seeking funding to submit an application or a proposal and compete with all other applications submitted for that particular program, meaning not every applicant will receive funding. Funding cycles for competitive grants vary widely, and it is completely dependent on the program. Some competitions grant a one-time, lump sum award, and others fund multi-year programs.

Competitive grants are made through federal and state-level programs, corporations, private foundations, or even local businesses or service organizations. Sometimes a federal grant program will award funds to states, and then the state holds a competition to award sub-grants to districts, schools, or other entities. An example of a competitive grant that is sub-granted by the state is the 21st Century Community Learning Centers grant program. Race to the Top is another example. Several phases of the Race to the Top competition resulted in multi-year awards to states, while the Race to the Top—District competition award funds go directly to districts. Investing in Innovation (i3) is a national competition under which awards may be made to districts, schools, and other entities.

The above mentioned competitive programs aim to raise academic achievement among high-need populations. In all cases, grantees must generate evidence that their practices are effective, and assessment products are allowable purchases to help grantees track student progress.

A current list of open competitive grant competitions held by the U.S. Department of Education is

available here: http://www.ed.gov/fund/grant/apply/grantapps/index.html

Some examples of the types of issues that are frequently the focus of competitive grant competitions are: preventing violence, preventing bullying, increasing the high school graduation rate, reducing substance abuse, improving school climate, increasing reading proficiency, innovative programs aimed at increasing student achievement, or alternative educational programs, to name a few.

Assessment products that help measure progress toward academic standards can provide the data needed to target instruction for at-risk students. Social-emotional competency assessments are often used to guide the development of programs and instructional strategies that are tailored to the participants’ needs. Many “safe schools” or school climate improvement programs and dropout prevention programs take a holistic approach to supporting student success. Using data from social-emotional diagnostics and academic progress assessments to develop effective intervention strategies will not only meet the funding guidelines but also address the specific needs of target students.

Many competitive grant opportunities will be close to home. Refer to your state’s and district’s websites to identify opportunities to apply for competitive grants that have been created to meet local challenges.

3


Applying for Competitive Grants You’ve identified a competitive grant opportunity you would like to apply for. How can you optimize your chances of being selected? The following is a step-by-step review of the grant-writing process.

The U.S. government has a helpful two-part tutorial1 on preparing a proposal for a federal grant program, most of which is applicable to any grant opportunity. Also, check your state’s Department of Education website and your school district for grant-writing resources or grant workshops.

For some small grants, the application process is as simple as submitting a form or a funding request letter. Other competitive grants may involve a bit more work. Don’t let that dissuade you from applying! You’ve undoubtedly heard the adage, “Many hands make light work.” That is certainly true of writing grant proposals. Distribute the workload by forming a committee to help with the proposal. Assign tasks and deadlines for completion to committee members.

HOw TO wriTe a granT prOpOsalFirst, read the grant program information or request for proposal (RFP) carefully by following these steps:

1. Make sure the funders’ objectives and your project are a good fit. Your chances of success are much higher if your proposal addresses or solves a problem that is a priority for the funding agency.

2. Read the requirements. Will you need a commitment letter, or some form of authorization from your district or school? Will you be required to have a partner? Will you be expected to provide matching funds or arrange for in-kind contributions? Is there an expectation that the proposal will have regional or national impact?

3. Look for restrictions or limitations on the length of the proposal. Each proposal has to be read and scored by one or more reviewers. Sometimes proposal length requirements are set to reduce their workload. They also force applicants to be concise and to-the-point!

4. Review the scoring criteria. You will want to position your proposal to score the maximum number of points on the rubric.

4


Let’s take a look at each of these components: A. Summary or Abstract — The summary or abstract appears at the beginning of the proposal

and is the “first impression” document that the grant reader sees. It’s a brief, two- to three-paragraph review of the proposed project’s objectives, method of execution, and expected outcomes. It’s best to craft your summary after you have finished the rest of the proposal so you can draw the key points from other sections.

B. Needs Assessment — Your goal in this section is to describe a problem or need that will be addressed or resolved through your proposed project or program. It may take the form of a problem statement or a needs statement. For example, a problem statement might describe how at-risk youth are not receiving timely interventions because the district/school lacks the diagnostic tools to identify the early warning signs. A needs statement might outline the need for reporting and monitoring tools that identify students’ academic weaknesses and enable a district or school to tailor improvement strategies.

Include any data, statistics, survey results, etc. that illustrate the problem or need in this section. You may refer to research here, but don’t include lengthy excerpts or reports. You may include such support in the Appendix if the guidelines allow it.

5. Note the deadline for submission. Do you have time to meet all the requirements imposed in the application and then produce a solid proposal?

6. Understand what will be asked of you if you receive an award. Will you be expected to report on your progress or the effectiveness of your program? Will you be asked for a detailed accounting of how the funds are spent?

Second, familiarize yourself with the key components of a grant proposal.All grants are different; however, most competitive grant applications include the following sections:

A. Summary or Abstract

B. Needs Assessment

C. Goals and Objectives

D. Activities and Timeline

E. Evaluation or Effectiveness Indicators

F. Project Management

G. Resource Needs

H. Project Budget

I. Appendix

5


C. Goals and Objectives — A goal is the eventual outcome of your project or program; objectives are concrete, measurable steps towards reaching your goal. Your objectives should be smart, that is:

s – Specificm – Measurablea – Attainabler – Realistict – Timely

D. Activities and Timeline — This section describes your process—or how you will approach your objectives with the available resources—and when these steps will be accomplished. Depending on the complexity of your program, you may want to supply a separate timeline for each major activity.

E. Evaluation or Effectiveness Indicators — It is not uncommon for funders to require that grantees collect data on the effectiveness of their funded program. Describe the evaluation criteria you will use to measure the success or effectiveness of your project and how you will gather the data.

F. Project Management — Funders who ask for this information are looking for assurance that you have the experience and qualifications to be successful. Provide information about who will oversee the project, whether it’s an individual or team, and how partners are involved, if applicable. Include relevant experience and credentials. If you are asked for a resume or curriculum vitae, include it as an attachment in the Appendix.

G. Resource Needs — A potential funder wants to understand how you will maximize your program if you receive an award. You should discuss resources you have in place, facilities to be used, and any current or potential coordination with other programs. You may be asked about your plans for sustainability, that is, what happens after the grant period is over if there is an ongoing need for the program.

H. Project Budget — The budget is your best estimate of the project costs. Often, a funder will supply a budget template. Take note of the types of expenses allowable or not allowable under the guidelines of the grant. You might also be asked for a budget narrative, which is a brief explanation of the projected costs.

I. Appendix — This is the section in which you would include supporting documentation that the funder has requested or that you feel would enhance your proposal, such as resumes or curriculum vitaes, letters of support or commitment from partners, additional research on the needs or problem or information on other grants you have managed. Note: Don’t include attachments unless they are asked for.

6


Here are sOme addiTiOnal Tips fOr wriTing

a successful prOpOsal

• Follow the directions to the letter!

• View your proposal through the grant readers’ eyes. Capture and keep their attention with concise, compelling prose, and avoid unnecessary jargon.

• If the font type and size are not specified in the proposal, choose an easy-to-read font such as Helvetica or Times. Don’t use a font size smaller than 10 point.

• Winning proposals from previous grant cycles are a great resource to help you understand the types of projects that have been funded in the past and what constitutes a winning proposal.

• Review the scoring criteria that will be used to evaluate your proposal. It’s easy to stray off course, and you want to be sure your final proposal aligns to the funding agency’s priorities.

• Check your math. Budget errors are embarrassing and may cause your proposal to be set aside.

• If you’ll be soliciting commitments and letters of support, you might find it most expedient to send people a letter you have drafted for them. All they will need to do is edit it, print it on letterhead, and sign it.

• Use checklists to track your progress. Review your work one last time to make sure your proposal is complete before you submit it.

• There’s no need to reinvent the wheel. There are many good resources and templates to

guide you through the process and help you organize your work. See: Writing a Successful Grant Proposal2 from Purdue University or Developing Successful Grant Applications3 , produced by the Substance Abuse and Mental Health Services Administration (SAMHSA).

The U.S. Department of Education’s Office of Safe and Drug Free Schools offers grant-writing tips4 that apply to any competitive proposal.

wHen yOu Have Been nOTified Of THe resulTs

If your application is successful, congratulations! You are on your way to implementing your project. If, however, you are not awarded funds this time, don’t be discouraged. You can usually request your scores and the reviewers’ comments. This information will help you improve your next application.

7


end nOTes 1https://www.cfda.gov/index?s=generalinfo&mode=list&tab=list&tabmode=list&static=grants#two

2https://www.extension.purdue.edu/extmedia/ec/ec-737.pdf

3http://www.samhsa.gov/Grants/TA/

4http://www2.ed.gov/admins/grants/apply/techassist/resource_pg5.html

aBOuT THe auTHOr

RedRock Reports founder Dr. Jennifer House, Ph.D., is an industry-renowned education funding expert, providing timely, actionable funding intelligence to K–12 education service providers and suppliers. Dr. House’s work is informed by years of experience in district administration and industry management.

www.redrockreports.com

8

how to find and obtain funds for assessment products...how to find and obtain funds for assessment...

Documents