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Contact
Information:
Lewis-Clark State College
email:
grantsoff@lcsc.edu
500 8th Avenue
Sam Glen Complex 117
Lewiston, ID 83501
TEL: 208-792-2460 |
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last updated on
10.14.09 |
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Ten Steps to Proposal Writing
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Project Planning & Proposal Writing
Start with the problem you want to solve.
Don't worry about locating a funder before you plan your project and write at least a
rough draft of your proposal. Do the planning first. When
you do find a funder, you will be prepared to polish your proposal,
tailor it to the funder's application, and send it in, even if the
time to submit it is very short. (Too little time to plan will
result in a sloppy proposal.)
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The Program Planning & Proposal Writing Format
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Cover letter:
Accompanies the proposal and briefly describes the project |
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Summary (Abstract):
Summarizes the request clearly and concisely, and is written last |
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Introduction:
Describes the organization’s qualifications and establishes its
credibility |
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Problem Statement:
Documents the needs/problems to be solved by the funding |
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Outcome Objectives:
States precise, measurable, time-lined results |
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Methods:
Describes the activities to be employed to achieve the desired results |
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Evaluation:
Presents a plan for assessing the degree to which objectives are met and
methods are followed |
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Sustainability/Future funding:
Describes how the organization will fund the project after the end of
the grant period |
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Budget:
Gives a detailed, line-item, expense-and-income summary of the project
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Ten Steps to Proposal Writing
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Develop the project idea into a plan
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Problem/Need Statement
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Objectives
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Methods
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Evaluation
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Sustainability/Future Funding
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Budget
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Introduction
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Summary (also called Executive Summary or
Abstract)
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Cover Letter
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Step
Two: Problem/Need Statement
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Is stated in
terms of the beneficiary - - it isn’t your
organizations' problem—it’s the constituents'
problem. |
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Who?
Where? When? |
What
& Why? |
Proof
of Problem |
So
What? |
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Identify those
with the need.
Where are the needy?
When is the need apparent? |
What is the need?
Why does this need arise? |
What facts do you have to prove there is a need? |
What are the results of meeting the need?
How is the need linked to your mission? |
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Common Pitfalls of the Problem Statement
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When you describe what is NOT happening, you
are usually describing a method, not a
problem.
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A
problem IS a current condition - - It is what IS! |
NOT the lack of your services - - Not what IS NOT! |
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Teenagers are
committing crimes |
There are too few recreation programs |
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The number of
homeless families is increasing |
There is not
enough affordable housing |
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Children are
having trouble reading |
More tutoring is
needed |
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Statement
of Need Worksheet
BACK
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Step
Three: Objectives
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An objective is a statement
of meaningful, measurable and directional change for a specific
population in a specific time period.” |
For example: To
decrease the teen pregnancy rate in
Latah County by 15% by Dec. 31, 2007
at a cost of $15,000. (see
table below)
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OBJECTIVE 1 |
OBJECTIVE 2 |
OBJECTIVE 3 |
OBJECTIVE 4 |
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"To" -- action
verb (reduce, increase)
Statement
reflecting measurement indicator (the teen pregnancy rate in Latah
Co.)
"By" --
performance standard (by 15%)
"By" -- deadline
(by Dec. 31, 2007)
"At a cost of"
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Outcome
vs. Process Objectives
An
outcome objective looks like this: Every full-time student
enrolled at LCSC will
demonstrate basic computer literacy needed
for success in school by the end of their
2nd semester. A
process objective looks like this: Enroll all entering LCSC
full-time students into
computer literacy modules if they do not
demonstrate mastery of computer skills on
The Computer Skills Assessment.
Common Pitfalls for Objectives
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Avoid substituting Methods for Objectives. |
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Indicating the number of people you will serve, or units of service,
is about Methods. |
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Indicating
what your organization will “Implement”, “Provide”, “Create”,
“Establish” or “Promote”, is about Methods. |
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Goals
and Objectives Worksheet
BACK
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Step
Four: Methods
Your methods tell what activities you will use to reach your objectives
and address the causes of the problem and gives good reasons why those
methods were chosen. It answers the question, "What can the
organization do to change the situation?"
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Methods/Activity/Timeline |
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1. NAME OF APPLICANT:
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2. ACTIVITY TITLE and brief
description: |
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3.
SPECIFIC TASKS TO BE COMPLETED |
4.
PRIMARY PARTICIPANTS |
5. METHODS INVOLVED |
6. TANGIBLE RESULTS |
7. TIMEFRAME
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FROM |
TO |
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Tips for Writing the Methods Section
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Tie the
methods to your objectives and to your need statement. |
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Ensure that
methods are congruent with resources requested in the budget. |
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Explain the
rationale for choosing your methods; talk in terms of research
findings, expert opinion,
and your own past experience with similar
programs. |
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State what
facilities and capital equipment will be available for the project. |
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Build various
phases of activities on one another to move effort toward the desired
results. |
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Include a timeline. |
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Be sure to
discuss who will be served and how they will be chosen. |
Methods
Exercise Worksheet
BACK
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Step
Five: Evaluation
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The evaluation presents a
clear plan for evaluating Objectives and
Methods |
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Describes how the evaluator
will be selected |
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Describes what data will be
gathered and who will gather it |
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Describe evaluation
instrument(s) to be used |
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Describes reports to be
produced |
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Identifies the audience for
the Evaluation report |
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Data sources: police records,
school records, health records, Dept. of
Labor & Commerce data, census data, economic
indicators, pre & post tests,
questionnaires, surveys, interviews, focus
groups and client files
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Activity Objectives and Performance Indicators
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NAME OF APPLICANT: |
YEAR |
PAGE |
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MAJOR OBJECTIVES IN MEASURABLE
TERMS |
PERFORMANCE INDICATORS |
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Evaluation Planning Worksheet
BACK
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Step
Six: Sustainability/Future Funding
Future funding sources
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Continuation grants from foundations and corporations:
Nonprofits can seek continuing support from those foundations and
corporations that fund ongoing programs. |
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Annual campaigns:
The organization can derive donation revenues from such yearly efforts
as membership drives, special events, and gift clubs. |
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Fee
for service:
If you plan to collect client fees, show the funder a fee scale and a
revenue plan. (1) Determine a reasonable fee, then figure out how
much in donations are needed to achieve your target; or (2) Determine
what you can realistically expect from donations from the program, and
then figure how much in fees must be charged to generate the revenue
to keep the program running. |
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Sales of items or activities:
The organization can take in profit from sales if the program
generates any. It can sell publications, recordings, and educational
activities. Provide the funder with a realistic revenue projection if
this is your plan.
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If your organization has had previous
success in funding projects after using a grant
award for start-up costs, let the funder know by
describing your success to them. It will
indicate to them that you are a good bet to complete
the present proposed project successfully.
Be specific; don’t tell the funder that future funds will “come from a variety
of sources such as individuals and corporations.” This only raises
suspicions.
Future
Funding Worksheet
BACK
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Step
Seven: Budget
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Steps in the Budget Process
- Establish the Budget Period
- Acquire Cost Estimates
and Estimate Direct Costs (Expenses)
- Calculate Facilities
and Administrative (also called Indirect or Overhead) Costs
- Estimate
Cost Share (cash/inkind match)
- Estimate
Anticipated Revenue (third-party income)
- Does the Budget Make Sense?
Establish the Budget Period
Decide how long your project will operate, and make sure the budget
reflects this period of time. For example if you’re planning a
one-year project, make sure the budget covers income and expenses for
one-year. If you are dependent on funding to begin the project, you likely
don’t know when your project will begin.
Acquire Cost Estimates and Estimate Direct Costs (Expenses)
Direct
costs are
those that are directly related to the project and easily identified
with it. They include:
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Salaries and Benefits |
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Consumable
Supplies |
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Equipment ($5,000 or more
per unit and lifespan of more than a year) |
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Travel
(directly related to the project) |
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Rent, Telephone,
Printing |
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Other Expenses
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If you developed a methods and time-line worksheet (see Step 4) you
have done most of the work estimating the direct costs. Get the cost
estimates for equipment and other items you still need. Make your
best guess where necessary and where cost estimates or are not
available, such as the cost of printing a brochure (it wouldn’t hurt
to call a pro to help get an estimate).
Calculate Facilities and
Administrative (also called Indirect or Overhead) Costs
F&A (Indirect) costs are those that are not directly
related to your project, but are costs that are partly incurred during the
normal operation of your organization or agency. F&A costs are those that
are difficult to assign in specific amounts to any project.
Some funders allow you to recover all F&A costs. Others set a limit
on the amount of F&A costs that can be recovered. Most educational
institutions have an F&A cost rate negotiated and approved by the federal
government. Non-profit agencies may need to assign a percentage of usage
to the project and claim that as an F&A cost. Find out what the
funder will award. LCSC's rate is 33%.
Estimate Cost
Share (cash/in-kind match)
Some costs of your project will not need to be paid for in cash.
Donated goods and volunteer services are often important to a project and are
referred to as cost share or match. Any donated volunteer time or
equipment will reduce the amount of money you need to ask for.
If you include the cost of donated goods and services in your budget, it gives a
funder the full scope of the project, demonstrates the kind of support that
exists for your project, and reminds you of the value of donations and
volunteers to your project.
When preparing a budget, be sure to show in-kind contributions as
both income and expenses. After all, if you receive (income) $250
worth of donated volunteer support from an electrician, you are going
to use (pay out as an expense) that donated service.
Estimate Anticipated Revenue (third-party
income)
You may be seeking more than one source for funding for a project. Funders like to “partner-up” with other funders for a worthy project.
Other projects may generate income through fees that will help pay for
the project’s expenses. Other income may come in the form of
individual contributions, a special event, or grants from other
funders. Estimate each possible source of revenue on the budget even
if you must estimate. Be sure to show a balanced
budget with income and expenses as equal. It does not inspire confidence
if a project looks as if it will finish with a deficit or surplus of cash.
Show all in-kind
contributions in your budget as both income and expense. Ethically, you are
required to notify a funder that you are sending requests to several other
foundations or funders if that’s the case. Say, “In addition to your
foundation, this proposal is being submitted to the Bizzleraff Foundation and
the Rastafarian Foundation.” If you’ve received a commitment from another
funder, mention that too and add, “we are asking your foundation for a grant
award of $2500 for the balance of the funds needed for the project.”
Does The Budget Make Sense?
Does the budget make sense and does it match the methods you
discussed (Step 4) in your proposal? Look at it through the eyes of
the reviewers. Is anything unclear or qualify as an “eyebrow
raiser?” Look at the worksheet provided below to help you prepare a
budget.
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Grants & Contracts Budget Format |
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Amount |
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LCSC |
Total Project |
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Requested |
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Match |
Cost |
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Personnel |
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Director: percent time |
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$0.00 |
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$0.00 |
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Director fringe |
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$0.00 |
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$0.00 |
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Irregular Help: percent time |
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$0.00 |
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$0.00 |
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IH fringe |
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$0.00 |
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$0.00 |
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Classified: percent time |
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$0.00 |
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$0.00 |
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Classified fringe |
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$0.00 |
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$0.00 |
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Total Salaries and Wages |
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$0.00 |
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$0.00 |
$0.00 |
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Total Additional Personnel |
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$0.00 |
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$0.00 |
$0.00 |
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Total Fringe |
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$0.00 |
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$0.00 |
$0.00 |
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Total Personnel |
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$0.00 |
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$0.00 |
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Supplies and Expenses |
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kits - metal cations & common anions |
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$1,000.00 |
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$0.00 |
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bottom sampling dredge |
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$200.00 |
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$0.00 |
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Wildco H2O bottle |
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$450.00 |
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$0.00 |
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Total Supplies & Expenses |
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$1,650.00 |
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$0.00 |
$1,650.00 |
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Equipment |
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2 INFOCUS projectors @ 3500 + 2PC |
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$15,072.00 |
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$0.00 |
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2 INFOCUS wireless mod @ 400 |
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$800.00 |
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$0.00 |
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projector mount |
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$300.00 |
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$0.00 |
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DaLite mnt screen |
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$180.00 |
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$0.00 |
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splitters, polaizers, custom mnt,
glasses |
$300.00 |
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$0.00 |
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Instructional |
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$10.00 |
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$0.00 |
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Total Equipment |
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$16,662.00 |
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$0.00 |
$16,662.00 |
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Equipment (over 5K) |
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Horiba U-10 water checker |
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$8,745.00 |
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$0.00 |
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Hach DR 5000-UV-Vis |
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$5,600.00 |
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$0.00 |
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Agilent 6890 GC w/purge-sample |
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$35,000.00 |
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$0.00 |
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Photo Vac Voyager |
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$25,000.00 |
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$0.00 |
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Dionex ICS 3000 Ion Chrom |
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$30,000.00 |
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$0.00 |
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Total Equipment over 5K |
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$104,345.00 |
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$0.00 |
$104,345.00 |
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Communication |
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Internet Connection |
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$720.00 |
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$0.00 |
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Total Space & Remodeling |
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$720.00 |
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$0.00 |
$720.00 |
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Other |
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Oceanpptics uv/vis spec. 3 @ 3999.00 |
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$11,997.00 |
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$0.00 |
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JOC published writings |
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$280.00 |
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$0.00 |
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Hach sensION 156 port |
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$1,350.00 |
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$0.00 |
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Internet Access 12 mn @ $50 |
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$600.00 |
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$0.00 |
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Computer to run spectrophotometer
3@1000 |
$3,000.00 |
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$0.00 |
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Total |
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$17,227.00 |
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$0.00 |
$17,227.00 |
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Total Direct Cost |
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$140,604.00 |
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$0.00 |
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Total Modified Direct Cost |
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$36,259.00 |
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Total Indirect Cost |
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$11,965.47 |
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Total Project Cost |
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$140,604.00 |
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$0.00 |
$140,604.00 |
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** |
Based on 3.25% need F&A rate |
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** |
Check on start date |
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EXCLUSIONS |
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Equipment (Over 5k) |
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Subcontracts (After Initial $25K For
Each Subcontract) |
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Other (Off-Site Rental & Stipends,
tuition, Etc) |
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Download
excel worksheet |
BACK
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Step
Eight: Introduction
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After the sections of the proposal are complete you need to write the
introduction. This does not describe the project. It describes who
is applying for the money (your organization), and why it is
credible. Think of the introduction as an “applicant’s description.”
What Sets You Apart?
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Growth
of services/waiting lists |
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Success
stories |
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Significant
awards |
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Proven
expertise |
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Strong
community support |
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One-of-a-kind
services |
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Cutting edge
approach |
Give Information About Your Credibility
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Fiscally sound |
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Well managed |
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Provides
important community services |
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Description of
role and mission |
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When and how
the organization was started |
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Current
programs |
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Staff
qualifications |
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Size and
characteristics of target population |
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Collaborations
with other institutions |
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General
information about the proposed project |
Outcome Information
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What are the
results of your work? How do you know your work has made a difference? |
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Demonstrate
your results with evaluation results; awards; testimonials, etc. |
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Avoid
Organizational Structure Maze |
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Avoid the
Philosophy Swamp
– Keep it short/simple unless details are required. |
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Avoid Past
Funding Information Overload |
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Only Facts and
Figures makes it sterile. |
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Introduction Worksheet |
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Name
Location
Legal status
Date established
Mission
Population you
serve
Programs |
Accomplishments
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Personnel
Link to need
statement |
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Organization Background Worksheet
BACK
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Step
Nine: Summary Now that the proposal is completely written, it’s time to write a
summary. It is what it says it is—a summary of your proposal on one
page.
Purpose and Content of the Summary
Almost all funders require a summary. Make it a clear, one-page
abstract of the proposal. It usually contains the following
elements. Make each element a short paragraph.
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Who are you
(Introduction) |
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What is your concern
(Problem or
need) |
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The specific the purpose of
the grant
(Objectives) |
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How will you make that change
happen
(Methods) |
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What will the project cost
(Budget) |
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How will you pay for it
(Partners) |
Help the reviewer understand the need for the project and the
expected results. Some reviewers under a time crunch, it is said,
will read only the summary and the budget. Catch the funders’ eye and
give them a clear indication of the importance of your program.
This may be the most difficult section to write, because it requires
you to be brief. Catch the essential points, set the tone of the
proposal, and present the project in a way that will interest
potential funders.
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Summary Worksheet |
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Who
are you and what is your mission?
What is the
proposed project (title, purpose, target population)
Why is the
project important?
What will be
accomplished by your project?
Why should your
organization do the project? (Credibility statement)
How much will the
project cost during grant period?
How much is
requested? |
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Summary
Worksheet
BACK
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Step
Ten: Cover Letter
You’re ready to write a brief cover letter and put your proposal
package together along with attachments that you may be asked to
include.
Preparing the Cover Letter
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This is the first piece of
information funders will see and read. It should mention the
following
information. |
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The organization
making the request |
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The support of
the board of directors for the project |
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The specific
financial request being made |
This letter will be no longer
than one page. Begin by telling the funder the amount of the
request and its purpose. The middle section of the letter will
explain the highlights of the proposal. The end of the letter
should express gratitude to the funder and identify who will be calling to
follow up on the request and when. You may also suggest a meeting between
the funder and your organization to answer questions and provide more
information. Indicate by name who the contact person will be because often
the person signing the proposal will not be the person making the contact on
behalf of the organization. Try to follow up no later than two weeks after
sending your proposal.
Preparing the AppendicesMost government funders will tell you exactly what attachments they
want included with your proposal. If no list is given and you are a
non-profit, include the following.
The IRS
determination letter
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A list
of board members and their work affiliations |
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The
organization’s overall budget for the latest fiscal year |
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An
organization brochure |
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The most
current newsletter |
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The latest
annual report (for those nonprofits that prepare annual reports) |
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The
organization’s long range plan (if no long-range plan exists, then
list goals) |
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Other funding
sources receiving proposals for the project, and amount of request |
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Letters of
support
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Proposal PackagingMake the proposal package clean-looking, orderly and neatly
packaged. Make sure the pages are numbered correctly and appendices
are clearly marked. If your proposal is over twenty pages, include a
table of contents. You should also include a list of each appendix
item before the appendix section.
Mail only one proposal unless the funder requires more. Always send the
original to the funder. If you are required to make copies, make them
crisp and clear.
Worry more about neatness, than
a showy, expensive look. Avoid a three-ring binder, spiral binders,
colored charts and graphs (they do not use color copies for the reviewers) and
laminated or embossed folders.
Funder Follow-up After mailing the
proposal make a phone call to the funder’s contact
person (as you promised in your cover letter).
Request a face-to-face visit, and find out when a
decision about your proposal will be forthcoming.
If no information arrives after a few months,
contact the funder again and request information on
the progress on your proposal. If no phone
contact is requested by the funder, then do not
follow-up.If the grant is received, send a thank-you letter and keep them informed of
progress even if they do not issue report forms or give report deadlines.
In some cases, the media should be notified to report the award.
Other worksheets are available on the website. They may be
downloaded for your convenience.A
Check on Proposal Continuity
Each section of the proposal ought to be connected to every other
section so it makes sense. There should be at least one objective
tied to each problem listed, and at least one method for accomplishing
that objective. Look at the chart below to see how segments of a
proposal need to fit together.
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Problems
LCSC cannot
identify which students entering college lack basic computer
skills, placing their success in college at risk
Students deficient
in basic computer skill proficiency need access to skill training
to succeed in college
Faculty must use
class time to teach computer skills instead of course content
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Objectives
LCSC will
demonstrate the capability to identify all students’ level of
computer skills proficiency by Fall 2004
100% of students
who complete modular skills training will demonstrate proficiency
with an 80% correct response rate or higher on basic skills tests
90% of faculty will respond positively to student computer skill
training by Spring 2005 |
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Then:
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Objectives
LCSC will
demonstrate the capability to identify all students’ level of
computer skills proficiency by Fall 2004
100% of students
who complete modular skills training will demonstrate proficiency
with an 80% correct response rate or higher on basic skills tests
90% of faculty
will respond positively to student computer skill training by
Spring 2005. |
Methods
(1) Survey faculty
and students to determine skill level of students (Fall 2003). (2)
Pilot the assessment system, summarize and evaluate data (Spring
2004) and (3) Create assessment/diagnostic tests by Fall 2004
(1) Develop,
pilot, and revise as needed, modular instruction for students in
need of skill training (Fall 2003 and Spring 2004). (2) Offer
instructional modules to students in need of skills training by
Fall 2004
(1) Survey faculty attitudes toward class time used to teach basic
computer skills (Fall 2003). (2) Survey faculty attitudes
regarding same construct Spring 2005) |
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Then:
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Objectives
LCSC will
demonstrate the capability to identify all students’ level of
computer skills proficiency by Fall 2004
100% of students who complete modular skills training will
demonstrate proficiency with an 80% correct response rate or
higher on basic skills tests
90% of faculty
will respond positively to student computer skill training by
Spring 2005. |
Evaluation
Validity and
reliability studies will demonstrate assessment/diagnostic tool
will accurately identify areas of proficiency and deficiency of
incoming LCSC students
A pre-test,
post-test random sample of students will demonstrate the efficacy
of modular skills training
90% of faculty surveyed will respond that they are “Satisfied”
with diagnostic testing and modular instruction in basic computer
skills for students |
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Letter of Intent Worksheet
Final Proposal Worksheet
BACK
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*Help writing grants
(Adapted
from Mim Carlson, Winning Grants Step By
Step, 2nd Edition, 2002, Jossey-Bass Nonprofit and Public
Management Series, San Francisco, CA; also TGCI: The Grantsmanship
Center, Workshop for Program Planning and Proposal Writing, St. Joseph
Family Center, Spokane, WA April 28 - May 2, 2002) |
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