Many Sections - One Grant

Grant proposals, sometimes referred to as Requests for Proposals (RFPs), vary in terms of sections required, content of narratives within those sections, number of pages allowed, types of attachments requested, and the amount of detail essential in descriptions of a program and staff. Some funders prefer a Letter of Inquiry while others ask for a full proposal submitted by a deadline. The most important factor to remember is to FOLLOW THE FUNDER’S INSTRUCTIONS.

Before you approach writing a grant, be sure you have completed the visioning process that conceptually spells out your short- and long-term plans for achieving a high quality, effective compassionate ministry. Following are some basic guidelines for the sections most commonly requested in grant proposals.

A.  Cover letter

1. One page in length introducing the agency, its mission, why the proposal is being submitted, and acknowledgement of any priorities you share with the funder
2. Business format with proper spelling and grammar--this will be their first impression!

B. Table of Contents (if needed)

1. Professional format
2. Precise alignment of page titles and page numbers
3. List appendices/attachments in order of inclusion

C. Summary/Abstract

1. Present a brief overview of your grant proposal according to funder’s specifications.
2. Write this last--after the proposal is complete and you have an exact sense of the entire program. This is where you “sell” the project and your agency’s competence to the funder.

D. Introduction/Agency Background

1. History of organization, past program highlights, mission statement, contact information
2. Services provided and for whom

E. Problem Statement/Needs Statement

1. The nature and focus of the problem the proposal is to help resolve
2. Establish the program’s timeliness, need, and relevance to the community and the funder
3. Focus on the condition(s) that need to change to benefit the clientele you will serve
4. Use facts, not opinions, and support key statistics/reputable quotes by citing their sources

F. Goal(s)

1. An action statement that tells what you intend to accomplish realistically in the next year
2. State it in one sentence using action words
3. Example: To establish an after school program in the urban core that provides youth ages 10 to 15 with competent educational tutoring, computer training, and directed fun activities or entertainment that teaches good citizenship.

G. Objectives

1. Use active verbs and include measurable forms of concrete evidence to determine project success; measures may be quantitative and qualitative
2. Do not overstate what you can accomplish or make big promises
3. Example: To accompany the above goal (see F3):

• To create an advisory committee of at least 10 people, including students from urban core schools and community agencies to oversee the structure and operations of an effective after school program that serves 35 to 50 youth, ages 10 to 15.
• To seek a minimum of 10 volunteers qualified in the areas of reading, general math, algebra, science, social studies, and computers to serve as tutors in a daily after school program that assists a minimum of 50 percent of the students to improve school performance.
• To arrange monthly activities and/or entertainment opportunities where at least 75 percent of the youth participate in the fun while learning and practicing good citizenship roles and responsibilities.

H. Program Description/Methods/Activities

1. State the program design and activities in logical sequence with clear descriptions that lead to achievement of the goal and objectives. Tell the roles outlined for the target audience and the agency staff.
2. Identify who is responsible for guiding the various steps or activities to completion. If a timetable is required, a monthly or quarterly schedule may work best.

I. Evaluation

1. Design a strategy that states how you will measure success of the program. Positive changes in the knowledge base, behavior, and attitudes of participants are critical to achieving social improvements and self-sufficiency.
2. Conduct an ongoing process of measurement in numbers and information that allows staff and funders to identify what parts of the program work, what needs to be improved or discontinued, and what the anticipated outcomes are for participants.
3. Identify measurement tools under consideration for collecting such information. Examples include formal test instruments, staff observation in written records, student/participant attendance and improved performance, student self-reports, anecdotal records, and community feedback.
4. Be precise and punctual in all reporting to the board, advisory committee, and funders.
5. Know if an independent evaluator is required. If so, check with local colleges for qualified external evaluators. The fee can be included in most project budgets.

J. Key Personnel

1. Identify the staff members required for the program. Provide position or job descriptions and qualifications important to the project (educational background, special skills, etc.).
2. If training is required for volunteers, be sure to specify that information.
3. Confirm your personnel's credibility to manage the proposed project successfully.

K. Budget and Budget Justification

1. Figure carefully the costs of doing the program well, without over- or understating fair, anticipated expenses.
2. Provide a line item budget and be sure all columns of figures are aligned properly.
3. Double and triple check your math!
4. Assure the funder of accountability for their dollars by giving justification for expenses.
5. A budget justification page looks similar to this example:
         Program Coordinator’s salary 50% FTE $15,000
         Assistant $10/hr x 15 hr/week x 40 weeks $ 6,000
         Books $5@ x 50 books x 2 times/year $ 500
6. In-kind contributions are non-financial ways for partners to invest in the program they want funded. For example: volunteers provide time that is valued and listed; the church may provide space and utilities that have a dollar value; and partners may offer their staff to teach classes free to you.  All three examples are acknowledged in a budget as in-kind contributions.

L. Other Components Sometimes Requested

1. Collaborations with other agencies, corporations, and schools is imperative in most grants now.
2. Convince the funder of the program’s continuation by showing partnerships that can help sustain the program for the future. Use the funder’s money as leverage for asking other grantors to partner in coming program years.
3. Letters of support from partners or letters of collaboration show what each organization involved in the program brings to its success, whether financial or in-kind.
4. Appendices of support materials, e.g., a sample program schedule, lesson plan, or an organizational chart are often helpful.
5. To spread a donor’s money farther, they are interested in how the program can be replicated elsewhere and how your program plans to disseminate the project results.

Remember: Thank yous and appreciation to funders (as well as volunteers and staff) are important. Keep funders “in the loop” regarding the program’s progress. Mistakes can usually be corrected, when you discuss alternatives together.

If you are not awarded a grant, ask for feedback. Funders receive more than they can finance, so it does not mean yours was not a good proposal. Read the guidelines, write, revise, edit and invite them to be a partner in a project that will benefit others.

 

Letter of Inquiry: This is generally limited to two or three pages and requires a summary of the most important details of the proposed project. It is in letter format with a concise explanation of the project and is used by funders to determine whether the proposed idea meets their priorities and if a full proposal is of interest to them for funding consideration. Use this letter to promote and clearly define your goal(s) and objectives and the terrific benefits the program offers to the target audience.

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