FROM STRATEGIC PLAN
to GRANT PROPOSAL
GRANT SAMPLES
EXAMPLE OF A GOOD PROPOSAL ABSTRACT
Friends of Children is a nonprofit group established in 1993 that provides programs to support the
social, intellectual, and physical development of underprivileged elementary school children. The
number of poor, at risk children in Anywhere County is very high (nearly 45% of the area children live in
poverty) and the percentage of elementary school age students in the County being retained due to
comprehensive test exam failure is nearly 30%. Further, the number of juvenile arrests in the area has
increased steadily over the past 10 years.
Our proposed project will create an afterschool program using innovative learning techniques
aimed at enhancing creativity and academic skills, and promoting the physical and social development of
participants. The target population is at risk students from low income, predominantly single-parent
families in Anywhere Parish (nearly 42% of all households). The target number of individuals to be
served is 120.
Our program will operate Monday through Friday from 230 to 5:30 PM in the community center
next to Anywhere Elementary School. Trained activity directors will supervise all activities and tutors will
provide homework assistance and tutoring in all academic areas. Activity directors will offer fun
learning, sports, and creative activities to all students. Students will receive nutritious snacks each day
and have the opportunity to participate in cultural activities every week.
The specific objectives of the program are to (1) improve student scores on standardized academic
proficiency tests, and improve report card grades in math and reading; (2) support and develop student
strains through a variety of learning activities; and (3) enhance student social skills and physical wellbeing.
The impact of our afterschool program will be measured through test scores on standardized
academic achievement tests and review of student report cards. Additional outcomes will be assessed
through parent and student surveys and focus groups, and an independent assessment of our program
that will be conducted by members of the Education Department at Anywhere State University.
The program will run the entire academic school year, from August 31, 2013 through June 6, 2014.
This program will be supported by a partnership we have formed with the local community outreach
program and the local synagogue. Friends of Children is requesting $37,790 for this project.
EXAMPLE OF A POOR PROPOSAL ABSTRACT
Friends of Children helps underprivileged elementary school children. There currently is a need for
afterschool programs in Anywhere Parish, like the one Friends of Children would like to provide. Such a
program will help at risk children do better in school, learn important interpersonal skills, and become
better citizens.
The afterschool program will target kids and Anywhere Parish and will operate after school on
Monday through Friday in the local community center. Trained adults will provide homework assistance
in all classroom topics, as well as provide games and fun activities.
The objectives of the program are to make students better learners and improve their social skills
and personal well-being. The impact of the afterschool program will be evaluated by looking at student
grades and satisfaction with the program.
Friends of Children is requesting $37,790 for this project.
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EXAMPLE OF GOOD NEED STATEMENT
Holyoke ranks first in the country as having the highest concentration of Puerto Ricans living on the
U.S. mainland, a reality that makes this community both culturally rich and strengthened by tight-knit
neighborhoods and local providers that are strongly connected to the community. Unfortunately,
Holyoke also has the highest percentage of children living in poverty and the highest teen birth rate for
the past five years.1 Indeed, Holyoke is perennially ranked as the poorest community in the
Commonwealth and the sixth poorest city in the nation.2 A staggering proportion (41.9%) of Holyoke
children under 18 live in poverty, compared to 12% statewide. Demographics for the Holyoke Public
Schools show that 83% of students are low income and 27.4% are English Language Learners.3
At the Peck Middle School (the site of proposed Teen Resource Project), of the approximately 250
students enrolled in middle school, 81% are Hispanic; 80% are low income; 75% qualify for free lunches;
and 73% do not speak English as a first language. Not surprisingly, then, currently almost all (88%) of
TRP's participants are low income, Latino youth; 47% have IEPs; 75% do not speak English as a first
language; and 20% are ELL. Poverty, homelessness, food insecurity, and multiple learning obstacles common themes for TRP participants -- are also identified in youth development research as high-risk
circumstances that most often lead to dropping out of school, involvement in gangs, teen pregnancy,
violence, depression, suicide, serious health problems such as STDs, HIV and AIDS, unemployment, and
incarceration.
TRP will serve approximately 200 students (unduplicated) in grades 6-8 over the three years,
equivalent to 70 students each year. In addition, over the three year grant period, approximately 12-18
Holyoke High School students (unduplicated) will be selected to work with TRP as peer leaders and
tutors. We estimate that among the middle school participants, 89% will be low income; 60% will be
students with IEPs; and 22% will be English Language Learners. TRP serves both boys and girls.
TRP offers youth - particularly youth with the most extreme challenges - a sense of optimism, hope
and motivation. It encourages peer leaders and youth to, as poet Emily Dickinson writes, "Dwell in
possibility." At the core of TRP is a belief in young people's innate resilience and self-righting capacities,
followed up by the challenging message: "You can make it, everything is here that you need to achieve
your dreams; and we are right here to support you." This is the major implication of TRP: Even youth
with multiple life challenges will thrive when engaged in TRP's high quality educational and arts-focused
afterschool program.
TRP emphasizes engaging English Language Learners (ELL) and young people with other academic
challenges. TRP staff are bilingual/bicultural, and all activities are designed to serve youth with special
and diverse needs. Cultural pride activities inform youth about their heritage, and one of the Hampshire
College TRP courses brings together Hampshire College students and TRP youth to identify academic
struggles and how to confront those challenges. Students with specific language and learning barriers
participate fully and equally in all TRP activities.
Footnotes:
1. MA Community Health Information Profile, MassChip, 2011.
2. Gerber D., Arthur Keene, et al (6/30/2009). A Cluster Hire Teaching Proposal: Addressing Urban
Health Crises In Holyoke and Springfield, Massachusetts . Joint proposal by the University of
Massachusetts, MA Department of Public Health, and Commonwealth College. Accessed on 3/11/2013
at http://www.umass.edu/oapa/oapa/proposals/addressing_urban_health_crises.pdf
3. MA DOE District Profiles (2011-2012)
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EXAMPLE OF A POOR NEEDS STATEMENT (Taken from a grant to the United Way)
There is little argument that education is a significant ticket upwards for children of low socioeconomic status. And to that end, the United Way’s action plan rightfully sets goals relating to academic
Leadership, Management, Content, and Data Analysis. While the associated activities to meet these
goals will be highly useful, there is one enormous impediment to academic success for many children at
Everychild School. All the well-thought out action plans, curriculum innovations, and expert teaching
are for naught if a child comes to school from an unstable, disruptive, and highly emotionally-charged
home environment. Learning is secondary to survival. Consider the reality of 11 year-old Jose.
Jose lives at home with his mother, an older sister, an older brother and a younger brother. Jose’s
mother had several of her children while a teenager. The oldest, 17, is a high school dropout. Jose’s
parents are separated and the father lives in another part of the state and Jose has not had contact with
him for sometime. There is a suspected history of alcohol, drug, and physical abuse in the family. Jose
has a diagnosis of ADHD, ODD and has conflict and behavioral difficulties at school. Jose exhibits
inappropriate social skills such as aggression toward others and defiance. He also exhibits impulsivity
when it meets his needs. Jose refuses to work, leaves the room and building without permission, and
strikes other students without apparent provocation. He uses foul language and has lack of respect for
any adult supervision. He refuses to participate in any learning experience. He is unable to stay on task
in the classroom. He demonstrates poor judgment and impulsive behavior. Several reward systems
have been implemented and modified during the school year but have not yielded any significant
change in his behavior. Aside from the damage this does to his own learning, Jose is interfering with the
learning environment of the other students by his outbursts and persistent disruptions.
But Jose is not an anomaly; there are several children with similar stories. Some are living in
shelters – in fact, all of the city's shelters are located in the Everychild School zone.
While a school may recognize an under-performing child's need for counseling and provide it,
addressing the root causes that underlie this need is not only a sensible thing to do, it's a humane thing
to do. However, schools are intended to be the academic house; it is not their role to do social work.
Yet the school is the first point of connection with a child. While we may prefer that our teachers and
administrators have the room to be fully engaged in every child's learning process, the reality is that
they are frequently immersed in fixing broken families instead.
Fortunately, Our Town has many governmental programs and nonprofit organizations focused on
alleviating the strains and suffering of these broken families. There are also many available public and
private resources for families such as Jose's; the problem is connecting these families to these resources.
Meeting this need is a large part of what we propose to do. As a result of the underperforming
designation, the School Leadership Team of Everychild School has put considerable effort and thought
into examining student achievement and developing instructional and administrative improvements.
We want the School to be freed up and focused on implementing these needed changes, not to be using
academic resources for social work purposes.
This is not to suggest that the Everychild School is not taking steps to help its underperforming
students and their families. [One page has been omitted from this excerpt which describe how the
school is helping families like Jose’s.]
However, more is needed, as United Way’s priority language states, to “[i]nsure that all youth in
our community have a firm foundation in life so that they may grow to become productive and
successful citizens.” Thus, because the mission of A-1 Human Service Agency is to promote a
community where all families are given the opportunity to improve their quality of life, working with the
Everychild School to stabilize the lives of these broken families so their children can learn is a clearly
needed and sensible collaboration.
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EXAMPLE OF MEASUREMENT/EVALUATION STATEMENT (Following United Way grant headings)
Intended Outcome
If your program is successful what outcome(s) will it have achieved?
If the Teen Resource Project (TRP) is successful, it will have achieved the following
outcomes:
- Annually, at least 80% of TRP program participants will demonstrate measurable
improvements in school attendance and academic performance.
- Annually, at least 85% of TRP program participants will exhibit measurable increases in
traits of resilience and personal assets, such as self-expression; problem solving; group
communication and cooperation; negotiation and compromise; taking responsibility and
giving trust; and leadership.
- Each year, at least 85% of TRP program participants will demonstrate improved decisionmaking and conflict resolution skills, increase in positive risk taking; and a decrease in high
risk behaviors.
Qualitative Indicator
What qualitative information will help you gauge if your program is achieving its intended outcome?
TRP collects the following qualitative information through pre/post surveys with youth
participants and annual surveys with parents/guardians and staff with the program:
- Perception of benefits, enjoyment and quality of programs
- Perception of program quality in core academic areas and satisfaction with enrichment and
support activities, including the link with the regular school day
- Satisfaction with program content, activities, field trip and other services directed
specifically at youth and families
- Success of partnerships, building of relationships
- Effective communication among stakeholders
- Operational support for program effectiveness
Quantitative Indicator
What quantitative information will help you gauge if your program is achieving its intended outcome?
TRP will collect the following quantitative information through end of year report cards and
teacher reports, attendance records, demographic records completed at screening/enrollment
of program participants, pre/post surveys with youth participants (to include information
provided through the DAP assessment), and annual surveys with parents/guardians and staff
with the program:
- Student achievement; measured through end of year report cards, teacher and staff reports
- Student behavior (including conflict resolution skills, positive decision making and
engagement in risky behaviors); as observed by staff, self-reported by students, and
observed by families
- Student attitudes towards education, school, and higher education; as observed by staff,
self-reported by students, and observed by families
- Student resiliency (self-expression, problem solving, group communication and cooperation,
negotiation and compromise, taking responsibility and giving trust, and leadership); as
observed by staff, self-reported by students, and observed by families
Indicator Measure
Please identify the measure(s) and explain the process of measuring that your organization will apply to
the indicators (both qualitative and quantitative) for this program. Please keep in mind that the
indicators are intermediary means of determining the intended outcome(s).
As noted in the two previous sections, the process of measuring the qualitative and
quantitative indicators involves a combination of approaches, including:
1) Annual pre- and post-program assessment by youth of the Developmental Assets Profile
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(DAP).
2) The Care Center's Youth Resiliency/Academic Progress Survey (or other formal Survey for
Youth used by the United Way, if UWPV has a preferred youth survey), which explores youth
learning, confidence, motivation for learning, completion of homework, reading for pleasure,
and other characteristics of resiliency linked to improved academic outcomes and healthy
decision-making.
3) End of year cumulative report cards for youth participants.
4) Parent/Guardian survey about program and observations about their child (administered
once/semester).
5) Staff Assessment of Student.
In addition, we anticipate that periodically throughout the three year program period (an
estimated 3-5 times) we will hold focus groups with families, students and/or staff/agency
partners to explore emerging issues or concerns in the community, identify community-level
outcomes, and obtain program feedback and ideas.
In order to identify incremental changes leading to annual year-end outcomes, the TRP Youth
Survey gathers responses to 36 questions (some of which are also mirrored on the parent
and staff surveys). Survey questions, which explore a range of issues related to the key
outcome measures (significant improvement in literacy and math skills; increased completion
of homework; high attendance at school; reduction of school dropout) focus on:
- Participant's attitudes toward school completion, dropping out, and plans to complete high
school
- Self image, confidence
- Community, family, peer connections
- Ability to work with others, cooperate, problem-solve
- Decision-making skills
- Academic progress, grades, math/literacy self-assessment
- Motivation to succeed in school
- Feelings of hopefulness/hopelessness
- High risk behaviors (substance use, dating violence, gangs, sexual activity)
Tools
What tools, materials and resources will you use to measure your intended outcomes?
Data collection tools include TRP's existing Youth Resiliency/Academic Progress Survey,
Parent/Guardian Survey, and Staff Assessment of Student to obtain information related to
the three objectives of improved school performance and increased resilience, personal
assets, and positive decision-making. The DAP assessment will become a central tool used in
our evaluation and, as appropriate, will supplant existing data collection from youth. TRP also
uses the "Out-of-School Time Program Evaluation: Tools for Action" developed by the
Northwest Regional Educational Laboratory for supplemental survey tools, focus group
guidelines, and data collection instruments in both Spanish and English.
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EXAMPLE OF PROJECT OBJECTIVES STATEMENT
Annual Impact Objectives: Staff from PYD, MRC, and ICI will provide Connecting to Careers
programming to 30 participants (15 in the first year). Short and intermediate objectives, as well as longrange outcomes for youth and young adults with disabilities include:
1.
Short-Term Objectives. [Short-term objectives are realized within 6 months of project enrollment]

At least 98% of regular program participants expresses interest in continuing education and/or
employment, and has communicated needs/goals to teachers, mentors, and family.

At least 98% of regular program participants understand the value of working with mentors,
and talking with family about needs, goals, and accomplishments.

At least 95% of regular program participants have increased knowledge, comfort, and pride
about own and others’ abilities and disabilities.

At least 90% of regular program participants handles or directs someone to handle basic
physical needs.

At least 80% of regular program participants goes on social outings with friends: movies,
shopping trips, sporting events, etc., and at least 65% participate in online group mentoring in
addition to one-to-one mentoring.
2.
Intermediate-Range Objectives. [Intermediate-range objectives are realized within 6 months –
1year of project enrollment]

At least 85% of regular program participants demonstrate skills needed to access higher
education and/or employment: application and financial assistance processes; job
counseling; resume writing and interviewing. At least 85% of regular program participants
are in the process of pursuing higher education and/or employment.

At least 75% of regular program participants find and participate in accessible community
activities and can arrange transportation as necessary.

At least 85% of regular program participants have identified goals for the future and
his/her own skills and talents.

At least 95% of regular program participants understands disability laws and rights and can
access health care, Internet, and educational and independent living services.
3.
Long-Term Outcomes. [Long-term outcomes are realized within 1-3 years of project enrollment]

At least 80% of regular program participants enrolls in college or vocational program
and/or obtains employment. Results in an “individuals with disabilities employment rate”
at 30% greater than the national average.

At least 80% of regular program participants accomplishes set long-range goals, pursues
talents, and/or meets and sets new goals.

At least 80% of program participants participates in community activities, such as PYD
mentoring; scouts; YWCA/YMCA; Disability Commission events; volunteering with other
community groups, etc.

At least 90% of regular program participants makes decisions and guides his/her own care,
including talking to people in authority about issues of concern.
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