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Writing Effective Program Designs

Dr. Beverly A. Browning

March 27, 2013

Sponsored by: A Service

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Advising nonprofits in:

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INTEGRATED PLANNING

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Today’s Speaker

Dr. Beverly A. Browning Director

Grant Writing Training Foundation

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Dr. Bev Browning

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Writing Award-

Winning Program

Designs

AGENDA

• Starting with a purpose statement

• Perfecting goal statements

• Understanding the components in a

SMART objectives

• Writing implementation strategies

• Creating a timeline chart

• Conquering the logic model (ends with an

impact objective)

• Writing the management plan

• Winning with an evaluation plan

• Offering the sustainability statement

The Purpose Statement

What is the Purpose Statement?

1. The first sentence at the

beginning of the Program Design

narrative section in your grant

application.

2. A one-sentence explanation to

the grant reader about why they

are reading a funding request

from your organization.

8

Common Factors Found in All

Purpose Statements

1. The asking factor

2. The name of the project factor

3. The location factor

9

The Approach

Public Sector

• Direct

• Incorporate

the amount of

$ requested

Private Sector

• Indirect

• Do not mention

the amount of $

requested

10

Purpose Statement

Example #1 – Government $

• The purpose of the grant request

is to seek $1.9 million from the

U.S. Department of

Transportation for the City of

Pasadena’s Job Access Reverse

Commute initiative in California.

11

Purpose Statement

Example #2 – Foundation $

• The purpose of the grant

application is to seek your

support for the Ryder-Donavon

Outdoor Interpretive Trail

Program planned for Cheboygan

County.

12

The Goal Statement

What is a Goal Statement?

• Futuristic, global one-sentence

statement of a specific purpose or

outcome of the grant monies (the

beginning of your promise to a

potential grantmaker).

• Sentence always begins with an

action word (non-measurable).

• When in doubt, look up the definition

of a goal in your dictionary!

14

Funder Red Flags for

Goal Statements

• Inclusion of:

1. Numbers

2. Percentages

3. Any type of measurements

• Omission of:

1. Geographic location

2. Target audience

15

Great First Words for Award

Winning Goal Statements

1. Provide

2. Design

3. Implement

4. Enable

5. Plan

6. Evaluate

7. Construct

8. Empower

9. Educate

10.Sustain

16

First Place to Look for Goal

Statement Language

• Federal or state government

grantmaker Request for Funding

Availability (RFA) or Notice of

Funding Availability (NOFA).

• Foundation or corporate grant

proposal guidelines.

• Ask: What is the “goal” for the

funding?

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Goal Statement

Example #1 – Government

• Provide access to transportation

and employment-related activities

for low-income individuals and

welfare recipients residing in the

City of Pasadena by transporting

them to suburban employment

opportunities in Metro Los

Angeles County.

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Goal Statement

Example #2 – Foundation

• Enable physically-challenged

residents of Michigan to access

the Ryder-Donavon Outdoor

Interpretive Trail Program

planned for Cheboygan County.

19

SMART Objectives

What is a SMART Objective?

• S = Specific

• M = Meaningful/Measurable

• A = Achievable

• R = Relevant

• T = Timebound

21

Common Formula for Writing

SMART Objectives

To (increase/decrease) (what) by

(# percent) among (whom) as

measured by (how do you

know).

22

SMART Objective

Example #1

Goal 1

• Provide access to

transportation and

employment-related

activities for low-income

individuals and welfare

recipients residing in the

City of Pasadena by

transporting them to

suburban employment

opportunities in Metro

Los Angeles County.

SMART Objective 1

• To increase public

transportation access

by 50% among low-

income and welfare

recipients residing in

the City of Pasadena

by the end of Year 1 as

measured by pre- and

post-surveys.

23

SMART Objective

Example #2

Goal 2

• Enable physically

challenged visitors to

access the Ryder-

Donavon Outdoor

Interpretive Trail

Program planned for

Cheboygan County,

Michigan.

SMART Objective 2

• To decrease access

barriers by 80% among

physically challenged

visitors to the Ryder-

Donavon Outdoor

Interpretive Trail

Program by the end of

Month 6 as measured

by pre- and post-usage

rates (special needs

Trail passes issued).

24

Implementation

Strategies

What is an

Implementation Strategy?

1. An implementation strategy is a

detailed narrative or bulleted list

of the tasks or activities that you

will undertake to implement the

grant-funded project.

26

Implementation Steps for

SMART Objective 1

SMART Objective 1

• To increase public

transportation access by

50% among low-income

and welfare recipients

residing in the City of

Pasadena by the end of

Year 1 as measured by

pre- and post-surveys.

Implementation

Strategies - Detailed

• Once the City Council has

approved acceptance of the

grant funds, the Transit

Director will meet with the

Los Angeles Metropolitan

Transportation Authority to

start the public education

campaign; set up guidelines

and access points for free

bus pass distribution, and

monitor usage by route and

frequency of ridership.

27

Implementation Steps for

SMART Objective 2

SMART Objective 2

• To decrease access

barriers by 80% among

physically challenged

visitors to the Ryder-

Donavon Outdoor

Interpretive Trail

Program by the end of

Month 6 as measured

by pre- and post-usage

rates (special needs

Trail passes issued).

Implementation

Strategies - Bulleted

1. Accept funding

2. Meet with architect

3. Solicit bids

4. Select contractor

5. Approve proforma

6. Monitor ongoing work

7. Request inspections

8. Usage permits issued

9. Media campaign

10. Public ribbon cutting

11. Trail opens

28

Creating a

Timeline Chart

What is a Timeline?

• Grant-Related Tasks/Activities

• Monthly/Quarterly/Annual Start

and Completion Dates

• Key Personnel or Partner

Agency Responsible (Optional)

30

31

Leadership Training Institute Bi-County YouthBuild Program - Three Year Timeline Chart

Activities

Year 1

Program

Operations

Year 2 Program

Operations

Year 3 Follow-up

Support/Tracking

Responsible Organization

1 2 3 4 1 2 3 4 1 2 3 4 Award acceptance and negotiation Leadership Training Institute Announce grant award Leadership Training Institute Attend DOL Grantee meeting/ orientation Leadership Training Institute Setup accounting books Leadership Training Institute Quarterly reports, Financial, Performance and MIS Leadership Training Institute Key partners meeting to plan startup tasks and hold

monthly meetings Leadership Training Institute

Recruit and hire staff and evaluation of sub-contractors Leadership Training Institute

BOCES - Nassau Staff training Leadership Training Institute Develop marketing materials and advertising plans for

participants outreach and recruitment Leadership Training Institute

Key partners Educational and occupational skills training

testing/assessment Leadership Training Institute

DOOR

Form youth Policy Committee Leadership Training Institute

DOOR

Educational services and work readiness training Leadership Training Institute

DOOR

Construction instruction BOCES Nassau

Recruitment/screening and selection of mentors Leadership Training Institute

Key Partners

On-site training Key Partners

Community service learning assignment Leadership Training Institute

Leadership Development, counseling and support

activities Leadership Training Institute

Key Partners

Career development and exploration Leadership Training Institute

DOOR Job placement and retentions support Leadership Training Institute

DOOR

Transition and follow-up support Leadership Training Institute

DOOR

Monitoring, evaluation and reporting program outcome Leadership Training Institute

Program closeout and final reports Leadership Training Institute

32

THREE YEAR JEFFERSON COUNTY MFCI PROGRAM TIMELINE

MFCI Goals Related Objectives Activities Expected Completion Date Person(s) Responsible Year 1 Year 2 Year 3

Quarters

1 2 3 4 1 2 3 4 1 2 3 4

Goal 1: Enhance the capacity of Jefferson County’s efforts to provide mentoring and support services to youth in foster care.

Increase capacity to administer and implement MFCI Program for at-risk underserved foster care youth by 60% or more by expanding mentoring strategies and implementing an evidence-based research model program design.

-Adoption of national model for mentoring children in foster care. -Recruiting, screening, supervising and retaining older adult mentors. -Targeting and serving 175 local youth. -Operating school year and summer program.

100

50

25

Executive Director and

MFCI Program Director and

Program Coordinator

Goal 2: Strengthen the capacity of TOPPS efforts to develop and expand community mentoring collaboratives and partnerships by integrating best practices into mentoring service models for Jefferson County foster care youth.

Improve outcomes for at-risk youth in mentoring programs by 60% or more by establishing and strengthening collaborative community approaches.

-Developing and adhering to standards of conduct. -Staff development.

Executive Director and

MFCI Program Director

Goal 3: Develop strategies to recruit and maintain mentors serving Jefferson County foster care youth.

Improve the organizational capacity, system efficiency, and cost effectiveness of mentoring programs through training and technical assistance and other evidence-based practices by 60 percent or more.

-Leveraging resources. -Engaging stakeholders and partners.

Executive Director and

MFCI Program Director

Conquering the

Logic Model

What is a

Logic Model?

“A logic model is a systematic and visual

way to present and share your

understanding of the relationships among

the resources you have to operate your

program, the activities you plan, and the

changes or results you hope to achieve.”

(W.K. Kellogg Foundation 2004)

34

Tutorial

35

INPUTS STRATEGIES

OUTPUTS

LONG-TERM

OUTCOMES

LONG-TERM

IMPACT

Resources

dedicated to or

consumed by the

program

What the program

does with the inputs

to fulfill its mission

The direct

quantitative product

of program activities

Benchmarks for

participants during

and after program

activities

Changes in

systems and

processes after

the funding is

expended

e.g.

-money

-staff and staff time

-volunteers and

volunteer time

-facilities

-equipment and

supplies

-transportation

-partner agency cash

or in-kind

committments

e.g.

-Provide…

-Educate…

-Counsel…

-Create…

-Conduct…

e.g.

-Number of classes

taught

-Number of sessions

conducted

-Number of

educational materials

distributed

-Number of hours of

service delivered

-Number of

participants served

e.g.

-New knowledge

-Increased skills

-Changed attitudes or

values

-Modified behavior

-Improved condition

-Altered status

e.g.

-New

approaches

-New services

-Stronger

partnership

working

agreements

36

LOGIC MODEL TEMPLATE Long Island Comprehensive Gang Model

PROBLEM SUBPROBLEM(S) ACTIVITIES OUTPUT MEASURES OUTCOME MEASURES Short term Long Term Goal(s) Objective(s)

Reduce delinquency and gang activity.

-Support community mobilization efforts. -Provide opportunities to youth at high-risk of gang involvement. -Involve key stakeholders in connecting high-risk youth to community-based social interventions. -Support gang suppressions efforts. -Catalyze cross-agency organizational change and development.

Increases in: mobilization training & conferences; planning efforts; program materials distributed; youth completers; completion of evidence-based programs; Committee engagement; behavior changes; policies changed or rescinded, and improvements in operations. Decrease in: youth who offend &

reoffend.

Youth violence Gang joining Delinquency and anti-social behaviors

Community mobilization Opportunities provision Social intervention Suppression Organizational change and development

# of training requests received. # of program materials developed. # of training events held. # of people trained. % of people exhibiting increased knowledge of the project area. # of planning events held. # of program materials developed. % of interventions completed. % exposed to evidence-based model. # of Committee planning or training events held. % of program policies changed and/or rescinded. % of youth who offend/reoffend. % exhibiting targeted behavioral changes. % of organizations reporting improvements in operation based on training and technical assistance.

Recruited youth who complete at least 12 months of intervention strategies will remain crime, gang and violence free 12 months post-discharge.

Recruited youth participate in multi-strategy, multidisciplinary model approach that has proven to be effective in reducing gang activity for at least 12 months. Recruited youth remain crime, gang and violence free while enrolled in interventions. Recruited youth demonstrate prosocial behaviors as reported by parents, guardians, school staff, and the Intervention Team. Gang prevention practitioners and law enforcement agencies coordinate efforts and value each other’s role

in reducing gang activity.

37

Resource Links

• Timelines -

http://www.aidainc.net/Publications/

Grant%20Writing.pdf

• Logic Models -

http://www.wkkf.org/knowledge-

center/resources/2006/02/wk-

kellogg-foundation-logic-model-

development-guide.aspx

38

Writing the

Management Plan

What is a

Management Plan?

A management plan is the new name for key

personnel. This section details the

position titles that will be assigned to the

program; demonstrates each position’s

role in the program, and the hours they

will devote toward components in the

grant funded-program. The plan also

includes an accountability statement

(who the position will report to at the

grant applicant agency).

40

A Look at Several Types of

Management Plans

• Table format

• Narrative format

41

42

Mesa Behavioral Health Family Center

21st Century Community Learning Center

Management Plan

Title Responsibilities Time

Assigned to

Program

Reports To

Program

Director

Oversees all program

planning and

implementation tasks.

40 hours per

week x 52

weeks

Executive

Director

Social Worker Conducts new client

intake, screening and

case management.

40 hours per

week x 52

weeks

Program Director

Administrative

Assistant

Processes all

program paperwork

including final reports

to stakeholders.

40 hours per

week x 52

weeks

Program Director

Accountant Prepares all financial

reports

10 hours per

week x 52

weeks

Program Director

Table

Format

Management Plan

• Program Director – 1.0 Full-Time

Equivalent (40 hours/weekly) for 52

weeks. This position will be

responsible for providing oversight to

all program planning and

implementation tasks. The Program

Director will report to the Executive

Director of the applicant agency (Mesa

Behavioral Health Family Center).

43

Narrative

Format

Winning with an

Evaluation Plan

What is an

Evaluation Plan?

An evaluation plan is a written document that states

the objectives of the evaluation, the questions

that will be answered, the information that will

be collected to answer these questions, and

when collection of information will begin and

end. You can think of the evaluation plan as the

instructions for the evaluation. This plan can be

used to guide you through each step of the

evaluation process because it details the

practices and procedures for successfully

conducting your evaluation.

45

Key Evaluation Terms and

Definitions

• Qualitative evaluation – This term

refers to the type of data that will track

the quality of the grant-funded

program.

• Quantitative evaluation – This term

refers to the type of data that will

demonstrate the achievement of the

program’s measurable objectives

(along with the outputs from your logic

model table – Slideshow #3 of 4)

46

Key Evaluation Terms and

Definitions

• Summative evaluation – This term

refers to the data collection timeframe.

The summative evaluation is a final

end-of-program report. It summarizes

all of the evaluation findings.

• Formative evaluation – This term also

refers to data collection timeframe.

The data is collected in intervals or

frequencies throughout the funding

period.

47

Key Evaluation Terms and

Definitions

• Program evaluation – This term refers

to process of evaluating the program’s

intent and impact.

• Process evaluation – This term refers

to the methodology that will be used to

evaluate the processes that were

implemented and if those processes

were effective.

48

What Questions Does the

Evaluation Plan Answer?

• Who will be conducting the evaluation

• What you are going to evaluate

• The process for the evaluation

• The questions you will seek to answer

with the evaluation

• The timeframe for the evaluation

• How findings will be disseminated to

stakeholders

49

Who Will Be Conducting the

Evaluation?

• Third-party

• Stakeholders

• Staff working for the grant-funded

project

50

What Are You Going to

Evaluate?

• The program model (qualitative)

• Achievement of the SMART or

measurable objectives

(quantitative)

• Impact (aka Outcome) objectives

(longitudinal research)

51

What is the Evaluation

Process?

• Determining the types of data to be collected

• Developing the data collection tools (surveys,

interviews, pre- and post-questionnaires, public

forum feedback, and so forth)

• Collecting the data

• Analyzing the data

• Interpreting the data

• Reporting the data

• Developing correction action methodologies to

reach your objectives when the evaluation

findings show a lack of progress and impact

52

What are the Questions the

Evaluation Will Answer?

• Are the SMART objectives being

attained? If not, why not? What is the

correction plan?

• Are the outcome objectives being

attained? If not, why not? What is the

correction plan?

• Do outcomes vary as a function of the

program features?

• Do outcomes vary as a function of the

characteristics for the target population

served? 53

What is the Timeline for the

Evaluation?

• When will the data collection

begin and end?

• How and why the timeframe for

each task was selected?

54

How Your Evaluation Findings

will be Disseminated to

Stakeholders?

• Website(s)

• Conferences

• Publications

• Press releases

• Broadcast media interviews

• Public meetings

55

Resource Links for

Evaluations • The U.S. Department of Housing and Urban

Development(on the Bureau of Justice

Administration website) -

https://www.bja.gov/evaluation/guide/documents

/developing_an_evalu.htm

• The University of Wisconsin Extension -

http://learningstore.uwex.edu/assets/pdfs/g3658

-1.pdf

• State Government – Victoria, AU – Department

of Planning and Community Development -

http://www.dpcd.vic.gov.au/__data/assets/pdf_fil

e/0010/32986/Evaluation_Step-by-

Step_Guide.pdf

56

Offering the

Sustainability

Statement

What is a Sustainability

Statement?

• The sustainability statement is your

convincing sentence at the end of the

program design narrative section

(following the evaluation plan) that

tells funders how your agency plans to

maintain programs and services that

are started or expanded with grant

funds.

58

A Sample Sustainability

Statement – One Long Sentence

• In the second quarter of the grant

funding period, the Board of Directors

will convene a funding committee to

explore grant opportunities and the

general fund budget for the next fiscal

year in order to plan for program

sustainability in part or total for the

21st Century Community Learning

Center created with your support.

59

Consequences of Not Being

Able to Sustain Grant-Funded

Programs

• Chances of getting a grant from the

same funder for future program years

are slim—at best.

• Destroys funder relationships.

• Casts a shadow of doubt over your

governing body and your program

leaders.

• Results in grant-seeking suicide!

60

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