Learning grant writing through artifacts and collaborative worksheets

¶ … Artifacts and Worksheets

To what extent did the artifacts contribute to your completion of the related worksheet?

The artifacts were a tremendous help in making progress toward completion of the related worksheets. The opportunity to focus on one or two artifacts at a time facilitated in-depth consideration of each of the components of a grant application. Not only did this relieve some anxiety about the overall size of the project, but treating each component as though it was a stand-along piece really helped me think about how the grant reading process would take place, and the need to ensure that the information contained in each artifact was comprehensive and relayed the "story and plan" being conveyed to the funders.

To what extent were you able to refine and modify your artifacts and worksheet preparation based on the collaborative discussion of the artifacts?

The collaborative discussions of the artifacts were helpful to a degree, largely because they encouraged perspective. That is to say that the ideas and suggestions of others could provide a perspective that had not been previously considered, yet that perspective or a similar one could be exactly what a funder might hold when reading the artifacts. The collaborative discussion served much the same as a good editor does: Others were able to point out when clarification was needed, whether something was intuitive or needed more elaborate or technical explanation, and -- especially this -- when the need for the grant funds or the nature of the proposed activities were not portrayed as sufficiently robust, targeted, or a "spot-on" fit with a high probability of successful goal attainment. In other words, the collaborative discussion of artifacts helped with modifications that would answer the question: Why should we [the funders] choose your project to fund?

3. To what extent do you feel you are prepared to participate in a grant writing process in your educational setting upon completion of the artifacts and worksheets?

I feel very confident in my ability to write a grant in my educational setting that will result in a quality response with a high probability of getting funders' attention. Looking back, I can fully appreciate the step-wise forward progression through the artifacts and worksheets that compelled thoughtful, considered, and comprehensive drafts. The entire process walked me through each stage and answered all of my questions about how to approach each component of the grant writing process. I am left eager to apply my learning to grant writing that will benefit my students in the near future.

Discussion -- Data Results Reporting

LightSail Education software offers an adaptive literacy platform that can be used with students in grades 2 through 12. The program is designed to be used with any iPad, which makes it a good match for my literacy funding initiative. Some of the most attractive features of the LightSail program are as follows: A personalized library for every student that draws from over 18,000 literature and informational titles from top publishers. In interactive-reader that provides scaffolding to active reading. Embedded assessments in every text that are aligned with Lexile and Common Core. Tools that can be used small group work, class-wide collaboration, and enable fast feedback from the teacher. A comprehensive set of data dashboards geared to leaders, students, and teachers (see screenshot). Adaptabile to any class where reading comprehension is critical to achievement. All this sophistication is reportedly simple to implement. LightSail's awards include taking top honors in the Gates Foundation's Literacy Courseware Challenge and winning best education tech start-up at SXSW V2V.

Discussion -- Multiple Representations of Knowledge (PowerPoint)

See PowerPoint file.

Reflective Template Assessment of Literacy Funding Initiative Artifacts

Artifacts for a Literacy Funding Initiative

Reflective Comments

Letter of Inquiry for a Literacy Funding Initiative (Unit 1, Discussion 4)

This was very helpful because this step can feel so intimidating.

Statement of Need for a Literacy Funding Initiative (Unit 2, Discussion 1)

Some of my deepest thinking went into the completion of this component because the information needs to sell the project to the funders.

Annotated Bibliography and Glossary Literacy Funding Initiative (Unit 2, Discussion 3)

This was important to do, but a bit of a grind.

Narrative: Evaluation of a Literacy Funding Initiative (Unit 3, Discussion 3)

This was helpful since it is a key aspect of the project that funders consider.

Narrative of Ethical Considerations for a Literacy Funding Initiative (Unit 3, Discussion 4)

I felt that this component had a bit less relevance for my project, but it was helpful from the standpoint of getting inside a funder's head.

Analysis for Revenue Input and Output of a Literary Funding Initiative (Unit 4, Discussion 2)

This piece was valuable in that it established such deliberate thinking about the project costs and also provided opportunity to demonstrate a broad "ask" and in-kind support.

Report on Funding Sustainability for a Literacy Funding Initiative (Unit 4, Discussion 3)

Since sustainability is a buzz word in the grant funding community, this was a helpful piece to complete. Also, it forces the conversation about what can be done if the funding is not readily available from the same conduits.

Cover Letter for a Literacy Funding Initiative (Unit 4, Discussion 4)

This was fun to do as it required saying a lot in just a few words.

Literacy Funding Initiative: Summary (Unit 5, Discussion 2)

As usual, the discussions were helpful for encouraging divergent thinking.

Literacy Funding Initiative: Data Results Report (Unit 5, Discussion 3)

This was helpful because it enabled the time to really consider what type of data would be most useful, and to whom.

WORKSHEET 10.1A

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WORKSHEET 10.1A

WORKSHEET 10.1A: Summary Questionnaire

Use the filled-out Worksheet 10.1B in the book as an example to follow as you complete this questionnaire.

1. What is the identity of your organization, and what is its mission?

The Alexandria City Public Schools is a school district located in Alexandria, VA.

The mission of Alexandria City Public Schools is as follows; Alexandria City Public Schools will provide the environment, resources, and commitment to ensure that each and every student succeeds -- academically, emotionally, physically, and socially.

3. Why is the proposed project important?

The high school students in the summer literacy program have very little time left to refine and strengthen their literacy skills before they begin the process of applying to colleges and universities. For some of the students, the problem is largely one of low self-image and chronic discouragement coupled with a lack of strategies that lead to success. Several software programs designed for use on iPads are designed precisely for students with high needs in the area of English language arts. The timing of the proposed project and the materials and tools to be used are an excellent match to the needs of the high needs students who are th target for this proposed project.

4. What will be accomplished by this program or project during the time period of the grant?

The proposed project is expected to increase the number of students reading with proficiency by 5% as measured by SOLs and Common Core State Standards. Technology will be integrated into classroom instruction which will give a boost to teachers' professional development in technology and differential instruction. The high school students participating in the project will have daily access to technology that will support their literacy development.

5. Why should your organization do the project (credibility statement)?

Alexadria City Public Schools has a spectrum of summer programs designed to strengthen student skills, knowledge, and academic performance.

Enrollment in the district shows the following patterns: Eligible for free or reduced price meals: 57.54%; receiving talented and gifted services: 9.87%; Requiring Engish Language Learners (ELL) services 28.38%; and, receiving special education services: 10.84%.

Of the 1,415 teachers in the district, 77% have advanced degrees and 49 are National Board Certified.

6. How much will the project cost during the grant time period? How much is being requested from this funder?

One-day all-district orientation costing $2,500

Individual one-day workshops held in computer labs at schools at $1,000 per day per school

Individual two-day workshops held at participating schools at $1,000 per day per school iPads purchase: Approximately $500 / device = $6,000 per classroom

Laptop purchase:

MacBook Air = $12,000 per classroom

Total requested from this funder = $?

Sources:

Alexandria City Public Schools. (2015). Retrieved from http://www.acps.k12.va.us