Writing a Grant Proposal

In writing a full grant proposal, you will need to have access to all of the documentation noted in sections one, two, and three, as well any related letters of inquiry. In some respects, writing the grant proposal involves unpacking the information that was highly condensed in the LOI. While using these as little building blocks for the full proposal, keep in mind the bigger picture. In the larger context of a full proposal, your writing needs to remain clear, concise, compelling, and consistent. It is easy to cut and paste carefully written smaller pieces and create a mess. One way to avoid this is to begin writing only after the project is well-formulated.

This section reviews the various parts of a typical grant proposal. There are several proposal guidelines available on the Web, and this section follows and reviews the Common Proposal Format that has been made available for the nonprofit community by Associated Grant Makers (AGM Web site address: http://www.agmconnect.org). The requirements of specific funders vary, but the elements described below are required by almost every funder.

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  1. Cover Summary
  2. Project Narrative
  3. Attachments
  4. Budget Narrative
  5. Grant Writing Tips

A. Cover Summary

The standard length of a project summary on these cover sheets is usually between 100 to 150 words. Make sure that the project summary does not exceed the length specified in the guidelines or form provided by the funder. Even if a proposal does not require a summary, it is probably a good idea to include one. This can be included in a brief cover letter, or you can create your own coversheet. In some instances, a funder may request that no additional information be included other than that specifically requested. In this case, do not include a summary.

Below (in boxes) is the information requested in the Cover Summary piece of the AGM Common Proposal.

  1. Legal name of organization, address, and name of executive director:
  2. IRS 501(c)(3) nonprofit? (Please circle)  YES   NO
    • If no, identify your fiscal agent and attach the written agreement from the fiscal agent. (Funders using this form may have special requirements as to the use of a fiscal agent, or may not permit such use.)
  3. Contact person and title:
  4. Phone: ___________________  FAX: ___________________  Email:_________________________
  5. AMOUNT REQUESTED: $__________________________
  6. TYPE OF REQUEST (operating, project, capital, other):

This first section is straight forward. In general, the contact person should be the executive director or highest-ranking staff member, even if another member of the staff wrote the grant.

  1. State your organization’s mission:

This section of the proposal should draw on your organization’s mission statement (see Section 1 of this guide). Add one or two sentences (at the most) if you need to tailor the application to the funder. However, don’t try to say too much. Keep it realistic.

  1. No more than four sentences summarizing the proposal and its strategic link with this funder (Include the name of the project or capital campaign, if applicable):

As discussed in section V.A..: Letters of Inquiry, making the connection between this specific funder and the proposal is crucial. The relationship must be clear. Ask yourself the first questions the funder’s staff will, including:

  • Why is this organization the best venue for enacting change?
  • Why is this project the best way to approach the problem?
  • Why should we consider funding it?
Sample Summary of Proposal

(This is written for a funder that prioritizes the health of families.) On behalf of El Poder Learning Center, we request $35,000 to fund a new intergenerational literacy project. This project provides classroom instruction for teachers, and after-school programs for school-aged children. By working with both teachers and parents, El Poder learning center will aim to curtail intergenerational cycles of illiteracy. We believe that working on a grassroots level, directly with parents, we will have the best opportunity to make a profound impact on children’s educational experience.

  1. List the proposal’s target population, constituents, and geographic communities:

Begin by double-checking the request for proposals, or the center’s Web site, to determine the populations the funder is most interested in. (See Section 1)  

  1. Total number of board members: _____
    Total number of volunteers: _____
  2. Total number of staff:
    Full-time _____
    Part-time _____
  3. Total annual organizational budget: $______________
    Fiscal Year End ___/___/___
  4. Project or capital budget (if applicable): $____________________________
  5. The period this grant will cover: ___/___ to ___/___
  6. United Way affiliate? (Please circle):  YES   NO
  7. List any previous support from this funder in the last five years.

B. Project Narrative

Below is the information requested in the Proposal Narrative piece of the AGM Common Proposal Format.

  1. Brief summary of organization’s history, goals, and key achievements.
  2. Overview of organization’s structure and programs, including board, staff, and volunteer involvement.
  3. Describe your organization’s constituents for the organization overall, or, for a specific project. For example, total number and breakdown by age, gender, race/ethnicity, income levels, disabilities, geography, language spoken, or other criteria relevant to your organization or project.

To complete this section, draw on the information collected for sections I - III. In general, this will not change much from proposal to proposal, so you should be prepared to cut and paste the section with a few small edits.

  1. Describe the community or regional need(s) and/or challenges that this effort will address. What is the level and nature of involvement of the community-at-large?

As noted in the discussion of LOIs , do not describe a problem that is larger than your solution. With a greater opportunity to elaborate, there may be a tendency to overdo the statement of need. The statement of need should not be more than about 10 percent of your overall proposal. Remember: your statement of need should grab your reader’s attention, but it is your project description that should make the biggest impression.

In describing the needs of your particular community (and not just adults in need of literacy instruction in general), you can include both quantitative and qualitative information. It is helpful to have statistics about years of education or reading levels, but it is also good have some personal testimony from people who are affected. Anecdotal evidence should focus on typical cases, rather than extreme cases. Although some individual’s personal stories are certainly compelling, you should not present too bleak a perspective about the needs or too optimistic an expectation about the possible successes of students in the program.

Do not include the lack of a class (or program) as a need . Identify the need that the class (or project) will address. In the case of El Poder, a grantwriter would note the low test scores of children, the low literacy skills of their parents, and how the new program would work to improve the literacy skills of each generation.

  1. Description of the specific request that includes goals and objectives. (If it’s a project request, provide a profile of the project.)

Goals are the larger, conceptual, purposes for the project. Objectives are the more concrete steps taken to accomplish goals. By this definition, objectives should be realistic, measurable, and ideally include a positive outcome as a result of the proposed activities. The results from completed objectives should be tangible.

The Foundation Center (http://foundationcenter.org/getstarted/
tutorials/shortcourse/project.html) provides examples of the following kinds of objectives, with examples drawn from a swimming class.

  1. Behavioral – A human action is anticipated
    Example: Fifty of the 70 children participating will learn to swim
  2. Performance – A specific time frame within which a behavior will occur at an expected proficiency level.
    Example: Fifty of the 70 children will learn to swim within six months and will pass a basic swimming proficiency test administered by a Red Cross-certified lifeguard.
  3. Process – The manner in which something occurs in an end in itself.
    Example: We will document the teaching methods used, identifying those with the greatest success.
  4. Product – A tangible item results.
    Example: A manual will be created to be used in teaching swimming to this age and proficiency group in the future.

The following are samples for the intergenerational literacy class that El Poder will offer.

El Poder Learning Center Intergenerational Literacy Program

Goal #1: Pilot a Program Model
The foundation of the Intergenerational Literacy Project is a process-based curriculum that can be used by instructors in both ESL and Basic Literacy programs. The curriculum was recently developed under a grant from UPS Foundation. El Poder will field-test this model, focusing on the challenges of teaching oral language skills.

Objectives Outcomes

Objective # 1:

Improve the language

Abilities of caregivers.
  • 40 parents enrolled at El Poder in the first year.
  • Gains of at least one ESL level on CASAS test for 85 percent of students.

Objective # 2:

Empower parents to

participate in their children’s education.
  • Increased participation in parent-teacher conferences.
  • Increased parental participation in their child’s homework.
  • Each class creates and implements at least one community action project, such as a book drive for the school.

Objective # 3:

Improve the literacy skills of children.

 
  • 60 elementary school-aged children enrolled in the first year.
  • Reading gains of at least 5 points on Stanford 9 tests for 70 percent of these caregivers’ children.

Goal #2: Dissemination and Replication
A unique aspect of this project is its potential to reach beyond its pilot partner and provide family literacy support in communities throughout the state. By making this project model available to other Even Start programs in the region that operate basic literacy and ESL programs, we are able to generate greater statewide impact.

Objectives Outcomes

Objective # 1:

Implement and evaluate the pilot project for replication.

  • Devote 15 percent of project funds to evaluation, including a contracted professional to perform an independent study of the project’s design, methodologies, and outcomes .
  • Develop strategies for implementing the pilot project in Basic Literacy programs, including adaptations in design and outreach.

Objective # 2:

Disseminate this model program to other community-based organizations in similar communities.

  • Promote using a quarterly newsletter, Web site, special mailings, and staff visits to member groups.
  • Develop informational materials about the program to send to interested member groups.
  • Develop training for staff and volunteers of member groups.
  • Replicate the pilot in four area adult schools in year two of the project.

  1. Specific activities and timetable for meeting your stated objectives.

In this section, provide details about the methods the program will use. In effect, this section explains how the program will be implemented. For a basic literacy program, the proposal should describe the curriculum materials and the teaching methodology to be employed. Does the program use paid instructors? Is the program Freirean in nature? Do the teachers use the Orton-Gillingham method to instruct students? Be certain that this section is not beyond the reader’s understanding. Most funders are not experts in the field of literacy and you should explain teaching methodologies in lay terms.

Provide details about other activities necessary to start a class: hiring a teacher, developing curriculum, conducting outreach for potential students, etc. These should be described, then presented in a timeline. The timeline does not need specific dates, but it does need to indicate at what point of the year each activity will occur. This gives the funder a sense of how you will do the work and if your timeline is reasonable.

Following is a sample timeline, based on the El Poder Intergenerational Literacy proposal.  

El Poder Family Literacy Program – Project Timeline

Month 1

  • Teacher for adult ESL class is hired
  • Staff for after-school program is hired
  • Volunteer staff for after-school program is recruited
  • Curriculum framework for adult class is drafted
  • Curriculum framework for after school program is drafted

Month 2

  • Curriculum framework for adult class is completed
  • Curriculum framework for after-school program is completed
  • Placement of students already enrolled at El Poder Learning Center
  • Outreach to potential students in El Poder
  • Outreach to schools about after-school program
  • Adult teachers and after-school teachers meet to coordinate communication

Month 3

  • Classes start
  • Adult students take CASAS exam
  • After-school students take school-appropriate exam
  • Students begin making portfolios
  • Adult teachers meet with after-school staff to coordinate activities

Months 4 – 6

  • Weekly parent and child projects
  • Month teacher sharing meetings

Month 7

  • Adult students meet with teachers to discuss progress
    • Look at classwork, including tests
    • Look at portfolios
  • Adult students meet with child’s teachers to discuss child’s progress
    • Look at classwork, including tests
    • Look at portfolios

(Months 8 – 11 have similar elements)

Month 12

  • Year-end exam
  • Graduation ceremony
  • Teacher evaluation of curriculum
  1. Future plan for sustaining this effort and strategy for building your funding base.

It is important for potential funders to see a return on their investment. This can be accomplished either by achieving a short-term goal (e.g., the creation of a product) or by seeing a new program institutionalized.

Funders are not interested in supporting a program if it is not going to lead to anything new. For this reason, you must make a case that your organization will be able to sustain the initial effort by securing funds from other sources (either public or private). You may include information about other potential funders that you have contacted, and you can provide some details about the overall economic health of the organization.

  1. Who are your staff and volunteers and what are their qualifications?

For both staff and volunteers, it is important to note their relevant professional experience and any connection to the community that they might have (e.g., “12 of our teachers are native Spanish speakers, and four of them are longtime residents of El Poder.”)

  1. If applicable, identify organizations that you collaborate with to address the issue(s) in this proposal.

List the organizations that you collaborate with in some fashion. This can include both public and private agencies and departments. This section can be helpful in providing evidence that your assessment of needs is accurate (because you have multiple sources of information) and that you are able to coordinate the use of resources in effective ways (by collaborating when appropriate).

  1. Define your criteria for success for the organization, project, or capital campaign. State how you will measure your success in the short-term and in the long-term. What tool(s) will be used to evaluate your program or organization? What is your strategy for implementing the evaluation process?

An evaluation enables a grantee to demonstrate that the objectives outlined in a proposal are being met. In a full grant proposal (in contrast to the LOI), the organization needs to provide detail about the evaluation procedure. Most likely, different measurements will be used for meeting objectives in the short-term and achieving goals in the long-term. Evaluations should be conducted not only of the students enrolled in the program, but of the program itself. Make it clear that students will have an opportunity to provide their own perspective on the success of the project, its strengths and weaknesses. Because evaluation is used to improve the program, it should not be conducted only at the end of the year but should be an ongoing process.

The California Department of Education (http://www.cde.ca.gov) suggests that an evaluation plan should include the following information:

  • Data to be collected
  • Assessment measures to be used
  • Timeline for collecting data
  • Methods for analyzing data
  • Strategies for compiling and reporting evaluation results
  • Methods for using the results to improve the project during the funding period
  • Persons responsible for implementing and monitoring the evaluation

Go to the Writing Effective Proposals (http://www.cde.ca.gov/fg/fo/fm/we.asp) Web page of the California Department of Education Web site.

The scale of the evaluation and analysis will vary according to the size of the project and the amount of funding.

C. Attachments

Following are attachments that should be included in most grant proposals.

  1. IRS letter confirming tax-exempt status - 501(c)(3) and 509(a).
  2. Current board list with relevant background, affiliations, town residence, and number of times a year it meets
  3. Financial information:
    • Total board approved organizational budget for the fiscal year(s)
    • If seeking project or capital support, include project or capital budget for fiscal year(s)
    • Most recent independent audit or account review (as required by law)
    • Year-to-date financial statement for the current fiscal year
    • List companies and foundations being approached to fund this proposal, with dollar amounts indicating which sources are remitted, pending, or anticipated.

In addition to these documents, include letters of support from past collaborators or agencies and organizations that can speak well of your work.

D. Budget Narrative

Below is the information requested in the proposal budget narrative.

  1. The time period budget covers.
  2. Revenue: provide a line item revenue statement for all applicable budget categories.
    1. Grants and Contracts
      • Local Government
      • State Government
      • Federal Government
      • Foundations and Corporations
      • United Way and Other Federated Campaigns
    2. Other Fundraising and Earned Income
      • Individuals
      • Events
    3. Earned Income
      • Publications and Products
      • Membership Income
      • Fees

You should have all of the information for this section on-hand when starting to write the proposal. Note that for most programs, especially those that are small, the earned income will not be expected to amount to much.

  1. Expenses: provide a line item expense budget, with narrative footnotes for those applicable items, which need further explanation. Typical line items include:
    • Salaries (specify number of full time equivalents)
    • Payroll Taxes
    • Fringe Benefits
    • Consultants and Professional Fees
    • Insurance
    • Travel/Transportation
    • Equipment
    • Supplies
    • Printing and Copying
    • Telephone and Fax
    • Postage and Delivery
    • Rent
    • Utilities
    • Maintenance
    • Evaluation
    • Staff Development and Training
    • Child Care
    • Administrative Overhead

This section of the budget should be highly detailed. Pay attention to the percentage of funds that the funder will allow to be moved from one line item to another. Also note any restrictions on the amount of administrative cost the funder is willing to pay, and any other restrictions on the budget. Expenses such as consultants may not be looked upon favorably unless a strong argument can be made that they will improve the direct service being provided.

  1. In-kind Support

In-kind contributions are non-cash donations that can be given a cash value. Examples of in-kind contributions are time (from volunteers or advisors), materials (such as books) and space (such as a classroom). Some government grants require a certain percentage of the budget be covered by in-kind contributions, so you should be able to track the outside support that you receive. The level of expected in-kind contributions typically rise as the level of funding decreases over time, so in-kind support cannot be treated as an afterthought.

E. Grant Writing Tips

The best tip for a new grant writer is to review the guidelines carefully at least one more time before attempting to write a proposal. Failing to notice key information is common, especially when the guidelines are long or complex. Funders are specific about their requirements, and some funders have been known to reject proposals whose margins are off by 1/8 inch. The margin police exist, and they take their job seriously. A proposal that goes over the budget limit will not be considered, no questions asked.

In the process of writing the grant, be careful to:

  • Pay attention to due dates. They usually refer to the actual delivery date (not postmark). Allow enough time to get all the necessary information and signatures.
  • Review carefully to see if the RFP specifies page-number limits, page-margin size, font size, and similar details.
  • Adhere to requirements in the RFP about the order of each component. The RFP may also provide a checklist to submit.
  • Review carefully specifics about the number of copies, as well as about labeling, binding, and other procedures.
  • Be sure that you have identified all required components or activities. For example, many federally funded RFP’s require the organization to complete detailed forms regarding client confidentiality procedures.
  • Never say “never.” Do not make claims about your initiative “never having been done before.”
  • Avoid the passive voice.
  • Connect the dots. Make sure all of the pieces of the proposed project clearly fit together and that the project clearly is in keeping with the priorities of the potential funder.
  • Account for inflation in the budget
  • Be specific about vocabulary. Explain exactly what you mean by a term such as “empowerment.”

For federal grants, try to attend the bidders’ conference that the funding department hosts and review the “Questions & Answers” document usually published afterward to be sure you understand all requirements. For more tips, consult the Web sites listed below.

Free and Mixed
Fee-Based Services
Sample Proposals

TGCI Winning Proposals On-Line (Free abstracts, fee for whole proposal)

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