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Tilley, Herbert T.Preparing Educational Proposals. A Guide forTeachers.National Education Association, Washington, D.C.7633p.NEA Publications; Order Department; The AcademicBuilding; Saw Mill Road; West Haven; Connecticut06516 (Stock No. 1375-1-00; no price quoted)

EDPS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS *Financial Support; Program Budgeting; Program Costs;

Program Descriptions; Program Design; *ProgramDevelopment; *Prograa Planning; *Program Proposals;Research Projects; *Research Proposals

ABSTRACTThis booklet is intended to be a package that

individual teachers and local associations can use in writingsuccessful proposals. It begins with 10 steps that can serve as aguide for formulating a proposal. These steps can be used as agendatopics for working through the proposal process. The next section ofthis booklet details how to write the proposal. It contains thevarious parts of the proposal listed in outline with explanations andexamples. The third section presents criteria for rating theproposal. The fourth section, concerning evaluation and reportingstates that evaluation and reporting of a proposal that is alreadybeing implemented is essential when looking for future funding. Achart showing the major activities that comprise the funding cyclemakes up the fifth section. The final section of this bookletcontains various sources of financial support for funding proposals.(RC)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfichP and hardcopy reproductions ERIC makes available *

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PreparingEducationalA GUIDE FOR TEACHERSby Herbert T. Tilley

National Education AssociationWashington, D C

3

Copyright 01976

National Education Association of the United States

Stock No. 1375.1-00

CONTENTS

Introduction 5

Formulating the Proposal 7

Writing the Proposal 9

Rating the Proposal 20

Points to Remember 23

Evaluation and Reporting 25

The Funding Cycle 26

Sources of Financial Support 28

Bibliography 32

C

INTRODUCTION

Proposals are an important basis for the decisions that

are made by educational funding organizations-both federaland pri%ate. During the past (0 years, the kinds and levels offunds available for educational purposes have become quitecomplex. Unfortunately, there is little available informationon the prep./ration and completion of proposals that wouldhelp teachers and local associations successfully compete forfunding. What follows is not intended to he a comprehensivedocumen: but, rather a package that individual teachers andlocal associations could use in writing successful proposals.

Tht% booklet Includes:

1. Steps for formulating a proposal

2. An outline for writing a proposal

3. Criteria for rating a proposal

4. Suggestions to keep in mind when preparing proposals

5. Sources of financial support.

The 10 steps in the chapter on the preparation of aneducational proposal"Formulating the Proposal"wereculled from requests that teachers made to various nationaland state organizations. Teachers are increasingly articulateabout gaps in knowledge and practice, and arc seeking ex-panded resources to close these gaps. A survey conducted inone state revealed that there is a 40 percent increase of teach-ers applying for grants. The kinds of requests that teachersmake for funds usually relate to the student in the classroomand to the quality of instruction that is or is not being pro-vided.

Some states include in their certification regulationsopportunities for teachers to plan through their local associa-tions those learning opportunities which best meet learningand professional growth needs. Such certification procedurespermit teachers to regulate and develop in the profession, andthese procedures help provide leadership for improving cur-

65

riculum and struction in local school districts. In this wayteachers haw be«itne an integral part of the curriculum deci-sion-making process in some areas of the nation. Local asso-ciations can help by developing proposals that will lead tosolutions to educational problems.

Local teacher associations hale a cunt nuing role as prob-km-solvers. Educational proposals that succeed in obtainingadditional human and financial resources offer one way tosolve local educational problems, but competition for fundsis acute. To ensure success, association members should ex-amine their own expectations before drafting an educationalproposal, and they should hase confider. -e in what they aredoing. The purpose of this booklet is to help teachers pre-pare, write, and implement educational proposals.

6

FORMULATING THE PROPOSAL

The following 10 steps are intended to serve as a guide

for formulating the proposal. These steps might be thoughtof as agenda topics for working through the proposal process.Since man proposals must be submitted by a certain date,these steps could h.ne dates assigned to them and serve as astatement of the scope of work for the local association.

Steps

I. it 1 U conditionst.fe AWconditions desired.

The use of brainstorming, needs-assessment, andgroup discussions can deselop the general area to beincluded in the proposal.

2. Describe the actual conditions as they relate to eachof the ideal «inditions.Completing statements of existing situations for eachof the ideal statements will pros ids a basis for iden-tifying problem areas.

3. List and eyplam the discrepencies between the idealand the real.Brief statements are developed that identify the dii.ferences that exist between the ideal and the real.These statements are used to develop specific objec-ties for the proposal.

4. /dent//V objectives that will resolve the &scrip-jeS.

Each objective is written in concise, specific. state-ments. The objectis es as written provide the basis forresolsing the identified problems. The objectives areplaced in order of importance.

5. Complete the activities to ach Erre fully each objee-twe, and describe generally the resources needed tosolve the problem.

8 7

Ike at nsities and resources needed are stated in gen-t-tat (elms and 1)1a4 ed in paragraph ft)rm.. detailedplan of all of the at tt% dies should he outlined with aschedule of dates for completion of the actUities.

I). COM',fele a de ta lied 101 d jfe I 01 1117011 ?Welled to Com-plete ea( h obieette as le ell as earth 01 the activities.It is .., ntial that sutfit ient detail be included ineach budget so that eac h objectit e and acti%ity willhase adequate financial resources. Each budget itemneeds to be checked with the guidelines and regula-tions from the funding sour( e.

7. hlenttly the (Aperient e. bat ktfround. and respon-stbdtite.s 01 the personnel lia laded 171 the proposal.

As the proposal is planned, the duties and respon-sibilities of all personnel need to be carefully con-sidered. the capability of the local association toimplement the proposal successfully also needs to beanal% /ed.

8. Complete fill eillillat10/1 MOO 01 the propel..

Describe the processes and procedures, including anyinstrument you might select, that will he used todetermine the etent of completion of the objectivesof the project. Determine it there is other informtitm that needs to he incltuled in the ealuation plan.'the evaluation plan needs to pro% ide for the essen-tial information that will he available for preparingand reporting project progress and success.

9. t"..'omp/ete dissemination Mans.

Desch 'l the means for reporting results and progressto the t arious groups in the educational community.

I 0, Comp/ete all Millar 1 statement.

Des( rib.: in detail what will be the anticipated resultsfrom the project when it is successfully imple-mented. Also describe in detail what will result if theprojec t cannot be implemented for lack of funding.

8

WRITING THE PROPOSAL.

Even though there are several different funding sourcesidentified later in this booklet, all of the sources follow abasically similar outline. It is most important, however, toobtain the guidelines and regulations of the funding sourcebefore the final draft of the proposal is written.

The following parts of the proposal are listed in the out-

line below with explanations and examples. (The examples

provided are isolated and come from different proposals; puttogether they would not constitute a complete proposal.)

1. Statement of the problem.

Clear, concise statements of the problem are made.They provide the basis for determining project objec-tives. The problem statements should contain factualevidence that can become the basis for the proposal.

Far example:

A. Teachers have from three to five days yearly forinstructional improvement and professional de-velopment. Increasing amounts of time duringsummer months need to be provided for teach-ers to complete planning, skills, and techniqueimprovement.

B. Students in an elementary school are consistent-ly two years below national norms in readingand mathematics as determined from a rise -yearanalysis ()I achievement records.

C. Many learning resources for students exist in

local towns and cities. Few opportunities existfor the community resources to become an in-tegral part of the school program.

109

II. Reporting of related research and support data.

The proposal will need to explain the local, state,and national research results that support or furtherdefine the nature and relevance of the identifiedproblem. Often the ERIC system* is used to Obtainthis data. Existing o idence that reports what hasbeen done to date regarding the identified problemadds significant strength to the proposal.

For example:

A. A national mine) (such as a Gallup poll) hasconcluded that community members are willingand useful to teachers desiring volunteer assis-tance. The community members need to be care-fully oriented to the school and to the role ofthe community member. Community memberswant to support the activities and respon-sibilities of the teacher.

B. A five-year folkw-up study of the 1 1 th- and12th-grade students in a particular school systemrevealed the following information:

ERIC, the Educational Resources Information Center, is a national infor-mation system designed and supported by the National Institute of Educa-lion, U. S. Department of Health, Education and Welfare. Its purpose isto make available the results of exemplary programs As well as reacArch anddevelopment efforts, and to provide information related to the develop-ment of more effective educational programs. Through a net .irk ofspecialized centers or clearinghouses -each responsible for A particulareducational area, current information is monitored, acquired, evaluated.Abstracted, indexed, and listed in the ERIC system. The reference materialsthat are created as a result of these efforts are available on microfiche andoften tvin be purchased in xeroxed form. By using ERIC's referencematerials, any educator will have ready access to reports of innovativeprograms, conference pros erdings, bibliographies, professional papers, CUPnculum-related materials, and reports of educational research and development. A university library should have an ERIC microfiche collection andan apparatus for viewing t at also makes print-out copies.

I0

111h- and 12th-Grade Students in XYZ School System

Year

1 2 3 4 5

In college 45% 50% 47% 42% 45%

In 35-40 hour work week 40 43 50 53 49

On welfare and/or unemployment 15 7 3 5 6

III. Measurable objectives of the proposal.

Objectives focus on the problem. The objectives indi-cate what the proposal intends to accomplish. Eachobjective needs to specify a specific portion of theproposal.

For example:

A. To interview (451 freshmen and make a deter-mination with each of them of future careergoals by a specific date, giving month and year.

B. To establish a procedure and have it accepted bythe school board that will enable ideas for learn-ing improvements to come from teachers, com-munity members, school board members, andadministrators that will be formally written andincluded in a plan for future improvement of theschool and of the learning that takes place there.

C. To identify and document 135) communitylearning resources available for use in the cur-riculum.

D. Develop a concept paper that will explain howteachers can become more involved in curriculum decisions.

1 2 II

12

E. Identify professional reading needs in oneschool. Locate, purchase, and organize a profes-s:onal library with book, articles, and non-print materials.

N. An explanation of the procedures and activities forsuccessfully completing the identified objectives.

A paragraph-by paragraph explanation of how eachobjective will be accomplished should be included inthe proposal. The paragraphs should be written sothat anyone could look at this part of the proposaland understand how the project will take place.

A second explanation to be completed should indi-cate times, tasks, and costs. This second explanationis sometimes called the management plan or plan ofaction in the guidelines or regulations provided bythe funding source.

An example:

In-Service Staff Development

The project director would be released one-eighth (52 days) of her/his time to provide the lead-ership and coordination needed for accomplishingthe project objectives. The project would be fullyexplained to all of the staff and an assessment ofprofessional development needs would be made.These needs would be placed in priority order, docu-mented, and distributed to all staff members.

An outline would be distributed to all staffmembers providing them with a means to submitprofessional development plans. The plans that aresubmitted would be reviewed by a local associationpanel and funded as based on the priority and avail-ability of funds.

Funded projects for professional developmentwould become a basis for implementing the objec-

.1 3

tives of the proposal that relate to staff develop-ment.

Reports of funded projects and the outcomesfrom each project would be reported to the entirestaff as well as to the community. Concrete evidenceof staff improvements would be reported to thefunding source as well as interested agencies and per-sonnel.

This project will be evaluated as based on theextent that each objective is accomplished. Quarterlyreports will be completed along with a final evalua-tion report.

V. Governance of project.

Each proposal needs to identify how the project willbe administered. The job description of each personreceiving funds from the project needs to be stated.An organizational chart of the school district indi-cating the relationship of the project with the localassociation needs to be also included in the proposal.

The proposal needs to explain the procedures formaking budget decisions. A statement that explainsthe methods and procedures used for the accountingof the funds needs to be included in the proposal.

For example:

A. A project team of teachers serves as the planningcommittee and makes recommendations to theproject director and the local association chair-person of instruction and professional develop-ment. The project director works within theapproved policies of the district and implementsthe project keeping open lines of communica-tion with the association officers, teachers,building principal(s), and district superinten-dent. Periodic progress reports will includecopies to the administration and school board.

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14

The organizational chart showing lines of com-munication and authority are as follows:

SchoolBoard

Superintendent

AssistantSuperintendents

L Principals

Local AssociationProject Director

All funds will be accounted for using approvedaccounting procedures established by theNational Education Association for local associa-tions.

The indirect cost to the local association shouldbe computed accurately.

B. This project wilrbe administered by a team withthe following membership: five teachers andthree administrators. The decisions of the groupwill be made by consensus or majority vote.

The organizational chart showing the lines ofcommunication and authority are:

School Board

Superintendent

15

Project Team

The project will be administercd in accord withthe current policies and practices of the district.Funds will be accepted by the local school dis-trict and dispursed only upon written consent ofthe project team.

Accounting for all project funds will be madethrough the local school district accountinioffice and in accord with approved double-entryaccounting practices.

The indirect cost for the district should be com-puted accurately.

For example: local associations should be in-dependent of school boards and super-intendents.

VI. Personnel involved in the project.

The project members by name, qualification, experi-ence, and responsibilities need to be included in theproposal document. Usually a resume of each personinvolved in the project is suffi'ient. Statements rela-ting to personnel should reflect equal opportun;tyfor project staff, with minorities and women in-cluded in the project.

For example: Project director, teachers, administra-tors, community members, consultants, and evalua-tors.

VII. Facilities and equipment.

An explanation of the facilities and equipment itemsare included in the proposal. Usually equipmentitems are more readily accepted when they arc leasedwith the intent of purchase.

For example: typewriter, calculator, environmentalequipment, room rental, auto lease.

16 15

16

VIII. Budget

Current practices require a detailed breakdown ofeach amount included in the budget. The best prac-tice is to relate each activity proposed in the projectdirectly to a budget item.

For example:

Personnel Costs (percent of time on project, numberof days for each person included in the project).

Professional Training (number of people included inthe training, and an itemized listing of what is in-cluded in the training).

Materials (postage, telephone, paper, books, maga-zines, non-print).

Travel and lodging (cost per mile, lodging costs in-cluding the number of people and number of daysfor lodging).

Consultant Services (names and vita of each con-sultant, if possible. Amount and number of days foreach consultant).

Evaluation and Reporting (number of days for evalu-ation, if an independent evaluation and its costs arcin laded in final reports).

Equipment (include in the lease that the purchaseagreement is dependent on the funding and con-tinued funding of the proposal).

Dissemination (cost of providing a report of the proj-ect with distribution to interested groups).

Indirect Cost (an amount negotiated with the fund-ing source for overhead items, such as depreciationof equipment, office space, lights, power, and serv-ices provided to membership).

IX. Abstract.

First determine whether the entire proposal will orwill not be read. If not, then the abstract may be the

17

most important part of the proposal. The abstractshould clearly state what the proposal will do andhow it will be done. Abstracts are written after theproposal has been completed.

For example:

The p.trts of an abstract that make it a strongabstract are: (I) the need for the proposal, (2) theobjectives, (3) the activities proposed, (4) thegovernance of the proposal, (5) the total budget re-quested with a general summary of how the re-quested resource will be used, and (6) evaluation anddissemination.

Example of an Abstract:

Need

Objectives

ABSTRACT

A great deal of attention has been focusedrecently upon the need for improving ourpublic school systems. Programs have beende%doped which have attempted to changeteat-hers, administrators, and students with-in the public schools. Influence on thesevarious educational sub-groups has been ex-erted at the pre-sen ice and in-service level,and although many educators agree thatin-servic:: education is a good thing, there ismuch disagreement as to the specific natureor focus of those in- service education pro-grams.

In the proposal that follows, particular at-tention has been given to the need forwell-defined in-service programs that willmake improvements in the learning pro-grams for students. The following objec-tkes are included in the proposal:

1817

Activities

1. Each teacher will plan and implementan in-service program that meets a par-ticular need of the teacher or group ofteachers.

2. 1n-service program results will be care-fully evaluated and reported to the en-tire school staff in the district.

The activities to accomplish the objectivesare based on the fact that teachers havediffering in- service needs. A systematic pro-cess will be used by the teaching staff thatprovides for the development of individual-ized in-service programs. These programswill be documented and scheduled on aschool-by-school basis so that some of theactivities will be done on an individual basisand some activities will be completed on agroup basis.

As each of the in-service programs are com-pleted, a demonstration of the results willbe provided through a variety of dissemina-tion procedures and techniques. For ex-ample, video tapes will demonstrate someteaching skills, and open meetings will beheld with community members to reportand show in a classroom situation the re-sults of the in-service efforts.

Governance This project is governed by the local teach-er association and implemented within thepolicies and regulations of the local schooldistrict. The project director is the localpresident and is directly responsible as proj-ect director to the district superintendent.

Budget

18

The total budget requested for the one-yearproject is $18,275. Funds required wouldcover personnel, materials, travel and lodg-ing, evaluation and reporting, and indirectcosts.

19

Evaluation The project will be evaluated by a third-and party evaluator and quarterly reports willDissemination be filed with the project director, superin-

tendent, school board, and funding source.Dissemination efforts will be completedthrough condensed reports as projects arecompleted. A final dissemination reportwill be a document that is presented to in-terested groups in the district, as well asstate and national organizations.

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RATING THE PROPOSAL.

Each proposal submitted is carefully read and rated ac-cording to criteria that is similar to what is listed in thegovernance form below. Usually readers are acquainted withthe area under consideration for funding. A useful exercisefor the local association is to have teachers who have notpreviously read the proposal to read it and then rate it. It isalso useful to have a disinterested person read and rate theproposal. Each item below should be considered andweighted separately.

2120

Low

0 1

Med.

2 3 4 51. The objectives of the project are clearly

stated and capable of being attained by theproposed procedures.

2. The procedures for achieving the objec-tives are appropriate, technically sound,and spelled out in full detail.

3. The proposal includes provisions for anadequate evaluation of the effectivenessof the project and for determining theextent to which the objectives areaccomplished.

4. The procedures of the project appear tobe practical and feasible for rather wideapplication and are of sufficient scopeand duration to make a significantcontribution.

5. Adequate plans are described fordisseminating the results of the project.

6. The project reflects identified needs.7. The person proposed as project

director has a strong background ineducation and related experience.

8. The facilities and equipment forcarrying out the program are adequate.

9. Proposed staff members for the projecthave the necessary skills and knowledgefor the program.

10. The budget is realistic and directlyrelated to the procedures and activities.

11. The estimated cost of the project isreasonable in relation to theanticipated results.

12. The applicant organization is competentin the areas of bookkeeping and accounting

13. Governance of the project is clearlystated regarding budget decisions, com-munications, roles and responsibilites ofproject personal.

Total

Combined Total

Average Score( 13 - Combined Total)

continud on next pep.

21

What your score means.

0 1 Re-conceptualize your proposal and start over.

2 3 Rewrite.4 Sharpen your proposal in the areas where the items received

less than 5.

5 Rush to the post office!

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POINTS TO REMEMBER

The following 13 points are included as information thatis sometimes overlooked in the development and follow-through of the funding c) cle. These points are suggestions foryour consideration.

1. Obtain guidelines and regulations for writing the pro-posal. Thesc may be obtained from the FederalRegister for all federal proposals and from sourcesidentified later in this document for foundations andstate sources. The Federal Register may be found inmany public and school libraries. Information aboutfoundations may be obtained from The FoundationCenter. Sec "Sources of Financial Support," pages28-31, for further information.

2. Carefully check the use of grammar and 'punctua-tion. Excess wording is unnecessary in proposals.Proofread and rewrite rather than submit a sloppydocument.

3. Have some disinterested person read the proposaland carefully consider the comments.

4. The proposal being developed should meet a high-priority need of the organization submitting the doc-ument as well as the funding agency.

5. Work with others who have had projects that werefunded successfully. Develop, if possible, a relation-ship with the agency receiving the proposal. It isbetter to work through one person in the organiza-tion than through many different people in the sameagency or program.

6. Seek as much information about the funding agencyor organization as possible. Often one can learn whathas been funded in the past from the annual reportsand program officers of various foundations.

7. National conventions, institutes, and workshops arcexcellent places to get to know the program direc-

2 423

tors who provide requests and guidelines for futureproposals.

8. Avoid involving personnel from the funding agencywhen you're developing the proposal. This usuallyinvolves a conflict of interest and could cause unnec-essary problems.

9. If you have an idea and would like to see if there areprograms addressing this idea, submit it to someagencies and organizations for their consideration. Aletter of intent to apply for a specific program maybe a good idea.

10. Keep a copy of the proposal. Supply the agency ororganization receiving the proposal with the numberof copies requested and in sufficient time. Send pro-posals by certified mail with a receipt requested orhand carry them to the designated address.

11. Take nothing for granted. You should receive anotice that your proposal has been accepted for con-sideration. Upon request, you may receive the ratingof the readers with their comments. Spend nomoney for the project until the grant award orannouncement has been received. The award orannouncement is the first conclusive evidence thatyour proposal has been accepted.

12. Advice on the proposal can be obtained without costfrom the state education department. Each state hasfederal program personnel that can be most helpfulin proposal preparation for federal and private fund-ing sources.

13. For results for federal funds, send a notice to theappropriate U.S. Representative or Senator. Theirstaff members can help you reach the necessarypeople.

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EVALUATION AND REPORTING

The evaluation and reporting of a proposal that is alreadybeing implemented is essential when looking for future fund-ing. Because the proposal is a contract between the localassociation and the funding agency, it is important to carryout the proposal as agreed to in the acceptance of the grant.If it becomes necessary to make changes in the carrying outof the proposal, it is best to bring the changes to the atten-tion of the program officers of the funding agency beforeimplementing the changes.

Evaluation of projects is becoming more and more im-portant In many cases independent, third-party evaluatorsare mentioned in the proposal guidelines. Evaluation willoften be by the evaluator included in the project. The evalua-tion includes the extent to which the project objectives arecarried out. An audit of funds expended for the project willalso be made.

Evaluation has becorm a means for determining altcrations in the project. In order for corrections to be made inthe project, information has to be made available to deci-sion-makers at the appropriate time. Evaluative data are usedfor future funding and making information available t.t fund-ing agencies for establishing future funding priorities.

Reports are usually required quarterly although it de-pends on the size of the grant and the source of funds. Thereports indicate evaluative data as well as the strengths andinhibiting factors of the project. A final report is requiredfrom 30 to 90 days following the completion of the project.Final reports contain statistical data as well as the impactfrom the completed project.

f (14, t)

25

THE FUNDING CYCLE

The following chart shows the major activities that com-prise the funding cycle. While there are minor activities with-in each of these major events, the chart will give the proposalwriter an idea of the sequence that precedes. the awarding ofa grant.

1

2

3

4

5

6

26

Announcement of ProgramRequesting Proposals

Proposal Development Includingthe Completion of a Document

that Meets the Guidelines

Finalizing the ProposalIncluding Appropriate

Signatures and Assurances

Sending the Proposal orHand Carrying I to theDesignated Address on

Time

Waiting for a Review byReaders with their Comments

If Accepted by the Readersand Program Officers thePossible Revisions in the

Proposal with BudgetNegotiations

27

7

8

9

-10

Negotiated Budget

GRANAWARD

Start Project

Submit Project Reports

6Ir)

27

SOURCES OF FINANCIAL SUPPORT

General Sotirces of Information

Executive Offic, of the President. Office of Management andBudget. Catalog of Federal Domestic Assistance. Annual.Washington, D.C.: GPO, 1975.

A comprehensive listing of all federally supported pro-grams. The listing includes the title of the program, abrief summary of funding priorities and the amount offunds appropriated in the program and dates for proposalsubmission. This catalog may be located at publiclibraries, college and university libraries, state depart-ments of education, and federal offices.

Office of the Federal Register. National Archives andRecords Service, Ceneral Service Administration. FederalRegister. Washington, D.C.: GPO, daily.

All federal programs are announced in the Register.Thirty days must expire after a program is announcedbefore a closing date for proposal can expire. The guide-lines for obtaining applications and guidelines for theprograms as well as the information for submitting a pro-posal are included in the announcement. The Registermay be used in public libraries, state education depart.ments, university libraries, and the state teachers associa-tion.

Renetzky, Alvin, and others.A nnua/ Register of Grant Sup-port. Annual. Los Angeles: Academic Media, 1975. 378 pp.

A well-organized, well-indexed survey of current avail-able grants. Grant support sources include government,foundations, business and professional organizations.Programs are categorized as general, humanities, socialsciences, and sciences. Information includes organization,purpose, eligibility, financial data, and submission of pro-posal dates. Public libraries and state education depart.ments are sources for this document.

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The Foundation Center, compiler. The Foundation Direc-tory. Edition 5. New York: Columbia University Press, 1975.516 pp.

The Directory lists over 5,000 foundations by state. It iscompiled by The Foundation Center, which is an indep-endent agency that provides factual information aboutphilanthropic foundations. There are two main centers:888 7th Ave., New York, NY 10019 and 1001Connecticut Ave., Washington, D.C. 20036. There arealso more than 50 regional libraries located throughoutthe U.S. that are operated by the Foundation for re-search purposes.

30

29

Federal Sources for Funding Specific Areas

Office of the Assistant Secretary for Planningand Evaluation

HEW Office of the Assistant SecretaryNorth Building, Room 4256330 Independence Avenue, SWWashington, DC 20201Bureau of Community Health ServicesDirector, Division of Health ServicesHealth Services Administration, PHS5600 Fishers LaneRockville, MD 20852National Institute of Child Health and

Human DevelopmentNational Institute of HealthWestwood BuildingBethesda, MD 20014

Office of Child DevelopmentPO Box 1182Washington, DC 20013Social and Rehabilitation ServiceHEW South Building, Room 5412330 C Street, SWWashington, DC 20201Department of LaborManpower AdministrationU. S. Department of LaborWashington, DC 20213National Institute of EducationProposal Clearinghouse1200 Nineteenth Street, NWWashington, DC 20208Office of Youth DevelopmentDonohoe Building, Room 1185400 Sixth Street, SWWashington, DC 20024Department of AgricultureFederal Center Building No. 15425 Belcrest RoadHyattsville, MD 20782

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State Sources for Funding ProrosaIs

Each state receives grants from the federal government.These grants have been received from proposals prepared atthe state level. On July 1, 1975, Public Law 93-380 begins totake effect. This law may be obtained from the Congressionaldelegation or from program officers in the U.S. Office ofEducation. Regulations have been published in the FederalRegister that explain the way that Public Law 93-380 will beimplemented. In Fiscal Ycar 1976, 50 per(....t of the fundsthat were appropriated to separate categorical programs, e.g.,Title I, Title II, Title 111, will become part of a consolidationof these categorical programs.

In Fiscal Year 1977 all of the monies for categoricalprograms will become consolidated into Title IV, Public Law93-380. With the changes in the new law, local associations aswell as private non-profit organizations can apply for grants.You can obtain guidelines for application from your statedepartment of education. Each state has federal program per-sonnel who can assist in meeting the funding needs of thelocal school districts.

3 2

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BIBLIOGRAPHY

Havelock, R. G. A Guide to Innovation in Education. AnnArbor, Mich.: Institute for Social Research, Center forResearch on Utilization of Scientific Knowledge, Univer-sity of Michigan, 1970.

Kratwohol, David R. How to Prepare a Research Proposal.Syracuse, N.Y.: Syracuse University Bookstore, 1965.

Ryan, Charles W..1 Handbook of Funding Resources. Boston:Houghton Mifflin Company, 1974.

Social Research Group. Where to Send Grant, Contract, andProgram Proposals. Washington, D.C.: The George Wash-ington University, 1974.

Tilley, Herbert T. I)ez'eloping a Concept Paper for Fundingan Educational Idea. Vermont: Department Press, 1974

U. S. Department of Health, Education and Welfare. .1Manual for Project .1pplicants and Grantees. Washington,D.C.: GPO, 1972.

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