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Writing a Successful Earmark Proposal

Writing a Successful Earmark Proposal

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SF 424

4/30/04

x

Building Better Communities, Inc.

400 W. Broadway Blvd. Anytown, State 12345

Joe Brown, 505.123.9876

1 2 3 4 5 6 7 8 9 N

Non-Profit

Communities In Charge of Jobs 1 7 2 4 6

6/1/04 5/31/05 District 5, State District 5, State

272,618

272,618 x

Kyle K. Knight Executive Director 505.123.9876

Kyle Kn ight 4/30/04

Department of Labor Employment and Training Administration

x

Anytown, State.

Non-Profit Corporation

DUNS# 98765

*

* The period of performance is 12 months from the date of execution as decided by the Grant Officer

Grant

GRANT Grant

Additional information –DUNS #

15a. Federal = Earmark fundsNO MATCH

Original signature Additional Information

– period of performance can range from 12 to 24 months

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1. AbstractBuilding Better Communities, Inc. (BBC) is a Washington, D.C.-based nonprofit organization. BBC provides education and training services to individuals living in the Bantam Empowerment Zone (EZ). Our partners in the proposed Communities In Charge of Jobs project include DEF Manufacturing, a paper manufacturer located in the EZ, as well as ABC Education Services, a training and development nonprofit organization. In Communities In Charge of Jobs, BBC is the applicant and fiscal agent. BBC will provide project management and oversight along with participant enrollment and case management services. DEF Manufacturing will recruit workers and make referrals for training, participate in high-tech curriculum development, and provide space, equipment, and some instruction. ABC Education, in addition to providing referrals, will develop the curriculum and also coordinate, schedule, and instruct training to include ESL and basic education.

Who – the proposer and project partners

The Abstract also includes information about: What are the project objectives? Why is the project necessary to the community? How will the services be delivered?

1. AbstractSEE PROPOSAL GUIDE, SECTION 1, for detailed instructions and examples. Recommend one page. ANSWER these questions:WHO are the proposer and project partners? Provide applicant organization name. Briefly describe roles, contributions of key partners, providers, substantial contributors. Recommend a paragraph or less.WHAT objectives do you intend to accomplish? Include short goal(s) statement and overview of objectives. Recommend a paragraph or less.WHY are you implementing this project? Describe the community need addressed by project. Use facts to support the need statement. Recommend a paragraph or less.HOW will you deliver services? Discuss approaches to training. How will services, not part of this grant, be provided? Mention any unique feature of your service methods or delivery mechanism. Recommend one or two paragraphs.

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Who

1. Abstract (continued)

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What

Why

How

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2. Statement of Need A. Description of the Issue

B. Description of the Target Area

C. Economic Information

D. Socioeconomic Information

A. Description of the IssueDESCRIBE the issue. Recommend a paragraph or less.

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B. Description of the Target AreaDEFINE geographic boundaries. Describe the physical and social features of the area being served that affect the need for services or strategies being used. Recommend a paragraph or less.

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C. Economic InformationOccupations to be Trained Growth Forecast Average Wage

Area Companies Experiencing Labor Shortages in the Targeted Occupations

Robotics Technicians +6% $15.30/hour DEF Manufacturing

QRD Manufacturing

Electronic Assemblers +3% $11.00/hour DEF Manufacturing

Bantam Manufacturing

A table is one way to display the information: Format depends on the needed information

Growth information may be available from Chambers of Commerce Do the wages justify the training expense? Is there a need in the community?

C. Economic InformationDESCRIBE principle employer needs and conditions relevant to the project. May use the table below to display information, and add a short written narrative if necessary. Information should link to project goals and objectives. Recommend one page or less.

Occupations to be Trained Growth Forecast Average Wage Area Companies Experiencing Labor

Shortages in the Targeted Occupations

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C. Economic Information (continued)

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Subject Target Area

POPULATION +6%

Total Population 45,000

INCOME

Median Household Income $22,758

POVERTY

Persons w/ Income Below Poverty 22.8%

Families w/ Income Below Poverty 19.1%

EDUCATIONAL ATTAINMENTFor adults age 25 and up

Less than 9th grade 9.9%

9th to 12th grade, no diploma 15.7%

High school graduate (includes GED) 21.3%

Some college, no degree 22.7%

Associate degree 8.7%

Bachelor’s degree 13.9%

Graduate or professional degree 7.8%

EMPLOYMENT STATUS

Unemployment Rate 28%

OTHER

All information can be obtained from the Census

Table provided in the template Can add information either in

table or narrative format

D. Socioeconomic Information

Target Area Demographics

Subject Target Area

POPULATION

Total Population

INCOME

Median Household Income

POVERTY

Persons w/ Income Below Poverty

Families w/ Income Below Poverty

EDUCATIONAL ATTAINMENTFor adults age 25 and up

Less than 9th grade

9th to 12th grade, no diploma

High school graduate (includes GED)

Some college, no degree

Associate degree

Bachelor’s degree

Graduate or professional degree

EMPLOYMENT STATUS

Unemployment Rate

OTHER

DESCRIBE principle employer needs and conditions relevant to the project. May use the table below to display information, and add a short written narrative if necessary. Information should link to project goals and objectives. Recommend one page or less.

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D. Socioeconomic InformationTarget Area Demographics

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3. Performance MeasuresPERFORMANCE MEASURES TABLE

PERFORMANCE MEASUREEXPECTED LEVEL

OFPERFORMANCE

ACTUAL

LEVEL OF

PERFORMANCE

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4. Statement of Work A. Target Group to be Served (Participants)

B. Services To Be Provided

C. Work Plan

D. Utilization

E. Research/Evaluation Component

F. Phase-Out Plan

A. Target Group To Be Served (Participants)

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STATE specifically who will be trained. Selection should be connected to the need. Include special skill needs if appropriate (example: basic math). Recommend a paragraph or less.

1. Description

DISCUSS how number to be served is supported by size of potential pool of candidates. Recommend a paragraph or less.

2. Rationale for Selection

DISCUSS services needed as indicated by data. Discuss how participants will gain access. Recommend a paragraph or less.

3. Needs and Other Services

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Service Component Location

(When & Where) Delivery Method

(How) Responsible Partner

Outreach and Recruitment

BBC and other sites. Times vary.

• Employer presentations • Outreach visits to UI Office, One-Stop

• BBC

Basic Education BBC classroom/DEF Manufacturing times vary.

• Customized according to skill • Offered in cohorts of 5 • Uses job vocabulary as curriculum.

• BBC

Technical Training DEF Manufacturing7 – 11 a.m., M – Th;7 – 9 p.m., M – Th

• Contextual • Computer-assisted • Self-paced • Testing is by demonstration • Open entry/exit.

• ABC Education Services

• DEF Manufacturing

Supportive Transportation Services

Public bus stop at DEF Manufacturing

• Need determined at enrollment • Referred to One-Stop for co-enrollment

in XYZ and bus passes issued.

• BBC (referral) • One-Stop (supportive

services)

May be expressed as a narrative rather than a table The Service Overview identifies each service, who provides the service, the

location, and how the service is delivered Contains information about services not provided by the Earmark grant

B. Services To Be Provided1. Description of Services

Service Overview

DISCUSS each service (even those not paid for by grant), who provides, when, where, delivery methods. May show in chart/matrix. Recommend one page or less.

Service Component Location

(When & Where) Delivery Method

(How) Responsible Partner

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B. Services To Be Provided1. Description of Services

Service Overview

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B. Services To Be Provided1. Description of Services

Service Overview (continued)

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2. Services Flow ChartOutreach

and Recruitment

Pre-Enrollment

Services

Enrollment Assessment

Basic Education

Skills Testing

Basic Education

Testing

Program Program

Program Program

Certification/Skill

Standard

Placement

Follow-UpLeft Program Exit and Refer

Training

Services Flow Chart is required

2. Services Flow ChartPROVIDE a project flow chart.

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3. Partner/Collaborator ParticipationLetter of Commitment

March 30, 2004

Mr. Joe Brown, Project Director Communities In Charge of Jobs Building Better Communities, Inc. 400 W. Broadway Blvd. Anytown, State 12345

RE: Letter of Commitment

Dear Mr. Brown:

ABC Education Services is pleased to partner with you in providing adult basic education services for your clients in the Communities In Charge of Jobs project.

Because of our past experience working together on other demonstration projects, as well as our mutual experience in developing contextual basic education, our organizations already have well-developed assessment and referral procedures. These procedures will prevent us from duplicating services, such as testing participants twice.

Our organization will provide the following services for your project:

• Office space for your staff to conduct outreach and recruitment • Referrals • Academic testing and counseling

I am personally excited by this opportunity to expand and improve our mutual work.

Sincerely,

Jane Smith, Executive Director ABC Education Services

Partner Name Commitments of time

and other resources

DISCUSS partner commitments, including services delivered by partners. Refer to any Letters of Commitment. Recommend ½ page or less.

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3. Partner/Collaborator ParticipationLetter of Commitment

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C. Work PlanObjective Task

Start-Up

Year 1 Year 2Phase-Out

Staff Responsible How Measured1 2 3 4 1 2 3 4

Start-UpProject is fully staffed and equipped; financial and administrative systems are in place.

Hire or transfer staff. X X Executive Director, Project Director

Equipment listed in proposal is on-hand; staff members listed on organization chart are working in the project.

Lease or purchase equipment.

X X Executive Director, Project Director

Outreach & RecruitmentOutreach efforts reach a sufficient number of potential participants, and from those individuals the project’s training slots are filled.

Send letters to profiled workers identified from unemployment list.

X X Case Managers, Administrative Assistant

Outreach efforts reach an estimated 210 individuals; 80 individuals are recruited and agree to participate in intake & eligibility processes.

Case Managers visit five locations daily where participants are likely to be present.

X X Case Managers

Intake & EligibilitySufficient number of participants complete intake & eligibility processes and are determined eligible for the project’s services. Eligible individuals complete assessment and are placed in appropriate education activities.

Participants complete intake & eligibility.

X X Case Managers, Administrative Assistant

70 participants successfully complete intake & eligibility processes and assessment activities. Appropriate support services referrals are made.

Perform participant assessments; make support services referrals.

X X Case Managers, Instructor

Place participants in basic education, ESL as determined by assessment.

X X Case Managers, Instructor

EvaluationEvaluation activities promote quality management and meet DOL requirements for an evaluation.

Select Evaluator. X Project Director Evaluator contracted; plan reviewed and data sources validated; report submitted to DOL.

Review evaluation plan for completeness and accuracy.

X X Evaluator

Submit final report. X Evaluator “Objectives” and “How Measured” are the same as those listed in 3. Goals/Objectives

Work Plan allows for Start-Up and Phase-Out tasks List each task Include “Evaluation” as an objective

C. Work PlanCOMPLETE a Work Plan such as the chart below. Take objectives directly from written Section 3. Twelve-month projects do not include Year 2 in Work Plan. Be sure to list all critical tasks, including Start-Up tasks such as hiring staff or executing subcontracts.

Objective Task Start-Up

Year 1 Year 2Phase-Out

Staff Responsible How Measured1 2 3 4 1 2 3 4

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2. NarrativePROVIDE basis/rationale/logic for tasks and timeline. Recommend one page or less.

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F. Phase-Out Plan

Date Grant Begins Grant End Date1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

There are Start-Up and Phase-Out periods There are activities and reports to be completed after the grant ends Example is for a 12 month project. Include a narrative explanation of your

Phase-Out plans Sustainment activities should also be addressed in the narrative

F. Phase-Out ScheduleDESCRIBE strategy for concluding current project activities. Will project be sustained? How will sustainment plan be developed? Outline role of project partners in sustainment efforts. When planning, consider activities that will be completed after end date of project. Indicate time frame for Phase-Out activities. May use diagram. Recommend four paragraphs or less.

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5. Personnel A. Staffing Level Rationale

B. Key Staff

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Executive DirectorKyle K. Knight

Building Better Communities, Inc..2 FTE

Project DirectorJoe Brown

Building Better Communities, Inc.1.0 FTE

Business ManagerEdwina Smith

Building Better Communities, Inc..2 FTEAdministrative Assistant

Cynthia HillBuilding Better Communities, Inc.

1.0 FTE

InstructorTrisha Maitlin

ABC Education Services1.0 FTE

Case ManagerTo Be Hired

Building Better Communities, Inc.1.0 FTE

Case ManagerSue Swift

Building Better Communities, Inc..75 FTE

Communities in Charge of J obsStaff Organization

Coordination

Supervision

CoordinationCoordination

SupervisionSupervision

Sometimes relationships are coordinating rather than direct supervision. May also have contractual relationships

A. Staffing Level RationaleOrganization Chart

DISCUSS basis for number of staff. If using staffing ratios (for example, 1 teacher to 15 participants), detail the ratios. May include organization chart. Ensure adequate staff to complete the work. Recommend one page or less, including organization chart.

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A. Staffing Level RationaleOrganization Chart

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B. Key Staff

Position Staff Assigned % Assigned to

Project Relevant Qualifications

Project Director Joe Brown 100% Managed employment and training programs for 16 years. Master’s degree in social work.

Case Manager Sue Swift 75% Case manager for Taking Charge for 3 years. During that time her participants had the lowest attrition rate of any caseload.

Key staff are individuals who possess a type of expertise or credential necessary for the project to be successful

May need to hire for the staff positions Staff may be part-time

B. Key StaffIDENTIFY key staff by name, most relevant qualifications. If hiring, list qualifications desired and hiring process. Put resumes and job descriptions (for unfilled positions) in Attachment B. Recommend one page or less.

Position Staff Assigned % Assigned to

Project Relevant Qualifications

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Job Position/Staff Assigned/Organization

Major Duties & Responsibilities Relevant Qualifications

Project DirectorJoe BrownBuilding Better Communities, Inc.

• Administer the project; supervise staff • Direct efforts toward sustaining the project • Coordinate with the local workforce system

• Master’s degree in social work • Sixteen years’ management

experience with employment and training programs

• Previously managed Lifeline, a project that won the Governor’s Award for Excellence

Case ManagerSue SwiftBuilding Better Communities, Inc.

• Conduct outreach and recruitment • With student, develop employment plan • Make referrals to community resources • Manage followup (graduate) program • Interact regularly with students and staff to

assure satisfactory project participation and completion

• Bachelor’s degree in social work or related field or equivalent experience

• Three years’ case management experience

• Experience working with a staff team to implement a comprehensive project

InstructorTrisha MaitlinABC Education Services

• Instruct GED preparation course • Using applied academics concepts,

connect onsite and classroom learning

• Bachelor’s degree in education or related field

• Three years’ teaching experience with adults

• Experience working with applied academics

Pertinent information from job descriptions In certain situations a list of the individual’s qualifications can take the place

of a resume

B. Key StaffKey Staff Responsibilities & Qualifications

IDENTIFY key staff by name, most relevant qualifications. If hiring, list qualifications desired and hiring process. Put resumes and job descriptions (for unfilled positions) in Attachment B. Recommend one page or less.

Job Position/Staff Assigned/Organization

Major Duties & Responsibilities Relevant Qualifications

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B. Key StaffKey Staff Responsibilities & Qualifications

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Resources Required

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Gap AnalysisResource Required Community Resources Grant