Effective Grant Writing

For YTP 2009-2011

Michael Johnson, U of O
Clayton Rees OVRS
 Important Clues
 READ READ READ READ the details
 Follow directions
 READ READ READ READ the details
 Follow Directions
 Have your staff or administrator read
the draft.
 Involve other administrative staff
 Who is Qualified to Apply for a
Request for Grant Proposal?
 Is an Oregon public school district or
education service district, or a consortium
duly authorized by two or more such
districts to submit a proposal on behalf of
the authorizing districts. See ORS
330.003(2)
 Agree to share the cost of the proposed
Youth Transition Program by providing
matching funds in the amount of one third
(1/3) of the total cost proposed by the
school district.
 .
 Must demonstrate that Proposer meets
the standards to be deemed a
“Responsible Proposer” as defined in
Oregon Administrative Rules (OAR)
125-247-0640(1)(F)(i) through (v).
Access to this rule can be achieved at
the following website:
http://arcweb.sos.state.or.us/rules/OAR
S_100/OAR_125/125_247.html
 Who is Qualified to Apply for a
Grant?
 Matching Funds. In order for OVRS to
draw available federal funds for the Youth
Transition Program, OVRS must receive
cash matching funds from participating
school districts. District matching funds
must:
 Be from a non-federal source, and cannot be
used as match for any other federal funds;
 Must be cash. “In-kind” district resources may
not be applied towards the required match.
 Must equal one third (1/3) of the total grant
budget.
 EXAMPLE:
 Total Proposed Cost of District’s 2009-
11 YTP: $210,000
 District Matching Funds @ 1/3 of Total:
$70,000
 DHS/OVRS Contribution to Total Grant:
$140,000
 Responsible fiscal management of the grant
funds is essential. OVRS expects both fiscal
and program staff to participate in the
development of the district’s Proposal for YTP
grant funds. Consideration for continued
funding may be based on demonstrated
support and involvement of both fiscal and
program staff in the planning,
implementation, and administration of the
grant.
 Students participating in YTP generally: (a)
are enrolled in a school district’s high school
or alternative program, although eligible
youth who have left school prior to
graduation may be included; (b) are, or have
been, entitled to services under the federal
Individuals with Disabilities Education Act
(IDEA), or are receiving disability-related
accommodations under Section 504 of the
federal Rehabilitation Act; and (c) have
applied for state-funded (OVRS) vocational
rehabilitation services.
 CRITICAL SECTION
 SECTION 5 – PROPOSAL
REQUIREMENTS
 READ READ READ READ READ and
FOLLOW DIRECTIONS.
 New vs Continuous
 Pass/Fail Items
 The items listed below will be scored
on a pass/fail basis.
 Proposal Cover Sheet Included
 Proposer meets Minimum Requirements
in Section 2 of this RFGP:
 Budget Included, including budget
narrative.
 Budget includes matching funds in the
amount of one third (1/3) of the total cost
proposed by the school district.
 Pass/Fail Items
 Isan Oregon public school district or
education service district as defined
by statute.
 Proposer meets the "responsible
Proposer" requirements.
 Technical Proposal Format and
Length
 Assurances Signed and Included
(Attachment D)
 Section 5
Proposal Requirements (scored)

 Proposed Program (40%)

 Administrative Support (10%)
 Collaboration with Community Partners (10%)
 Performance (40%) (Includes history of
meeting performance benchmarks and
responsible fiscal management.)
 Essential Writing Tips

Proposed Program (40%)

Starting Date
 SCOPE OF ACTIVITIES
Referral Process

Vocational Goal
Individual Plan for Employment (IPE)

Follow-up Services
 Connection to STW/CRLS

Monitor Performance
Summer Program
Diverse and Underserved Populations
 Administrative Support (10%)
(Section 3.4.3)
•District shall undertake the following actions and provide the following services:
1. Establish qualifications and classification for the Transition Specialist and create a year-
round position, using the typical duties outlined in section 3.4.4. below.
2. Identify a direct contact within the school District to assist in managing the YTP and
supervising the Transition Specialist.
3. When hiring new Transition Specialists, make every reasonable effort to include an OVRS
representative in the interview process, recognizing the spirit of this partnership effort to
provide a new pattern of services.
4. Ensure coordination of activities between the IEP and the IPE.
5. Ensure that the Transition Specialist has the support of the building principal and Director
of Special Education to ensure that each YTP student’s transition goals are achieved and that
the performance measurements of the District can be met.
6. Participate in the OVRS data collection system.
7. Allow the Transition Specialist to attend training jointly sponsored by ODE, OVRS, and the
University of Oregon.
8. Provide required matching funds by the dates specified in the grant agreement.
9. Include administrative staff, e.g., business manager, in the development of the RFGP and
administration of the grant.;
Collab.w/ Community Partners (10%)

Explain Partnership(s)

Letter from Local OVRS Branch

Manager

Letters of Support From Agencies

 Budget

Accurately determine and calculate FTE

Cost effective

Evidence of fiscal management oversight

Accurately calculate match

Clarify with a budget narrative

 BUDGET
 See handouts
 The most important feature of this
piece of the puzzle is ACCURACY!!!
 Anticipate possible increases in wages.
 The Match Game
 How is the match calculated
 ORDER OF SELECTION
 "I sense something, a presence I've not
felt since [1994]“ Darth Vador
 "Perhaps I can find new ways to
motivate them." Darth Vador
 "You do what you can for as long as
you can, and when you finally can't,
you do the next best thing. You back
up but you don't give up." Chuck
Yeager