Company LOGO What Can the Data Tell You? Adventures in Finding Funding

What We’ve Learned US Gov’t $ to schools $ to LEAs $ to States $ to US DoE Federal Funding

This Activity Will  Help you to determine the data to consider  Help you to qualify leads  Help you to create a game plan

State of Illinois  $842.8 million in Title Funding from the Federal Government  $523.1 million is earmarked for Title I Funding.

NCLB Allocation

Chicago - Profile  Large, urban  84% poverty  25% ELL  16% dropout rate  429,000 students Source:

Chicago - Funding  $52,521,514 in competitive grant funding in FY 2004  State and local competitive funding has decreased  Competitive federal funding has increased  Office of External Partnerships

Competitive Funding in Chicago  80% - federal government  15% - State of Illinois  5% - private foundations

Champaign - Profile  Mid-sized, urban  37% low income  1% ELL  Performing at state average or just above Source:

Champaign – Funding  $80,000 in Title II, Part D Entitlement Funding  25% for professional development  $520,000 in Title II, Part A – Teacher Quality  Champaign Urbana Schools Foundation  No staff grant writer

Winnetka - Profile  Small, suburban  0% poverty  0% ELL  94% of students meet or exceed requirements of state tests  Winnetka Public Schools Foundation Source:

Winnetka - Funding  $35,000 in Title II, Part A funding for Teacher Quality  $0 for Title II, Part D funding for Enhancing Education Through technology (EETT)  $0 for Title I  Have received grants from local foundations

Fairfield - Profile  Small, rural  40% poverty  0% ELL  10% classes not taught by qualified teacher  School-wide Title One  Test scores at or above state averages Source:

Fairfield - Funding  $10,934 for Title II  $40,487 for Title I  Grant for facilities repair from federal rural schools fund

Huge Urban Districts  Advantages  Qualify for many grants  Culture of change  New programs  Pilots  Technology  Disadvantages  Can pursue grants without assistance  Can “home-grow” programs

Mid-size, Urban Districts  Advantages  Qualify for many grants  Culture of change  No one who writes grants exclusively  Disadvantages  Admin wear many hats  Management issues

Suburban Districts  Advantages  Have money and infrastructure  Many teachers are familiar with PBS TeacherLine  Disadvantages  Do not qualify  Very little state and federal support  Everything seems to be working…

Rural Districts  Advantages  Qualify for many grants  May need help  Interested in change  Disadvantages  Proximity  Overwhelmed  Low numbers of teachers

Quantity v. Quality “Quantity” criteria  Formula grants?  Competitive grants?  Number of students?  Number of computers?  Teachers who are not considered “highly qualified”?  How well is technology integrated?

Quantity v. Quality Quality Criteria:  Is there a climate of change?  Do they have personnel who handle competitive grants?  Is the district a reliable client?  Is proximity an issue?

Qualify  Think about the districts with which you work or wish to work with:  Do these districts qualify for grants?  Will they be looking for assistance?  Is there a culture of change?  Do they have the resources to pursue and implement grant-funded programs?

Strategize  Who’s in charge here?  Title One Director  Director of Professional Development  Assistant Superintendent  Director of Technology  Building Principal

Process Quantity Quality Qualify How much money are they eligible for in formula grants? How interested are they in making change? Who do you talk to about grants? Are they eligible for competitive programs? Are the numbers big enough? Do you trust they can pull it off? How good is the infrastructure? Can PBS TL satisfy needs? How do you create program, budget, evaluation, etc.?

Process Steps for Writing Proposals with School District Partners CUSTOMER PARTNERSHIP PROCESS Implement and evaluate success Complete a winning proposal Evaluate options Identify school needs Determine requirements GRANT WRITING TOOLS ProspectingQualifyingProposalDecision Deliver Probe and assess needs with school/district Create a presentation that maps product/service to school needs Deliver proof to school/district that needs can be met Initial school/district identified Partnership vision and access to administrators OUTCOMES/GOALS GRANT WRITING PROCESS STEPS PROPOSAL PROCESS ACTIVITIES AND MILESTONES Generate new prospects (via referrals, networking, conferences). Look at existing customer base for eligibility Identify willing administrator within target school/district Evaluation plan to demonstrate to administrators your ability to meet their school needs Assess potential (competitive and discretionary programs the school qualifies for) Draft a grant proposal with the school Negotiate terms and conditions Complete the grant proposal Complete the work (deliver the professional development) Follow-up with the customer Engage in ongoing evaluation Agreement reachedGrant proposal submitted Successful grant program High Needs LEAs list NCLB report cards Marketing Materials Grants Presentation SBR documents NCLB requirements Course syllabi Grant narrative (boilerplate and customized) Grants toolkit Sales and Marketing materials Phase 1Phase 2Phase 3Phase 4Phase 5 Program evaluation materials Ongoing communication with the school/district and the teachers involved in the program

Activity  Assess  Formula  Competitive  Discuss Profiles  Prioritize  Strategize  Who will you contact?  What will you present/propose?  Report