Spread sheet budget (AllRoundBest tutor)

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CHAPTER NINE Sample Proposals

This chapter presents seven actual proposals that successfully won federal, state, and foundation grants. The first proposal was submitted by the Midwest Music Fest to the Winona Fine Arts Commission in Minnesota. The second was submitted by the Winona Dakota Unity Alliance to the Elizabeth Callender King Foundation in Minnesota. The third was submitted by the Gundersen Lutheran Medical Foundation to the Will Rogers Institute-Variety Children’s Charity of Wisconsin. The fourth proposal was submitted by the Winter Park Day Nursery to the Winter Park Health Foundation in Florida. The fifth proposal was submitted by the Mentor Parent Program in Pennsylvania to the U.S. Department of Education. The sixth was submitted by the La Crosse Medical Health Sciences Consortium to the Strategic Prevention Framework State Incentive Grant Program in Wisconsin. The seventh proposal was submitted to the U.S. Department of Homeland Security Assistance to Firefighters Grant Program by Lancaster Emergency Medical Services Association in Pennsylvania.

You will note that the last three grants, all submitted to either a federal department, federal agency, or state program, tend to have longer narratives and are more complex than the other four grants. The Winona Fine Arts Commission application is relatively short and took far less time to write than the others.

These seven examples were chosen to illustrate the vast differences between the formats of proposals and funder specifications. They are concrete, real examples of proposals that combine the art of proposal writing with the technical aspects of what the funders were looking for.

These proposals are not perfect—they never are! However, the reviewers felt that each applicant responded clearly to the RFP or guidelines and presented a project they felt was worthy of being funded.

PROPOSAL #1

Form name:	On-line grant application
Date Submitted:	03/01/2010
Form type:	Email

Contact Name	Samuel Brown
Address
Phone
E-mail	[email protected]
Title of Project	Mid West Music Fest
Project Location	throughout downtown Winona
Amount Requested from the Fine Arts Commission $	$4,000
Will the FAC receive any funds from the project?	Yes
Approximate amount of funds the FAC will receive.	40% of profits generated
Please check the deadline you are submitting this application for:	March 1
Please provide a brief description of your project. (150–200 words)	Mid West Music Fest (MWMF) is a music festival scheduled for JULY 30–31, 2010. MWMF will be a fundraiser for both the WFAC (pending approval) and Semcac Head Start in Winona. This event will serve as a platform for musicians, artists and their fans to celebrate the diversity of music in the Winona community. The event will encompass multiple venues in local businesses downtown Winona. Along with live music the event will feature music workshops, hands on demos, arts and crafts and musical programming for both children and adults. It will feature local, regional and national musical talent. We will also invite local visual artists to show their work during the festival.
Experience	During my years as a college student I was involved in organizing our school’s music festival. My senior year of college I was elected as the festival’s president by my peers. During my time as president we were able to take the event to the next level. We became very organized and showed the university that we were serious about raising the quality of the event. We doubled the budget from $7,500 to $15,000 in funding from our school, and topped over $20,000 in total our total budget. During my senior year of college I began working for a nationwide concert production company. They offered me a full time position upon graduating and I worked at the company for two years. I also helped with the coordination of two similar events in Salem, OR. Both of these events were awarded grant money and had 10+ venues with 75+ acts performing, each. Event Budget: Revenues: Sponsorship $8,000 Grants $5,000 Admission Fees $9,000 Merchandise $1,000 Total $23,000 Expenses Permits $2,000 Advertising $8,000 Contracts $10,000 Contingency $3,000 Total $23,000 income:
Budget	Please note: the following figures are subject to change based on our needs for the festival. All-access wristbands will cost $30 in advance, $40 once the festival starts. Admission for individual shows will range from $5–$15 depending on each show’s expenses. Donation cans will be set out at all shows. We will sell merchandise for the event as well (Tee Shirts, Posters etc.) amount requested from WFAC: $4,000. Matching funds—I am confident that we can get a matching donation either from another grant or private donors. We have several other foundations in mind that we will approach for funding. In-kind—Part of the model for this event will engage AmeriCorps members from my corps, giving us a large source of in-kind hours from very capable driven individuals. Most of our members are placed in schools, meaning once school is out we need to become creative to find ways to put our hours in. I believe many members would be excited to help out in bringing this event together. In-kind donations will be sought for advertising and contracts line items, specifically newspaper, radio, television, internet, outdoor and printed advertising and talent fees, rental equipment, venue rental, accommodations, beer, wine, cider, specialty foods, and restaurants contracts. Special Request—That the Fine Arts Commission supports a waiver of the rental fees for city-owned venues.
Partial funding	At this point funding is critical to the project due to its importance for securing additional funding. If the amount is reduced, we will reduce advertising, contracts or try to raise additional funding elsewhere.
Additional information	I have already begun to assemble volunteer committee chairs to make this event possible. I presently have seven individuals, also volunteer, who have taken on responsibilities, including two AmeriCorps members, three Winona State students and two community members.
Name, Title (if applicable) & date	Samuel Brown, Program Director / Founder, March 1 2010.

PROPOSAL #2

ELIZABETH CALLENDER KING FOUNDATION

Proposal

Courtesy of the The Winona Dakota Unity Alliance.

Purpose of the Organization

The Winona Dakota Unity Alliance (WDUA) became a 501(c) 3 in January of 2006. The mission of the WDUA is to promote and support the reconciliation process between the people of Winona, MN and the people of the Dakota nation through cultural and educational exchanges. In order to accomplish its mission, each year since 2005, the WDUA has held a Gathering and Homecoming Weekend in early June and invited the people of the Dakota Nation to attend. This event, which has grown each year, consists of a variety of traditional Native American activities including talk circles, learning tents, moccasin tournaments, Unity feasts, storytelling, a blended spiritual service, a grand entry and dancing.

In addition to the Homecoming Weekend, the WDUA also works with the City of Winona to improve life on the Crow Creek and Santee Reservations and sponsors, in conjunction with other community partners, collections of clothing, appliances, furniture and toys for the Dakota people in Nebraska, North and South Dakota, Montana and Canada.

Organization’s Staff and Directors

The WDUA is an all volunteer organization. Our current board members include:

Ron Luchau, President

Denis Carter, Vice-President

Gail Bradbury

William McNeil

John Borman

Jerry Kellum

Ed Lohnes, Jr.

Ken McCullough

Carol Davitt

Bunny Welle

Eric Sorenson

Terry Goldman

Leonard Wabasha

Deb Ward

IRS Determination Letter

See attached

Current Operating Budget

Advertising/Promotion	$ 7,500.00
Housing	15,000.00
Facilities	5,500.00
Encampment	10,000.00
Language and Genealogy Camp	7,000.00
Spiritual Service	500.00
Moccasin Tournament	6,000.00
Wacipi	25,000.00
Food	12,000.00
Vending	400.00
T-shirts for participants	3,000.00
Annual Meeting	1,500.00
Supplies	400.00
TOTAL

Project Description

The project is the Seventh Annual Great Dakota Gathering and Homecoming hosted by the Community and City of Winona and it is the center piece of the activities of the Winona Dakota Unity Alliance in our efforts to continue to create and sustain the developing relationships with the people of the Dakota Nations. Our vision is to continue the reconciliation process initiated at the first Gathering in 2004 by promoting truth, understanding and continued cultural interaction.

We will hold the Gathering at the newly developed Unity Park site. This year, at the Gathering, we will emphasize the importance and the role of youth in Dakota culture through education and genealogy camps and related activities. We are planning two dancing sessions with grand entries both days, a blended spiritual service and daily breakfasts and Unity Feasts which will be provided to all in attendance. There will be a Bob Bone Winona Dakota Moccasin Tournament in honor of our deceased elder and friend from Sioux Valley, Manitoba.

One of the features of our Gathering that has been most appreciated by the visiting Dakota is the sincere hospitality of our community. Their reception in Winona is always truly warm and friendly; the excellent food and unanticipated lodging we provide are further evidence of our sincere welcome. Our efforts have always emphasized the importance of involving the elders and wecontinue that focus. We anticipate housing significantly more elders and participants this year and have increased our lodging budget. This year we hope to limit the number of motel rooms while continuing to utilize housing at local higher education institutions and to encourage camping at both Unity Park and a local campground.

The history of the Dakota Nation people and Winona stretches back to the late 1800s. The Dakota people were the first inhabitants of what would later become the city of Winona. In the late 1800s, a series of tragic events occurred which resulted in the Dakota people being literally “run out of town” by the new White immigrants and being murdered in Mankato. The Annual Homecoming Weekend is an ongoing effort to promote truth and reconciliation between the Dakota people and the current residents of Winona. It is also an opportunity to develop and nurture new relationships built on mutual respect, admiration and an awareness of the Dakota culture.

The success of the Homecoming Weekend is measured in several ways including: (1) the number of individuals who return to the event on an annual basis; (2) the number of new attendees at the event; (3) the verbal feedback we receive from attendees at the event; and (4) the suggestions and comments we receive from the Dakota elders about ways to promote Dakota culture at the event.

Proposed Project Budget

The WDUA’s operating budget is comprised almost entirely of expenses related to the Gathering and Homecoming Weekend including advertising, housing, food, facilities, encampment, the moccasin tournament and Wacipi (a social gathering where people have the chance to watch and practice traditional dances). On the budget listed above, all of the expenses are related to the Homecoming weekend except the Annual Meeting ($1,500.00) and supplies ($400.00) line items.

Amount of Support Requested

We provide all of the meals during the Homecoming Weekend in keeping with the Dakota tradition of feeding people if you invite them to attend an event. We are requesting $5,000.00 from the Elizabeth Callender King Foundation to support our food costs for the Homecoming Weekend. These funds will be used to provide breakfast, lunch and dinner on Saturday, June 5. It is also Dakota tradition to enjoy a meal in someone’s honor and we would like to ask that the Foundation allow us to dedicate Saturday evening’s meal to Elizabeth Callender King,

We will purchase food a day or two prior to the start of the Homecoming Weekend on Friday, June 5. We would appreciate receiving funds by the end of May, if possible.

Other Sources of Support

Winona Foundation	Committed	$6,000.00
MN Arts and Cultural Heritage Fund	Pending	$10,910.00
Works of Justice Fund	Pending	$5,000.00
William McNeil Family Fund	Committed	$7,000.00
MN Dakota Tribes	Pending	$20,000.00

The City of Winona has generously contributed support for prior Gatherings, however, due to budget constraints, will not be able to contribute to this year’s event.

PROPOSAL #3

WILL ROGERS INSTITUTE

Education for Today.

Research for Tomorrow.

The Will Rogers Institute is committed to helping hospitals save the lives of premature infants, who are in desperate need of pulmonary care. Our mission is to help as many hospitals as possible purchase equipment needed for pulmonary critical care and fund life saving critical care pulmonary programs, serving the premature infant population.

If approved as a grantee, the WRI will provide you with a grant that is restricted for the purchase of neonatal ventilator equipment or funding for a specific neonatal pulmonary related program. The grant cannot be used towards a fundraising campaign, unless the campaign is restricted to the neonatal intensive care unit.

DUE DATE FOR APPLICATION: JULY 2, 2010

Hospital Information

Name of Organization:	Gundersen Lutheran Medical Foundation
Contact Person:	Amy Rewertz
Title:	Business Program Manager, Pediatrics
Address:	1900 South Avenue, FBO-004
City:	La Crosse
Phone:	608-775-2643
State:	WI
Zip:	54601
Email:	[email protected]

Funding Request

Please provide us with the following information:

· 1) Funding amount requested (maximum $50,000): $45,427 (based on quote for 2 Puritan Bennett Ventilators)

· 2) Equipment or services to be provided by funding: Two Puritan Bennett Ventilators—model 840

· 3) Impact of funding/number of infants directly affected: Below is the total number of days in 2009 and January through June of 2010 that we had babies in the NICU on ventilator support. We also included babies on nasal CPAP as the machines we are requesting will also be able to deliver CPAP.

	January–June 2010	2009—total
Infant Ventilator Days	70	244
Infant Nasal CPAP Days	97	525

· 4) Are matching funds available? If yes, please explain: Matching funds are available from Children’s Miracle Network for costs not covered by this grant.

Overview

Please provide us with a brief overview of your hospital including the following specific areas of interest.

· ■ Organizational Overview: Gundersen Lutheran Health System, which is physician-led, employs about 6,000 people who support more than 450 physicians and 280 associate staff. We have more than 20 rural clinics located throughout our tri-state service area. Our private, non-profit, state-of-the-art teaching hospital is located in La Crosse, WI and has 325 licensed beds and a multi-specialty clinic. As a teaching hospital, Gundersen Lutheran physicians, nurses, therapists and counselors share their expertise with resident and student doctors, student nurses, paramedics and other healthcare professionals. We view teaching as an opportunity to influence the next generation of practitioners and constantly improve the quality of patient care in the communities we serve. In addition to a focus on primary and preventative care, Gundersen Lutheran has a full range of specialty care and the expertise of some of the leading specialists in their fields at our Heart Institute, Neuroscience Center, Center for Cancer and Blood Disorders, Norma J. Vinger Center for Breast Care, New Life Family Center and Eye Institute. Our Health System has been consistently ranked in the upper 5% of hospitals in the country. In 2009, we had 1,563 live newborns at our hospital in La Crosse, WI. Our Level IIIb NICU at this hospital is a 12-bed unit that is managed by a team of RNs, Nurse Practitioners, Physician Assistants and Neonatologists. We care for babies with most medical conditions, including heart and respiratory problems, infections and birth defects.

· ■ Geographic and socio-economic status of patients in your service area: We provide patient services in 19 counties throughout western Wisconsin, southeastern Minnesota and northeastern Iowa. Our 13,800 square mile service area stretches from south of Eau Claire, Wisconsin, to north of Dubuque, Iowa, and from east of Rochester, Minnesota to west of Madison, Wisconsin. The estimated population of our service area is 560,000. Many of our patients reside in small, rural communities with populations less than 5,000.In 2009, we served almost 100,000 patients age 17 and under (21%) and over 364,000 age 18 and over (79%). Our payor mix for 2009 was 37% commercial insurance, 61% government (Rural Health, Medicare and Medicaid) and 2% self-pay.

· ■ Affiliations with other hospitals or universities: Gundersen Lutheran serves as the Western Academic Campus for the University of Wisconsin School of Medicine and Public Health (UW-SMPH). We offer residency programs in general surgery, internal medicine, oral and maxillofacial surgery, pharmacy practice, podiatric medicine and surgery, sports physical therapy, and a transitional year residency which provides a broad-based clinical education. We also offer fellowships in hematology and medical oncology, and bariatric surgery and advanced laparoscopy. Gundersen Lutheran plays an integral role in the education of Physician Assistant (PA) students. Started in 1995, the University of Wisconsin-La Crosse/Gundersen/Mayo Clinic Physician Assistant Program is a unique cooperative partnership with a strong track record of quality PA education. Gundersen Lutheran is also involved in a partnership with the University of Minnesota. Each year, since 2005, approximately six to eight anesthesia residents have come to Gundersen Lutheran to participate in a four-week pain rotation.

· ■ Does your NICU interact or partner with any other facilities providing NICU services in your surrounding area? If yes, please explain. Our NICU has a very active transport system—both by ground and air. We transport babies from hospitals throughout our service area of western Wisconsin, southeastern Minnesota and northwestern Iowa. We have developed good relationships with these outlying hospitals and providers through our transport service and physician-to-physician consults. Additionally, we are in the final stages of implementing a pediatric telemedicine service to Winneshiek Memorial Hospital in Decorah, Iowa using federal appropriations funds.

· ■ What is the total dollar amount awarded to your institution’s NICU in the past 12 months? $48,219.40

· ■ If yes, how were those dollars allocated? PNICU—mannequin and lungs $532.75Hydraulic gurney for isolette $10,000.00 Giraffe Omni Isolette $20,000.00 Transport warmer with battery pack $10,000.00 2 Accuvein devices $7,686.65

· ■ Please explain how this donation will impact the neonatal intensive care unit. These new, volume-regulated ventilators would help us to provide better regulatory support and respiratory management to our neonates. The ventilators will give us the ability to offer small volume breaths consistently so that our neonates are not working so hard at breathing. Because the ventilators are time cycled, volume regulated and volume limited, the risk of lung trauma in our micropremie population is minimized. These ventilators also provide seamless transfer of data directly into the patient’s electronic medical record, thus creating fewer opportunities for errors. In addition, they have the added benefit of standardization throughout the organization which gives us greater flexibility in staffing and training and creates a safer environment of care with increased familiarity of equipment.

Direct All Submissions and Questions to:

Pat Samuelson, General Manager

The Will Rogers Institute

10045 Riverside Drive, Third Floor

Toluca Lake, CA, 91602

Phone: (818) 755-2340

Email: [email protected]

Fax: (818) 508-9816

www.wrinstitute.org

Gerise LaSpisa, Executive Director

Variety—The Children’s Charity of Wisconsin

Suite C120, PO Box 1997

Milwaukee, WI 53201-1997

Phone: (414) 266-3812

Fax: (414) 266-2671

Email: [email protected]

www.varietywi.org

PROPOSAL #4

An Application from Winter Park Day Nursery, Inc.

Funding Application

(Response to Invitation to Apply)

Winter Park Health Foundation

February 2008

CONTACT & ORGANIZATION INFORMATION:

(This page is NOT included in the page limit)

Name of person originally submitting the idea: Judith E. (Judy) Nelson

Not-for-profit organization applying for grant funding: (All grants must be awarded to qualified not-for-profit organizations)

Organization Name: Winter Park Day Nursery, Inc.

Mission Statement: “We assure that our educational programs are affordable, exceed minimum state education requirements and support the family structure.”

Year founded: 1939

Website: www.winterparkdaynursery.org

Organization Contact: Judith E. (Judy) Nelson

Title: Executive Director

Address: 741 S. Pennsylvania Avenue, Winter Park, FL 32789

Email: [email protected]

Phone: 407-647-0505

Fax: 407-647-0518

Name of individual completing this grant request (if different from above): N/A

Title:

Address:

Email:

Phone:

Fax:

Application:

· 1) Please provide a one-paragraph summary of your proposal for grant funding.

This grant project will involve Winter Park Day Nursery (WPDN) collaborating with other community agencies to inspire families at risk for poor nutrition, the ‘working poor,’ to integrate healthier eating habits into their lives. We propose to impact healthy nutritional practices among low-income families on a multi-generational basis by giving these families the tools and knowledge they need to practice sounder nutritional practices. Winter Park Day Nursery brings to this project our knowledge of the challenges of ‘working poor’ families of preschool children in Winter Park and surrounding communities and a strong networking relationship with other organizations that serve the target audience. Our project will employ three strategies: (1) Expanding our on-site “Super Suppers” program through which we offer parents of preschool children in our care nutritious take-out meals prepared by our cook; (2) Offering our parents, and parents of children at other preschools, evening workshop sessions on how to prepare nutritionally complete meals that are quick, inexpensive and child friendly; and (3) Offering training for other childcare/preschool centers in geographic areas targeted for use of Winter Park Health Foundation funding. These trainings will educate these other centers on how to implement their own “Super Suppers” program and parent training on healthy nutrition and meal planning, enhancing the potential for community-wide impact of this project.

· 2) What is the specific geographic area served by the project and/or the demographics of the population you expect to serve (check all that apply):

· 3) Please provide an overview of your proposed project.

Statement of Need for Project: Lifestyle habits, especially eating and exercising behaviors, are established during childhood. Nutritional research finds that children who eat regular sit-down dinners with their family take in more fruits and vegetables, and put down fewer fried foods and soft drinks. Providing quick, healthy and cost-effective meals is the ultimate challenge for harried parents, especially ‘working poor’ parents. Many of these ‘working poor’ parents are single parents who face financial and other stresses that other parents don’t. The studies on family meals also go beyond nutrition. Children and parents who eat together as a family have positive benefits related to school, self-esteem and development.

Winter Park Day Nursery (WPDN) takes a multidisciplinary approach to help low-income parents combat child obesity and reinforce principles that will lead to a healthy lifestyle for their children. Our curriculum includes daily outdoor play and active rainy-day indoor play focus on physical activity. The federal food program provides the foundation for our meals, but we exceed their requirements, for example, by serving fish once a week. A Tufts University pediatrician believes that the quickest way to improve children’s eating habits may be by eating together as a family. At WPDN, all classes eat lunch family-style with a teacher sitting at each table and the children passing bowls of food to serve themselves. UCF student nurses screen our children twice a year for weight (obesity), vision and hearing. They also teach the children about nutrition, health/hygiene and fitness.

The Winter Park Day Nursery’s proposed grant project is designed to support the family structure and improve the health and nutrition of local low-income children by inspiring parents and children to make healthy eating a regular part of their lives. In order to accomplish this goal, Winter Park Day Nursery will employ several strategies that will help these families put together healthy meal plans and give parents distinct tools to improve the health of their children. Working with these parents, we believe we can help set a pattern of healthy living. We want to help busy families integrate healthy food, cooking and eating into their lives. Our project is aimed at instilling a desire to eat healthy home cooked meals together as a family. We want low-income parents to recognize that it just as quick, easy and cost-effective to cook a healthy, balanced meal at home than it would to go to a fast-food restaurant.

To accomplish our goals, Winter Park Day Nursery proposes doing the following:

#1). Expanding our “Super Suppers” program through which we offer our parents nutritious take-out meals that are prepared by the nursery’s cook. These meals can feed a family of three (one adult and two children) for two days (many of our families are headed by single moms). Currently we charge $5 a meal because the less we charge, the more likely our mothers will be to purchase our nutritious meals instead of buying their family’s dinner at a fast-food restaurant. We are proposing to make them even more accessible to the families by offering them at no charge. Currently, due to the constraints on our cook’s time, WPDN provides these meals two Fridays per month and can only feed 15 families. We have many more families who want to participate in the program. The meals are easy for the parents and meet or exceed the nutrition requirements and are homemade items like Chicken Pot Pie and fruit salad. Frequency of Activity : Our goal is to increase the numbers of families served to 20 families twice a month for all three years of the project and to provide all meals at no cost to the families.

#2) Offering Parent Workshops on Healthy Eating/Meal Preparation. During evening cooking/nutrition workshops, Shirley, our cook, will educate parents on how to integrate healthy food, cooking and eating together in their lives and to make family meals in minutes that are inexpensive, healthy and kid friendly. Shirley holds a culinary arts degree from a community college. WPDN has had requests from some of our parents for such training and we believe such trainings would also be popular with parents at other preschools and community sites in Winter Park, Maitland and Eatonville. Activities will include hands-on cooking demonstrations/lessons, recipes and family handouts designed to engage the parents in learning basic cooking skills, nutrition concepts and other key aspects of taste and healthful eating. We will also focus on healthy eating for young children. Winter Park Day Nursery plans to prepare a written curriculum for these workshops to include educational handouts. Frequency of Activity : We will offer six parent trainings per year at WPDN and other preschool centers/community sites. Each session will be open to up to 20 participants.

#3) Offering Training for Staff at Other Childcare/Preschool Centers on How to Implement their Own Program. Our Director of Education and our cook will develop a special training workshop to be offered at childcare/preschool centers/community sites from the targeted areas of Maitland, Winter Park and Eatonville. These trainings would educate these centers on how to implement their own “Super Suppers” programs and parent training/workshops on healthy nutrition and meal planning. Our training would also offer these centers ideas on healthy, easy child-friendly snack/cooking activities that meet the requirements for the federal food program (Child and Adult Care Food Program (CACFP), through which many centers receive funding to feed their children while in their care. Each participating center would receive a training manual. Our ultimate goal is to perfect this training so that it can be offered at a local childcare conference.

Frequency of Activity: We will offer at least two trainings/workshops per year for staff at other centers/organizations on how to start their own program.

Timeline: This project will be implemented over a three-year period. The first year will include a three-month start up period in which Winter Park Day Nursery will develop the training manual for the workshops for our childcare/preschool centers/community groups and for the parent trainings. The expansion of our “Super Suppers” program will commence within 30 days of notification of funding. All program activities will continue on a regular schedule during years two and three of the project.

This project is in keeping with Winter Park Day Nursery’s focus on extending our reach more into the community. We recognize that we have significant expertise that we can share with the community. The Winter Park Day Nursery is among the most recognized and respected childcarecenters and preschools in Orange County. We are proud to say that the nursery is not only a leader and innovator in nurturing and educating young children but also a trusted resource for families. Our vision is to use our knowledge to raise the level of preschool education for all our community’s children by expanding our training program, targeting not only our own teaching staff and the parents of our children but also other early childhood education providers.

Winter Park Day Nursery networks regularly in the community with other preschools and childcare agencies and agencies that serve the same target audience. This networking assures we are coordinating and linking our services with other community agencies and avoiding potential duplication of effort. To our knowledge, no other organization is doing what we are proposing to do with this project, although there is growing awareness of the need to promote healthier eating and lifestyles, especially among low-income families.

How will the project demonstrate collaboration? (20 points)—With whom will you collaborate on this project? What roles will they play? Are they committing resources to the project? Financial support and/or in-kind? If so, how much or what?

Collaboration is built into the design for this project and will be the vehicle through which Winter Park Day Nursery’s broadens the impact of our project in the community. Winter Park Day Nursery networks and coordinates with other preschools/childcare agencies one-on-one, through our participation in the Early Learning Coalition of Orange County and other local organizations, and through conferences and trainings. We have an excellent working partnership with the Early Learning Coalition and our Director Education Mata Dennis conducts trainings for coalition members on the High/Scope method (High Scope Educational Research Foundation) of preschool curriculum. Our plans are to collaborate with the Early Learning Coalition to offer our training to our preschools/child care centers. The Early Learning Coalition will include our trainings in their training calendar and otherwise help us get out the word on what we plan to offer. Since submitting our project idea to Winter Park Health Foundation, we have been approached by two others who submitted ideas about collaborating with us on our project (Dr. Kathy Garrett/Whole Health and the Center for Community Health Ministry/Candace Huber). Both are interested in our trainings; we will offer them to them at no charge. Attached with our application are Letters of Collaboration.

Is the project sustainable? Will it lead to positive policies, social norms and/or culture change?

This project will help eliminate the wrong messages parents and children get about what is and what is not acceptable health behavior by introducing them to healthier eating practices, and making it easier for them to access affordable, nutritious meals. We want to do everything we can to help families avoid the implied ‘wrong message’ or trap of stopping by a fast food restaurant on their way home! This project has the potential to create lasting change in the targeted communities of Winter Park, Maitland and Eatonville. It will arm parents with the knowledge on how to prepare easy, kid-friendly nutritious meals for their family and encourage them to be more personally responsible for positively changing the health scape in their home environment. This project will also provide them a convenient location (their childcare/preschool center) to purchase affordable, nutritious meals for their families. By sharing how to do a “Super Suppers” program with other childcare/preschool centers, and providing them with a lasting resource (a training manual), this program has potential for communitywide replication. It could become sustainable in multiple locations. Winter Park Day Nursery might therefore be able to permanently impact food quality and the way food is prepared for children by other centers. Winter Park Day Nursery believes that for all these reasons, the impact of this project will continue well after foundation funding ends.

END OF APPLICATION SECTION

REQUIRED ATTACHMENTS:

Please include all of the following as separate attachments to the proposal:

· a. Copy of the applicant organization’s IRS letter re: determination of 501(c)3 status.

· b. Copy of the organization’s most recent Internal Revenue Service Form 990.

· c. Copy of the organization’s current overall operating budget.

· d. Copy of organization’s most recent financial statements, audited if available.

Note: These must be submitted electronically with your proposal.

“If we want to be healthier, we should change our everyday world in ways that encourage healthy behavior.”

Dr. Deborah Cohen and Dr. Tom Farley, Co-authors, Prescription for a Healthy Nation

PROPOSAL #5

TABLE OF CONTENTS

SIGNIFICANCE	2
	Potential contribution of MPP to increased knowledge	2
		A history of providing information, support & training	3
		Current Mentor Parent services	4
	Extent to which the MPP builds local capacity	5
		Figure 1—MPP Service Region in PA	5
		Figure 2—Small Area Income & Poverty Estimates	6
		Needs	6
	Importance of the results attained by MPP	13

QUALITY OF PROJECT DESIGN	15
		Figure 3—Program Logic Model	16
	Goals, objectives, activities & anticipated outcomes	17
	Extent to which the design is appropriate	24
	Extent to which the MPP establishes linkages	25
	Extent to which the MPP encourages parental involvement	29
		Plans for addressing Section 427 of GEPA	32

QUALITY OF PROJECT PERSONNEL	32
		Nondiscriminatory employment practices	32
	Qualifications of project director	33
	Qualifications of key project staff	34

ADEQUACY OF RESOURCES	35
	Budget is adequate to support project	35
	Costs are reasonable	35

QUALITY OF THE MANAGEMENT PLAN	36
	Adequacy of management plan	36
		Evidence of past experience	36
		Figure 4—MPP management flow chart	38
		Board of Directors	38
		Project Staff Job Descriptions/time commitments	39
		Use of Resources and Personnel to achieve objectives	41
		Figure 5—Personnel Loading/Benchmark Chart	41
		Fiscal and administrative control	42
	Adequacy of ensuring feedback/continuous improvement	42
		Figure 6—The Evaluation Plan	44
Conclusion	46

(a) SIGNIFICANCE

Founded in 1990 as a community-based parent support program, the Mentor Parent Program (MPP) is a nonprofit organization designed to inspire, teach, lead and support families who have children (birth-26) with disabilities in rural western PA, and to enhance the awareness of educators and service providers who are involved with families who have a child with a disability. For the past 20 years, the MPP has been led, directed and staffed by parents of children with disabilities. The Mentor Parent Program provides information and support to families of children with a full range of disabilities; has a demonstrated capacity to deliver effective training for all disability groups and has a tradition of reaching out to include unrepresented or underrepresented parents in its planning and training efforts.

Consistent with the No Child Left Behind Act, parents need access to meaningful information about their children, measures of adequate yearly progress and how assessment serves as a diagnostic tool that measures not only a child’s strengths and weaknesses, but also their yearly progress. This information can help teachers develop evidence-based practices that they can then use in classroom instruction to benefit each student. The Department of Education should increase support for programs that promote parents’ understanding of their rights and educational services under IDEA so they can make informed decisions about their children, particularly programs that serve families who have not traditionally been informed or involved in their children’s education.—

President’s Commission on Excellence in Special Education—Final Report 2002 1

(i) Potential contribution of the Mentor Parent Program to increased knowledge of educational problems, issues or effective strategies

A History of Providing Information, Support and Training to Parents

The Mentor Parent Program was created by a group of parents in 1990 that had very little access to information, support or training opportunities. This program originated in rural northwest Pennsylvania, a place blighted by poverty and all the social ills that accompany it. These parents were the unrepresented; some of the families who have not been traditionally informed referred to in the President’s Commission on Excellence in Special Education Final Report. The need for access to information, advocacy and training was great. A leader emerged and, with the help of a small group of committed parents, the MPP was formed to address the overwhelming need.

That was 20 years ago. Much has changed in western Pennsylvania since the birth of this program. The poverty remains, but access to training, information, support and advocacy for parents of children with disabilities has grown exponentially. The Mentor Parent Program was launched with the assistance of a $100,000 federal grant ($33,000 per year for three years) for parent training and information centers in 1990; followed by an experimental rural PTI grant for six years. In addition, the MPP has received funding to support parent training from the PA Department of Education, the PA Department of Public Welfare, and the PA Developmental Disabilities Council. Building on its success in providing training, skill building and information to parents traditionally underserved in northwest PA, the MPP has expanded its service area to include much of western and central Pennsylvania. Since 2007, the MPP has been a successful, federally funded Community Parent Resource Center.

The Mentor Parent Program has established and maintains a host of collaborative relationships with other parent organizations, professionals within the local school districts, government agencies, and service providers while staying focused on meeting the needs of the unserved and underserved parents in the region.

Current Mentor Parent Services

With 20 years of experience in providing parent training and information services, the Mentor Parent Program has strived for and perfected a way to pull in those who are unserved or who are underserved. This is accomplished by one-to-one mentoring, parent to parent. By individualizing services or mentoring parents, the MPP builds capacity in those traditionally outside of the system. Mentoring helps identify educational issues, provides relevant information and provides strategies for parents to use as they learn to advocate for an appropriate education for their child with disabilities. All of this is accomplished in the supportive environment created through the mentoring process.

As the level of trust increases among those parents who have be previously unserved or underserved, they feel more comfortable in participating in group trainings and even taking on leadership roles by becoming a volunteer Mentor Parent or serving on the MPP Board of Directors. The MPP presents, on average, 11 regional workshops per year.

Information provided to parents is available in a variety of formats that accommodates the needs of individuals. The MPP maintains a website for those who have access to the Internet. In addition, the MPP produces and distributes an annual Resource Directory (both print and CD) that provides a tangible way for parents to locate service they or their children may need. That and other support materials are produced to accommodate those who speak English as a second language or in Braille, large print or audiotape, as requested. A collaborative relationship between the MPP and HUNE, a Spanish-American Community Parent Resource Center located in Philadelphia provides language appropriate support and materials.

An 800 V/TDD telephone line is maintained so that parents who do not have long distance on their phones can still access the services provided by the Mentor Parent Program.

(ii) Extent to which The Mentor Parent Program builds local capacity to provide, improve or expand services for rural Appalachian PA families

The vast majority of the counties included in the MPP Region of Pennsylvania share a common culture and common needs. These families are primarily Appalachian Caucasian (less than 2% are ethnic minorities), but as impoverished rural families, they share many of the same challenges of ethnic minority families—poverty, disempowerment, lack of transportation and childcare, and illiteracy.

FIGURE 9.1 MPP Service Region in Pennsylvania

Pennsylvania is a large state. The 11 county MPP service area encompass more than 3,000 square miles which is roughly equal to two times the land area of the state of Delaware.

The 11 counties in the MPP region are poor. In fact, according to the 2008 census data, 1 an increase in the poverty level can be seen. Figures broken down by age show that an average of 21% of children 0–17 are living in poverty in this rural Appalachian region; the state average is 16.6%. Median household income in this region averages almost $11,000 lower than the state average.

FIGURE 9.2 Small Area Income & Poverty Estimates (SAIPE): 2008—US Census Bureau 2

According to the PA Department of Education’s most current special education enrollment data, there are approximately 28,624 children with identified disabilities being served by school districts or regional education service agencies in the 11 county service area of the MPP. As far as ethnic backgrounds of enrolled children: 0.2% are American Indian/Alaska Native, 0.6% are Asian/Pacific Islander; 16.7% are Black (non-Hispanic), 5.8% are Hispanic, and 76.7% are White (non-Hispanic). 3

NEEDS:

1) Information Dissemination and Outreach to assist parents in becoming informed partners

In the 20+ years the Mentor Parent Program has been in existence, it has been reaffirmed over and over again that parents, for the most part, are unaware of their rights or responsibilities under the law and overwhelmed and confused by the myriad of (mis)information that exists about disabilities and education. This is true for both parents of preschool and school age children and those of young adults (age 21–26) who exit the educational system. A coordinated effort must be undertaken through collaborative relationships among service providers, educators, government, and advocacy groups to assist parents in negotiating this maze of information.

2) Training and mentoring to help parents become active partners in decision-making

In the experience of the MPP, the best approach to supporting parents and helping them become an informed advocate for their child is to provide both group-based workshops and oneto-one mentoring. The MPP has reached more than 22,000 parents in its 11 county region this way and, as a result, has created a web of support for parents. In addition, the MPP likes to include professionals in its training efforts so parents and professionals can meet each other outside the classroom conflict and learn from each other; teaming up with each other to learn and present. Knowing the law is only one part of the equation, parents must also have the skills to interact with professionals—communication, negotiation and mediation are all skills that must be learned and supported; building trust and mutual respect.

3) Parent/Professional Partnership Building

The Mentor Parent Program takes a non-adversarial approach to advocacy. A well-informed supported parent is a full partner in his/her child’s educational program. Including professionals in training opportunities allows parents to create relationships with professionals away from the classroom. Building the relationship—the partnership—creates enhanced communication between the two parties and benefits the child. That is not to say that the MPP will not refer parents for legal assistance when rights are violated or communication fails; but the MPP works hard to create and maintain relationships with educators and service providers so that positive outcomes can be reached for the child. Negotiation and mediation are always the first responses by the MPP to conflict and the needs of the child are central to action taken.

4) Information and Training for Parents Who Speak English as a Second Language

Some of the rural counties MPP serves have several pockets of populations where English is the second language; primarily Hispanic communities of migrant farm workers in northwestern PA. This minority population is, in large part, un/underserved in information and training about special education. Training and information that is culturally and linguistically appropriate needs to be disseminated in these communities. Partnerships with existing organizations with expertise in this area will be developed and implemented. The MPP and PEAL (the Parent Education & Advocacy Leadership Center, the federally-funded PTI for Region 2 in PA) have formally created a Cooperative Agreement to share expertise and resources including those that support the Hispanic population. Other partnerships will be developed to support other ethnic group needs as identified.

Diversity is a large challenge for any CPRC serving Pennsylvania. Developing collaborative relationships among the many parent support groups, service providers and governmental agencies will be key in assisting parents. The Mentor Parent Program has quality relationships with a broad spectrum of these organizations including the PA Department of Education, Office of Special Education; The Education Law Center; the PA Training and Technical Assistance Network; The Question, Inc.; PEAL—the Region 2 PTI in PA; Riverview Intermediate Unit, a multi-county regional education service agency; numerous school districts; Parent to Parent of PA; PA Protection and Advocacy, and Philadelphia Hispanics United for Exceptional Children, among many others.

Despite its creation as a project addressing the un/underserved in rural Pennsylvania, the model the Mentor Parent Program has created in concert with the relationships the program has will allow the MPP to expand to serve the needs of all the populations of its rural service area.

This proposed project’s goals and objectives, as described in the Quality of Design section, not only provide a broad range of supports and services to the families of this impoverished region, to help them have the training and information they need to enable them to participate effectively in assisting their children with developmental disabilities to (1) meet developmental goals; and (2) lead productive, independent adult lives to the maximum extent possible; but the proposed activities of The Mentor Parent Program include training and on-going support for volunteer Mentor Parents, many who have disabilities, who will be fully prepared to assist and support families as they participate effectively in planning and implementing appropriate educational programming for their children with disabilities.

How the Mentor Parent Program Components Build Local Capacity to Provide Services

In order to meet the diverse needs of the families referred to MPP, the program will continue to provide a wide-range of services to support families in first meeting their basic life survival needs so that they then can participate in the training and support offered by MPP to assist parents to (a) better understand the nature and needs of their child’s disability; (b) provide follow-up support for the educational programs of their children with disabilities; (c) communicate more effectively with special and regular educators; (d) participate fully in educational decision-making, including the development of the IFSP and IEP for their child with a disability; (e) obtain information about options, services, and resources available at the local, state, and national levels for children with disabilities and their families, and (f) understand the provisions for educating children with disabilities.

The expanded opportunities for shared learning and mutual referrals will build local capacity and set precedents for serving families that will continue beyond the life of the grant.

Sustaining the Corps of Mentor Parents in service to other parents

A Mentor Parent is a parent of a child with a disability or a parent with a disability who, through the Mentor Parent Program, volunteers to establish a one-on-one relationship with a parent/family of a child with a disability to provide information, consistent support and guidance, and concrete help in meeting the life and educational needs of a family with a child with a disability. The goal of this relationship is to help the parent/family gain the skills and confidence to be self-advocates and advocates for their child with a disability. Mentor Parents are matched with parents/families in need by the Director.

Mentor Parent Training & Certification—Parents Empowering Parents

By establishing a network of well-informed, caring and positive parents over the past 20 years, the Mentor Parent Program has created the Mentor Parent Training and Certification process. The parent participates in a series of trainings on procedural safeguards, special education laws and regulations, IFSP & IEP development, positive advocacy, mediation and communication skills. The Mentor Parents are the core of the program and they must be good, effective communicators and well informed about IDEA and PA special education laws. Mentor Parents assist parents in becoming full partners in their child’s education process by helping them understand their child’s disability, the special education maze, IEP/IFSP development, and their child’s educational rights. Many of the parents then become Mentor Parents to carry on the work. “Oil City School district states “Parent attendance at IEP conferences has increased significantly over the past years due to this Program.”

“Parent attendance at IEP conferences has increased significantly over the past years due to this Program.”

Oil City School District

Oil City, PA

Toll-Free Hotline—Parents Helping/Talking to Other Parents

The Mentor Parent Program has an established, publicized, statewide toll free number that parents can call to talk to other parents and receive information, referral, support and guidance, or assistance through a Mentor Parent. The Program regularly receives over 3,500 calls per year and always responds to the needs of the parent. Educators & service providers also use this line as a resource.

Community Networking—Creating the Seamless Web of Support for Parents

The Mentor Parent Program has had 20 years to create its existing network by getting to know key communicators within the community and attending community functions that were family-related. The Director, Associate Director, Board of Directors and Mentor Parents have a variety ofcontacts with persons and organizations and individual parent groups that are operating in central and western Pennsylvania. This network has grown over the past 20 years and now reaches across Pennsylvania. Sharing resources and expertise and working collaboratively are a MPP hallmark.

Workshops—Parents Teaching Parents

The Mentor Parent Program has coordinated and presented many regionally based parent workshops on IEP & IFSP development, Disabilities, Life After School Annual Conference, special education laws and regulations, communication skills and negotiation, transition, mediation and self-esteem building. In addition, small group parent trainings have been conducted throughout the region to help build trust, self-esteem, and awareness.

Professional Workshops—Parents Teaching Professionals

The Mentor Parent Program believes in building positive partnerships with professionals in the education and service agency areas. Partnerships take at least two participants. Good partnerships withstand questions, conflicts, debates, and disagreements; provide structures and processes to solve problems; and are maintained–even strengthened–after differences have been resolved (Joyce Epstein, et. al., 1997) Getting professionals to participate can be difficult. However, the Mentor Parent Program has built up a trust with area administrators and, in the past few years, has been invited into the schools to in-service staff members. This trust building has been a process that has taken 20 years of positive interaction with education and service agency personnel. The Mentor Parent Program is respected for its knowledge and positive approach to conflict resolution/mediation between parent & professional.

Accessible Website—Connecting Across the Miles

The Mentor Parent Program has an established website ( www.mentorparent.org ) that has become Bobby-Approved. Bobby is a web-based tool that analyzes Web pages for their accessibility to people with disabilities. The MPP website posts training opportunities, information and referral options, a calendar of events, a directory of service-providers in the region, and the newsletter.

National Networking—A National Perspective for the Un/Underserved

In addition to the services that are provided to western PA families who have children with special needs, and to current and future service providers, MPP is one of 13 members of the Grassroots Consortium on Disabilities—a national multicultural coalition of community-based parent programs dedicated to serving un/underserved families that include a child with a disability. All of the Grassroots Consortium on Disabilities member programs regularly share and exchange resources and strategies for meeting the needs of underserved families.

The financial support requested in this proposal will allow the MPP to continue and expand our services to those who are vastly underserved in this 11 county region so that more parents are prepared to participate in educational decision making for their children with disabilities as intended under IDEA, and providers are better prepared to support them on their journey.

(iii) Importance of the results attained by the Mentor Parent Program

The Mentor Parent Program has a history of results. Over the past 20 years, more than 32,500 parents have received direct assistance from the MPP. Each family served by the program hasreceived and benefited from assistance with basic life needs as necessary to enable them to focus on the disability-related needs of their children; received and been empowered by linguistically and culturally appropriate on-going informational and emotional support to parents about disabilities, disability resources, parents’ rights and responsibilities under IDEA, strategies for using procedural safeguards, strategies for communicating with education personnel and participating in the decision-making process and in the development of the IEP & IFSP, mediation, school reform issues, to enable them to participate as full partners in the educational decision-making for their children with disabilities. The MPP resolve disputes in an effective, expeditious manner and employs alternative methods of dispute resolution, if warranted and serves people with all kinds of disabilities ages birth–26.

In addition more than 8,700 professionals (educators and service providers) have received training and information from the MPP, both through individual contacts and group workshops and trainings.

In its effort, as outlined in this proposal, the Mentor Parent Program anticipates serving 5,000 parents over the course of three years. Each family served by the program will: receive and benefit from assistance with basic life needs as necessary to enable them to focus on the disability-related needs of their children; receive and be empowered by linguistically and culturally appropriate on-going informational and emotional support to parents about disabilities, disability resources, parents’ rights and responsibilities under IDEA, strategies for using procedural safeguards, strategies for communicating with education personnel and participating in the decision-making process and in the development of the IEP & IFSP, mediation, school reform issues, to enable them to participate as full partners in the educational decision-making for their children with disabilities; grow through training and on-going support to serve as Mentor Parents.

The importance of these results is that (1) traditionally underserved rural families in the Appalachian region of PA will be prepared to participate effectively in helping their children with disabilities to develop to their greatest potential; (2) additional un/underserved parents will be trained and empowered to serve as Mentor Parents—expanding the capacity of the Mentor Parent Program to offer its services across the entire 11 county service area of; and (3) service providers and educators in this region will become more knowledgeable in how to effectively deliver services to these families and will be able to better connect with their counterparts across the region; and (4) parents will understand their role in the special education process.

(b) QUALITY OF PROJECT DESIGN

On the following page, Figure 3 , the Mentor Parent Program has included a logic model that illustrates this program’s conceptual framework for creating change for parents/families of children with disabilities and the professionals who work with them; how the day-to-day activities of the MPP will connect to the desired outcomes that the Secretary wants to see in CPRCs. The logic model designed for this program will also act as a tool to guide the evaluation process.

Following the logic model are the MPP’s goals, objectives, activities, responsibilities and timelines that support the program design as outlined in the logic model. Each objective has specific performance indicators tied to it to measure its success.

(iii) Goals, objectives, activities & anticipated outcomes

FIGURE 9.3 Mentor Parent Program

Mentor Parent Program–MULTIYEAR PLAN OF ACTION

GOAL: To enable parents of children with disabilities (birth–26) to more fully participate with professionals in meeting the early intervention, educational and transitional needs of their children.

OBJECTIVE 1: To increase parent knowledge and understanding of their rights and responsibilities under IDEA, the availability and effective use of procedural safeguards (including dispute & resolution) to help their children with disabilities (1) meet developmental and functional goals, challenging academic achievement goals & (2) prepare them to lead productive and independent lives.

PERFORMANCE MEASURES: At the end of Year 1, 65% of participants will indicate an increase of knowledge/understanding as demonstrated on at least two indicators below; Year 2, 70%; Year 3, 75%; Year 4, 80%; Year 5, 85%.

EVALUATION INDICATORS: Attendance sheets from each workshop/training conducted; mentoring session evaluation sheets; personal interviews of participants; workshop/training evaluation forms; phone interviews and follow up

TOTAL NUMBER OF PARENTS/FAMILY MEMBERS REACHED OVER 5 YEARS: 9,000

Activities	Responsibility	Timeline
(1)	Coordinate and conduct 10 community-based workshops for parents & family members targeting topics such as IDEA, IEP/IFSP development, least restrictive environment, inclusive settings, procedural safeguards, special ed. laws & regs., transition, response to intervention, developing self-advocacy skills, assistive technology, effective communication skills, resources available to assist children with disabilities and their families in school and at home, scientifically-based research practices, school reform and mediation, dispute and resolution. These annual workshops will employ both parents & professionals as presenters showing collaboration and partnership.	Director, Family Coordinator Associate Director Mentor Parents Administrative Ass’t.	Begin Year 1 & on-going
(2)	Continue the operation of the toll-free Parent Helpline that offers parents	Director, Admin. Ass’t.	On-going information and referral services. Promotional activities (news releases, radio programs & newsletter dissemination, web posting on MPP site and school district web sites) will be done in each community to increase awareness.
(3)	Disseminate information about disabilities & MPP services to local and regional agencies for display and family outreach	Director, Admin. Ass’t. Family Consult., Mentor Parents	On-going
(4)	Maintain MPP website ( www.mentorparent.org ) to post relevant info.	Director, Admin. Ass’t. Family Consult., Mentor Parents	On-going and calendar of events; translate info. to appropriate format that meets the literacy, disability-related or language needs of the consumer and distribute.

Mentor Parent Program—MULTI YEAR PLAN OF ACTION

OBJECTIVE 2: To increase parent participation in school meetings by conducting one-on-one mentoring sessions either in person or by phone to prepare parents to act as equals in the mutual determination process of their child’s programming.

PERFORMANCE MEASURES: At the end of Year 1, 75% of parents participating in the mentoring process will report an increase of knowledge/preparation to more fully participate in school meetings as demonstrated on at least two indicators below; Year 2, 78%; Year 3, 83%; Year 4, 85%, Year 5, 88%.

EVALUATION INDICATORS: mentoring session evaluation sheets; personal interviews of participants; phone interviews and follow up

TOTAL NUMBER OF PARENTS/FAMILY MEMBERS REACHED OVER 5 YEARS: 4,000

Activities	Responsibility	Timeline
(1)	Recruit and train parent volunteers to act as Mentor Parents. Mentor Parents will be trained to provide information on disabilities, procedural safeguards & IDEA, programs and services; support, guidance, and advocacy assistance. Support to parents may also include literacy assistance (including LEP), basic life needs and agency referral.	Director, Family Consult.	On-going Training 4× per year
(2)	Mentor Parents and the Program Director will also pay particular attention to parents of children who may be inappropriately identified as having disabilities when, in fact, they do not and will work with parents and school officials to resolve these issues.	Director, Mentor Parents	On-going
(3)	The PA Office of Dispute Resolution (ODR) will provide 2 information & training sessions to Mentor Parents who will assist other parents in understanding the value of mediation in trying to resolve conflict between themselves and school officials.	Director to coordinate w/ODR	Fall & Spring of each year

Mentor Parent Program—MULTI YEAR PLAN OF ACTION

OBJECTIVE 3: To increase professionals’ knowledge & understanding of disabilities and parental rights under the law.

PERFORMANCE MEASURES: At the end of Year 1, 70% of participating professionals will demonstrate an increased knowledge/understanding of disabilities and parental rights as demonstrated on two indicators below; Year 2, 75%, Year 3, 78%; Year 4, 80%; Year 5, 82%.

EVALUATION INDICATORS: Workshop/training written evaluations; increased parental participation in school meetings (school documentation); documentation of school professional inquiries to MPP; # of districts that list MPP as parent resource; # of requests for disabilities information

TOTAL NUMBER OF PROFESSIONALS REACHED OVER 5 YEARS: 3,000

Activities	Responsibility	Timeline
(1)	To work collaboratively with Parent-to-Parent and PEAL (Region 2 PTI) to conduct 10 training sessions over 5 years to increase professionals’ knowledge of disabilities and parental rights under the law.	Director to coordinate	Fall & Spring each year
(2)	Disseminate information to professionals on various disabilities and other topics including but not limited to: IDEA, special ed. laws and regs., IFSP & IEP development, dispute & resolution, transition and assistive technology.	Director, Admin. Ass’t Family Consult., Mentor Parents	On-going

(ii) Extent to which design is appropriate/addresses needs of target population

The Mentor Parent Program, a community-based parent program and currently funded CPRC with a 20 year history of providing supports and services to underserved families in rural northwest PA, has developed successful strategies for meeting the diverse needs of the families it serves. These successful strategies are replicated in the design of the project activities and the Mentor Parent Program staff has been implementing these best practices targeted to the needs of these underserved families for more than 20 years, so is fully capable of carrying out the project design.

The project design is appropriate because parents of children with disabilities have developed it. These parents not only understand the needs of their neighbors and communities, but also the service & education system in the region. The design outlined below will address the needs identified by the families the Mentor Parent Program has been serving. Each family will receive:Assistance with basic life needs as necessary to enable families to focus on the disability-related needs of their children with disabilities; culturally and linguistically appropriate on-going informational and emotional support about disabilities, disability resources, parents’ rights & responsibilities under IDEA and mediation, and school reform issues, and positive behavioral support strategies to enable them to participate as full partners in educational decision-making; and training and on-going support for those who wish to serve as Mentor Parents. Each professional will receive: Opportunities to attend workshops and training sessions designed to enhance their understanding of the needs & realities of underserved families who have children with disabilities and strategies to enhancing the support they provide to these families; and requested information on disability issues, positive behavioral support strategies, IDEA & any other related issue.

By the end of Year 5 of this project, The Mentor Parent Program will have provided service to an estimated 10,000 underserved families, thereby enabling these families to (1) understand their children’s disabilities; (2) provide follow-up support for the educational programs of their children with disabilities; (3) communicate more effectively with special and regular educators and other professionals; (4) participate more fully with providers in the educational decision-making in securing the services that are guaranteed to them under IDEA; (5) obtain information about the range of services and resources available at the national, state and local levels to children with disabilities and their families; and (6) understand the provisions for educating children with disabilities under IDEA. The program will have also provided training in cultural competence to 3,000 educators/service providers thus enhancing their capacity to work with underserved, impoverished families (including the homeless) in sensitive & responsive ways.

(iii) The extent to which the Mentor Parent Program establishes linkages with other agencies providing services to the target population

The Mentor Parent Program has developed some significant organizational linkages over the course of its 20 years of service. In addition to the natural linkages with school districts, medical facilities and service providers, the Director and Associate Director have developed important relationships at the local, state and national levels that help them meet the needs of local parents. Maintaining these linkages is an important aspect of operating the program in an effective manner.Many linkages/collaborations are outlined through letters in the Appendix.

Significant Regional Linkages:

Riverview Intermediate Unit—a regional education service agency serving 11 counties in western PA, provides in-kind office space, meeting rooms for workshops, supplies and materials, as well as financial support for two parent workshops per year. (see letter of collaboration in Appendix)

Significant State Linkages

PA Department of Education—PDE has strongly endorsed this proposal.

Education Law Center-PA—a non-profit law firm based in Philadelphia that provides free legal assistance to families of children with disabilities pledges its support in continuing this partnership by providing parent education workshops, written materials for parents, and assistance for individual families. As their Program Coordinator stated in a letter of cooperation, “It’s unfortunate—but true—that the northwest has always been an underserved portion of Pennsylvania. In fact, you (The MPP) are really the only ball game in town in that part of the state! Your familiarity with local school officials, community leaders, and the officials of the Children & Youth and Mental Health/Mental Retardation systems provides an excellent foundation for a successful Parent Center.”

“It’s unfortunate—but true—that the northwest has always been an underserved portion of Pennsylvania. In fact, you (The MPP) are really the only ball game in town in that part of the state! Your familiarity with local school officials, community leaders, and the officials of the Children & Youth and Mental Health/Mental Retardation systems provides an excellent foundation for a successful Parent Center.”

Education Law Center-PA

Pennsylvania Office of Dispute Resolution—A service of the Pennsylvania Department of Education, the Mentor Parent Program has had ODR conduct parent and professional training programs in northwest Pennsylvania. The program will continue to maintain this linkage to support the mediation process & train Mentor Parents so as to better disseminate the features of this service for parents and schools.

PEAL—Parent Education & Advocacy Leadership Center—the newest PTI developed when OSEP reapportioned Pennsylvania and divided the existing funding to support two PTIs. PEAL serves Region 2 (43 counties) in Pennsylvania and as the Executive Director states in her letter of collaboration to the MPP—“. . . The Mentor Parent Program has developed expertise in serving parents in rural communities in 11 counties in northwestern PA. Working together with the MPP will be a tremendous asset for the PEAL Center . . .” (see letter of collaboration in Appendix)

Philadelphia HUNE, Inc—a federally funded CPRC located in Philadelphia that has worked with the MPP for more than seven years to assist families with ESL issues. HUNE assists with translation services and cooperative support for rural families of Hispanic origin.

PA Department of Public Welfare, Office of MR & Mental Health—The MPP provides services to the region through the State IM4Q (Independent Monitoring for Quality) project through the Office of Mental Retardation. The IM4Q Program was begun in response to a 1997 recommendation of the OMR-PAC in its Multi-Year Plan. MPP was recognized by the Bureau Director for having more than 50% of its board members and/or IM4Q monitoring team members as people with developmental and other disabilities or family members of people with disabilities. This relationship of encouraging participation of people with disabilities is critical and a core value of the MPP.

Pennsylvania Training and Technical Assistance Network—Regionalized training centers funded through the Department of Education.

PA Protection and Advocacy Program Significant National Linkages:

The Grassroots Consortium on Disabilities—is a consortium of 13 community-based, parent-directed programs (including the Mentor Parent Program) and the diverse parent constituencies they serve. Each of the community-based parent programs of the Grassroots Consortium on Disabilities provides comprehensive and culturally and language-appropriate training, information and support services to traditionally and historically un/underserved individuals with special needs and their families. Families served by the programs of the Grassroots Consortium live in un/underserved rural and urban communities and predominantly in empowerment/enterprise zones. The purpose of the Grassroots Consortium and each of its member programs is to ensure that all families assume their role as active decision-makers in the education of their children with disabilities. The Grassroots Consortium on Disabilities will support the work of this proposed project by sharing best practices, resources and materials from each program.

The Technical Assistance Alliance for Parent Centers—a federally funded organization that provides technical assistance for establishing, developing and coordinating parent training and information projects under IDEA. The Mentor Parent Program has used this organization’s services over the years and will continue to rely on it for technical assistance during this proposal’s funding period.

The Beach Center on Families and Disability—is a NIDRR-funded Rehabilitation Research and Training Center located at the University of Kansas. The Beach Center and the Grassroots Consortium have a long-term partnership characterized by shared vision, collaborative activities, and reliable reliances. Specifically, Beach Center staff will be readily available to the project director of this project to assist in any capacity that will be helpful in accomplishing the program goals. (see letter of collaboration in Appendix)

(iv) Extent to which the MPP encourages parental involvement

The Mentor Parent Program began as a grassroots organization of parents that grew up through the community. It maintains that core characteristic from which it grew—a parent driven, family-centered program.

The MPP has operated as a multi-county region since its inception because, in a rural region with a low population density, many services are often offered only on a regional basis. These founding parents created a regional Board of Directors, the majority of which is comprised of parents of children with disabilities, that is representative of the geographic community the program serves. The board establishes policy and guides the focus of this program so it maintains its core characteristic of being parent-driven and family-centered.

The Mentor Parent Program has a Board of Directors comprised of 13 members, 54% of who are parents of children (birth to age 26) with disabilities. This board was created in 1990 and has been active in program activities since its inception. The Board of Directors meets quarterly to review activities undertaken by the program and its staff, make modifications, and to discuss future activities. Board members also are local advocates within their respective communities for the program in terms of locating resources and networking with other community-based groups.

The proposal’s Director and Associate Director are people with disabilities and are also parents of children with disabilities. MPP staff is comprised of parents and has operated in the community for more than 20 years. Each has personal experience in navigating the mazes of service systems in this region, they know about disability issues, special education and community resources. Because they are trusted and respected by parents and professionals in the region, and because they are delivering the services that families need, parents will be much more comfortable in taking advantage of the services that the Mentor Parent Program offers. The MPP works with parents, schools and agencies to problem solve and develop outcomes to benefit families & children with disabilities.

Parental involvement is encouraged in a variety of ways: (1) support for meeting basic life needs; (2) education and training about disability issues and their rights and responsibilities under IDEA; (3) one-to-one informational and emotional support; (4) resource materials made available at the appropriate literacy/language level, and (5) opportunities for personal and professional growth through workshops and Mentor Parent trainings. All of these services will be provided by parents to other parents.

(v) Extent the Mentor Parent Program encourages consumer involvement

The consumers of the services of the Mentor Parent Program include parents of children with disabilities and their families, educators, and service providers. The Board of Directors for the MPP, which is made up of 54% of parents, allows for consumer involvement in planning and implementing all aspects of this project. Other parental involvement as consumers was discussed in the previous section.

As far as the involvement of educators and service providers, it happens on a variety of levels. Two service providers and one educator serve on the board so that their concerns and visions of the program can be expressed. However, most of the interaction from these consumers comes in meeting the needs of both the parents and children with disabilities.

The staff from the program has built alliances with service providers to facilitate meeting the basic life needs of many of the families it serves. Although advocates in both the educational and service settings, Mentor Parent Program staff work to build bridges with providers to obtain the appropriate educational and human services that the child with disabilities requires. It teaches self-advocacy skills to parents and their children with disabilities and encourages relationship building with providers. The collaboration has continued to grow and expand with positive outcomes for families and children with disabilities in an area where resources are limited and school districts struggle with budgets.

“The focus of the Mentor Parent Program efforts to provide parents with the information, communication skills, and opportunities to participate as knowledgeable decision-makers in the education of their children along with providing the families with a network of field-based support seems to be the right combination of assistance to promote informed parent participation in the educational decision making process . . . PaTTAN is deeply invested in the work that you and your staff . . . perform for parents.”

Dr. Ellen Romett

PA Training & Technical Assistance Network

Dr. Ellen Romett, Managing Director of the Pa Department of Education’s PA Training and Technical Assistance Network, has written, “The focus of the Mentor Parent Program efforts to provide parents with the information, communication skills, and opportunities to participate as knowledgeable decision-makers in the education of their children along with providing the families with a network of field-based support seems to be the right combination of assistance to promote informed parent participation in the educational decision making process . . . PaTTAN is deeply invested in the work that you and your staff . . . perform for parents.”

In addition, the Mentor Parent Program has become a resource to both educators and service providers. The Director is frequently contacted by school administrators and service providers for assistance with special education problems in the schools. Many schools in this region are desperately poor and consequently, their staff members are not always afforded the opportunity to obtain the most current professional development, especially in special education. The Mentor Parent Program has been assisting schools in filling in the gaps by providing workshops for district staff on a wide variety of topics.

Plans for Addressing Section 427 of GEPA

As a parent information and support program for families who have family members with special needs, the Mentor Parent Program offers its services to children, parents, extended family members, service providers, and educators without regard to gender, race, national origin, color, disability, or age. To address disability barriers, the Mentor Parent Program holds all programming & workshops in fully accessible, community-based sites. Program staff work out of their homes and travel to meet with parents at community sites that have to be accessible by law. All materials will be made available in Braille and on audiotapes, as needed, to meet the needs of individuals with visual and/or hearing impairments. In addition, staff members will verbally translate informational resources, either personally or via audiotape, for individuals who are unable to read due to literacy or language issues.

(c) QUALITY OF PROJECT PERSONNEL

Nondiscriminatory Employment Practices

The Mentor Parent Program will not discriminate in educational programs, activities or employment practices based on race, color, national origin, gender, disability, age, religion, sexual orientation, ancestry, union membership or any other legally protected classifications. This policy is in accordance with the Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990. The Mentor Parent Program has and will continue to make positive efforts to seek to employ qualified individuals with disabilities in project activities (Section 606 of IDEA). The MPP encourages applications for employment from persons who are traditionally underrepresented based on race, color, national origin, gender, age or disability.

(i) The qualifications, including training and experience, of the Project Director

The Director of the Mentor Parent Program is Kim Rhodes, an individual with disabilities and a parent of children with disabilities. Ms. Rhodes began serving the MPP as a trained, volunteer Mentor Parent in 1999 and, for the past seven years, as a MPP staff member-Family Consultant. As a Family Consultant, Rhodes has: educated and encouraged families with children who are attending gifted, regular and special education; taught skills to families so they may become more confident in advocating for their child’s needs; Maintained regular face-to-face and telephone contact with:

· ■ Individuals, family members and legal guardians

· ■ Gifted, Regular and Special Education professionals

· ■ Service providers, including local, county, state and federal organizations and programs

· ■ Collaboration with other advocates

In addition, Rhodes has informed and educated families on services, information and referrals available through the Mentor Parent Program, assessment procedures, and procedural safeguards;provided information and assistance available for transition processes involving preschool, elementary, high school and post secondary education students; and has been responsible for regular attendance at meetings, trainings-formal/informal, seminars, workshops and conferences, as needed, to stay current on the most updated regulations and procedures. Rhodes’ greatest strength has been her grassroots involvement as a Mentor Parent/Family Consultant advocating assisting and maintaining effective communication between MPP families and schools for the past 11 years. Her resume appears in the Appendix.

(ii) The qualifications, including training and experience, of key project staff Associate Director (.15 FTE): The MPP Associate Director, Marie Fairman, is an individual with disabilities and the parent of children with disabilities. She has been involved with the MPP for more than 10 years as a volunteer Mentor Parent and, since 2008, as Project Coordinator for the MPP’s IM4Q Project—monitoring and collecting data, and conducting interviews with consumers and family members to assess their satisfaction with Mental Retardations services. For the past three years she has also worked for the PA Department of Education as a Peer Monitor whose responsibility includes monitoring the special education programs and services provided by local education agencies. Her resume appears in the Appendix.

Family Consultant (TBD): This project will employ one part time Family Consultant (.85 FTE). The person to be hired as a Family Consultant position must be certified as a Mentor Parent; have participated in this effort as a volunteer for five years or more; have positive, established relationships with schools and service providers; and be an excellent communicator. Employing qualified staff with disabilities is a priority of the MPP. This practice will continue.

(d) ADEQUACY OF RESOURCES

(i) Budget is adequate to support the proposed project

This budget provides the resources and the services of the MPP, using its 20 years of experience and best practices to serve the 11 county region targeted in this proposal. With the resources provided through this project, a Family Coordinator will be strategically located out in the field to assist in the coordination of Mentor Parent Program components, assisting the Director and Associate Director in getting services to families in need. Additional Mentor Parents will be trained and additional parent training opportunities will be offered. The outcome of these expanded resources will be the extension of the web of support for parents and families of children with disabilities in the central and western regions of PA,—truly underserved communities.

This budget supports the Director (.85 FTE), the Associate Director (.15 FTE), one Family Consultant (.85 FTE) and a part-time administrative assistant. This is a labor-intensive program because of the one-to-one support component. Because of the extreme ruralness of this region (over 3,000 sq. miles), travel costs (mileage calculated at the IRS rate) are high. It will support the toll-free parent hotlines, a real lifeline for parents who are too poor to have long distance on their phones. This budget also supports the duplication and creation of reading-level/language appropriate information and resources for the parents this program serves. It provides funding for a quarterly newsletter to assist the program in getting the word out on training opportunities, parent rights, disability issues, etc. And it will support the website for the program, which is maintained and updated by program staff.

Costs are reasonable in relation to the objectives, design, and significance

There are many reasons that contribute to the cost-effectiveness of this proposed project:

· ■ The Director has been working to meet the needs of this rural, underserved and impoverished region for more than 11 years. She has on-going and trusting relationships with parents and professionals across the service area. This project needs no start-up time, but can hit the ground running.

· ■ The Board of Directors members live in this region of Appalachian Pennsylvania and are largely parents of children with disabilities. They are well connected to parents, educators and service providers and provide these linkages to the community as a part of their board service. Many who originally requested services from MPP are now Board Members.

· ■ There is an existing corps of volunteer Mentor Parents that will be strengthened through this plan. These volunteers provide added value to the small staff this project supports. These volunteers requested services from MPP and now want to continue to support this program.

· ■ There are strong existing linkages with local, regional, state and national organizations that recognize the value of the MPP and have pledged to provide a variety of priority-related collaborative programs and services to meet the needs of families and children with disabilities. (see letters of collaboration in Appendix)

(e) QUALITY OF THE MANAGEMENT PLAN

(i) Adequacy of management plan

Evidence of Past Experience

The Mentor Parent Program, a community-based parent program, has more than 20 years of experience serving parents and families of children in this economically and educationally underserved region. It has been funded by the US Department of Education, first as an experimental rural PTI, and currently as a Community Parent Resource Center. The Mentor Parent Program exists to provide support and services to parents of children with disabilities through a coalition of united efforts of parents, educators, service agency personnel, and professionals to effectively meet the needs of children with disabilities and their families in the Appalachian region of rural Pennsylvania.

The MPP has been meeting this mission over the years by (1) providing one-on-one mentoring and support to build self-advocacy skills; (2) providing representation and advocating for the rights of underserved, impoverished rural children with disabilities and their families in the human services and education systems; (3) providing assistance and training opportunities for underserved parents and families; (4) building home-school partnerships through the modeling of positive advocacy practices; (5) acting as a resource for community-based information; (6) creating a web, a network, of parent support through the vast ruralness (over 3,000 sq. mi.) of this region to meet the needs of underserved parents & families of children with disabilities; (7) acting as a voice on the state and national level on behalf of rural parents and families of children with disabilities; & (8) providing assistance & support in addressing transition issues.

The Mentor Parent Program approach is recognized throughout the state. Sue Scott Dolan, Director of the PA Parents and Caregivers Resource Network, writes in her letter of collaboration for this proposal, “The Mentor Parent Program has led the way in collaborative relationships with other parent projects, professional agencies and schools and brought about astounding results . . . Your personal attention toward assisting families with low literacy skills to develop the strength and abilities they need to be partners on school based teams is matchless. The 14 years of collaboration between the MPP and the PPCRN has brought information and support to rural and urban families across the state. Our deeply held core values of giving personal, respectful support and going the extra mile has helped to reach families who are often forgotten.”

Management Design-

Board of Directors

The Mentor Parent Program currently has a Board of Directors comprised of 13 members, 54% of whom are parents of children with disabilities, 2% are ethnic minorities. Board members are representative of the rural region currently served. Board members represent each county served through the program. The board was created in 1990 and has been active in program activities since its inception. The Board of Directors meets quarterly to review activities undertaken by the program and its staff, make modifications, and to discuss future activities. The Board also participates in an annual review of the program staff as a required part of the evaluation process. Board members also are local advocates within their respective communities for the program in terms of locating resources and networking with other community-based groups.

Project Staff Job Descriptions/Time Commitments

FIGURE 9.4 MPP Management Flow Chart

· ■ Project Director (.85 FTE)—The Director is an individual with disabilities and a parent of children with disabilities and will serve in a full time capacity and will be responsible for the following: networking with existing parent support groups in the MPP service area; coordinating parent trainings and workshops; supervising the Family Consultantand Administrative Assistant; providing mentoring services to parents; representing the Mentor Parent Program on national, regional, and state levels; completing and submitting reports to the Department of Education, OSEP, Alliance, and Regional TA; preparing vouchers in a timely manner and submit for payment to the fiscal agent; facilitating, organizing, implementing and evaluating overall goals, objectives and activities of MPP; preparing statements and supporting data in responds to questions, and meeting with the board to discuss operations and formulating policies and procedures; attending local meetings within the 11 rural counties MPP serves such as: LICC, Transition Council, Local Task Force, Early Head Start, Head Start; communicating with OSEPs thru email/phone consults; and performing other duties as assigned by the Board of Directors.

· ■ Associate Director (.15 FTE): The Associate Director is an individual with disabilities and a parent of children with disabilities and will serve in a part-time capacity in this project and will be responsible to: assist in presentations, workshops and help facilitate meetings, trainings that are sponsored by MPP; assist in developing and coordinating network communication for public awareness and educating agencies; assist/coordinate special projects, data for brochure, handouts, and MPP materials and update MPP manual; attend all regional, state and national meetings/represent the Mentor Parent Program on National, Regional, and State levels; assist in facilitating quarterly board meetings providing, written/oral summary reports; assist in managing budget expenditures: tracking expenditures, complete reports for the board; assist in preparing vouchers in a timely manner and submitting for payment to the fiscal agent; assist in completing and submitting reports to the Department of Education, OSEP, Alliance, and Regional TA; assist in preparing statistical and progress reports as mandated by Department of Education, OSEP, Alliance and Regional TA; assist in facilitating, organizing, implementing and evaluating overall goals, objectives and activities of MPP; assist in preparing statements and supporting data in responds to questions, and meet with the board to discuss operations and formulating policies and procedures; attend local meetings within the areas served by MPP.

· ■ Family Consultant (.85 FTE)—The FC will be a parent of a child(ren) with disabilities or an individual with disabilities who will perform the following duties: provide local dissemination of information; coordinate local parent training in cooperation with the Project Director; network with local service agencies, school districts and the area intermediate unit; attend regional Local Interagency Coordinating Council, Transition Council & Local Task Force meetings, as well as others assigned by the Project Director; refer potential Mentor Parent candidates for review to the Project Director; provide mentoring services to parents; assist in the coordination of presentations; perform other duties as assigned by the Director.

· ■ Administrative Assistant (PT hourly)—will be a parent of a child with a disability or an individual with a disability who will perform the following duties: provide administrative support for all activities for the project; collect all data & maintain data base; perform clerical duties; other duties as assigned by the Director.

· ■ Mentor Parents—are volunteer parents who are trained and certified, assigned by the Project Director, and agree to perform the following duties: build a trusting relationshipwith parent/family in need; provide one-on-one mentoring; provide advocacy in meetings; • will contact the Director for assistance & follow-up; assist in securing resources to meet family needs; empower families and individuals with disabilities to make decisions; help reduce barriers with professionals and service providers; • will be an integral part of sharing concerns and needs of families and communities.

Use of Resources and Personnel to Achieve Objectives

Following is Figure 5 , the Personnel Loading Chart, which describes the percentage of time each staff member will be devoting to each project activity.

Fiscal and Administrative Control

The Mentor Parent Program was incorporated and received its federal IRS 501(c) 3 status in 1995. However, the program’s board has chosen to contract with Riverview Intermediate Unit to provide the program’s bookkeeping and payroll services. The Riverview Intermediate Unit is a regional education service agency, an arm of the PA Department of Education. It has in place all the required personnel and systems needed for fiscal control including accounting procedures to assure compliance with EDGAR regulations and state-of-the-art procedures for accounting. Program control remains with the Board of Directors and the Project Director. This allows the unhindered focus of the program to remain on serving the families. The Riverview Intermediate Unit’s fee for this service is discussed in the budget section of this proposal.

FIGURE 9.5 MPP Personnel Loading Chart

(ii) Adequacy of procedures for ensuring feedback and continuous improvement

This section includes the evaluation plan, which references the logic model, and discusses how the project ensures feedback & continuous improvement and provides outcome-based, objective and quantifiable data.

The evaluation plan uses both quantitative (frequency counts) and qualitative (focus groups, parent surveys) methods to evaluate project objectives in four areas:

· (1) Project Management —Evaluation of the attainment of project objectives

· (2) Documentation —Specific data on the number of parents who receive services

· (3) Satisfaction —Evaluation of parental attitudes re: the quality of services received

· (4) Impact —Evaluation of the benefits that occurred for underserved and culturally diverse children/adults with special needs & their families from the services they received

The data collected in the evaluation plan is totally consistent with the data required for the annual report to Congress (20 U.S.C. 1434(A)(3)(b)).

The Project Director will be overseeing the on-going project management through her regular staff meetings and phone follow-up visits with volunteer Mentor Parents who are matched with a family. The Director will be responsible for monitoring progress in meeting the stated objectives and making program modifications as needed. The Board of Directors will be kept apprised of the project status at its quarterly meetings through the Director’s report.

Documentation will involve database entry and computerized charting of the frequencies associated with each objective. The Mentor Parent Program participates in the Alliance’s AIMS database. The Alliance Information Management System (A.I.M.S.) is a database created by The Technical Assistance Alliance for Parent Centers specifically to collect statistical data. This database stores information about individuals and organizations that have contacted the parent center for assistance and resources related to a child with a disability. It maintains contact information about the individual, mail lists to disseminate information for each child, grant-related information, and a history of individuals’ contacts with the parent center. A.I.M.S. is an efficient tool for collecting and monitoring statistical information. All staff has been trained to enter the information. Technical assistance is provided through the Alliance via e-mail, website, or phone. The Mentor Parent Program can manage their information on the database at their location. Each location is secured with a Security Group User Name and Password. Each User Name has a level of security. The database administrator has a high level of security and can access all records within their individual parent center. Other users of the database would have a low level of security that enables them to only to add information. The data is used for the Alliance’s annual publication/report: Parent Centers: Helping Families Data Outcome.

Satisfaction and impact will be measured through surveys, phone interviews and focus groups conducted by an outside evaluator. The MPP will engage the services of an outside evaluator to conduct this portion of the evaluation and report to the Board of Directors. The MPP will engage an evaluator with experience in evaluating federally funded programs and who is a person with disabilities or the family member of a person with disabilities.

FIGURE 9.6 The Evaluation Plan

Conclusion-

The Mentor Parent Program, with its 20 year history of achieving results for parents and families of children with all kinds of disabilities in a large multi-county area of rural Appalachian Pennsylvania, is a natural choice for the Community Parent Resource Center Project.

· ■ The parent and professional infrastructure exists so that project implementation will not be interrupted.

· ■ The MPP Director and Associate Director, have worked both as volunteers and staff in this program for the past 11 years and have helped build and maintain a parent-driven program for those previously un/underserved. They continue to build alliances among other parent programs, service providers, and educators so that parents and their children with disabilities can get the services and resources they need.

· ■ The MPP has the support of many statewide organizations and the PA Department of Education. (see letters in Appendix)

· ■ The MPP has served as one of Pennsylvania’s CPRCs for nine years. The program has the fiscal experience and support to manage federal funding and has a history of success in doing so. The MPP is familiar with the reporting systems and data gathering required for OSEP.

The Mentor Parent Program asks that it be selected again to be a CPRC serving those in rural Appalachian Pennsylvania.

A Parent’s Reflection on the Mentor Parent Program

“When my son failed first grade, I learned that he has ADHD. I researched ADHD to learn how to help him with the school issues he was having. With all the research I did and knowledge I gained, nothing I said or did helped him succeed in school. I believe that was because I was ignorant of the federal and state laws that are in place to help children like him. By the time he reached 7th grade, I was very worried that he would end up quitting school . . . It was at our most dire moment that I heard of the Mentor Parent Program. That was 12 years ago.

Today my son has gone to Tech school and is working and being a productive member of society. I truly believe it is because of all the help and support the Mentor Parent Program gave us! . . .

Over the years, I have learned a great lesson. Northwestern Pennsylvania only has you, the Mentor Parent Program . . . (no one) else has ever come to our rural area to do needed workshops or help us attain the information that we so greatly need to help our children succeed in the educational arena. We do not have the language needed to get school “professionals” to understand our children’s needs. You have helped give that to us . . .

Because of the great works I have witnessed your program provide over the years; and because of the help and support you have given me to learn the laws and how to help other parents, it has been a great pleasure and honor for me to return the favor by working for your program as a volunteer mentor (parent). In becoming a volunteer mentor, you have supported me in acquiring more needed knowledge of the ever-changing laws by going to workshops throughout the state and sometimes even further. As I am sure it is a challenge for your program to serve such a vast and wide-spread rural area, we can never thank you enough. The Mentor Parent Program has put a bright light in a very dark area of our and our children’s lives . . .”

Barbara A. Kelly

Parent and volunteer Mentor Parent

PROPOSAL #6

Strategic Prevention Framework

State Incentive Grant

FINAL PLANNING GRANT REPORT:

Reducing Binge Drinking Among 18–25 Year Olds in La Crosse County

IMPLEMENTATION PLAN

September 17, 2009

Submitted by:

Changing the Culture Community Coalition

Harm Reduction Workgroup

Contact:

Catherine Kolkmeier

Director, La Crosse Medical Health Science Consortium

La Crosse, Wisconsin

608-785-5151

[email protected]

MISSION AND VISION STATEMENTS:

The mission of the Changing the Culture Community Coalition is to reduce the adverse effects of alcohol-related injuries and deaths by 1) creating a safer environment that supports safer choices * and 2) reducing underage access to and use of alcohol.

The vision of the Changing the Culture Community Coalition is a community in which alcohol is consumed legally and safely without resulting in injury either to those drinking or those who are not.

TABLE 9.1 Coalition Roster

ROSTER OF COALITION MEMBERS BY SECTOR:
WORKSHEET 9-1-Coalition Roster
Coalition Member Name/Title	Sector *	Is this person a:Key Leader? Key Stakeholder?	What does this person bring to the Coalition? Role/Responsibility?(Coalition Leadership, Committee Leadership, Funding, Resources, Expertise in Assessment, Strategic Planning, Program Implementation or Evaluation, etc.)	Level of Involvement? ** (Active, Inactive, Ad Hoc or Resource, Champion?)
Catherine Kolkmeier	Healthcare organizations	Leader	Coalition and Committee Leadership, Funding as fiscal agent, resources, and program implementation	Active, Fiscal agent, Steering committee, Champion
Al Bliss	State, Local Government	Stakeholder	Coalition and committee leadership and program implementation	Active, Project Manager SPFSIG, Program Implementation
Pat Ruda	Other–communitybased organization	Leader	Coalition and committee leadership, resources, program implementation	Active, Media Spokesperson, Champion
Brenda Rooney	Healthcare	Stakeholder	Coalition and committee leadership, expertise in assessment and evaluation	Active, Epidemiology and Steering committee, Champion
Tracy Herlitzke	Schools, K-12	Leader	Coalition and committee leadership, resources, expertise in assessment, strategic planning, program implementation and evaluation	Active, Champion
Matt Vogel	Schools, Higher Ed	Stakeholder	Strong connection with students	Inactive, but active with students
Ge Vang	Schools, Higher Ed	Stakeholder	Strong connection with students	Active
Derek Moore	State, Local Government	Stakeholder	Expertise in assessment and evaluation	Inactive
Cece Mullenbach	Parent	Leader	Committee leadership and program implementation	Active, Champion
Kim Lombard	Healthcare	Stakeholder		Inactive
David Amborn	Parent	Leader		Inactive
Alan Iverson	Law enforcement	Leader	Committee leadership and program implementation, alcohol compliance checks ACE program (alcohol compliance education)	Active, Champion
Sally Sibbald	Other–treatment	Stakeholder		Non active
Doug Mormann	State, local government	Leader		Active
Al Graewin	State, local government	Leader		Active
Jerry Huber	State, local government	Leader		Active, Champion
Sharon Hampson	State, local government	Leader		Non active
Phil Stanley	Business, The Bar School	Stakeholder	TIPS training for servers	Will be active–SPFSIG partner
Marc Fortney	Business, Brother Bar and Grill	Stakeholde	TIPS training for servers	Will be active–SPFSIG partner
Marc Fortney	Business, Brother Bar and Grill	Stakeholder	Experience with tavern business, Responsible Beverage Server Training, Business	Will be active–SPFSIG partner
Steve Helgeson	Law enforcement	Leader		Ad Hoc, Champion
Brandon Corcoran	Youth Serving	Stakeholder	Experience with youth (Community Youth Imitative), Fundraising	Active
KJ Lang	Media	Stakeholder	Media reporting, articles and coverage of events	Ad hoc
John Siegel	Law Enforcement	Stakeholder		Inactive
Keri Frisch	Healthcare	Stakeholder	Evaluation and Assessment	Will be leaving 8-1-09
Lori Kittleson	Schools, Higher Ed	Stakeholder		Inactive
Steve Hargarten	Healthcare	Stakeholder/Leader	Medical professional experience, injury reduction pertaining to alcohol	Inactive but Champion in alcohol prevention/injury reduction
Jeremy Arney	Schools, Higher Ed	Stakeholder	Connection with students, research knowledge	Active
Heather Quackenboss	Civic and Volunteer	Stakeholder		Inactive
Paula Knudson	Schools, higher end	Stakeholder		Inactive
Donna Gunnarson	State, local government	Stakeholder	AODA Clinical Supervision, experience and knowledge	Active
Bob Wieczorek	Law enforcement	Leader	Law enforcement, alcohol compliance checks, education	Active, Champion
Jessica Boland	Healthcare	Stakeholder		Active
Mark Shaw	Religious	Leader		Inactive

*The 12 identified sectors recommended by SAMHSA are: Youth; Parents; Law Enforcement; Business; Media; Schools; Healthcare; State, local or tribal agencies; Civic and volunteer groups; Youth Serving Organizations; Religious or Fraternal Organizations; Other.

**Active = attends meetings regularly, actively participates in coalition sponsored events, Inactive = rarely attends meetings/events, Ad Hoc or Resource = rarely attends meetings/events but supports efforts and serves as a resource for specific tasks or when particular information or skills are needed, Champion = a person admired and respected in the community or among peers, who adds credibility and viability to the coalition.

BY-LAWS:

Guiding Principles

Changing the Culture of Risky Drinking Behavior Coalition

Draft: 7-15-09

Strategic Prevention Framework—State Incentive Grant

· I. Mission The Changing the Culture of Risky Drinking Behavior Coalition (CCRDB) mission is to reduce the negative consequences of risky drinking and underage drinking in La Crosse County.

· II. Meetings Coalition “of the whole” meetings will be held quarterly. Meetings of the Harm Reduction and Underage Access Workgroups will be held monthly. The Harm Reduction meeting date will be the 3rd Tuesday of the month and the Underage Access Work Group meeting date will be the 3rd Thursday of the month, unless the majority of the workgroup members approve a date change. Harm Reduction The overall goal of the Strategic Prevention Framework State Incentive Grant is to reduce binge drinking among 18–25 year olds in La Crosse County. The purpose of the “Changing the Culture/Binge Drinking Among 18–25 Year Olds in La Crosse County” project is to develop and implement strategies that have proven successful in other communities to reduce the negative consequences of binge drinking. These include substance use policies, strengthening of existing regulations, and educating the public about common perceptions of binge drinking and risky drinking. Underage Access The overall goal of the “Changing the Culture of Risky Drinking Behavior: Underage Access” project is to reduce access to and use of alcohol by youth aged 12–20 in La Crosse County and in doing so serve as a model for other counties in addressing underage drinking and its consequences. Thepurpose of Changing the Culture of Risky Drinking Behavior: Underage Access is to reduce underage access and use of alcohol in La Crosse County by translating evidence-based strategies into action according to the community-developed strategic plan created through a Healthier Wisconsin Partnership Program Development Grant funded through the Medical College of Wisconsin.

· III. Bylaws

· A. The Changing the Culture of Risky Drinking Behavior Coalition will be governed by Robert’s Rules of Order as interpreted by the majority of the Coalition.

· B. Amendment of the existing guidelines:

· 1. Proposed changes may be introduced at any regular meeting.

· 2. A majority of the total membership in attendance is required for the adoption of a proposed change to these Guiding Principles.

· IV. Officers

· A. The Officers of this organization will be: Chairperson—Coalition of the Whole Vice Chairperson—Coalition of the Whole Harm Reduction Workgroup Chair Harm Reduction Workgroup Vice Chair Underage Access Workgroup ChairUnderage Access Workgroup Vice Chair Media Committee Chair Epidemiology Committee Chair Sustainability Committee Chair

· B. Offices will be held for a term of two (2) years.

· C. Yearly elections will be held for the above officers at the November meeting.

· D. Vacant seats will be filled at the first CCRDB Coalition meeting following the occurrence of vacancy by election by the CCRDB Coalition membership.

· V. Duties of the Officers

· A. All Officers will comprise the Steering Committee. The committee is responsible to oversee and guide the work of the coalition. The committee is responsible for the strategic planning and on-going planning and implementation of evidence-based prevention interventions in an effort to reduce underage alcohol use, binge drinking and risky drinking. Chairperson shall, if work schedule allows:

· 1. Preside at all CCRDB Coalition meetings.

· 2. Assume responsibility of leading CCRDB Coalition monthly meetings following the approved agenda.

· C. Vice Chairperson shall, if work schedule allows:

· 1. Assume responsibility, in the Chairperson’s absence, of leading the CCRDB Coalition monthly meeting following the approved agenda.

· VI. Members Membership in this coalition will be open to all persons and organizations with a concern for the well being of citizens of La Crosse County, with a major emphasis on reducing the negative consequences of risky drinking and underage drinking. Membership will represent at least one person from each of the following community sectors:

Youth	Law-Enforcement
Parents	Religious/Fraternal Organizations
Business Community	Civic and Volunteer Groups
Media	Healthcare Professionals
School	State and Local Government
Youth-Serving Organizations	Other Organizations

· VII. Staff Staff support will be defined by grant contracts, terms, job descriptions and memoranda of understanding.

MINUTES FROM THE LAST TWO MEETINGS:

SPFSIG Meeting Minutes

6-2-09

Members Present: Catherine Kolkmeier, Pat Ruda, Brenda Rooney, Al Graewin, Al Bliss and Christine Voss (Intern, La Crosse County Health Dept.)

· 1. June 18 (and 19th?) Needs Assessment Training in WI Rapids No news yet if both dates are mandatory, but Pat and Al Bliss will attend both training dates. Catherine, Brenda, and Jeremy will attend June 18th only. Need to confirm if Jerry Huber will be attending.

· 2. Reimbursements Please provide invoices to Catherine by the 10th of each month. (Catherine needs to send in by the 15th)

· 3. Media Release Catherine will develop a media release and it will be sent out June 4 or 5th—Pat will be listed as the media contact

· 4. Community Readiness Survey Al B and Pat will conduct the interview and Brenda will score the results. Pat will interview: Matt Harter—La Crosse Mayor Justin Weisbecker—La Crosse Police Department (UW La Crosse) Dale Carlson—Holmen School District Superintendent Vince Hatt—Religious leader sector

Al will interview:

· Thai Vue—Executive Director, La Crosse Area Hmong Mutual Assistance Association Scott Chorski—WKBT—News Channel 8 Jennifer Shilling—Representative, 95th Assembly District Dorothy Lenard—Viterbo University

Optional key leaders to interview: Tara Johnson, Sheila Garrity, Bill Bakalars and Mike Giese

· 5. Capacity Work Plan Al B drafted an organizational chart and will add the two grant descriptions into the chart. He will also use the sample guiding principles for the coalition and begin work on entering data into the other worksheets. The group agreed that the Capacity Work Plan should be submitted by the end of July (Funder’s deadline is Sept 30th). Pat will help with some of the work sheets. All worksheets including the Capacity Work Plan form will be submitted to Catherine by the end of July. Catherine will submit final forms to Kathy Thompson.

· 6. Schedule Meetings with Subcontract Partners SPFSIG steering committee will meet with the subcontractee partners after the July 21–22 Strategic Planning Training since this is their main involvement in the grant. Al B will contact them to arrange a meeting after the July training.

· 7. July 21 and 22 Strategic Planning Training in WI Rapids Please let Al B know who plans to attend. Please make your own travel arrangements if you plan to stay overnight.

· 8. Request to present to La Crosse County HHS Board in July Jerry Huber received a request for an update on the two new grants from HWPP-MCW (Underage Access) and SPFSIG. Catherine agreed to present to the HHS Board.

Next meeting is tentatively scheduled for Wednesday, June 17th from 2–3pm at the Health Science Center, Catherine’s Conference Room, Third Floor. Al will send out a Meeting Wizard request for availability.

Minutes submitted by:

Al Bliss

Project Manager

Changing the Culture of Risky Drinking Behavior Coalition

Harm Reduction Works Group Meeting Minutes

July 24th, 2009

Members Present:

Catherine Kolkmeier, Al Bliss, Pat Ruda, Brenda Rooney, Jeremy Arney, Doug Mormann, Al Graewin, Heather Quackenboss, Karl Green, Matt Harter, Dorothy Lenard, Marc Fortney, Phil Stanley, Anne Paape, Blair Weyer, Tyler Burkhardt, Ge Vang, Lori Kittleson, Sharon Hampson, Sharon Johnson, Jessica Boland, Deb Murray, Denise Vujnovich and Rita Von Haden

· ■ The meeting was called to order by Pat Ruda (Chair) and she provided background to the Harm Reduction Work Group and the SPFSIG grant since there was new membership at the “kickoff meeting” to the SPFSIG grant.

· ■ SPFSIG core group members provided updates on data collection (needs assessment) required for the grant. There were 3 focus groups conducted and 16 young adults ages 18–25 were interviewed. The highlights included:

· ■ The Tri-Ethnic Community Readiness Survey was also recently completed by Al Bliss and Pat Ruda. There were 8 community leaders identified who were interviewed. This tool provided valuable insight to our community’s perception of the problems of binge drinking in La Crosse County. Please results in page 3.

· ■ As part of the needs assessment data collection, law enforcement interviews were conducted in La Crosse, West Salem, Holmen and the County Sheriff.

· ■ Members discussed the potential for 8 strategies listed below and were asked to rank strategies.

TABLE 9.2 SPF-SIG Approved Strategies (From a list of 63 strategies provided)

Prevention Strategy 1	Why? Addresses:	Your rank:	Interest in assisting?
Promote the prosecution and adjudication with sanctions of alcohol law violations within the municipal and circuit court system. (Bring all court systems within the county into alignment with the adjudication of violations.)	Perceived low risk
Establish procedure for party patrols targeting open parties in residential settings that are unlicensed taverns and outdoor areas with a history of parties.	Social access
Media advocacy–strategic use of coverage to gain support for policy change (and to change norms).	Perceived low risk Social norms
Establish evidence based “best practices” for local retailers including no consumption based drink specials, all staff RBS trained, refusal to serve all patrons under age 21, annual review of ID check procedure and identifying intoxicated patrons with law enforcement. Off premises “Class A” retailers agree to restriction on “tasting” and restrictions on POS advertising	Retail access Social norms
Require “Class B Temporary” Licenses to adopt “best practices” conditions requiring secure perimeter, ID checks, RBS, sober servers, etc.	Retail access Social access Social norms
Adopt ordinance banning consumption-based drink specials, such as flat fee and time limited pricing.	Retail access
Enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events	Perceived low risk Social access Social norms
Work with local healthcare providers (including campus health services) to adopt a policy requiring that screening and brief motivational interventions are part of standard practice	Perceived low risk Social norms

1These strategies are evidence-based or a federal agency has provided strong recommendations of effectiveness

MOUS: SIGNED BY ALL PARTIES BY 9/17/09

WORKSHEET 9—Memorandum of Understanding

This Memorandum of Understanding (MOU) establishes a working partnership on the “Reducing Binge Drinking Among 18–15 Year Olds in La Crosse County” granted project between La Crosse Medical Health Science Consortium (LMHSC) and La Crosse County Health Department, La Crosse County Human Services Department, Coulee Council on Addictions, Gundersen Lutheran Community and Preventive Health, and University of Wisconsin-La Crosse.

· I. Missions LMHSC: to develop and implement collaborative initiatives focused toward meeting community and regional needs through enhancing health care, strengthening medical health science education, and solidifying interactive research initiatives.Changing the Culture of Risky Drinking Behavior Coalition: to reduce the negative consequences of risky drinking and underage drinking in La Crosse County. La Crosse County Health Department: to improve the quality of life and health of all people in La Crosse County. La Crosse County Human Services Department: We are dedicated to working with individuals and families within La Crosse County, in order to enhance their self-sufficiency and quality of life. We will offer protection, prevention, intervention, treatment, education and support, within our local, state, and federal guidelines, and with respect for the dignity of each person served. Coulee Council on Addictions: to provide a chemical-free environment with a supportive atmosphere for recovery

Together, the Parties enter into this Memorandum of Understanding to mutually promote reducing the negative consequences of binge drinking among 18–25 year-olds in La Crosse County. Accordingly, the LMHSC and the La Crosse County Health Department, operating under this MOU agree as follows:

· II. Purpose and Scope

· 1. The LMHSC and the partners listed above have joined together in this Community Coalition effort to work collaboratively with other partners in the La Crosse County community to bring awareness to the issue of binge drinking and its consequences, especially among young people. We will also work together to bring about environmental changes based on evidence-based strategies to reduce the negative consequences of binge drinking among 18–25 year-olds in La Crosse County. This effort is intended to result in a greater awareness and sense of responsibility on the part of the community toward the current culture of permissive alcohol use and reduce injuries and deaths related to aggressive alcohol use.

· III. Responsibilities Each party will appoint a person to serve as the official contact and coordinate the activities of each organization in carrying out this MOU. The initial appointees of each organization are: LMHSC: Catherine Kolkmeier, 608-785-5151 La Crosse County Health Department: Al Bliss, 608-789-4820 La Crosse County Human Services Department: Becky Spanjers, 608-785-5875 Coulee Council on Addictions: Pat Ruda, 608-784-4177 Gundersen Lutheran Community and Preventive Health, Brenda Rooney, 608-775-2152 University of Wisconsin-La Crosse, Jeremy Arney, 608-785-8483

The organizations agree to the following tasks for this MOU:

· ■ Through Media Advocacy, our team will develop relationships with area media as well as recruiting students to develop social networks that will together increase public awareness of the culture that permits binge drinking among young people.

· ■ By working with local festival organizers, we will seek to increase the number and quality of, and compliance with, evidence-based best practices for reducing binge drinking at local festivals.

· ■ Working with our three local higher education campuses as well as area high schools, we will work to inventory existing policies regarding binge drinking and will work collaboratively to address gaps and strengthen policies to adhere to evidence-based strategies from other campuses.

As a collaborative partner, we are committed to serve on the coalition to assist with the following milestones:

· ■ Ongoing identification and assessment of local-level data.

· ■ Creation and continuation of partnerships.

· ■ Implementation of capacity development plan.

· ■ Meetings and workshops with key stakeholders and service providers.

· ■ Develop an implementation plan for identified strategies.

· ■ Implementation of evidence-based programs, policies, and practices with fidelity.

· ■ Implementation of evaluation plan.

· ■ Collection of process data and additional implementation data.

· ■ Consult and collaborate with evaluation team.

· ■ Review effectiveness of policies, programs, and practices.

· ■ Complete required local-level evaluation and reporting including National Outcome Measures (NOMs).

· ■ Communicate findings to the SPF project team.

· ■ Maintain accountability for both fiscal and programmatic deliverables.

· ■ Collect and analyze Youth Risk Behavior Survey (YRBS).

· IV. Terms of Understanding The term of this MOU is for a period of one year from the effective date of this agreement and may be extended upon written mutual agreement. It shall be reviewed at least annually to ensure that it is fulfilling its purpose and to make any necessary revisions. Either organization may terminate this MOU upon thirty (30) days written notice without penalties or liabilities.

Authorization

The signing of this MOU is not a formal undertaking. It implies that the signatories will strive to reach, to the best of their ability, the objectives stated in the MOU. On behalf of the organization I represent, I wish to sign this MOU and contribute to its further development.

___________________________________________________________

LMHSC: Catherine Kolkmeier

___________________________________________________________

La Crosse County Health Department: Al Bliss

___________________________________________________________

La Crosse County Human Services Department: Becky Spanjers

___________________________________________________________

Coulee Council on Addictions: Pat Ruda

___________________________________________________________

Gundersen Lutheran Community and Preventive Health, Brenda Rooney

___________________________________________________________

University of Wisconsin-La Crosse, Jeremy Arney

Worksheet 10: Analyzing Intervening Variables related to the Priority.

Community: La Crosse County Priority: Binge Drinking

Person completing report : Brenda Rooney

Worksheets Completed (please check):

X Worksheet 1: Review of Past Needs Assessment

X Worksheet 2: Exploring community level data collection sources

X Worksheet 3: Environmental Scan—Assessing Access

X Worksheet 4: Interview—Enforcement Assessment

X Worksheet 5: Interview—Assessing Prosecution Data

X Worksheet 6: Focus Groups (for specific priority)

X Worksheet 7: Capturing Individual Focus Group Information

X Worksheet 8: Analyzing Focus Group Information

X Worksheet 9: Assessing Community ATOD Resources

TABLE 9.3 Worksheets Completed

· 1. What are the most significant things you learned (or confirmed) from these activities? From our in-depth Burden of Alcohol-Related Injuries Report, we know that the overuse/misuse of alcohol is a SERIOUS PUBLIC HEALTH CONCERN for our community. Binge-drinking is related to serious injury and death in our community. The Burden Report summarized the problem: · ■ There were 14 alcohol-related injury deaths for 15–24 year olds in La Crosse County for the five year period 2003–2007. · ■ For 12–24 year old La Crosse residents, 10% of all emergency department visits for intentional injury and 3% of all emergency department visits for unintentional injury were alcohol-related. · ■ For 12–24 year old La Crosse residents, 34% of all inpatient hospital stays for intentional injury and 21% of all inpatient hospital stays for unintentional injury were alcohol-related. · ■ 4,517 police calls in La Crosse County were alcohol-related for 2006–2007. This calls for some strategies to be focused on HARM REDUCTION. The small study conducted at Gundersen Lutheran examines binge drinking among a non-college population. It compares 18–24 year old binge drinkers to 25+ binge drinkers. This study found that 62% of the 18–24 year old reported binge drinking in the previous month compared to 36% of those ages 25+. It also suggested that over 55% of those that binge drink, do so on more than one occasion in the past month. Unlike the older binge-drinker who was more likely to report poorer health, higher risk for depression, more likely to use tobacco and eat a less healthy diet, none of these risk factors were able to describe the younger binge-drinker. They appear to be a fairly homogeneous group. This calls for a BROAD BASED APPROACH, since efforts to target a population segment would be difficult since binge drinking is wide-spread and-non discriminatory. The Community Readiness CESA #4 Community survey confirmed that our community members do perceive binge-drinking by adults (18+) to be a serious problem in our community, and is seen as a higher area of concern than tobacco use, marijuana use, prescription drug abuse, illegal drug use, bullying, violence, mental health, depression, & suicide. Encouraging us further is that 83% of those surveyed believe that the community can reduce alcohol problems by prevention. When asked who they see is responsible for prevention, the following were cited as responsible: Family-90.2%, individual-85.4%, community-68.3%, law enforcement-67.5%, school-65.0%, and local health department-45.5%. Overall, the community readiness to take action score was highest for alcohol. This suggests that there is good community support for visiblePRIMARY PREVENTION STRATEGIES. The Tri-Ethnic Community Readiness Survey suggested that important community leaders may not be as aware of coalition activities as we as a coalition though. Also, their perception of the community members’ knowledge about the problem, and the efforts being made suggest that as a coalition, we need to do a better job of communicating our efforts and activities. This suggests a possible MEDIA ADVOCACY CAMPAIGN is necessary to reach the mass population to begin to change thoughts about the culture of binge drinking. The Focus Groups we conducted sent a strong message to the coalition. There is a low perceived risk of binge drinking by those participating. They suggested that most college students don’t perceive that binge drinking is bad for their health or may lead to other risks/harms. Easy retail access; low prices; easy social access; are and embedded part of the social norms in our community. This suggests strategies should focus on changing the LOW PERCEIVED RISK of binge drinking. From our environmental scan of Retail Outlets, Taverns and Law Enforcement Interviews we learned that most taverns have all you can drink specials. They are more common during the week, to encourage people to come to the bars at less busy times in the week. Signage regarding underage use is inconsistent at taverns and retail outlets. Alcohol–related citations (underage and public intoxication infractions) based on the amount of the fine varies greatly among municipalities within La Crosse County. Keg registration, an important policy to reduce house parties, only exists in the city of La Crosse, not the other municipalities. This suggests an EXAMINATION AND RECONCILIATION OF POLICIES COUNTY-WIDE.Festivals in which drinking is heavily promoted dominate our culture. This suggests anEXAMINATION AND ADOPTION OF KEY BEST-PRACTICES FOR THESE CLASS B TEMPORARY LICENSES.
· 2. Did you learn anything that was a surprise to you? Yes. The City of La Crosse has a Public Intoxication ordinance and results have shown very few repeaters through those who have taken an “alcohol risk reduction” class offered by police. University policies on alcohol are not widely known or felt there were perceived the same by staff and students. There are also inconsistent policies between the three college campuses. The targeted population expressed a low perceived risk of harm from binge drinking. We felt this was common knowledge. Our first, very gentle foray into a harm reduction strategy with Oktoberfest (wristbands with the address of the first aid station and a “drink safely” message) met with some resistance. Working with festival boards may be highly political and we will need to be very prepared when we meet to discuss best-practice strategies with them.
· 3. In the process of conducting these activities, did you meet/learn of anyone who could be invited to join in your efforts? If yes, provide names/titles. Yes, we’ve gained additional law enforcement officers from some of the surrounding communities, including the sheriff as new coalition members. We’ve engaged several new students to our coalition who are very interested in participating and have great ideas about how college students communicate and get information. They also have great knowledge about who the thought leaders are in “their” communities.
· 4. What useful information did you obtain concerning conditions that could encourage, cause or facilitate young adult binge drinking among 18–25 year olds?
	a	Retail availability-(density, compliance checks, product placement, product characteristics, etc.)	Density of taverns is severe; 55 taverns located within a 20 square block region and all within a half-mile of two universities and one college. There is an enormous amount of alcohol products in retail stores. Compliance checks are being done routinely by police officers in the city of La Crosse, but addressing over-serving of customers is more difficult to police/enforce. The City of La Crosse does safe/sober server education that covers over-serving, but tavern turn-over and buy in from owners makes this training difficult.
	b	Pricing-(drink specials, competition between retailers, discount pricing for quantities, holiday specials, etc.)	All You Can Drink (AUD) specials are mainly a phenomenon at popular college bars, but not at all bars in the community. Beer is very inexpensive at festivals and is often not sold by a sober server or someone checking ids. Over-selling occurs.
	c	Social Availability-(friends/relatives provide, underage use allowed at community and family celebrations, adults unaware of laws regarding providing alcohol, availability of unsupervised and other drinking locations, etc.)	House parties are very common near college campuses. The Keg Registration policy implemented by the City of La Crosse has been helpful in slowing the number of large house parties; however, not all retailers selling kegs are within the city of La Crosse. Also, adults are getting around the keg registration issue by buying beer in large party packs rather than kegs. It would be important to look at policies around the three campuses to ensure that there is accountability for those violating the policy and communication with the campus student offices.
	d	Enforcement And Adjudication-(lack staff and training, law enforcement and judicial practices, low monitoring of social events, lack parental enforcement, etc.)	Alcohol-related fines vary greatly among municipalities. Compliance checks are only just beginning in surrounding communities.
	e	Social/Community Norms regarding alcohol use-(multigenerational use, community and family norms that accept or encourage use underage use is “right of passage,” alcohol use is not harmful, not as bad as using other drugs, etc.)	Alcohol use, particularly at festivals is such a strong norm in our community. This came through strongly in the focus group surveys as well as the community leadership interviews.
	f	Promotion of alcohol-(number, placement and content of ads and billboards, alcohol comp-any sponsorship of events, etc.)
	g	Low perceived risk-(low perception of getting arrested/sentenced, little fear of parents setting/imposing consequences, inaccurate beliefs about safety of alcohol use, etc.)	This was one of the key messages we heard from the focus groups that we conducted.

· 5. Did you discover any gaps in resources related to these Intervening Variables? Any resources that can assist in either assessing or addressing local needs?

· 6. As a result of the data collection, which of the intervening variables “rises to the surface”?

· 1) Low perceived risk

· 2) Social access/availability

· 3) Retail access/availability

TABLE 9.4 Collecting Contributing Factor DataWorksheets Completed

Worksheet 27: Collecting Contributing Factor Data:
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets
	Contributing Factors	How will we measure? Source of data?	Person responsible?
Intervening Variable Social/Community Norms	1. Family Acceptance	Community Perception Survey	Brenda Rooney
	2. Multigenerational Use	Community Perception Survey (CESA #4), WISH (BRFSS)	Brenda Rooney
	3. Considered Right of Passage	Community Perception Survey (CESA #4), WISH (BRFSS)	Brenda Rooney
	4. Youth Perceptions	College Health Assessment (Western Technical College, UW La Crosse and Viterbo University), Community Perception Survey (CESA #4), WISH (BRFSS)	Brenda Rooney

FIGURE 9.7A Worksheet 1: Community logic model for changing the culture of risky drinking behavior coalition

FIGURE 9.7B (Continued)

FIGURE 9.7C (Continued)

FIGURE 9.7D (Continued)

Worksheet 2: Beginning the Strategic Planning Process Duplicate this form as needed.

Directions-

· 1) Note your priority and an Intervening Variable that was identified from data you collected and analyzed during the assessment process.

· 2) Develop a problem statement and a goal related to the Intervening Variable.

· 3) Identify one Contributing Factor that relates to this Intervening Variable and frame objective (s) around the Contributing Factor.

· 4) Note- The remaining columns will be filled in after strategy review is complete and potential strategies are being considered.

Priority: Binge Drinking

Intervening Variable: Perceived low risk NOTE- Complete a form for each Intervening Variable your coalition will be addressing.

Problem Statement: Too many students are engaging in binge drinking

Goal: Decrease binge drinking

NOTE - You can select more than one Contributing Factor per Intervening Variable and more than one objective per Contributing Factor.

FIGURE 9.8A Beginning the Strategic Planning Process

Worksheet 2: Beginning the Strategic Planning Process Duplicate this form as needed.

Directions-

· 1) Note your Priority and an Intervening Variable that was identified from data you collected and analyzed during the assessment process.

· 2) Develop a problem statement and a goal related to the Intervening Variable.

· 3) Identify one Contributing Factor that relates to this Intervening Variable and frame objective(s) around the Contributing Factor.

· 4) Note - The remaining columns will be filled in after strategy review is complete and potential strategies are being considered.

Priority: Binge Drinking

Intervening Variable: Retail Access NOTE- Complete a form for each Intervening Variable your coalition will be addressing.

Problem Statement: Too much binge drinking, over-serving and access to alcohol during community festivals

Goal: To reduce binge drinking during community festivals

NOTE - You can select more than one Contributing Factor per Intervening Variable and more than one objective per Contributing Factor.

FIGURE 9.8B (Continued)

Worksheet 2: Beginning the Strategic Planning Process Duplicate this form as needed.

Directions-

· 1) Note your Priority and an Intervening Variable that was identified from data you collected and analyzed during the assessment process.

· 2) Develop a problem statement and a goal related to the Intervening Variable.

· 3) Identify one Contributing Factor that relates to this Intervening Variable and frame objective(s) around the Contributing Factor.

· 4) Note - The remaining columns will be filled in after strategy review is complete and potential strategies are being considered.

FIGURE 9.8C (Continued)

FIGURE 9.9 Goodness of Fit

TABLE 9-5A Worksheet 4: Step-By-Step Actions Needed To Implement The Selected Strategy

Complete this form for each Environmental Strategy your coalition plans to implement.
Coalition Name: Changing the Culture of Risky Drinking Behavior
Strategy Being Implemented: Enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events
Action to be taken	Who will be involved? (Will staff/coalition members be responsible? Will some tasks be “outsourced”?)	When will it take place?	Where will it take place?	What resources do you need? (Funds, Specific skills, specialized training, etc.?)	Which of CADCA’s Seven Strategies for Community Change does this impact?
Document current campus policies at UW La Crosse, Viterbo University and Western Technical College.	Staff and students	10/1/09–12/31/09	At college campuses	Train students	Provide information
Interview key university staff such as campus law enforcement, directors, chancellors, hall directors, student resident assistants, university instructors, students, citizens living within or near campuses, etc.	Staff	1/1/10–3/31/10	At college campuses		Study the physical design
Document current level of enforcement including citations.	Police Departments	10/1-09–12/31/10	Police dept records		Provide information
Report and disseminate key findings to Tri-Campus Alcohol Task Force	Staff/Coalition	4/1/10–5/31/10	Campus—to leaders, community, and media		Provide information
Meet with key University leaders, including Tri-Campus, law enforcement, etc to enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events.	Staff	6/1/10–9/30/10	Campuses	Training on effective evidence-based strategies	Provide information
Formulate plan to implement policies, programs, and strategies to student faculty	Staff, coalition and students	8/1/10–9/30/10	Campuses, coalition meetings	Training on effective evidence-based strategies	Modify/change policies
Implement key strategies to enhance enforcement of policies	Staff, campus staff, coalition and students	9/1/09–5/1/11	Campuses	Training on effective evidence-based strategies	Modify/change policies
Evaluate strategies implemented	Staff	9/1/10–5/30/11	Campuses	Technical assistance from WI DHS	Study the physical design

Adapted from: Community Mobilization for Prevention, Southwest Prevention Center, http://swpc.ou.edu

Worksheet created by: Bethany Thomas, OMNI, Denver, CO, 2003.

TABLE 9-5B Worksheet 4: Step-By-Step Actions Needed To Implement The Selected Strategy

Complete this form for each Environmental Strategy your coalition plans to implement.
Coalition Name: Changing the Culture of Risky Drinking Behavior
Strategy Being Implemented: Require “Class B Temporary” Licenses to adopt “best practices” conditions requiring secure perimeter, ID checks, RBS, sober server, etc.
Action to be taken	Who will be involved? (Will staff/coalition members be responsible? Will some tasks be “outsourced”?)	When will it take place?	Where will it take place?	What resources do you need? (Funds, Specific skills, specialized training, etc.?)	Which of CADCA’s Seven Strategies for Community Change does this impact?
1.	Document festivals current best practices by pre test/checklist evaluation on site.	Staff, coalition	10/109–9/30/10	At festivals in La Crosse County		Modify/change policies
2.	Interview festival board organizers to identify additional best practices and or gaps	Staff	10/109–9/30/10	At festivals in La Crosse County/at organizers		Study the physical design
3.	Collect law enforcement data of alcohol related violations at festivals	Staff and law enforcement	10/109–9/30/10	Police departments		Study the physical design
4.	Coordinate evidence-based best practices with festival organizers to reduce binge drinking. This shall include working with local police departments in La Crosse County to train servers in RBS. Provide festival organizers with best practices to reduce binge drinking.	Staff and law enforcement	10/1/10–9/30/11	At festivals in La Crosse County	Specialized training in best practices such as RBS	Enhance Skills
5.	Get festivals to adopt additional policies and best practices based on evaluation of key findings.	Staff	10/1/10–9/30/11	At festivals in La Crosse County	Specialized training in best practices such as RBS	Modify/change policies
6.	Evaluate the effectiveness of festival policies in reducing the reported number of alcohol violations, injuries and other accidents associated with binge drinking.	Staff and coalition member evaluator	10/1/11–12/31/11	At festivals in La Crosse County, Police Department		Study the physical design
7.	Disseminate key findings (including use of best practices) to festival organizers, key community leaders and others. Publish key findings in peer review journals and submit abstracts to state and national conferences for potential presentation	Staff and coalition member evaluator	10/1/10–12/31/11	Media outlets in La Crosse County		Provide information

Adapted from: Community Mobilization for Prevention, Southwest Prevention Center, http://swpc.ou.edu

Worksheet created by: Bethany Thomas, OMNI, Denver, CO, 2003.

TABLE 9-5C Worksheet 4: Step-By-Step Actions Needed To Implement The Selected Strategy

Complete this form for each Environmental Strategy your coalition plans to implement.
Coalition Name: Changing the Culture of Risky Drinking Behavior
Strategy Being Implemented: Media advocacy—strategic use of coverage to gain support for policy change (and to change norms).
Action to be taken	Who will be involved? (Will staff/coalition members be responsible? Will some tasks be “outsourced”?)	When will it take place?	Where will it take place?	What resources do you need? (Funds, Specific skills, specialized training, etc.?)	Which of CADCA’s Seven Strategies for Community Change does this impact?
· 1. Develop a partnership with local newspaper, TV, and radio outlets to bring awareness to the permissive culture regarding binge drinking and the need for stronger and more consistent enforcement of policies.(Policies will include festivals adopting best practices and or policies to reduce binge drinking and policies that will enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events)	Staff	10/1/09–12/31/09	La Crosse County media outlets	Training in media advocacy	Provide information
· 2. Conduct press conferences and interviews, editorial board meetings, letters to the editor, and op-ed pieces with particular focus on early fall and graduation times for increased media coverage.	Staff and coalition members	10/1/09–9/30/10	La Crosse County media outlets	Training in media advocacy	Provide information
· 3. Utilize internet for media advocacy support and increase knowledge about policies to reduce binge drinking among university and college students through Facebook, MySpace, You Tube, on-line campus newsletters, University and College websites.	Staff and students	10/1/09–9/30/10	Internet, campuses	Training for Facebook, Myspace and You Tube	Enhance skills, enhance access/reduce barriers
· 3. a. Students will create a You Tube video contest at UW La Crosse, Viterbo University and Western Technical College to reduce binge drinking and use the winning video to promote advocacy and awareness of risky drinking and dissemination of campus alcohol policies to students, faculty and to the surrounding campus community.	Students	2/1/10–6/1/10	Internet, campuses	Training for Facebook, Myspace and You Tube	Provide information
· 3. b. Students will recruit popular peers (10–12 at each campus) to promote media advocacy for policies on campus to various groups such as athletes, fraternities and sororities, and dorm resident assistants.	Staff and students	10/1/09–9/30/10	Internet, campuses	Media advocacy training for students	Provide support
· 4. Additional steps for media advocacy will include: · a. Monitoring media for coverage of relative topics · b. Identify and disseminate interest news stories related to binge drinking that support public health policies · c. Respond to journalist’ inquires and information requests · d. Supply access to experts who can assist journalists · e. Prepare press releases and background papers · f. Arrange press conferences and media coverage interviews · g. Plan a media diary, identify specific date of coverage, summary of story, etc. · h. Respond to misleading items in the media · i. Speak publicly on reducing binge drinking and search for new angles on stories, new spokespersons and organizations to back and publically speak for the policy (recruit a wide variety of professionals and organizations to support public health policy	Staff	10/1/09–9/30/10	La Crosse County media outlets	Media advocacy training for coalition, staff and students	Provide information

Adapted from: Community Mobilization for Prevention, Southwest Prevention Center, http://swpc.ou.edu

Worksheet created by: Bethany Thomas, OMNI, Denver, CO, 2003.

SPF SIG

COMMUNITY GRANTEE

2010 IMPLEMENTATION PLAN

September 30, 2009–September 29, 2010

PROJECT SUMMARY

· 1. Project Title: Changing the Culture of Risky Drinking Behavior Coalition

· 2. Applicant Agency: La Crosse Medical Health Science Consortium Telephone Number: 608 785-5151

· 3. Project Director: Catherine Kolkmeier

· 4. Area to be served La Crosse County (same as described in original application)

· 5. Staffing Patterns (List all staff, including contract staff, funded under this grant, percentage of time allocated to the project and list to SPF duties and responsibilities.

Current and proposed organizational structure and staff pattern

Currently, the La Crosse Medical Health Science Consortium (LMHSC) employs three staff, one of which will be reimbursed for her time for this project. For specific projects, the LMHSC has subcontracted with the La Crosse County Health Department for staff time. This staffing pattern will be used again and expanded to include other agencies for this project.

An organizational chart describing the proposed structure and staffing pattern follows this summary. It identifies individuals’ names and current positions, as well as their specific project roles and whether they are “staff” or “volunteers” for the project. A third group will serve as “partners” on the project and will be reimbursed for their specific input into the project in the form of stipends rather than salary/fringe. These details are described below.

Specific roles and responsibilities of project staff and/or volunteers

PROJECT STAFF: The following individuals will be considered “staff” for this project in that they will be reimbursed for their time and benefits as outlined in the budget.

Catherine Kolkmeier, MS is the Director of the LMHSC. Her role in the project will be Project Administrator and Fiscal Agent. In this role (9% time), she will oversee all subcontracts andstipends and provide oversight to subcontracted staff during the course of the project. She will also play an active role in the day-to-day SPF implementation process and will attend all meetings and gatherings of the project team. As the fiscal agent, she will be responsible for all grant management activities. She has been at the LMHSC for 2.5 years and has worked as a small business owner, professional writer, nonprofit development and communications director, and biologist.

Pat Ruda is the Executive Director of Coulee Council on Addictions and has been the Chair of the Changing the Culture Community Coalition since its inception. She will be subcontracted for 28% of her time and will continue in her role as Coalition Chair. In this role, she will manage Coalition meetings and events, coordinate media relations, communicate between project leaders, and provide supervision for all project volunteers and stipend recipients. She will play an active role in the implementation process and will consult to the project based on her experience providing direct AODA services to La Crosse County residents, including youth. She has been with CCA for six years and brings management and project development skills to the project

Al Bliss is a Community Health Educator with the La Crosse County Health Department and will be subcontracted for 50% of his time to serve as the Project Manager. He was also the Project Manager for the “Changing the Culture of Risky Drinking Behavior” Development Grant and will continue to provide those services, which include coordinating meetings and materials for the project team, assisting the Community Coalition volunteers with developing presentations, strategies, and printed materials, handling day-to-day communications and logistics, and working with the media as needed. Al will also consult to the project based on his experience with community prevention efforts, especially with smoking cessation, and will assist the Project Administrator with grant management as needed.

Jeremy Arney is a faculty member in the Political Science and Public Policy Department at the University of Wisconsin-La Crosse. He will serve as the Health Policy Specialist for the project (18% time) and will continue his role as Chair of the Harm Reduction Workgroup. He will assist in recruiting and managing youth and students for project activities, will provide guidance on policy issues, and will participate in all meetings, events, and activities of the grant.

Brenda Rooney, PhD, MPH, is Clinical Epidemiologist and Medical Director of the Department of Community and Preventive Care Services at Gundersen Lutheran Medical Center in La Crosse. Dr. Rooney is also an active member of the Population Health Committee of the LMHSC. As theData/Evaluation Committee Chair (4% time), she will provide expertise and consultation on research and data collection and evaluation, will provide data and research findings as needed, and will advise on project implementation from the viewpoint of a healthcare professional.

Becky Spanjers is the Clinical Services Specialist with the La Crosse County Department of Human Services. She works with members of the community who have been ordered to undergo substance abuse counseling and will serve as the Clinical Consultant for the project at a 5% time commitment. This will include consulting with the project team during implementation based on her experience in the Mental Health Recovery system and within the Chemical Health and Justice Sanctions system.

STIPENDS:

Several students, from both college and high school student bodies, will assist the project team by participating in activity planning, developing youth-specific communication strategies (e.g. Facebook, Twitter), and engaging in policy reviews for campuses. A stipend of $2000 will be used to compensate students for their time and efforts.

6. Project Abstract for This Funding Period

The Coalition applying for this grant is the non-incorporated “Changing the Culture of Risky Drinking Behavior” Community Coalition that was initially formed for the purpose of planning and implementing evidence-based strategies to reduce alcohol-related injuries among 12–24 year-olds in La Crosse County. For this proposed Strategic Prevention Framework project, selected participants in the coalition will focus specifically on the prevalence and consequences of binge drinking in 18–25 year-olds.

This will be address through three strategies. Through Media Advocacy, our team will develop relationships with area media as well as recruiting students to develop social networks that will together increase public awareness of the culture that permits binge drinking among young people.

By working with local festival organizers, we will seek to increase the number and quality of, and compliance with, evidence-based best practices for reducing binge drinking at local festivals.

Working with our three local higher education campuses as well as area high schools, we will work to inventory existing policies regarding binge drinking and will work collaboratively to address gaps and strengthen policies to adhere to evidence-based strategies from other campuses.

TABLE 9-6A Local Implementation Plan

Year 1
Name of Coalition: Changing the Culture of Risky Drinking Behavior
Area Being Served: Young Adults Binge Drinking 18–25 Year Olds
Date When Worksheet is Submitted: 8-31-09
State the Priority	Young Adults Binge Drinking 18–25 Year Olds
State the Intervening Variable	Social Norms
State the Contributing Factor	Responsibility message (not anti-alcohol), multigenerational use, belief alcohol is not harmful, alcohol not as bad as other drugs, can binge and be safe, negative media coverage
* Community Readiness Strategy and/or Evidence Based Environmental Strategy	Key Action Steps	Implementation Timeframe From: Mm/yy To: Mm/yy	Who’s Responsible Agency/Workgroup/Individual	Measure/Evaluation
Media advocacy—strategic use of coverage to gain support for policy change (and to change norms).	· 1. Develop a partnership with local newspaper, TV, and radio outlets to bring awareness to the permissive culture regarding binge drinking and the need for stronger and more consistent enforcement of policies. (Policies will include festivals adopting best practices and or policies to reduce binge drinking and policies that will enhance enforcement of alcohol laws and policies on campus property and at campussponsored events)	· 1.10/01/09–12/31/09	· 1. La Crosse County Health Department, Al Bliss, Health Educator	· 1. Media contact names and meeting dates on file.
	· 2. Conduct press conferences and interviews, editorial board meetings, letters to the editor, and op-ed pieces with particular focus on early fall and graduation times for increased media coverage.	2. 10/01/09–9/30/10	· 2. Coulee Council on Addictions, Pat Ruda, Director	· 2. Dates of press conferences and media coverage, letters to the editor on file, list of media that covered stories on file.
	· 3. Utilize internet for media advocacy support and increase knowledge about policies to reduce binge drinking among university and college students through Facebook, MySpace, You Tube, on-line campus newsletters, University and College websites.	· 3.10/01/09–9/30/10	· 3. University of WI La Crosse, Jeremy Arney, Instructor	· 3.Website links, materials developed and newsletters on file.
	· a. Students will create a You Tube video contest at UW La Crosse, Viterbo University and Western Technical College to reduce binge drinking and use the winning video to promote advocacy and awareness of risky drinking and dissemination of campus alcohol policies to students, faculty and to the surrounding campus community.	· a.2/01/10–6/01/10	· a. University of WI La Crosse, Jeremy Arney, Instructor	· a. You Tube videos on file
	· b. Students will recruit popular peers (10–12 at each campus) to promote media advocacy for policies on campus to various groups such as athletes, fraternities and sororities, and dorm resident assistants.	· b.10/01/09–9/30/10	· b. University of WI La Crosse, Jeremy Arney, Instructor	· b.Names of peers on file, description and summary of media advocacy activities by peers on file.
	· 4. Additional steps for media advocacy will include:	4. 10/01/09–9/30/10	4. La Crosse County Health Department, Al Bliss, Health Educator	4. Media coverage dates and summary of stories on file, copies of TV video coverage, list of experts provided to media, media diary, public speaking dates and description of audience on file.
	· a. Monitoring media for coverage of relative topics
	· b. Identify and disseminate interest news stories related to binge drinking that support public health policies
	· c. Respond to journalist’ inquires and information requests
	· d. Supply access to experts who can assist journalists
	· e. Prepare press releases and background papers
	· f. Arrange press conferences and media coverage interviews
	· g. Plan a media diary, identify specific date of coverage, summary of story, etc.
	· h. Respond to misleading items in the media
	· i. Speak publicly on reducing binge drinking and search for new angles on stories, new spokespersons and organizations to back and publicly speak for the policy recruit a wide variety of professionals and organizations to support public health policy

TABLE 9-6B Local Implementation Plan

Year 1
Name of Coalition: Changing the Culture of Risky Drinking Behavior
Area Being Served: La Crosse County
Date When Worksheet is Submitted: August 28, 2009
State the Priority	Young Adults Binge Drinking 18–25 Year Olds
State the Intervening Variable	Retail Access
State the Contributing Factor	Availability of alcohol, deaths and injuries at times during festivals, density and volume of people, social norms, lack of knowledge of community policies, and high perception of alcohol related violations.
* Community Readiness Strategy and/or Evidence Based Environmental Strategy	Key Action Steps	Implementation Timeframe From: Mm/yy To: Mm/yy	Who’s Responsible Agency/Workgroup/Individual	Measure/Evaluation
Require “Class B Temporary” Licenses to adopt “best practices” conditions requiring secure perimeter, ID checks, RBS, sober servers, etc.	· 1.Document festivals current best practices by pre test/checklist evaluation on site.	· 1.10/01/09–9/30/10	· 1. Al Bliss. Project Manager, La Crosse County Health Dept.	· 1. Best practices list on file, including gaps
	· 2.Interview festival board organizers to identify additional best practices and or gaps	· 2.10/01/09–9/30/10	· 2–5. Al Bliss. Project Manager, La Crosse County Health Dept. and Pat Ruda, Executive Director, Coulee Council on Addictions and Chair of Coalition	· 2.Summary of festival organizers interviews on file
	· 3. Collect law enforcement data of alcohol related violations at festivals	· 3.10/01/09–9/30/10		· 3. Alcohol related violations during festivals on file
	· 4.Coordinate evidence-based best practices with festival organizers to reduce binge drinking. This shall include working with local police departments in La Crosse County to train servers in RBS. Provide festival organizers with best practices to reduce binge drinking.	· 4.10/01/10–9/30/11		· 4. List of best practices, training dates, materials, list of festival, names of people trained for RBS on file
	· 5. Get festivals to adopt additional policies and best practices based on evaluation of key findings.	· 5.10/01/10–9/30/11		· 5. Adopted policies and best practices by each festival on file
	· 6.Evaluate the effectiveness of festival policies in reducing the reported number of alcohol violations, injuries and other accidents associated with binge drinking.	· 6.10/1/11–12/31/11	· 6. Brenda Rooney, PhD., Gundersen Lutheran Community and Preventive Care Services, Epidemiologist and Evaluator	· 6.Evaluation survey tool and results on file
	· 7.Disseminate key findings (including use of best practices) to festival organizers, key community leaders and others. Publish key findings in peer review journals and submit abstracts to state and national conferences for potential presentation.	· 7.10/1/10–12/31/11		· 7. Key findings on file, dissemination list and any published journals on file. Abstracts to conferences on file.

TABLE 9-6C Local Implementation Plan

Year 1
Name of Coalition: Changing the Culture of Risky Drinking Behavior
Area Being Served: La Crosse County
Date When Worksheet is Submitted: 8-31-09
State the Priority	Young Adults Binge Drinking 18–25 Year Olds
State the Intervening Variable	Perceived low risk
State the Contributing Factor	Perceived low risk of arrest, safety, parental consequences, rite of passage and definition of binge drinking beliefs
* Community Readiness Strategy and/or Evidence Based Environmental Strategy	Key Action Steps	Implementation Timeframe From: Mm/yy To: Mm/yy	Who’s Responsible Agency/Workgroup/Individual	Measure/Evaluation
Enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events	· 1.Document current campus policies at UW La Crosse, Viterbo University and Western Technical College.	· 1.10/01/09–12/31/09	· 1. La Crosse County Health Department, Al Bliss, Health Educator and students at campuses	· 1.Documentation of policies on file
	· 2.Interview key university staff such as campus law enforcement, directors, chancellors, hall directors, student resident assistants, university instructors, students, citizens living within or near campuses, etc.	· 2.1/01/10–3/31/10	· 2. La Crosse County Health Department, Al Bliss, Health Educator and Coulee Council on Addictions, Pat Ruda, Director	· 2. Interview contact names, dates and summary of interview questions on file
	· 3.Document current level of enforcement including citations.	· 3.10/01/09–12/31/10	· 3. La Crosse Police Department, Sergeant, Tom Walsh	· 3. Alcohol-related citations/violations on file
	· 4. Report and disseminate key findings to Tri-Campus Alcohol Task Force	· 4.4/1/10–5/31/10	· 4–6. La Crosse County Health Department, Al Bliss, Health Educator and Coulee Council on Addictions, Pat Ruda, Director	· 4. Report/key findings on file
	· 5. Meet with key University leaders, including Tri-Campus, law enforcement, etc to enhance enforcement of alcohol laws and policies on campus property and at campus-sponsored events. (Policies may include freshman orientation education, consistency enforcing disciplinary actions associated with policy violations, keg registration, social host and party patrols, restricting alcohol sponsorship events on campus)	· 5.6/01/10–8/1/10		· 5. Names of university leaders and summary of meetings on file
	· 6.Formulate plan to implement policies, programs, and strategies to student faculty	· 6.8/01/10–9/30/10		· 6. Policy implementation plan on file
	· 7.Implement key strategies to enhance enforcement of policies	· 7.9/01/10–5/01/11		· 7. Document policies adopted, changed or enhanced on file
	· 8.Evaluate strategies implemented	· 8.9/01/10–5/30/11	· 8.Gundersen/Lutheran, Brenda Rooney, Ph.D, Community and Preventive Care Services	· 8. Evaluation on file

TABLE 9-7 Evaluation Worksheet 1: Creating Community Indicators (Data Points) For Your Local Evaluation

Coalition: Changing the Culture of Risky Drinking Behavior Coalition	County: La Crosse
Person completing this form: Al Bliss	Phone/Email: 608 789-4820 [email protected]
Evaluation Question	Indicator—(Data Points)	Direct	Specific	Useful	Practical	Culturally Appropriate	Adequate
1. (Objective) Did the three college campuses adopt effective policies to reduce binge drinking among 18–25 year old student?	a. College Health Assessment reporting fewer students who engage in binge drinking on college campuses	3	3	3	3	2	3
	b. Reported less public intoxication ordinance violations as measured by law enforcement records	3	3	3	3	2
	c. Reported less keg registration violations as measured by law enforcement records	3	3	2	2	2
	d. Reported number of house party violations for supplying alcohol to minors	3	3	2	3	3
2. (Objective) Did the 15 festivals in La Crosse County adopt best practices to reduce binge drinking among 18–25 year olds?	a. Total number of festival servers trained in RBS	3	3	3	3	3	3
	b. Reported number of policies adopted by festivals	3	3	3	3	3
	c. Reported less public intoxication and sober server violations as measured by law enforcement records	3	3	3	3	3
	d. Reported number of alcohol related violations for purchasing or supplying alcohol to minors as measured by law enforcement records	3	3	3	2	3
3. (Intervening Variable—Social Norms) Are fewer 18–25 year olds beliefs, perceptions and attitudes changing in the belief that alcohol is not harmful, not as bad as other drugs, can be safe and binge drink?	a. College Health Assessment reporting fewer students who engage in binge drinking	3	3	3	3	3	3
	b. Community Perception Survey (CESA #4) reporting changes in beliefs and perceptions	3	3	3	3	3
	c. Reported media coverage on file	3	2	2	3	3

TABLE 9-8 SPF SIG REVISED Budget and Justification October 1, 2009–September 30, 2010

Personnel
Job Title	Name	Annual Salary	Level of Effort	Amount Allocated from Carry-Over	Amount Allocated from Grant Year	TOTAL
Project Manager	Al Bliss	$55,640	50%		$27,820	$27,820
Coalition Chair	Pat Ruda	$46,509	28%		$13,022	$13,022
Project Administrator	Catherine Kolkmeier	$61,190	9%		$5507	$5507
Health Policy Specialist	Jeremy Arney	$50,000	18%		$9,000	$9,000
Data/Evaluation Committee	Brenda Rooney	$100,000	4%		$4000	$4000
Clinical Consultant	Becky Spanjers	$68,744	5%		$3437	$3437
TOTAL					$62,786	$62,786

Justification (please describe duties of individuals identified above):

Al Bliss will coordinate meetings, maintain all group communications, manage the website, and oversee selected activities. Pat Ruda will chair the Coalition as a whole and participate on the workgroup for this project, will conduct much of the prevention activities, oversee volunteers, and serve as a media contact. Catherine Kolkmeier will coordinate all grant administration, reporting, fiscal agent duties, and will participate in the workgroup. Jeremy Arney will recruit University youth participants and oversee select activities, will work with the workgroup on policy initiatives, and will participate in community-based policy education. Brenda Rooney will assist with incorporating evaluation into implementation activities and will coordinate all data collection and analysis. Becky Spanjers will consult with the project team during implementation based on her experience in the Mental Health Recovery system and within the Chemical Health and Justice Sanctions system.

TABLE 9-9 Fringe Benefits

Fringe Benefits
Fringe	Rate	Amount Allocated from Carry-Over	Amount Allocated from Grant Year	TOTAL
50% of all salaries	50%	$6679	$24,714	$31,393

TABLE 9-10 Travel

Travel
Item	Description	Amount Allocated from Carry-Over	Amount Allocated from Grant Year	TOTAL
In-State Travel	WI Prevention Conference × 4, SPF-SIG Training × 4	$2400, $1000		$3400
Out-of-State Travel	CADCA × 2	$4400		$4400
TOTAL				$7800

Justification (Please provide a detailed description of how you arrived at the amounts provided above):

Travel for four people to the WI Prevention Conference includes $200 for registrations, $200 for two nights’ hotel stay, $100 for meals, and $100 for mileage and/or rental car/gas. Travel for four to at least one SPF-SIG training includes $100 for one nights’ hotel stay, $50 for meals, and $100 for mileage and/or car rental/gas. Travel for two to CADCA national conference includes $500 for registration, $1000 for five nights’ hotel stay in Washington DC, $300 for meals, and $400 for airfare from La Crosse to Washington.

TABLE 9-11 Supplies

Supplies
Item	Description	Amount Allocated from Carry-Over	Amount Allocated from Grant Year	TOTAL
Print materials		$1300		$1300
Conference call services		$268		$268
TOTAL				$1568

Justification (Please provide a detailed description of how you arrived at the amounts listed above):

We expect to launch at least one major media campaign, which will require $1300 in printing costs for brochures, flyers, and posters. $268 is needed for use of the WISLine conference call service when multiple callers are required on conference calls with the project team and its partners.

TABLE 9-12 Contractual

Contractual
Name	Description	Amount Allocated from Carry-Over	Amount Allocated from Grant Year	TOTAL
Evaluation	Population Health Institute	$20,000		$20,000
Training	Alliance for Wisconsin Youth Regional Prevention Centers	$5000		$5000
La Crosse Police Overtime		$10,000		$10,000
Stipends for Student Assistance			$2000	$2000
TOTAL				$37,000

Justification (Please provide a detailed description of how you arrived at the amounts listed above. Also describe the names of contractors and duties and/or services they will provide):

$10,000 is included to provide up to 200 hours of police overtime for conducting alcohol compliance checks, responsible beverage server training, festival server training, and for working with youth in our community. $2000 is provided as a stipend pool to pay students who will be assisting with youth outreach and communication using social networking and by developing online tools.

TABLE 9-13 Other

Other

Item

Description

Amount Allocated from Carry-Over

Amount Allocated from Grant Year

TOTAL

Justification (Provide a description of how you arrived at the amounts listed above and a description of the purpose of the items listed):

TABLE 9-14 Indirect

Indirect

Item

Description

Amount Allocated from Carry-Over

Amount Allocated from Grant Year

TOTAL

Justification (Provide a description of how you arrived at the amounts listed above and a description of the purpose of the items listed):

TABLE 9-15 Totals

Totals
Total Amount of Carry-Over Requested	Total Allocation from Grant Year	Grand Total
$53,047	$87,500	$140,547

Not Required, but requested

6. Tri-Ethnic Community Readiness Report

Attached to the e-mail is a more user friendly Tri-Ethnic Community Readiness Report form. (You may recall that you received an earlier version of this for your use from Mary Raina Zwadzich.). We are not including this in the list of materials that you are required to submit as part of your implementation plan because we did not tell you earlier that it would be required. However, if you have the time to complete this form, the review team would find it useful and would appreciate it. We do expect that the evaluation time will require this sometime in the future.

WORKSHEET 26

Brief Community Readiness Report

Issue:	Binge Drinking
Community:	La Crosse County
Date:	July 15, 2009

Overall Community Readiness Score: 4.22 Preplanning

Overall Impressions

· ■ Many of the members of the leadership group (steering committee) feel that we are beyond the preplanning stages since we’ve been working on this issue for quite some time. But this evaluation allowed us to be aware that we need to focus more on communicating our efforts to key community leaders. We also know that community members feel like there’s little that can be done; “the culture is too hard to change.” Our communication plan will need to address this.

TABLE 9-16 Overall Impressions

	Average
	Raw score	Average Score
Dimension A (Efforts)	4.7	4
Dimension B (Community Knowledge of Efforts)	4.0	4
Dimension C (Leadership)	4.7	4
Dimension D (Community Climate)	3.3	3
Dimension E (Community Knowledge of Issue)	4.17	4
Dimension F (Resources)	4.5	4
Average	4.22	4

Community Efforts (To what extent are there efforts, programs, and policies that address the issue?)

Preplanning

Some community members have met and have begun a discussion of developing community efforts.

Comments:

· ■ Interest is there for a short period of time then fades away. Lack of follow-through

· ■ Have only been treating the consequences, rather than the disease.

· ■ More groups now than ever

Community Knowledge of the Efforts (To what extent do community members know about local efforts and their effectiveness?)

Preplanning

Some members of the community know about local efforts.

Comments:

· ■ Need to define responsible drinking

· ■ Some confusion on what to do about binge drinking

· ■ Not a unified message. Should be one message rather than fracture.

· ■ The community is not prepared to accept the planned efforts

· ■ Bars are talking that “we” are doing this.

· ■ People are only aware when there is a tragedy

· ■ Don’t see anything in paper, or billboards

· ■ People don’t know there are groups that they can get involved in.

Leadership (To what extent are appointed leaders and influential community members supportive of the issue?)

Preplanning

Leaders are trying to get something started.

Comments:

· ■ Need more from the top coordination

· ■ Leadership is supportive of long-term strategies—not start/stop on grants

· ■ The city is very involved in this—active discussion about it.

· ■ Some of the leaders stay away because of the political implications

· ■ It would take another tragedy to see leadership support for additional efforts

Community Climate (What is the prevailing attitude of the community toward the issue?)

Vague Awareness

Community climate is neutral, disinterested, or believes that the issue does not affect the community as a whole.

Comments:

· ■ The beer lobbying institutes limit what municipalities can do.

· ■ The community culture is very difficult to change

· ■ The strong tavern league opposition

· ■ There is resistance from the people who think government should not be interfering.

· ■ Encourage people to make responsible choices

· ■ It’s a non-issue right now from community members. We’ve had a couple of years off with no tragedy.

· ■ A lot of people are blind to the problem and do not understand.

· ■ People don’t get involved.

· ■ Interest always dies out—very few people follow-up

Community Knowledge about the Issue (To what extent do community members know about the causes and consequences of the problem?)

Preplanning

Some community members recognize the signs and symptoms of this issue, but information is lacking.

Comments:

· ■ People would be shocked if they went downtown at 1:30 am

· ■ People know we have problems

Resources Related to the Issue (To what extent are local resources, e.g., people, time, money, space available to support efforts?)

Preplanning

The community has individuals, organizations, and/or space available that could be used as resources.

Comments:

· ■ People help in La Crosse

· ■ People are willing to help where they see a need

· ■ Get more information to parents instead of kids. Kids need to observe parents with responsible drinking.

General Strategies

The only dimension above that our community scored less than a 4 was for Community Climate—Vague Awareness. For this reason, we feel one of the strategies that will be important for us in moving forward is a media advocacy effort.

Goal: Raise awareness that the community can do something

· ■ Publish newspaper editorials and articles with general information and local implications.

· ■ Get on the agendas and present information at local community events and to unrelated community groups.

· ■ Begin to initiate your own events (pot lucks, potlatches, etc.) and use those opportunities to present information on the issue.

· ■ Conduct informal local surveys and interviews with community people by phone or door-to-door.

· ■ Working with student groups to determine media channels/methods to get our message to college students.

PROPOSAL #7

Overview

· * Did you attend one of the workshops conducted by DHS’s regional fire program specialist?

Yes, I have attended workshop

· * Are you a member, or are you currently involved in the management, of the fire department or non-affiliated EMS organization applying for this grant with this application?

No, I am a grant writer or otherwise not affiliated with this applicant

If you are a grant writer or otherwise not affiliated with this applicant, please complete the information below.

If you are a member/officer of this applicant, please do not complete the information requested below. After you are finished press the Save and Continue button below.

Preparer Information
* Preparer’s Name	Deborah Ward
* Address 1	1177 W Mark Street
Address 2
* City	Winona
* State	Minnesota
* Zip	55987—2417

Contact Information

Alternate Contact Information Number 1

* Title	Chief Financial Officer
Prefix	N/A
* First Name	Suzanne
Middle Initial	B
* Last Name	Reiley
* Business Phone	717-872-4688 Ext. 13
* Home Phone	717-665-0560 Ext.
Mobile Phone/Pager	717-989-6374
Fax	717-872-2562
* Email	[email protected]

Alternate Contact Information Number 2

* Title	Executive Director
Prefix	Mr.
* First Name	C. Robert
Middle Initial
* Last Name	May
* Business Phone	717-481-4841 Ext. 14
* Home Phone	717-464-9305 Ext.
Mobile Phone/Pager	717-587-7713
Fax	717-481-4845
* Email	[email protected]

Applicant Information

EMW-2009-FO-06937

Originally submitted on 05/19/2009 by C. Robert May (Userid: bobmay)

Contact Information:

Address: 1829 Lincoln Highway East

City: Lancaster

State: Pennsylvania

Zip: 17602

Day Phone: 7174814841X14

Evening Phone:

Cell Phone: 7175877713

Email: [email protected]

Application number is EMW-2009-FO-06937

* Organization Name	Lancaster Emergency Medical Services Association
* Type of Applicant	Non-affiliated EMS Organization
* Type of Jurisdiction Served	County
If other, please enter the type of Jurisdiction
* Employer Identification Number	23-2840702
* What is your organization’s DUNS Number?	002683399 (call 1-866-705-5711 to get a DUNS number)

Headquarters or Main Station Physical Address

* Physical Address 1	1829 Lincoln Highway East
Physical Address 2
* City	Lancaster
* State	Pennsylvania
* Zip	17602–3323
	Need help for ZIP+4?

Mailing Address

* Mailing Address 1	1829 Lincoln Highway East
Mailing Address 2
* City	Lancaster
* State	Pennsylvania
* Zip	17602—3323
	Need help for ZIP+4?

Account Information

* Type of bank account	Checking
* Bank routing number—9 digit number on the bottom left hand corner of your check
* Your account number

Additional Information

* For this fiscal year (Federal) is your organization receiving Federal funding from any other grant program that may duplicate the purpose and/or scope of this grant request?	No
* If awarded the AFG grant, will your organization expend more than $500,000 in Federal funds during your organization’s fiscal year in which this AFG grant was awarded?	No
* Is the applicant delinquent on any Federal debt?	No

If you answered yes to any of the additional questions above, please provide an explanation in the space provided below:

Department Characteristics (Part I)

* What kind of organization do you represent?	Combination
If you answered combination, above, what is the percentage of career members in your organization?	90%
* What type of community does your organization serve?	Urban
* What is the square mileage of your first-due response area?	300
* In what county/parish is your organization physically located?	Lancaster County
If you have more than one station, in what county/parish is your main station located?
* Does your organization protect critical infrastructure of the state?	No
* How much of your jurisdiction’s land use is for agriculture, wild land, open space, or undeveloped properties?	10%
* What percentage of your jurisdiction’s land use is for commercial, industrial, or institutional purposes?	30%
* What percentage of your jurisdiction’s land is used for residential purposes?	60%
* What is the permanent resident population of your Primary/First-Due Response Area or jurisdiction served?	140000
* How many active members does your EMS organization have that meet the minimum EMS certification standards as dictated by your jurisdiction or State?	125
* How many stations are operated by your organization?	6
* How many personnel are trained to First Responder?	105
* How many personnel are trained to EMT-B level?	54
* How many personnel are trained to EMT-I level?	0
* How many personnel are trained to EMT-P level?	51
* What services does your organization provide?
Medical First Response	Advanced Life Support Transport
Basic Life Support Non-Transport	Advanced Life Support Non-Transport
Basic Life Support Transport
BLS/ALS Schedule Transport

Department Characteristics (Part II)

	2008	2007	2006
* What is the total number of line of duty member fatalities in your jurisdiction over the last three years?	0	0	0
* What is the total number of line of duty member injuries in your jurisdiction over the last three years?	25	28	36
* Over the last three years, what was your organization’s average TOTAL operating budget?	6500000
* What percentage of your TOTAL budget is dedicated to personnel costs (salary, overtime and fringe benefits)?	65%

* What percentage of your annual operating budget is derived from:

Enter numbers only, percentages must sum up to 100%

Taxes?	0%
Grants?	0.5%
Donations?	1.7%
Fund drives?	5.0%
Fee for Service?	87.8%
Other?	5%
If you entered a value into Other field (other than 0), please explain	leased staffing, training, standbys
* What was the total mileage that your organization drove the vehicles in your fleet last year?	458119

* How many vehicles does your organization have in each of the types or class of vehicle listed below? You must include vehicles that are leased or on long-term loan as well as any vehicles that have been ordered or otherwise currently under contract for purchase or lease by your organization but not yet in your possession. Enter numbers only and enter 0 if you do not have any of the vehicles below.

Type or Class of Vehicle	Total Number	Total Number of Riding Positions
Ambulances:	16	80
Ambulance, EMS Transport Unit
Rescue Vehicles:	0	0
Rescue Squad, Rescue (Light, Medium, Heavy), Technical Rescue Vehicle, Hazardous Materials Unit
Other:	8	29
EMS Chase Vehicle, Air/Light Unit, Rehab Units, Bomb Unit.
Technical Support (Command, Operational Support/Supply), Hose Tender, Salvage Truck, ARFF (Aircraft Rescue Firefighting), Command/Mobile Communications Vehicle, Other Vehicle

Department Call Volume

	2008	2007	2006
* How many responses per year by category? (Enter whole numbers only. If you have no calls for any of the categories, enter 0)
Working Structural Fires	423	502	488
EMS-BLS Response Calls	9444	9164	8990
EMS-ALS Response Calls	6872	6435	6192
EMS-BLS Scheduled Transports	4739	4072	4027
EMS-ALS Scheduled Transports	540	609	573
Vehicle Extrications	146	199	129
Other Rescue	23	27	4
Hazardous Condition/Materials Calls	97	105	82
Total	22284	21113	20485
Total calls requiring transport, exclusive of scheduled transport declared above	12219	11548	10905
All Other Calls and Incidents not declared above, including fire, good-intent, etc.	1460	950	640

Request Information

· * 1. Select a program for which you are applying. You can apply for as many activities within a program as you need. If you are interested in applying under both Vehicle Acquisition and EMS Operations and Safety, and/or regional application you will need to submit separate applications.

Program Name

Operations and Safety

· * 2. Will this grant benefit more than one organization?

If you answered Yes to Question 2 above, please explain.

· * 3. Enter Grant-writing fee associated with the preparation of this request. Enter 0 if there is no fee. $600

Request Details

The activities for program Operations and Safety are listed in the table below.

Activity	Number of Entries	Total Cost	Additional Funding	Action
Equipment	7	$119,612	$ 0	View Details
				View Additional
Modify Facilities	0	$ 0	$ 0	View Details
Personal Protective	0	$ 0	$ 0	View Details
Equipment				View Additional
				Funding
Training	0	$ 0	$ 0	View Details
Wellness and Fitness	0	$ 0	$ 0	View Details
Programs
Grant-writing fee associated with the preparation of this request.	$600

Budget

Budget Object Class

a. Personnel	$ 0
b. Fringe Benefits	$ 0
c. Travel	$ 0
d. Equipment	$ 119,612
e. Supplies	$ 0
f. Contractual	$ 0
g. Construction	$ 0
h. other	$ 600
i. Indirect Charges	$ 0

Federal and Applicant Share

Federal Share	$ 96,170
Applicant Share	$ 24,042
Federal Rate Sharing (%)	80/20

*Non-Federal Resources (The combined Non-Federal Resources must equal the Applicant Share of $ 24,042)

a. Applicant	$ 24,042
b. State	$ 0
c. Local	$ 0
d. Other Sources	$ 0

If you entered a value in Other Sources other than zero (0), include your explanation below. You can use this space to provide information on the project, cost share match, or if you have an indirect cost agreement with a federal agency.

Total Budget

$ 120,212

Statement of Effect

This award will have a significant positive impact on the daily operations of our organization by enhancing our communication abilities with other first responders during emergency situations, allowing us to work towards the goal of interoperability throughout Lancaster County with all other first responder organizations, and meeting the FCC narrowbanding requirements by January 1, 2013.

*Please describe all grants that you have received from DHS including any AFG grants received from DHS or FEMA, for example, 2002 AFG grant for vehicle or 2003 ODP grant for exercises. (Enter “N/A” if Not Applicable)

2006 AFG grant for PPE and computers

2008 AFG grant for PPE and computers

Financial Need

Like many of our counterparts across the United States, Lancaster EMS strives to meet the emergency response needs of our community while meeting the rising costs associated with doing so. Lancaster EMS receives no direct tax support and we continue to educate our local government officials, funders and community members about this fact. In 2003, after much discussion about our important role providing EMS services, we received $20,000 from the City of Lancaster for the first time. This amount was increased to $30,000 in 2004 and we received that same amount in 2005, 2006, 2007 and 2008. Although we appreciate the support, the amount we receive is not keeping pace with our increased costs. EMS providers in two nearby cities which are smaller than Lancaster receive more than double the amount given to us.

From 2004 to 2005, our costs to provide EMS services increased by $450,000. From 2002 to 2005, our health insurance costs increased 83%. We are projecting a 9% increase in total expenses for next fiscal year. For the last four years, at least 66% of our total agency budget has been devoted to salary and benefits. This year, that amount only decreases one percent to 65. Lancaster EMS provides services to the residents of the city of Lancaster and to patients in extended care and skilled nursing care facilities. Approximately 62% of these individuals are covered by Medicare and Medicaid. Unfortunately, insurance reimbursement is not keeping pace with the rising costs and the gap continues to grow significantly each year. Currently, Medicare reimburses about 85% of the cost for service, while Medicaid only covers about 45% of the cost. We have no control over the amount of these reimbursements, and Lancaster EMS has made a commitment to provide emergency medical services regardless of an individual’s ability to pay.

The Pennsylvania Department of Health has a continuing education requirement for paramedics and EMTs. In most incidences, Lancaster EMS absorbs the total cost for these programs. In addition, new hires must attend many hours of training which are funded by our organization. Additional costs are incurred for our staff to participate in EMS Incident Command and Mass Casualty Incident training events. We have played a critical role in the preparation, planning and implementation of local drills to enhance the preparedness skills of our staff. Lancaster EMS was the first ALS service on the scene at the Nickel Mine Amish School shooting which occurred in 2006. We deployed our Mass Causality Incident Trailer at the event.

We continue to conduct research to identify additional resources to cover the cost of this training, to provide existing services and implement new ones based on community need. Seven years ago, Lancaster EMS hired a fundraising consultant for one to two days each month to conduct research about grant opportunities, to write and submit proposals, and to create appeal letters for the annual residential membership and business drives. During this time, Lancaster EMS has been the recipient of new funding from foundations in Lancaster County, the County Commissioners, the Lancaster Redevelopment Authority, the Pennsylvania Department of Transportation, the State Fire Commissioner, and in 2006 and 2008, the Department of Homeland Security. Most local funders offer smaller award amounts (less than $5,000) and competition is fierce for these dollars in Lancaster County, especially now in these uncertain economic times for non profit organizations. Fortunately, we have received funding from local family foundations for very small projects. It is a constant challenge to identify and pursue funding from private and public funders for EMS services, and especially for projects on a larger scale such as this one. We remain committed to implementing new projects, expanding our services, acquiring new vehicles and covering the cost of equipment and training to the fullest extent possible.

Cost/Benefit

According to the AFG guidelines, the primary goal of this program is to help fire departments and nonaffiliated EMS organizations meet their firefighting and emergency response needs. AFG seeks to support organizations that lack the tools and resources necessary to more effectively protect the health and safety of the public and their emergency response personnel with respect to fire and all other hazards. Funding our request will allow us to meet this primary goal by enabling us to communicate effectively with other first responders via radio communication.

The purchase of the communications equipment will allow us to meet another goal of solving interoperability problems. Our interoperable communications capabilities can serve as a model for first responders in Pennsylvania as the state moves toward data interoperability and as we strive to meet the Narrowbanding requirements set by the FCC. This equipment will also enhance our daily operations and services to patients by allowing us to share critical information with first responders and medical personnel during an emergency incident.

Narrative Statement

Project Description

*Please indicate which of these Target Capabilities your request outlined in this application will satisfy. Check all that apply:

Emergency Medical Services

*Please provide your narrative statement in the space provided below. Include in your narrative, details regarding (1) your project’s description and budget, (2) your organization’s financial need, (3) the benefit to be derived from the cost of your project, and (4) how the activities requested in your application will help your organization’s daily operations and how this grant will protect life and property.

Lancaster Emergency Medical Services Association (Lancaster EMS), a nonaffiliated EMS organization, is one of the largest non-profit providers of emergency medical services in south central Pennsylvania. Lancaster EMS is accredited by the Commission on Accreditation of Ambulance Services. Out of approximately 14,000 EMS providers in the United States, we are one of only just over 100 to receive this prestigious national accreditation.

Our mission is to provide comprehensive, proficient, cost efficient pre-hospital care services to the Lancaster community. Lancaster EMS provides primary emergency care medical services to nine municipalities within Lancaster County. These municipalities, which include a Class III city, cover a 140 square mile area, which is about 15% of the total square miles in Lancaster County. Our primary coverage area includes 140,000 residents which represents approximately 34% of the entire population of Lancaster County (U.S. Census Bureau). We are also a secondary provider for an additional 20 municipalities in Lancaster County.

Over the years, there have been many changes and consolidations that have made Lancaster EMS a leader in emergency medical services. We began providing services in 1996 and today, we are the result of the consolidation of six nonprofit ambulance organizations—three from the city of Lancaster and three from adjoining municipalities.

We are requesting funds for equipment to be in compliance with the Federal Communications Commission (FCC) Narrowbanding requirements and to address the challenges that we have had with interoperability. As of January 1, 2013, the FCC is mandating that public safety licensees using wideband radio systems within the VHF-High band and UHF migrate to narrowband channels. According to the FCC, licensees who have not made the conversion by this deadline will likely be automatically terminated and relicensing cancelled systems will not be an easy process. Consequently, Lancaster EMS has decided to request funds now so we can begin and complete the purchase and installation of the equipment in order to meet the intermediate deadlines the FCC has set as well as the final deadline in 2013.

For several years, Lancaster EMS has struggled with interoperable communication issues with other first responders. For example, in 2006, at the Nickel Mines School shooting incident (which received national attention), Lancaster EMS was responsible for the command structure. However, during the incident, we found that due to our antiquated system, we were unable to utilize radio communication with other responders (some with state and federal jurisdiction), including police, fire, other EMS providers, and medical helicopters. At a recent fire incident in Lancaster County, we were unable to utilize radio communication with the Lancaster City Fire Department. These are just two examples of interoperability incidents where our radio system seriously hindered our ability to provide services and put our staff and injured individuals at risk.

We have conducted an assessment of our current radio system and have identified what can be converted to narrowband and what we need to replace in order to meet local interoperability communications and to meet the FCC requirements. AFG funds will be used to purchase:

Motorola VHF portable radios; Motorola VHF 100 watt fixed-site repeaters; Motorola VFH Control Stations; Motorola Interface radios for cross-band hook-up; StreetTrek Explorer GPS Tracking, Text Messaging and Email; and Motorola Interface radios for data traffic. Once we receive the equipment, all of our staff will be trained by our in-house radio specialist about the proper use of the equipment.

If we do not receive AFG funds, we risk losing our critical communications capabilities as well as continuing to have interoperability issues when incidents involve other first responders.

FEMA Standard Form LLL

Only complete if applying for a grant for more than $100,000 and have lobbying activities. See Form 20-16C for lobbying activities definition.

This form is not applicable

Form 20-16C

You must read and sign these assurances by providing your password and checking the box at the bottom of this page.

Note: Fields marked with an * are required.

Certifications Regarding Lobbying, Debarment, Suspension and Other Responsibility Matters and Drug-Free Workplace Requirements.

Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in the regulations before completing this form. Signature on this form provides for compliance with certification requirements under 44 CFR Part 18, “New Restrictions on Lobbying; and 44 CFR Part 17, “Government-wide Debarment and Suspension (Non-procurement) and Government-wide Requirements for Drug-Free Workplace (Grants). “The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Homeland Security (DHS) determines to award the covered transaction, grant, or cooperative agreement.

· 1. Lobbying

· A. As required by the section 1352, Title 31 of the US Code, and implemented at 44 CFR Part 18 for persons (entering) into a grant or cooperative agreement over $100,000, as defined at 44CFR Part 18, the applicant certifies that:

· (a) No Federal appropriated funds have been paid or will be paid by or on behalf of the undersigned to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement and extension, continuation, renewal amendment or modification of any Federal grant or cooperative agreement.

· (b) If any other funds than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of congress, or an employee of a Member of congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form LLL, “Disclosure of Lobbing Activities”, in accordance with its instructions.

· (c) The undersigned shall require that the language of this certification be included in the award documents for all the sub awards at all tiers (including sub grants, contracts under grants and cooperative agreements and sub contract(s)) and that all sub recipients shall certify and disclose accordingly.

· 2. Debarment, Suspension and Other Responsibility Matters (Direct Recipient)

· A. As required by Executive Order 12549, Debarment and Suspension, and implemented at 44CFR Part 67, for prospective participants in primary covered transactions, as defined at 44 CFR Part 17, Section 17.510-A, the applicant certifies that it and its principals:

· (a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, sentenced to a denial of Federal benefits by a State or Federal court, or voluntarily excluded from covered transactions by any Federal department or agency.

· (b) Have not within a three-year period preceding this application been convicted of or had a civilian judgment rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain or perform a public (Federal, State, or local) transaction or contract under a public transaction; violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property.

· (c) Are not presently indicted for or otherwise criminally or civilly charged by a government entity

(Federal, State, or local) with commission of any of the offenses enumerated in paragraph (1)(b) of this certification: and

· (d) Have not within a three-year period preceding this application had one or more public transactions (Federal, State, or local) terminated for cause or default; and

· B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application.

· 3. Drug-Free Workplace (Grantees other than individuals) As required by the Drug-Free Workplace Act of 1988, and implemented at 44CFR Part 17, Subpart F, for grantees, as defined at 44 CFR part 17, Sections 17.615 and 17.620:

· (A) The applicant certifies that it will continue to provide a drug-free workplace by:

· (a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantee’s workplace and specifying the actions that will be taken against employees for violation of such prohibition;

· (b) Establishing an on-going drug free awareness program to inform employees about:

· (1) The dangers of drug abuse in the workplace;

· (2) The grantees policy of maintaining a drug-free workplace;

· (3) Any available drug counseling, rehabilitation and employee assistance programs; and

· (4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace;

· (c) Making it a requirement that each employee to be engaged in the performance of the grant to be given a copy of the statement required by paragraph (a);

· (d) Notifying the employee in the statement required by paragraph (a) that, as a condition of employment under the grant, the employee will:

· (1) Abide by the terms of the statement and

· (2) Notify the employee in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction.

· (e) Notifying the agency, in writing within 10 calendar days after receiving notice under subparagraph (d)(2) from an employee or otherwise receiving actual notice of such conviction. Employers of convicted employees must provide notice, including position title, to the applicable DHS awarding office, i.e. regional office or DHS office.

· (f) Taking one of the following actions, against such an employee, within 30 calendar days of receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted:

· (1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or

· (2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement or other appropriate agency.

· (g) Making a good faith effort to continue to maintain a drug free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f).

· (B) The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant:

Place of Performance

Street

City

State

Zip

Action

If your place of performance is different from the physical address provided by you in the Applicant Information, press Add Place of Performance button above to ensure that the correct place of performance has been specified. You can add multiple addresses by repeating this process multiple times.

Section 17.630 of the regulations provide that a grantee that is a State may elect to make one certification in each Federal fiscal year. A copy of which should be included with each application for DHS funding. States and State agencies may elect to use a Statewide certification.

Signed by C. Robert May on 05/01/2009

Assurances and Certifications

Form 20-16A

You must read and sign these assurances by providing your password and checking the box at the bottom of this page.

Note: Fields marked with an * are required.

Assurances Non-Construction Programs

Note: Certain of these assurances may not be applicable to your project or program. If you have any questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.

As the duly authorized representative of the applicant I certify that the applicant:

· 1. Has the legal authority to apply for Federal assistance, and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project costs) to ensure proper planning, management and completion of the project described in this application.

· 2. Will give the awarding agency, the Comptroller General of the United States, and if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives.

· 3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal gain.

· 4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency.

· 5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. Section 4728-4763) relating to prescribed standards for merit systems for programs funded under one of the nineteen statutes or regulations specified in Appendix A of OPM’s Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F).

· 6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. Sections 1681–1683, and 1685–1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. Section 794), which prohibits discrimination of the basis of handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. Sections 6101–6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) Sections 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290-dd-3 and 290-ee-3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Acts of 1968 (42 U.S.C. Section 3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and (j) the requirements of any other nondiscrimination statute(s) which may apply to the application.

· 7. Will comply, or has already complied, with the requirements of Title II and III of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or Federally assisted programs. These requirements apply to all interest in real property acquired for project purposes regardless of Federal participation in purchases.

· 8. Will comply with provisions of the Hatch Act (5 U.S.C. Sections 1501–1508 and 7324–7328), which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds.

· 9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. Sections 276a to 276a-7), the Copeland Act (40 U.S.C. Sections 874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. Sections 327–333), regarding labor standards for Federally assisted construction sub agreements.

· 10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more.

· 11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11735; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in flood plains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. Section 1451 et seq.); (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. Section 7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h) protection of endangered species under the Endangered Species Act of 1973, as amended, (P.L. 93-205).

· 12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. Section 1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system.

· 13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.).

· 14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance.

· 15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance.

· 16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. Section 4801 et seq.) which prohibits the use of lead based paint in construction or rehabilitation of residence structures.

· 17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act of 1984.

· 18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations and policies governing this program.

· 19. It will comply with the minimum wage and maximum hours provisions of the Federal Fair Labor Standards Act (29 U.S.C. 201), as they apply to employees of institutions of higher education, hospitals, and other non-profit organizations.

Submit Application Result

Congratulations, you have successfully submitted your application to DHS. All references to this application should include the following application number: EMW-2009-FO-06937. Please print and keep a copy of your completed application for your records.

What’s next?

The application period is open from March 16 through April 17, 2009. Once the applications period ends, all applications will be scored according to the priorities established by DHS for the Assistance to Firefighters Grant Program. Once the initial scoring is complete, the applications that are within the competitive range will be sent to panels for evaluation. The evaluation panels will review applications in April and May. The panelists will score the applications according to financial need and cost benefit criteria. Those applications that are recommended for award will then be sent to DHS for a final review. Grant awards will begin in May and continue until all funds are awarded. Please remember that this is a competitive grant program. Therefore, all applicants may not be awarded a grant. We plan to notify all applicants of the final disposition of their applications by December 31, 2009.

If you have submitted an email address to us, your award notification will be sent via email. If you have not submitted an email address to us and obtain an email in the next few months, please call the Helpdesk at 1-866-274-0960 to have your contact information updated. If we have no email address for you at the time of award, our correspondence will be through regular mail.

Grant Requirements

Those applicants who are awarded a grant must satisfy both legal and regulatory requirements of the Assistance to Firefighters Grant Program. Some of the major requirements are:

· 1. Grantees must share in the cost of the grant activities. When an organization submits their program narrative and budget information, the total project cost should include the federal portion and the organization’s match. The required match percentage is based on the population served. The matching requirement for a an organization whose population served is 20,000 or less is 5 percent. The matching requirement for an organization whose population served is more than 20,000 and less than 50,000 is 10 percent. The matching requirement for an organization whose population served is more than 50,000 is 20 percent. You should provide adequate information on the source of the matching funds and the match must be a cash match.

· 2. Grantees must report to an incident reporting system either through their State or at the Federal level through the United States Fire Administration’s National Fire Incident Reporting System (NFIRS) during the grant period. If you already report to USFA or to the State, that is sufficient. If you do not report to USFA or the State, you must start as soon as possible and report for a period of 12 months. USFA staff can assist you if you are awarded a grant and have questions about NFIRS.

· 3. Grantees must agree to maintain expenditures at the average of their organization’s expenditures in the awarded grant program activity areas from the previous two years. Maintaining operating expenditures refers to the fact that these funds are meant to be a supplement to existing funds not a replacement of funds in the organization’s current budget. Therefore, on top of the federal grant (if selected) and the matching funds, grantees must maintain the average of the last two years’ spending levels on items for which the grantees receive a grant during the grant period of performance.

· 4. Grant recipients must maintain their grant files and supporting documents for three years after the closure of their grant.

· 5. All grantees must follow the audit requirements of OMB Circular A-133, Audits of States, Local Government, and Non-Profit Organizations. The main requirement of this OMB Circular is that grantees who expend $500,000 or more in Federal funds (from all Federal sources) must have a single audit or independent audit performed in accordance with the circular.

Letters of Congressional Support

Any letters of Congressional support should be forwarded to the following address:

· Mr. W. Ross Ashley, III

· Assistant Administrator Grant Programs Directorate DHS/FEMA

· 800 K Street, NW

· Washington, DC 20472-3620

Questions

Any questions should be directed to the Helpdesk, 1-866-274-0960.

Thank you for participating in the FY 2009 Assistance to Firefighters Grant Program!

Go To Print Page

To: bobmay

Date: 05/20/2009

Subject: FY 2009 Assistance to Firefighters Grant Program

From: [email protected]

Congratulations! Your application for the FY 2009 Assistance to Firefighters Grant Program has been received.

Go Back

1 http://www.census.gov/cgi-bin/saipe/saipe.cgi ; retrieved 06/10/10

2 http://www.census.gov/cgi-bin/saipe/saipe.cgi

3PA State Data Center; (December 1 Child Count)

*this portion of the mission statement specifically applies to the SPF-SIG grant project

Back Matter

APPENDIX A Federal and Private Websites

FEDERAL WEBSITES

Cabinet Departments

Agriculture Department

http://www.usda.gov

Commerce Department

http://www.commerce.gov

Defense Department

http://www.defense.gov

Education Department

http//www.ed.gov

Energy Department

http://www.doe.gov

Health and Human Services Department

http://www.hhs.gov

Homeland Security Department

http://www.dhs.gov

Housing and Urban Development

http://www.hud.gov

Interior Department

http://www.doi.gov

Justice Department

http://www.usdoj.gov

Labor Department

http://www.dol.gov

State Department

http://www.state.gov

Transportation Department

http://www.dot.gov

Treasury Department

http://www.treasury.gov

Veterans Affairs Department

http://www.va.gov

FEDERAL AGENCIES

Corporation for National and Community Service

http://www.nationalservice.gov

Environmental Protection Agency

http://www.epa.gov

Institute of Museum and Library Services

http://www.imls.gov

National Aeronautics and Space Administration

http://www.nasa.gov

National Endowment for the Arts

http://www.nea.gov

National Endowment for the Humanities

http://www.neh.gov

National Institutes of Health

http://www.nih.gov

National Science Foundation

http://www.nsf.gov

PRIVATE WEBSITES

The Association for Fundraising Professionals website provides information about education, training, and advocacy for the philanthropic sector.

http://www.afpnet.org

Charity Channel has forum discussion lists, e-newsletters, updated news links, book reviews, interviews, job listings, consultants’ listings and product/services listings.

http://www.charitychannel.com

Charity Village, a Canadian-based organization, has a site that provides “news, information resources and discussion for the nonprofit community.”

http://www.charityvillage.com

The Contact Center’s site contains a variety of resources for nonprofits, including a searchable directory and a list of directories available on the Web.

http://www.idealist.org

Council on Foundations’ site provides a wealth of information for grantseekers.

http://www.cof.org

The Foundation Center’s site provides information on its five libraries, its publications, seminars, funding trends, and other valuable information.

http://foundationcenter.orgwebsite

Handsnet provides information and training services for nonprofits.

http://www.handsnet.org

Hoover’s is a subscription-based service that provides in-depth information on thousands of corporations worldwide. The site has a great links page for corporate websites.

http://www.hoovers.com

The Independent Sector’s site provides information on government actions that affect the industry, as well as other organizational information.

http://www.indepsec.org

The Internet Prospector website has a reference desk and prospect research sources related to corporations, foundations/grants, people, and tools.

http://www.internet-prospector.org

The Internet Resources for Nonprofit Public Service Organizations’ site houses links and information for nonprofits.

http://www.sils.umich.edu/∼nesbeitt/nonprofits/nonprofits.html

The Nonprofit Times’ website provides weekly electronic articles on nonprofit management.

http://www.nptimes.com

The Office of Development Research at Northwestern University’s site contains a valuable links list of prospect and fundraising sites.

http://pubweb.nwu.edu/∼sne380/bookmark.html

The Philanthropy Journal website has news, resources, and links related to the world and policy information specific to North Carolina.

http://philanthropyjournal.org

School Grants offers pre-Kindergarten—12 school grant opportunities and sample proposals.

http://www.schoolgrants.org

The SRA International website has a listing of public, private, and Government grants, and a comprehensive list of public and private funding assistance resources.

http://www.srainternational.org

APPENDIX B Resources

BOOKS, DIRECTORIES, AND GUIDES

Big Time Fundraising for Today’s Schools has helpful ideas and techniques to help make schools competitive in the search for grants, how to set up a public school education foundation, and how to solicit individuals in the community. This paperback is available from Amazon.com .

The Only Grant-Writing Book You’ll Ever Need shows winning strategies for developing grant proposals, including how to identify a compelling need, how to develop programs that will have an impact, and how to build coalitions. This 448-page paperback is available from Amazon.com .

The following resources are available from Corwin Press, http://www.corwinpress.com :

Finding Funding, Fifth Edition, is for educators interested in winning government, foundation, and private grants for research, programs or special projects.

The First-Time Grantwriter’s Guide to Success includes an in-depth review of the application package, expert writing tips, specific techniques for an efficient plan of operation, and advice about budget development.

Simplified Grantwriting is a step-by-step guidebook that will give educators the practical tools that they need to create and write well-constructed and effective grant proposals.

The following resources are available from The Foundation Center, http://www.foundationcenter.org/marketplace :

The Foundation Directory, 2010 Edition, Parts One and Two, features key facts on the nation’s top 20,000 foundations by total giving with over 51,000 descriptions of selected grants.

Digital Grants Guides are specialized subject directories covering 25 areas including: Arts and Culture, Children and Youth Services, Education, Environmental and Animal Welfare, Health, International, Libraries and Information Services, Religion, and Social Services.

The Grantsmanship Center’s Library of Winning Grant Proposals offers CD-ROMs of top-ranked grant proposals in specific subject areas, or you can design a custom-made CD-ROM and select from the proposals that are available. To order, contact The Grantsmanship Center, http://www.tgci.com .

The following resources are available from ABC-CLIO Incorporated, http://www.abc-clio.com :

How to Evaluate and Improve Your Grants Efforts offers a dynamic, flexible, and adaptable system for the efficient procurement and administration of external funds and contains helpful worksheets and checklists.

Proposal Planning and Writing, Fourth Edition, assists with developing ideas, identifying funding sources, budget forecasting, submission procedures, and follow-up techniques.

The following resources are available from Jones & Bartlett Learning, http://www.jblearning.com :

Best Practices in Grant Seeking: Beyond the Proposal, explores how to involve an organization’s leadership in the grant-seeking process, and how to work together with staff from public relations and fundraising areas to make the grant proposal process even more fruitful.

Effective Grants Management covers the entire grants management process which begins once an applicant receives private or public funding. This book contains key terms, case studies, and useful sample forms and templates.

Grant Management: Funding for Public and Nonprofit Programs takes a comprehensive approach to external funding for public and nonprofit agencies. This book is written from the perspective of community development with information drawn from core theories and tools of public administration.

The following resources are available from Jossey-Bass Publishers, http://www.josseybass.com :

Grant Proposal Makeover: Transform Your Request from No to Yes shows how to transform lackluster proposals into excellent ones that have the potential to be funded.

Grant Seeker’s Budget Toolkit provides step-by-step guidance, insider tips, and all the tools you need to create budgets and financial plans that win grants.

Grant Winner’s Toolkit: Project Management and Evaluation provides expert advice and guidance on managing every aspect of a funded project. Includes forms, checklists, timesheets, practice exercises, and other valuable tools.

Grantwriting for Dummies, Third Edition, is a reference guide containing information about searching for government grants, how to convey your need, presenting the budget, multiple grant requests, and numerous other topics.

Grassroots Grants: An Activist’s Guide to Grantseeking, Second Edition, covers the challenges of incorporating grants into a complete fundraising program, using grant proposals as organizing plans, and fostering effective communication with funders who support the activist community.

How to Write a Grant Proposal concentrates on all the behind-the-scenes, pre-writing work that makes the difference between successful proposals and those that funders consider “unresponsive.” A companion CD-ROM contains guidesheets and templates.

Storytelling for Grantseekers: The Guide to Creative Nonprofit Fundraising, Second Edition, contains the resources needed to help you craft a persuasive synopsis, package a compelling story, create a short-story approach to inquiry, and compose cover letters to support the larger proposal.

Webster’s New World Grant Writing Handbook is a comprehensive, step-by-step guide to grant writing that provides guidance and information needed to succeed.

Winning Grants: Step by Step, Third Edition, provides information on how to create a proposal that fulfills important criteria grantmakers demand from a successful request.

These resources are available from LRP Publications, http://www.lrp.com :

Get that Grant: Your Guide to Planning Successful K-12 Grant Proposals walks the reader through effective planning and preparation steps to maximize return on investment and avoid common oversights when vying for K–12 grant money.

The Grants Glossary: An Educator’s Guide to Codes, Terms and Tools defines and demystifies common grant terms and concepts used by federal agencies in education.

The following resources are available from David G. Bauer Associates, Inc., http://www.dgbauer.com :

The “How To” Grants Manual, Seventh Edition, includes text, forms and worksheets to improve grantseeking skills,

Successful Grants Program Management is a practical tool for superintendents or central office administrators to assist in developing a district-wide grants support system.

Creating Foundations for American Schools provides information on how to set up and use a school foundation.

For a list of general fundraising and grantseeking resources, go to Amazon.com and search under Books using “fund raising and grants.”

PERIODICALS

The following resources are available from Business Publishers, Inc., http://www.bpinews.com :

Education Technology News provides the latest information on new technologies and applications, innovative school programs, research studies, funding and grants. Twelve monthly issues.

Economic Opportunity Report provides information about social service programs, job training, employment initiatives welfare reform, and grants. Twenty-five bi-weekly issues.

Legislative Network for Nurses covers health care shortages, Medicare issues, working conditions, and public and private sources of funding. Twenty-five bi-weekly issues.

Report on Literacy Programs includes information about programs, conferences, grants, contracts and allotments. Twenty-five bi-weekly issues.

Report on Preschool Programs is a central source of funding and program information on child development programs. Twenty-five bi-weekly issues.

The following newsletters are available from Capitol City Publishers, http://www.capitolcitypublishers.com :

Arts and Culture Funding Report covers federal, state, private and nonprofit sector funding and financial assistance to arts and cultural organization. Twelve monthly issues.

Criminal Justice Funding Report provides federal and private-sector funding information for law enforcement, courts and correctional institutions. Twenty-four issues per year.

The Welfare Reporter covers welfare, welfare reform, and welfare-to-work for state and local governments. It includes funding trends and priorities and private funding initiatives. Twelve issues per year.

The following Web-based news services are available from CD Publications, http://www.cdpublications.com :

Children and Youth Funding Report includes public and private grant opportunities in programs including: youth development, education, health care, juvenile justice, mental health, nutrition, and child welfare.

Community Health Funding Report provides detailed information about federal, regional, and private funding sources to help community health centers, safety-net hospitals, rural health agencies, and state and county health departments.

Federal and Foundation Assistance Monitor is a comprehensive review of federal funding announcements, private grants, and legislative action affecting community programs.

Chronicle of Philanthropy, The Newspaper of the Nonprofit World keeps you up-to-date on the latest news, fundraising techniques, IRS regulations, and recent foundation and corporate grants. Go to http://www.philanthropy.com .

Grants and Funding Alert, an email newsletter, includes public and private funding opportunities to support technology in education. The newsletter is available from eSchool Media, Inc., http://www.eschoolmedia.com .

Education Grants Alert provides comprehensive information about K–12 funding opportunities and inside advice and expert strategies to maximize your chances of being funded. It is available from LRP Publications, http://www.lrp.com .

Federal Grants and Contracts contains tips and inside information about how to find and win federal funds for a wide variety of areas. It is available from Wiley Online Library, http://onlinelibrary.wiley.com .

Foundation and Corporate Grants Alert provides information about foundation, corporate and regional funders. Includes foundation profiles and interviews with program officers. It is available from Acclaim Subscriptions, http://www.acclaimsubscriptions.com .

The following newsletters are available from West, a Thompson Reuters business, http://www.west.thompson.com .

Quinlan Funding Private Schools, a free weekly newsletter, includes articles, helpful tips and foundation profiles geared toward the funding needs of individual private schools.

Quinlan Grants and Funding for Higher Education, a free weekly newsletter, is a resource for federal, corporate, and foundation grants and funding programs for colleges and universities.

Quinlan Grants for Cities and Towns, a free weekly newsletter, includes funding opportunities for roads, bridges, sewer projects, public housing, capital improvements, and community development.

Quinlan Grants for K–12, a free weekly newsletter, provides information about K–12 education grants and funding opportunities.

Quinlan Grants for Libraries, a free weekly newsletter, includes information about grants and funding opportunities, technology updates, and professional development opportunities for libraries.

ONLINE DATABASES

The Chronicle of Philanthropy’s Guide to Grants is a database of all corporate and foundation grants listed in the Chronicle of Philanthropy since 2001. To access. go to http://www.philanthropy/com/grants .

FoundationSearch is a database for fundraising information for North American nonprofits and charities. It includes more than 120,000 foundations, representing billions of dollars in annual granting, and includes tools to locate grants by type, value, year, recipient, and donor and historical giving trends. To subscribe, go to http://www.foundationsearch.com .

Fundsnet provides an extensive listing to philanthropy, foundations, funding, grantmaking and grant makers. Go to http://www.fundsnetservices.com .

Grants Office is a database of government, foundation, and corporate sources for municipalities, nonprofits, and industry. To subscribe, call 1-585-473-1430, ext 105.

GrantSelect is a database of over 14,000 funding opportunities, which includes sponsored research. To subscribe go to http://www.grantselect.com/services/subscriptions/index.html .

GrantStation is a database that also includes a Grantseeker’s Toolkit and Proposal Building assistance. To subscribe go to http://www.grantstation.com/join_us.asp

GuideStar Grant Explorer is a database containing more than 52,000 foundations and over 1 million grants of $5,000 or greater. For more information, call Prospect Research Online, 1-800-655-7729.

Grant Domain is a website of three databases that provide information on government, foundation, and corporate funding sources. To subscribe go to http://www.grantdomain.com .

APPENDIX C State Single Points of Contact

It is estimated that in 2009 the Federal Government will outlay $500 billion in grants to State and local governments. Executive Order 12372, “Intergovernmental Review of Federal Programs,” was issued with the desire to foster the intergovernmental partnership and strengthen federalism by relying on State and local processes for the coordination and review of proposed Federal financial assistance and direct Federal development. The Order allows each State to designate an entity to perform this function. The official list of those entities follows.

States that are not listed on these pages have chosen not to participate in the intergovernmental review process, and therefore do not have an SPOC. If you are located within a State that does not have an SPOC, you may send application materials directly to a Federal awarding agency.

FIGURE EM-1 State Single Points of Contact

APPENDIX D Sample Budget Forms and Narratives

PROJECT BUDGET

Use this format as a guide for presenting your budget. Lay out your columns and categories as illustrated next.

KEY TERMS:

· Requested funds (up to $1,000) are direct cash awards requested from the initiative to support your project.

· Cash contributions are moneys raised for the project. These moneys come from outside sources. Mini–Project grant applicants do not need to provide a cash contribution but are encouraged to contribute funds as a confirmation of their community’s interest and support.

TABLE EM-1 Sample Budget Form Template

Categories	Requested Funds	Cash Contributions
· A. Your Staff (Indicate names, positions, and rates.)
· B. Advisors (Indicate names and rates.)
· C. Program Personnel (Indicate names, positions, and rates for presenters, workshop leaders, panelists, etc.)
· D. Travel and Expenses (Specify items and rates. Mileage should not exceed $.34 per mile.)
· E. Production Expenses
· F. Supplies or Materials
· G. Promotion
· H. Printing
· I. Postage
· J. Telephone
· K. Space Rental
· L. Other
TOTALS

Courtesy of the Pennsylvania Humanities Council and Pennsylvania Council on the Arts Humanities-and-the-Arts Mini-Project grant

C. BUDGET AND BUDGET NARRATIVE (5 POINTS)

Budget Form

Complete the budget form (See page 4 of the electronic application form). A sample budget appears on page 5 of these instructions. The first column should contain an itemized description of budget items using the categories provided. The second column should list the funds requested by the applicant. The third column should contain funds provided in-kind by the applicant, or from other sources. The fourth column should be the sum of columns two and three.

Not all budget categories will necessarily apply to every application. Use those categories that are applicable to your project. Funding for standard office equipment will not be approved. Computer equipment and other high cost equipment items need strong justification of need. Please call to discuss proposed equipment needs prior to submitting application. Personnel fringe benefits are generally not funded. The exception is a new staff position specific to the grant proposal that would not otherwise exist. Student stipends will not be funded; however, student-related travel costs are acceptable.

Budget Narrative

Applicants must provide justification for all items in the budget and explain the relevance of each cost to the overall goals of the project. This is accomplished by completing the fifth column of the budget form labeled “Rationale.”

· a) Personnel: Each position should be itemized and compensation shown for each position.

· b) Fringe benefits: Describe how fringe benefits are calculated for the proposed personnel.

· c) Consultant costs: Explain the need for all proposed consultants and how they relate to the project.

· d) Contractual costs: Explain the need for all proposed contractual arrangements and how they relate to the project

· e) Equipment: Equipment is defined as durable items that cost over $500 per unit and have a life expectancy of at least one year. List every item of equipment and describe its purpose in relation to the project.

· f) Supplies: Please itemize and explain the expendable items required for the project.

· g) Travel: Explain the need for all requested travel, including numbers of people involved, duration of trips, destinations, importance to project, etc.

· h) Other: Itemize and explain any other expenses not captured in any other budget category.

A sample budget form appears on the next page.

TABLE EM-2 Sample SRAHEC Budget Form

	Amount Requested In This Proposal	Partner Cash or In-Kind Support	Total Project Budget	Rationale
Personnel
	Jane Smith, RN	1,250	1,250	2,500	Project manager—100 hours @ $25/hour
	Linda Jones, RN	4,500		4,500	Preceptor—200 hours @ $22.50/hour
Fringe Benefits
	Jane Smith, RN		625	625	Organization average of 25% for fringe benefits
	Linda Jones, RN		1,125	1,125	Organization average of 25% for fringe benefits
Consultant Services
	Wendy Grant, MD		2,000	2,000	Faculty advisor—curriculum development: 40 hours @ $50/hour
	Jim Storm, PhD		2,000	2,000	Faculty advisor—curriculum development: 40 hours @ $50/hour
Other Contractual Costs
	None
Equipment
	None
Supplies
	Medical supplies		1,500	1,500	Estimated cost of medical and pharmaceutical supplies used in training
	Office supplies		500	500
	Student materials	1,000		1,000	Estimated cost of office supplies $20 cost per student × 50 students
Travel	600		600	Two trips to Madison for 2 people each to attend workshops relevant to development of curriculum of this project. Cost includes registration fee, mileage, and meals. $300 per workshop × 2 workshops
Other
	Rent & Utilities		2,500	2,500	Approximate value of space provided for project
Totals	7,350	11,500	18,850

Courtesy of Scenic Rivers Area Health Education Center

FIGURE EM-2 Appendix H – Sample Budget and Justification

Courtesy of the Department of Health and Human Services

FIGURE EM-3 Budget Detail Worksheet

Courtesy of the Office of Justice Programs

FIGURE EM-4 Sample Budget Detail Worksheet

Courtesy of the Federal Emergency Management Agency

APPENDIX E Sample Federal Forms

FIGURE EM-5 Application for Federal Assistance

Courtesy of Grants.gov

FIGURE EM-6 Budget Information–Non-Construction Programs and Instructions For Completing SF-424A

Courtesy of Grants.gov

FIGURE EM-7 Department of Health and Human Services Grant Application

Courtesy of the Department of Health and Human Services

FIGURE EM-8 Application for Federal Education Assistance (ED 424)

Courtesy of the U.S. Department of Education

FIGURE EM-9 Supplementary Cover Sheet for NEH Grant Programs

Courtesy of Grants.gov

Index

Page numbers followed by f indicate a figure.

absolute priorities, 42

abstracts, 21 – 22 , 159

activities section

overview, 6 – 11

Gundersen Lutheran Medical Foundation proposal, 80

La Crosse Medical Health Sciences Consortium proposal, 128 , 147 – 156 , 160 – 167

Mentor Parent Program proposal, 97 – 102

objectives section, relationship with, 6

Winona Dakota Unity Alliance proposal, 76 – 77

Winter Park Day Nursery proposal, 85 – 86

advisory committees, 25

American Recovery and Reinvestment Act of 2009 (ARRA), 45

annual reports, 54

appendices, 24 – 25

applicants, information about, 23 – 24

Application for Federal Assistance (ED-424), 243 – 247

Application for Federal Assistance (SF-424), 230 – 235 , 238 – 241

applications available date, 35

ARRA (American Recovery and Reinvestment Act) of 2009, 45

background information, 23 – 24

bar graphs, 3

bibliographies, 25

boards of directors, 25

brevity, 48

budget

overview, 15

detail worksheet, blank, 220 – 224

detail worksheet, sample, 225 – 228

evaluation types and, 13

format outline, 209 – 211

format sample, 212 – 219

information form, 236 – 237

La Crosse Medical Health Sciences Consortium proposal, 169 – 172

Lancaster Emergency Medical Services Association proposal, 183

Midwest Music Fest proposal, 73 – 74

narrative explanations, 15 – 16 , 210 – 211

private-sector funding, 57

Winona Dakota Unity Alliance proposal, 76 , 77 – 78

cameras, digital, 29

Catalog of Federal Domestic Assistance (CFDA) numbers, 35

Cayuse424, 28

Changing the Culture Community Coalition proposal, 118 – 176

clip art, 28

color, 29

commitment letters, 25

communication, 65 , 66 . See also dissemination of reports

community foundations, 52

company-sponsored foundations, 52 , 60

competition, 44 – 45

competitive priorities, 41

computers, 9 – 10 , 27 , 34

concept papers, 59

conceptual framework. See also enhancements to proposals

overview, 1 – 2

activities section, 6 – 11

brevity, 48

budget, 15 – 19

evaluation section, 12 – 15

flow in, 19

need statements, 2 – 5

objectives section, 5 – 6

personnel section, 11 – 12

conflicts of interest, 47

congressional representatives, 66

consistency, 19

contractual services, 18 – 19 , 25

Cooperating Collections of the Foundation Center, 30

corporate grant proposals, 60 – 61

criteria for success, 12 , 42 – 43

data gathering, 4 – 5 , 12 , 25

deadlines. See timelines

digital cameras, 29

directories, 53 , 199 – 204

disabilities, individuals with, 44

dissemination of reports, 13 – 14 , 25 – 26

ED-424 (Application for Federal Assistance), 243 – 247

education of organization staff, 63 – 64

e-Grants. See online submissions

elected officials, 66

Electronic Handbook (EHB), 46

eligibility, 42 , 56 – 57

Elizabeth Callender King Foundation grant, 75 – 78

enhancements to proposals

overview, 21

abstracts, 21 – 22 , 159

appendices, 24 – 25

color, 29

dissemination of reports, 25 – 26

graphics, 28 – 29

introduction sections, 23 – 24

sound and video, 34

sustainability sections, 26

tables of contents, 22 – 23 , 48 , 89

enlightened self-interest, 59 – 60

equipment budget, justification of, 18

evaluation section

overview, 12 – 15

criteria for RFPs, 42 – 43

design information, 25

La Crosse Medical Health Sciences Consortium proposal, 168

Mentor Parent Program proposal, 97 – 102 , 113 – 115

evaluators, 12 , 14 – 15

executive summaries, 21 – 22

facilities, 10 – 11

failure, 1 , 69 – 70

Fastlane, 34

Federal Register, 30 – 31 , 36 – 40 , 66

flash drives, 27

flow, 19

fonts, 49

format of pages, 49

formative evaluations, 12 – 13

Foundation Center, 30 , 32 , 33 f, 53

Foundation Directory Online Professional, 30

Foundation Finder, 30

Foundation Reporter (Taft Group), 30

foundations, types of, 51 – 52 . See also private-sector funding

fringe benefits, 17

funders, 47 – 49 . See also identification of funders; Request for Proposals (RFP)

funding officers, 69

fundraising, 26

Government Printing Office (Federal Register), 30 – 31 , 36 – 40 , 66

Grants.gov, 33 , 35 , 45

graphics, 3 – 4 , 7 – 8 , 28 – 29

Great Recession, effects on funding of, 44 – 45

Guidestar’s Grant Explorer, 30

Gundersen Lutheran Medical Foundation proposal, 79 – 82

hardware, 9 – 10 , 27 , 34

headings, 48

identification of funders

books, directories, and guides for, 199 – 201

Great Recession, effects on funding of, 44 – 45

online databases for, 195 – 197 , 203 – 204

periodicals for, 202 – 203

private-sector funders, 52 – 54

research aids for, 29 – 33

independent foundations, 52

indirect costs, 16

information request letters, 55

in-kind contributions, 16

intent. See objectives section

intergovernmental review, 41

Internet, 4 , 5 f, 30 – 33

introduction sections, 23 – 24

invitational priorities, 41 – 42

iWave Information Systems, 30

jargon, 61

job descriptions, 24

La Crosse Medical Health Sciences Consortium proposal, 118 – 176

Lancaster Emergency Medical Services Association proposal, 177 – 194

laptop computers, 34

legislative advocacy, 66 – 67

letters of commitment, 25

Letters of Inquiry (LOI), 56 , 57 – 59

letters of support, 25

line graphs, 3 – 4

lobbying, 67

logical arguments, 1 , 19

LOI (Letters of Inquiry), 56 , 57 – 59

management plans, 7 – 9

Mentor Parent Program proposal, 89 – 117

methodology section. See activities section

Midwest Music Fest proposal, 72 – 74

mileage reimbursement, 17

miscellaneous categories, 19

narrative explanations for graphics, 3 , 8 , 29

National Directory of Corporate Giving, 30

National Science Foundation (NSF), 34

need statements

overview, 2 – 5

Gundersen Lutheran Medical Foundation proposal, 79 – 80 , 82

Lancaster Emergency Medical Services Association proposal, 182 – 183 , 184 – 185

Mentor Parent Program proposal, 93 – 94

objectives, relationship with, 5 – 6

Winona Dakota Unity Alliance proposal, 75

Winter Park Day Nursery proposal, 85

networking, 53

nongrant support, 51

nonpersonnel resources, 9 – 10

NSF (National Science Foundation), 34

objectives section

overview, 5 – 6

activities section, relationship with, 6

Gundersen Lutheran Medical Foundation proposal, 80

La Crosse Medical Health Sciences Consortium proposal, 119 , 123 , 137 – 145

Lancaster Emergency Medical Services Association proposal, 183 – 184

Mentor Parent Program proposal, 97 – 102

Midwest Music Fest proposal, 72

need statements, relationship with, 5 – 6

Winter Park Day Nursery proposal, 85 – 86

online submissions, 33 – 34 , 41 , 45 – 46

operating foundations, 52

operating support grants, 51

organizational charts, 7 – 8 , 28

overhead costs, 16

page format, 49

page numbers, 22 – 23

personal contacts, 53

personnel

activities section and, 7

in budget, 16 – 17

job descriptions, 24

La Crosse Medical Health Sciences Consortium proposal, 120 – 122 , 157 – 159

management plans, 7 – 9

Mentor Parent Program proposal, 107 – 112

Midwest Music Fest proposal, 72 – 73

resumes, 24

section of proposal, 11 – 12

Winona Dakota Unity Alliance proposal, 75

photographs, 29

politics, 63 – 67

priorities in RFPs, 41 – 42

private-sector funding

overview, 51

corporate grant proposals, 60 – 61

eligibility, 56 – 57

failure to obtain, 69

identification of funders, 52 – 54

making contact, 54 – 55

nature of corporate giving, 59 – 60

need statements, 2

proposal development, 57 – 59

review process, 61

types of, 51 – 52

program descriptions, 7

program officers, 43 – 44 , 61 , 65 , 69

project directors, 7 – 8 , 11 – 12

project managers, 64

proofreading, 28

proposals. See conceptual framework; enhancements to proposals

public funders, 2 , 47 – 49

publication of reports, 13 – 14 , 25 – 26

rating sheets, 43

regulations, 42

relative priorities, 41

Request for Proposals (RFP)

Great Recession, effects on funding of, 44 – 45

headings aligned with, 48

need statements and, 2

online submissions, 45 – 46

organization of, 43

politics and, 65 – 67

sample, 36 – 40

sections of, 35 , 41 – 44

SF-424 form, 230 – 235 , 238 – 241

research aids, 29 – 30

research results, 25

resources, nonpersonnel, 9 – 10

resumes, 24

review process, 47 – 49 , 61 , 65 – 67

reviewers, 47 – 48

RFP. See Request for Proposals (RFP)

rivalries, 64 – 65

salaries, 17

scanners, 28 – 29

section headings, 48

selection criteria, 42 – 43

SF-424 (Application for Federal Assistance), 230 – 235 , 238 – 241

single points of contact, 41 , 205 – 208

software, 9 – 10 , 19 , 28 – 29

sound and video, 34

spellcheck, 28

spreadsheet programs, 19 , 28

standardized scoring, 49

state single points of contact, 41 , 205 – 208

state websites, 31 – 32

Strategic Prevention Framework State Incentive Grant Program, 118 – 176

success criteria, 12 , 42 – 43

summative evaluations, 12 – 13

Supplementary Cover Sheet for NEH Grant Programs, 248 – 249

supplies, 18

support letters, 25

sustainability sections, 26 , 87 – 88

tables of contents, 22 – 23 , 48 , 89

Taft Group’s Foundation Reporter, 30

tax-exempt status, 56 , 59 – 60

technology

in activities section, 9 – 10

color, 29

computer hardware, 9 – 10 , 27 , 34

graphics, 3 – 4 , 7 – 8 , 28 – 29

Internet, 30 – 33

online submissions and grants management, 33 – 34

purposes of, 27

research aids, 29 – 30

for review process, 47 – 48

scanners, 28 – 29

software, 9 – 10 , 19 , 28 – 29

sound and video, 34

spreadsheet programs, 19 , 28

word processing software, 28

timelines

evaluation in multiyear grants, 13

intergovernmental review, 41

management plans, 8 – 9

Mentor Parent Program proposal, 112

private-sector funding, 57 , 61

project periods, 42

RFPs, 41

training, 10 , 17

travel, 17

unsolicited proposals, 56

U.S. Department of Education, 30 – 31 , 34 , 243 – 247

U.S. Department of Education grant, 89 – 117

U.S. Department of Health and Human Services Grant Application, 177 – 194 , 242

USB flash drives, 27

validity, 7

video and sound, 34

Will Rogers Institute-Variety Children’s Charity grant, 79 – 82

Winona Dakota Unity Alliance proposal, 75 – 78

Winona Fine Arts Commission grant, 72 – 74

Winter Park Day Nursery proposal, 83 – 88

Winter Park Health Foundation grant, 83 – 88

word processing software, 28

workshops, 64