Budget Template Writing Assignment #1 – Read the article above and create a ONE PAGE budget template and budget justification f
Budget Template
Writing Assignment #1 – Read the article above and create a ONE PAGE budget template and budget justification for a grant proposal.
- Writing a Successful Grant Proposal and Detailed Budget – PDF Document (131.7 KB)
SAMPLE BUDGET TEMPLATE ASSIGNMENT
Don't Let your High Blood Pressure Get You Down
Need Statement: The leading cause of death in the US is heart disease. Hypertension is a significant risk factor. The prevalence of hypertension among African American elderly is 75% (Still, Ferdinand, Ogedegbe & Wright, 2015).
Mission Statement: The mission of the "Don't Let your High Blood Pressure Get you Down" program is to educate African American Elderly in Long Beach, CA in order to control their blood pressure and reduce the risk of Heart Disease.
Goals: The "Don't Let your Blood Pressure Get you Down" program will consist of a health educator delivering four educational modules, one-per week, at the Spectrum campus with an audience of 50 African American elderly with essential hypertension. The Health Educator will travel to the site by personal automobile from Kearny Mesa campus, measure blood pressure in each participant every week for four weeks and deliver an interactive education module related to control of blood pressure (medications, nutrition, exercise and stress management). The participants will be offered fresh fruit during the sessions in order to encourage heart healthy eating. The NU printer will be used to develop educational materials to be distributed during the sessions and to print the pre and posttests.
By the end of the program: Goal 1. The participants will choose heart healthy meals Goal 2. The participants will engage in appropriate exercise at least two times each week
Budget: Requested Funds: Total $1446.40
Personnel: 1 Health Educator $30 per hour X 10 hours per week X 4 weeks = $1200
Travel: From campus to campus by car 20 miles X $0.58 per mile X 4 trips = $46.40
Equipment: In-kind contribution from National University: Use of computer and printer
Blood pressure cuff $50.00
Supplies: Printer paper $50.00
Fresh fruit $100.00
Budget Justification:
Personnel: 1 Health Educator $30 per hour X 10 hours per week X 4 weeks = $1200. Based on temporary contract limitations of National University for hourly workers.
Travel: From campus to campus by car 20 miles X $0.58 per mile X 4 trips = $46.40 Based on California government rates for mileage reimbursement.
Equipment: In-kind contribution from National University: Use of computer and printer
Blood pressure cuff $50.00
Supplies: Printer paper $50.00
Fresh fruit $100.00
Reference
Still, C. H., Ferdinand, K. C., Ogedegbe, G., & Wright, J. T., Jr (2015). Recognition and Management of Hypertension in Older Persons: Focus on African Americans. Journal of the American Geriatrics Society, 63(10), 2130–2138. doi:10.1111/jgs.13672
COH599BudgetTemplateSAMPLE.docx THIS HAS GREAT CONTENT HOWEVER IT IS TOO LONG
This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.Criteria
Outstanding Achievement
Commendable Achievement
Marginal Achievement
Unsatisfactory
Failing
Criterion Score
Budget Template
5.25 points
Includes a Needs Statement, Mission Statement and Goals. Goals are • (S)pecific • (M)easurable • (A)ttainable • (R)ealistic • (T)ime-bound.
4.675 points
Needs Statement, Mission Statement and Goals are included; however, some components are missing or unclear.
4.1475 points
Needs Statement, Mission Statement and Goals are included; however, many components are missing or unclear.
3.6225 points
Needs Statement, Mission Statement and Goals are included, however most components are missing or unclear.
3.0975 points
missing
Score of Budget Template,/ 5.25
Budget Justification
6 points
The detailed budget is well organized and easy to understand. Includes Direct Costs, Personnel, Travel, Equipment and supplies. Demonstrates a link between activities and outcomes, assess the organizational situation and identify and support the chosen course of action, including budgeting and resource management, and justify the choice of the tool used in budgeting.
5.34 points
The detailed budget includes Direct Costs, Personnel, Travel, Equipment and supplies; however, it is mostly well-organized and easy to understand.
4.74 points
The detailed budget includes Direct Costs, Personnel, Travel, Equipment and supplies; however, it is only partially well-organized and easy to understand.
4.14 points
The detailed budget includes Direct Costs, Personnel, Travel, Equipment and supplies; however, it is not well-organized and easy to understand.
3.54 points
missing
Score of Budget Justification,/ 6
Referencing
0.75 points
Citations and references are in proper APA format. Ample sources are cited. All claims are supported with a professional reference.
0.6675 points
Citations and references are in proper APA format. Ample sources are cited. Some claims leave the reader looking for a reference.
0.5925 points
Citations and references are in proper APA format. Ample sources are cited. Many claims leave the reader looking for a reference.
0.5175 points
Citations and references are limited, missing or incorrect.
0.4425 points
missing
Score of Referencing,/ 0.75
Writing organization and style
3 points
The paper is well organized both overall and at the paragraph level. Sentences are smooth and carefully crafted. There are virtually no errors in punctuation, spelling, grammar or usage.
2.67 points
The paper is well organized, but the paragraphs structure may sometimes be disjointed. The paper may have a few awkward passages and a few errors in punctuation, spelling, grammar and usage.
2.37 points
The paper is basically well organized, though individual paragraphs may be disjointed or misplaced. The writing is competent, but often wordy, overly general, imprecise or trite.
2.07 points
The paper is poorly organized. Some sentences may be so confused that their meaning does not clearly emerge. Words may be imprecise, incorrect, trite or vague.
1.77 points
The paper lacks clarity. The language or sentence structure is so muddled as to be unclear in several spots. Errors in punctuation, spelling, grammar and usage are highly distracting
Score of Writing organization and style,/ 3
Rubric Total ScoreTotal
Score of Budget Template and Budget Justification,/ 15Criterion score has been overridden
Overall Score
Overall Score
Level 43 points minimum
Level 32 points minimum
Level 21 point minimum
Level 10 points minimum
Outcomes
· Explain basic principles and tools of budget and resource management
,
Budget Template
Highschool outreach for LGBTQ Youth
MPH STUDENT
1
Running head: BUDGET TEMPLATE
2
BUDGET TEMPLATE
National University
In comparison to heterosexual youths and youths who do not experience gender dysphoria, LGBTQ+ youths generally report higher rates of mental health issues such as suicidality, emotional distress, mood disorders, and self-harm. However, a lack of family, environmental, and societal support further inhibits this group from addressing their mental health issues (as cited in Russell & Fish, 2016). In San Diego, the County Health and Human Services Agency has created and funded a program called Our Safe Place in order to provide safe drop-in centers, mental health services, and supportive resources. In central San Diego and East County area, the program is hosted by San Diego Youth Services (SDYS) (SDYS, n.d.). In order to promote its available support system for LGBTQ youths, SDYS frequently partners with local school districts to presents the program. The budget for the program is as followed
Needs statement:
LGBTQ+ youths in the US are more likely to suffer certain mental illnesses such as anxiety, mood disorder, and suicidal behaviors than other groups. As reported in 2018 by the Centers for Disease Control and Prevention (CDC), 63% of all LGBTQ students surveyed reported feeling sad or hopeless. In addition, 47% of this group reported having suicidal thoughts (CDC, 2018).
Mission statement:
The mission of this outreach program is to present the Our Safe Place program and its available support services to high schools in Central and Eastern area of San Diego County in order to raise awareness and participation of LGBTQ+ youths in the program.
Procedures:
The program manager will reach out to school districts and high schools in the serving areas and plan the integration of the presentation to the school’s existing curriculum. Two personnel will travel to the school and present Our Safe Place to students as scheduled between the manager and school authority. Presentation includes introduction to the program and available services, Q&A sessions, and handing out posters, contact cards, and flyers to the students along with other souvenir items. The program aims for delivering presentation to 8 schools in the area within a month, 2 schools per week with 1-hour allotment for each school (including travel time).
Goals:
1. Increase awareness about mental health in general and mental health among LGBTQ+ youths.
2. Increase number of youths who visit the program locations.
3. Increase number of youths who utilize drop-in centers.
4. Increase number of youths who utilize mental health service provided by the program.
Budget:
|
Direct cost |
||||
|
Item |
Rate |
Qty |
Time |
Total cost |
|
Personnel |
$22.50/hour |
2 |
8 hours |
$360.00 |
|
Travel |
$20.00/day |
2 |
8 days |
$320.00 |
|
Supplies – paper |
$4.00.00/ream |
1 |
$4.00 |
|
|
Supplies – flashdrive |
$5.00/unit |
1 |
$5.00 |
|
|
Supplies – souvenir pins |
$40.00/250-pack |
1 |
$40.00 |
|
|
Equipment – printer |
Free – Courtesy of SDYS office |
|||
|
Equipment – computer |
Free – Courtesy of SDYS office |
|||
|
Equipment – pin maker |
Free – Courtesy of SDYS staff |
|||
|
TOTAL DIRECT COST |
$729.00 |
|
Indirect cost |
|
|
Item |
Cost |
|
Staffing |
Included in the program |
|
Contacting school/school district |
Referral from the County |
|
Equipment deterioration |
Included in the program |
|
Time for making pins |
Shared among staff and volunteers |
|
TOTAL INDIRECT COST |
N/A |
Budget justification:
For direct cost, most of the budget is allocated to staffing. The program totals 16 hours with 1 hour per school per day, 2 schools per week, 8 schools per month.
Cost of personnel is $22.50 per hour X 2 staff X 6 total hours = $360.00. This rate is the standard wage rate for the program staff as indicated by their employment contract with SDYS.
Cost of travel includes fuel and food for each staff, which is $20.00 X 2 staff X 8 days of traveling = $320.00
Supplies for this plan include paper for printing posters, a flash drive for transporting presentation materials, and pins as souvenirs for students. A ream of paper is $4.00 and a 16GB flash drive is $5.00, both listed at target.com. The parts needed to make pins are sold on Amazon at $40.00 for a 250-pack.
Equipment for this plan includes printer, computer, and a pin maker, all of which are provided for free as courtesy of staff and SDYS.
For indirect cost, staffing (other than sending the staff to school for presentation delivery) and equipment deterioration are all included in normal SDYS operation. The contact between program manager and school district/authorities is provided by the County. Time used to make presentations, posters, flyers, and souvenir pins are shared among program staff and volunteers.
In overall, this 1-month program shall deliver the presentation to 8 schools in Central and Eastern area of San Diego County with the total cost of $729.00.
References:
Centers for Disease Control and Prevention. (2018). Youth risk behavior surveillance – 2017. Morbidity and Mortality Report, 67(8). Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf
Russell, S. T., & Fish, J. N. (2016). Mental health in Lesbian, Gay, Bisexual, and Transgender (LGBTQ) youth. Annual Review of Clinical Psychology, 12(1), 465–487. https://doi.org/10.1146/annurev-clinpsy-021815-093153
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Writing a successful grant proposal and detailed budget
In order for the grant selection committee to fully understand the nature of your project, and its budgetary implications, we ask that you reference the following guide. Good luck!
Writing the Proposal: Each submitted proposal should include the following:
1. Need Statement: Use the following questions to guide the creation of your statement of need.
• What is the need for the project? Is it a serious problem or issue, or a lack of a needed service?
• What are the facts and the sources that back up the need for your project?
• Who will benefit from the project and how? Define the audience by age, gender, location, ethnic background, country of origin, or a combination of these factors.
Considering the answers to the above questions, you can begin to craft the statement of need. Remember that your final statement of need will:
• describe the status quo that exists before the solution to the problem • target a population group(s) and a geographic location • present the solution to the problem • describe the benefits to the target audience(s) and possibly to society at large.
2. Mission Statement: A mission statement is a philosophical statement about the student, University, or faculty development that your project addresses. It should include:
• Why is there an immediate need for action toward your goal?
• What is the anticipation of future accomplishment?
• When fulfilled, what is the meaning for Students, the University community or your professional development?
3. Goals: The goal is the final impact or outcome that you wish to bring about using the Dean’s grant. It should following the S.M.A.R.T. principles for goal writing:
• (S)pecific • (M)easurable • (A)ttainable • (R)ealistic • (T)ime-bound.
Writing the Detailed Budget:
The detailed budget for your proposal should be clear, well organized and easy to understand. Consider using a spreadsheet with outlined columns and heading that outline:
• Budget Category • Requested Funds • Outside Contributions • Project Total
Direct Costs Direct costs for your grant are perhaps the most important component in your grant’s budget. They represent the funds you are seeking from the funding source. The costs described below are considered direct costs: Personnel: Show the breakdown of hours and weeks. Such as: $10.00 per hour X 40 hours per week X 52 weeks = $20,800. Travel: Make sure to provide clear formulas and documentation for why travel is necessary. Include the cost for a plane ticket, the cost of a hotel per night and the number of nights you will be staying, and a food allowance. Be sure and use realistic but conservative figures and avoid using round numbers, such as use $1,280 instead of $1,000. Equipment: To help understand equipment costs, documentation of the program need for the equipment. Equipment costs should be well defined and include specifications. For example, you might include a high–speed copier system to be used to reproduce reports and other documents for committees, staff members, and volunteers. You should explain how the copier will help you in administering the program. Supplies: It is helpful to break down supplies into categories such as general office supplies, educational and training supplies, and computer supplies.
For more information and training on successful grant writing we encourage you to visit the following sources: New York State (http://www.nysegov.com) — Use to obtain information about State departments and contact information, grants, and funding opportunities.
Grants Action News (http://assembly.state.ny.us/gan/) — Information on available NYS and Federal grants
Catalog of Federal Domestic Assistance (www.cfda.gov) — The online Catalog of Federal Domestic Assistance provides access to a database of all Federal programs available to State and local governments; domestic public, quasi-public, and private profit and nonprofit organizations and institutions; specialized groups; and individuals. After finding a program of interest, contact the office that administers the program and find out how to apply.
Grants.gov (http://www.grants.gov/web/grants/home.html) — Grants.gov allows organizations to electronically find and apply for competitive grant opportunities from all Federal grant-making agencies. Grants.gov is THE single access point for over 900 grant programs offered by the 26 Federal grant- making agencies.
Foundation Center (www.foundationcenter.org) — One of the most widely used resources for information about foundations, with a searchable database available via an online subscription. Also contains extensive information on many grant related topics, including a free Proposal Writing Short Course (http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html) and a list of Funding Information Network sites (http://foundationcenter.org/collections/).
GrantDomain (http://www.tgci.com/grantdomain) — Produced by The Grantsmanship Center (www.tgci.com ), GrantDomain is a user-friendly and continually updated funder database of foundation, corporate, and federal grantmakers.
GuideStar (www.guidestar.org) — Information of the mission, activities and finances of nonprofits and foundations nationwide; view IRS Form 990’s and Form 990-PF’s.
Community Foundation Locator (http://www.cof.org/community-foundation-locator)– This site is produced by the Council on Foundations, and allows one to learn about community foundations and search for them by state.
Nonprofit Works (www.nonprofitworks.com) — Information about company services, courses and workshops; includes a “downloads” section that contains free documents and templates related to grant research and writing
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