March 7, 2022

KIDS IN DISTRESS INC Making the impossible – Use the worksheet 2.1 to write a formal letter of inquiry. Address your cover

PLEASE DO NOT SUBMIT A BID IF YOU DO NOT HAVE EXPERIENCE WITH GRADUATE-LEVEL WRITING. MUST FOLLOW ALL INSTRUCTIONS MUST BE FOLLOWED, AND NO PLAGIARISM. USE THE SOURCES INCLUDED.

Topic

KIDS IN DISTRESS INC

Making the impossible – KIDpossible

aka KID Inc. | Wilton Manors, FL | www.kidinc.org

Week 2 – Assignment 1

Letter Of Inquiry

Download Worksheet 2.1: Letter of Inquiry Questionnaire Complete questions 2-9 (2-3 sentences each) by typing your responses directly into the worksheet, and upload the completed worksheet as part of your written assignment.

Use the worksheet 2.1 to write a formal letter of inquiry. Address your cover letter to Mary Smith, PhD, as provided in the Sample Letter of Inquiry on page 25. Be sure to cite properly, according to APA standards, when you pull information from another source.

Note: You will use your responses from this worksheet to craft the final Letter of Inquiry that will be included in your grant proposal/final project due in Week Six (a Sample Letter of Inquiry is included on page 25 of the text).

Week 2 – Assignment 2

Statement Of Need

Download Worksheet 3.1: Statement of Need Questionnaire. Once you have opened Worksheet 3.1., select “save as,” and save it to your own computer as a Word document. Complete the worksheet, providing at least one bullet point for each topic, and upload the completed worksheet as part of your written assignment.

Note: You will use your responses from this worksheet to craft your Statement of Need that will be included in your final project (a Sample Need Statement is included on page 32 of the text).

Resources

Required Text

O'Neal-McElrath, T. (2013). Winning grants step by step: The complete workbook for planning, developing and writing successful proposals (Links to an external site.) (4th ed.). San Francisco: Jossey-Bass. ISBN: ISBN: 978-1-118-37834-2

· Step 3: Writing a Compelling Problem Statement

· Worksheets (Links to an external site.)

Required References

Wise Geek. http://www.wisegeek.com/what-are-the-different-types-of-private-foundation-grants.htm This site offers a list of different types of private foundation grants.

Step 3 Writing a Compelling Problem Statement

THIS STEP HIGHLIGHTS THE KEY ELEMENTS of a problem statement (for grantseeking purposes this statement might also be referred to as the state- ment of the need or need statement), including the four requirements for it to be successful. The section also offers a worksheet and sample to serve as guides to preparing a problem statement for a proposal.

Purpose of the Problem Statement

What is the problem to be addressed? An organization’s problem statement will—or at least it should—directly address this question. Therefore this is the best place to begin writing a proposal. A problem statement sets the framework for the entire proposal, as it describes a critical condition, set of conditions, or a social need affecting certain people or things in a specifi c place at a specifi c time. The need statement is fundamental to a proposal because funders must agree with the organization that the program addresses an important community problem. Bolstered by accurate data (quantitative statistics) combined with the right selection of stories that provide a more personal illustration of the need (qualitative data), a compelling need state- ment is often the fi rst component that motivates a funder to give serious consideration to a nonprofi t’s request. Make no mistake: a good, solid, and well-supported problem statement is the key that unlocks the door, moving a proposal that much closer to funding consideration.

Finally, the unmet need—and an organization’s ability to successfully address it—gives grantmakers an opportunity to realize their own goals.

O'Neal-McElrath, Tori, and Mim Carlson. Winning Grants Step by Step : The Complete Workbook for Planning, Developing and Writing Successful Proposals, John Wiley & Sons, Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=1469450. Created from ashford-ebooks on 2022-03-07 00:40:33.

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32 Winning Grants Step by Step

Content of the Problem Statement

Here are some basic rules to follow when developing the project’s problem statement:

• The need being addressed in the statement should have a clear rela- tionship to an organization’s mission and purpose.

• The problem statement should focus squarely on those the organization serves and their specifi c needs, rather than the organization’s needs— unless an organizational capacity-building grant is being sought.

• Any assertions about the problem should be well supported with evidence (statistical facts, expert views, trends found in the experience of doing the work, and so on).

• The organization must be able to directly connect—and substantiate— the need described in the proposal with the organization’s ability to successfully respond to that need (that ability will be described in a subsequent section of the proposal).

• The problem statement must be easily digestible. Avoid using jargon, and do not make the reader have to work to understand the point. Graphs and charts with data to support the case are often good addi- tions to a proposal, as they present the data in the most compelling way.

The problem being addressed by the organization may be specifi c to its geographical area or it may be found in many communities. Do not overpromise: if the problem occurs in an area larger than that served by the organization or the proposed program, it is important to focus only on what the organization or program can reasonably accomplish. Should this be the case—the problem exceeds the boundaries of the organization or proposed program—consider positioning the program as a potential model for other nonprofi ts in other locations. By taking the model approach, an organization broadens the pool of potential funders to include those concerned with the problem in other geographical areas. Consideration should also be given to conducting research to discover whether other organizations in the service area have—or are developing—similar programs to address the same prob- lem. Should this be the case, consider exploring a collaborative program that would leverage and expand the reach of program plans and grant funds.

If the organization decides to take either the model or collaborative approach, highlight this fact in the problem statement; the organization is addressing the need on a larger level through the development of a program that can be a model for others or that it is leveraging its efforts with another organization so it can expand the reach and impact of its program.

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Step 3—Writing a Compelling Problem Statement 33

Often arts organizations struggle with this section owing to a percep- tion that the arts do not meet a compelling community need. However, arts organizations should be encouraged, as they do meet important needs. Without these nonprofi ts, certain cultures and traditions would be lost, lives would not be enriched, and young people would not learn new and differ- ent ways of expressing themselves. The same holds true for social justice organizations who may struggle with how to quantify social change. Over the last few years, there has been more research in this area, and the website offers some data, studies, and overall guidance on how best to frame social justice outcomes.

For general support grants, there might be a struggle with the problem statement because the proposal addresses the general work of the organi- zation. Focus on describing the problems that the organization addresses: mission and purpose. This, again, goes back to something touched on earlier in this workbook: when focusing on soliciting general operating support, always use the nonprofi t’s mission and purpose as the guide.

Tips for Writing the Problem Statement

The problem statement should be contained to no more than three pages. Being concise with the problem statement will serve grantseekers well, and the real- ity is that most foundation guidelines limit proposals to ten to twelve pages in total; corporate guidelines typically limit proposals to even fewer pages. Space constricts even more with the online proposal portals, as they literally limit the space to a specifi c number of words.

In stating the problem, use hard statistics from reputable sources and steer clear of assumptions and undocumented assertions masquerading as legitimate facts.

• Use statistics that are clear and that document the current unmet need or problem. If talking about a specifi c community within a city, offer one or two data points about the city, then zero in on the data specifi c to that community.

Defi nition Collaboration. “A mutually benefi cial and well-defi ned relationship entered into by two or more organi- zations to achieve common goals. The relationship includes a commitment to mutual relationships and goals, a jointly developed structure and shared responsibility, mutual authority and accountability for success, and sharing of resources and rewards.”

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Winning Grants Step by Step34

• Use comparative statistics and research where possible. Look at the exam- ples in the accompanying Reality Check box. As shown, using data from a community that did something very similar to what the grant- seeker wants to do and citing the benefi ts that the community derived from the project can make a strong case for the nonprofi t to do the same.

• Quote authorities who have spoken on the topic. Be sure to cite the person who made each statement and the source where it was found, and if appropriate, provide backup information that substantiates that this person is indeed an authority on the subject matter.

• Make sure all data collection is well documented. Grantseekers will use the Internet for research, which is of course more than appropriate. Just make sure that the websites being referenced are reputable and the links are both accurate and current; then clearly cite the sources.

• Use touching stories of people as examples. This is very effective, but only when balanced against hard data. Keep in mind that foundations vary in what they seek in terms of the right mix of vignettes and numbers.

• Give a clear sense of the urgency of the request. Funders need to under- stand why the funding is important now.

Take a look at the following Sample Problem Statement from the Swim 4 Life program. Then, using the proposal idea identifi ed and developed in Step One, answer the questions on Worksheet 3.1, as this will assist in beginning to defi ne the need the organization is addressing. After reviewing the Sample Problem Statement and completing the worksheet questionnaire, write the organization’s problem statement based on the information developed. Next answer the Problem Statement Review Questions listed at the end of this step to make sure the statement is written well. Rewrite the problem statement until all the review questions are satisfactorily addressed.

Sample Problem Statement The need for programs like Swim 4 Life is enormous in the communities we serve. Swimming has not been a popular sport in African American or Latino communities in some measure as a result of various factors including access to safe pools. Historically speaking, African Americans were denied access to public pools. As a result, they turned to water holes, ponds, and other unsupervised alternatives, which led to rates of drowning among people of color that far exceed those of whites. For example, according to the Centers for Disease Control and Prevention’s latest report in early 2012, the drowning rate for African Americans between the ages of fi ve and fourteen was more than three times that for whites.

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Step 3—Writing a Compelling Problem Statement 35

To this day, a deep-seated fear about swimming has discouraged African Americans and, to a lesser yet still signifi cant degree, Latinos in the United States from participating in the activity. A story relayed to us by a previous program participant:

Our family is originally from Louisiana, though many of us moved to Any State after Hurricane Katrina. Those of my family who stayed in Louisiana were having a family picnic a few years ago by a waterway, and not one person at the picnic could swim. A few of the kids were playing at the water’s edge when the land gave way and all fell into the water. Nine of my family members died that day—seven kids and two adults who tried to help them. I promised myself that if I ever got the chance, not only would I learn to swim, but I would become a lifeguard.

According to our most recent survey of current and previous program participants, nearly 75 percent of those surveyed have family members who have drowned or experienced a traumatic water incident and are terrifi ed of drowning themselves.

Arthur Schomburg Middle School, one of the program sites, is located in a part of South Spring that off ers children and youth little in the way of public resources and facilities for sports, especially swimming. A county facility, Thurgood Marshall Park, 1.7 miles from the school, has a seasonal swim program, open only during the summer even though the pool is indoor and heated. Rosa Parks and Garfi eld Recreation Centers, twelve miles from the school, have indoor heated pools that open during the summer but are not accessible to young students after school; they would have to cross major thoroughfares to get there.

Most experts agree that children approaching adolescence are particularly vulnerable to peer infl uences, and for youth living in disadvantaged neighborhoods, the lack of positive opportunities often puts them at risk for gang affi liation, substance abuse, and/or low academic performance. A report issued by the Urban Institute in 2011 detailed the risks, obstacles, and positive strategies needed relative to middle school children from low-income families. According to the study, it is a prime time to introduce innovative and challenging youth sports programs—those not typically available in communities of color—as exciting alternatives to unhealthy risk-taking activities. The Swim 4 Life program in King County, Any State, is designed to take advantage of this age group’s interest in experimentation and exploration.

The city of Abbington is served by the program site at the Rockmore Education Complex. It is the most densely populated city in the state, with 8,552 people occupying every square mile, compared with an overall average of 2,093 people per square mile in other cities. It has the highest crime rate in the state, and the poverty rate is 46 percent, nearly twice that of South Spring. Fifty-one percent of children under the age of 18 live in poverty, compared with 31 percent in South Spring, and less than 20 percent the rest of the state. Young people in this city—and South Spring—clearly live under stressful conditions and could benefi t greatly from structured and supervised physical activity, as well as safe opportunities for fun and positive engagement. And for all of the reasons outlined, we have selected Cooperville Middle School, also located in Abbington, to expand our program.

A swim program off ers many advantages over other physical activities. Swimming is an excellent form of exercise because all the muscles of the body are used, and it requires a constant supply of oxygen to the muscles, making it a mainly aerobic exercise. It is also a gateway to all aquatic sports and is considered one of the important life-saving skills. Many studies such as the one conducted in 2012 by the Center for Research on Eff ective School for Disadvantaged Youth at the Johns Hopkins University have drawn a connection between participation in structured athletic programs and academic achievement. Yet today, students in local high schools, particularly in the eleventh and twelfth grades, have so many academic requirements that there is not enough time for physical education, even as an elective.

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Winning Grants Step by Step36

WORKSHEET 3.1:

Statement of Problem Questionnaire

Who? Where? When? What? Why?

Evidence of

Problem

Impact If Problems

Resolved?

Who is in need (people,

animals, land, and so

forth)?

Why does this problem

exist?

What evidence do

you have to support

your claim?

What will occur if the

needs are met? What

will be diff erent—and

how?

Where are they?

(General: city/state; and

specifi c: neighborhood,

geography)

What is the problem?

(Get specifi c)

How is the problem

linked to your

organization?

When is the problem

evident?

On the Web

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Step 3—Writing a Compelling Problem Statement 37

Problem Statement Review Questions

Once a problem statement is completed, answer the following six questions to see whether what has been developed hits the mark:

1. Is the problem statement focused on those who will be served by the program (and not on your organization)?

2. Does the problem statement directly connect to the organization’s mission statement?

3. Given the organization’s size and resources, can it address the prob- lem in a meaningful way?

4. Is the problem statement adequately supported by solid and repu- table quantitative and qualitative data on the nature, size, and scope of the need to be addressed?

5. Is it sweet and simple (remember KISS from a previous chapter)?

6. Is the problem statement persuasive without being wordy?

Reality Check Avoid the trap of circular reasoning, which commonly occurs in problem statements. To use the Founda- tion Center’s defi nition and example, circular reasoning occurs when “you present the absence of your solution as the actual problem. Then your solution is off ered as the way to solve the problem. For ex- ample, ‘The problem is that we have no pool in our community. Building a pool will solve the problem.’ ”

This statement does not communicate a problem: communities across the country thrive with no community pool. However, if it was stated that a community pool in the neighborhood would specifi cal- ly address certain challenges the community is facing, and if followed up by citing a similar community where a community pool has had a positive impact in ways that are documented, it could potentially build a compelling argument that would provide the context for the problem statement.

The program’s need is now established. Developing the program’s goals and objectives is next, which is Step Four.

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WORKSHEET 2.1:

Letter of Inquiry Questionnaire

1. What is the purpose of this letter of inquiry? To whom is it being sent, and what is the connection?

2. What year was the organization founded? What year was it incorporated?

3. What is the mission of the organization?

4. What are the long-term goals for the organization?

5. What programs does the organization provide that support these goals?

6. What is the need in the community that you seek funding to address?

8. What does the organization propose to do about this need?

9. What outcome does the organization anticipate after the first year of funding?

10. What is the total cost of the proposed idea for the first year, or what is the cost to expand the current program? (Or multiple years if you plan to request multiple-year funding?) How much do you want from this funder?

11. Who will be contacting the funder to determine its interest and when? Whom sh ould the funder contact for more information?

WORKSHEET 3.1A: Statement of Need Questionnaire
Use the filled-out Worksheet 3.1B in the book as an example to follow as you complete this questionnaire.
Who? Where? When?	What? Why?	Evidence of Problem	Impact If Problem Is Resolved?
Who is in need (people, animals, land, etc.)?	What is the need?	What evidence do you have to support your claim?	What will occur if the needs are met? What will be different – and how?






Where are they?	Why does this need exist?		How is the need linked to your organization?




When is the need evident?

Step 2 Developing Relationships with Funders

BUILDING RELATIONSHIPS WITH FUNDERS is a long-term, sincere, and strategic investment of time and intention. Once it is determined that an organization’s proposed program is solid, time and focused effort needs to be invested in identifying funders who are potentially a match with both the organization and its proposed program, project, or special initiative. Resources on the Winning Grants Step by Step, Fourth Edition website offer links to other sites with detailed information and tips on how to effectively conduct prospect research to successfully identify possible funders. Step Two also provides no- nonsense advice about prospect research and then offers ideas for developing relationships once funders are identifi ed. Please refer to Resource A (What Is a Foundation?) to learn more about what foundations are and how they work.

Making the Initial Approach

A grantmaker ’s website typically holds all the information grantseekers need to determine whether it is a match. In fact, in this day and age, it is now fairly commonplace for all grant guidelines and supporting materials to be on the website; funders are “going green” in every way and reducing paper consumption. So not only are grant guidelines online but, as mentioned in the Introduction, grant proposals are now routinely submitted online and paperless. Typically, grantseekers will fi nd an abundance of information, including—but by no means limited to—background information on the foundation as an institution, its staff and board of directors, grant guidelines, and special funding initiatives, if any. Most funder websites will also proudly feature current and previous grantees or the programs successfully funded. Foundations, like all 501(c)3 organizations, are required by law to provide access to their Internal Revenue Service Form 990, which is their annual tax

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Winning Grants Step by Step22

return. Many may have a link to this document on their websites, or they can be located by visiting Guide Star (www.guidestar.org) or the Foundation Center (www.foundationcenter.org).

These success stories provide the very best indicators of what specifi c funders are likely to fund in the future. Some funders may have additional microsites (separate sites that are linked to the main site) for particular funding initiatives they have launched. That said, other funders may still require additional sleuthing on the part of the grantseeker before they can appropriately glean whether there is truly a match. So in addition to reviewing funder websites, grantseekers should use various search engines to research their previous giving to other organizations and perhaps also to look for feature stories about them (if not found on their websites) or p

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KIDS IN DISTRESS INC Making the impossible – Use the worksheet 2.1 to write a formal letter of inquiry. Address your cover

WORKSHEET 2.1:

Letter of Inquiry Questionnaire

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