March 18, 2022

Topic: Kids in Distress Goals And Objectives Download Worksheet 4.1: Goals and Objectives Exercise. Once you have opened Workshe

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.

Week 3 – Assignment 1

Topic: Kids in Distress

Goals And Objectives

Download Worksheet 4.1: Goals and Objectives Exercise. Once you have opened Worksheet 4.1, select “save as,” and save it to your own computer as a Word document. Identify your goal and at least three objectives by typing your responses directly into the worksheet, and upload the completed worksheet as part of your written assignment.

Note: You will use your responses from this assignment to craft the Goals and Objectives section that will be included in your grant proposal/final project due in Week Six.

Week 3 – Assignment 2

Topic: Kids in Distress

Methods

Download Worksheet 5.1: Methods Exercise. Once you have opened Worksheet 5.1, select “save as,” and save it to your own computer as a Word document. Identify at least five tasks, along with accompanying person(s) responsible, resources needed, and start/finish dates columns for each task, by typing your responses directly into the worksheet, and upload the completed worksheet as part of your written assignment.

Note: You will use your responses from this assignment to craft the Methods section that will be included in your grant proposal/final project due in Week Six (a Sample Methods Component is included on page 47 of the text).

Week 3 – Discussion 2

Theory of Change or Logic Model

Topic: Kids in Distress

Review Resource C: “Logic model resources,” in O’Neal-McElrath (2013). Identify and post the theory of change or logic model used by your organization. Include any graphic representation of the model or theory. Summarize the theory or model.

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 4: Defining Clear Goals and Objectives

· Step 5: Developing the Methods

· Resource C: Logic Model Resources, p. 122

· Worksheets (Links to an external site.)

Required References

Grantcraft. http://www.grantcraft.org.

Search for theory of change or logic model for 3-5 resources available to grant writers and grant funders, such as “Mapping Change: Using a theory of change to guide program evaluation”

Mindtools. http://www.mindtools.com/pages/article/newHTE_87.htm

“Locke's Goal Setting Theory: Understanding SMART Goal Setting”

Kids In Distress

http://www.kidinc.org/

From the Professor

Good Morning –

Some resources in Resource C of your text are a bit outdated. Some have moved, some have disappeared. The information is still available, some new(er) links are below.

About.com: What Is a Logic Model? http://nonprofit.about.com/od /foundationfundinggrants/f/logicmodel.htm

About.com disappeared a few years ago

This may help you https://www.networkforgood.com/resource/logic-models-and-fundraising-what-you-need-to-know/ (Links to an external site.)

Center for Civic Partnerships: Logic Models/Top Tips. http://www .civicpartnerships.org/docs/tools_resources/Logic%20Models%209.07.htm

https://www.cdc.gov/eval/logicmodels/index.htm (Links to an external site.) may help

Child Welfare Information Gateway: Evaluation Toolkit & Logic Model. http://www.childwelfare.gov/preventing/evaluating/toolkit.cfm

For this, the information is now at https://www.childwelfare.gov/topics/preventing/evaluating/toolkit/

(Links to an external site.)

Innovation Network: Point K— Tell Me More. http://www.innonet.org /?section_id=64&content_id=185

For this, go to http://www.pointk.org/resources/

(Links to an external site.)

Nonprofit Webinars: A Guide to Logic Models. http://nonprofitwebinars.com /past_webinars/10122011-a-guide-to-logic-models-grant-writing

This now leads to https://www.4good.org/webinars

(Links to an external site.)

Theory of Change. www.theoryofchange.org

(Links to an external site.)

This is still there.

Step 5 Developing the Methods

THE METHODS AN ORGANIZATION USES to reach its objectives are the focus of this step. Grantseekers look at the elements of the methods compo- nent of a proposal and learn how to use a time line to more easily see what will happen. Using a worksheet and examples, organizations can write their methods for the objectives developed in Step Four.

Purpose of the Methods Component

The problem statement is clearly articulated, and the goals and objectives are set. The methods component of the proposal systematically walks funders through the strategies the organization proposes to carry out in order to accomplish its objectives. Methods answer this key question: how will an organization actually accomplish its work?

Content of the Methods Component

Methods—also frequently referred to as strategies—are detailed descriptions of the activities an organization will implement to achieve the ends specifi ed in its objectives. However they are referred to, this section of the proposal should clearly spell out the methods to be used and give the reasons for choosing them. Any research supporting the use of these methods—such as their previous success or, if the methods are untested, data that support the assertion that these methods might prove successful—should be included. This section should also address whether the methods selected are already in place within the organization and simply being replicated by the program, or whether they are new. Finally, this section should describe who will staff the program and their qualifi cations, and identify the client population to be served, along with a justifi cation of why this population was selected.

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 2022-03-16 10:15:38.

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50 Winning Grants Step by Step

To develop the methods component, answer the following questions:

1. What are the elements that are infl exible (such as date of completion, dollars available, staffi ng needed)?

2. What activities need to be carried out in order to meet the objectives?

3. What are the starting and ending dates of these activities?

4. Who has responsibility for completing each activity?

5. How will participants be selected? (This question is not applicable to all projects.)

6. How was this methodology determined to be the best one to solve the problem presented? Does it build on models already in existence, or is it a different approach? If it is different, why is it different? And why did the organization select it?

The methods section should be realistic—the organization should be able to complete the proposed activities within the time frame stated in the proposal using the available resources. For proposals with multiple objec- tives and methods, it is a good idea to include a timeline showing when each method will start and fi nish. The accompanying Sample Timeline for the Swim 4 Life Program shows one way to chart a nonprofi t’s activities on a timeline.

Tips for Writing the Methods Component

• Align the organization’s methods to the program’s objectives and problem statement.

• Tie the methods to the resources being requested in the program bud- get. Each activity should match its corresponding cost exactly.

• Explain the rationale for choosing these methods; talk in terms of research fi ndings, best practices, expert opinion, and the organiza- tion’s past experience with similar programs.

• Spell out the facilities and capital equipment that will be available for the project.

• Build various activity phases on top of one another to move the effort toward the desired results. Include a timeline.

• Be sure to discuss who will be served and how they will be chosen.

• Do not assume that the funder knows about the nonprofi t, its target audience, or what it proposes to accomplish.

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Step 5—Developing the Methods 51

Sample Timeline (Abbreviated Version)

Activity Month 1 2 3 4 5 6

Contact the point person at Cooper-

ville and set up planning meeting.

Hold fi rst meeting with point person

at Cooperville, the PE teacher, and a

representative of the PTA.

Hold follow-up meeting with the

point person at Cooperville and

the point person at Rockmore to

coordinate pool usage.

Create recruitment materials for

new site.

Update all recruitment materials to

incorporate Cooperville.

Develop and fi nalize the specifi c

outreach strategies for all sites that

specifi cally incorporate Cooperville.

Schedule an Interested Parents meet-

ing and student assembly at Cooper-

ville and recruit/confi rm at least fi ve

parents from the other two schools to

provide testimonials for both pro-

grams.

Finalize the evaluation tools for the

Cooperville site.

Recruit a minimum of 25 students for

the program.

Offi cially launch the project at Cooper-

ville with a public event that will fea-

ture Jane Swimmer, program founder

and hometown hero, as well as Tia

Jones, program manager.

Evaluate and document progress at

the new site.

X X X X

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Winning Grants Step by Step52

Look over the Sample Methods Component for the Swim 4 Life program. Then develop the organization’s methods by completing Worksheet 5.1, which should list the key elements of the organization’s planned program. Finally, use the Methods Review Questions to review the organization’s methods in the same way the questions were deployed in the organization’s program statement and goals and objectives.

Sample Methods Component Our primary objective in 2013 for the Swim 4 Life Program will employ the methods as outlined below. These methods have been proven successful as they are the same methods we used to launch our program at our current two school sites: Arthur Schomburg Middle School and the Rockmore Education Complex High School. It should be noted that Cooperville Middle School is located in Abbington, where Rockmore is also located, and we fully intend to leverage the relationships we’ve already established.

OBJECTIVE

To increase the swimming competence and confi dence of the underserved youth in the Gathenton School District by adding Cooperville Middle School and increasing overall student participation by 25 percent within one full school year.

METHODS

• Swim 4 Life program manager will recruit a point person on staff at Cooperville who has a specifi c interest in the program.

• The Cooperville point person will work in collaboration with the program manager to • Create a small task force inclusive of the physical education teacher and a representative of the PTA • Hold a short series of meetings with the program manager, the Cooperville task force, and a point

person from the Rockmore task force to share best practices, lay out the recruitment plan, agree on the evaluation plan and specifi c benchmarks, and coordinate schedules for the use of the pools

• Create specifi c recruitment materials for the Cooperville site and update the general program materials to incorporate Cooperville as a new site

• Host an Interested Parents meeting and separate Interested Students assembly at Cooperville, making sure we recruit and confi rm at least fi ve parents and students from the two other program sites to provide testimonials about the program at the meeting and assembly

• Launch a time specifi c recruitment period targeting a minimum of twenty-fi ve kids • Once offi cially launched, the program manager will formally chart the progress of each participant,

noting the specifi c benchmarks along the way as established in the evaluation.

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Step 5—Developing the Methods 53

WORKSHEET 5.1:

Methods Exercise

Task and

Subtasks

Person(s)

Responsible

Resources

Needed

Start and Finish

Dates

On the Web

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Winning Grants Step by Step54

Methods Review Questions

1. Do the methods discussed in the proposal derive logically from the problem statement and the goals and objectives?

2. Do the methods present the program activities to be undertaken?

3. Has the grantseeker explained why they selected the specifi c methods or activities?

4. Has the grantseeker explained the timing and order of the specifi c activities?

5. Is it clear who will perform specifi c activities? And do their creden- tials and/or experience demonstrate that they are appropriate to carry out the activities of the program?

6. Given the organization’s projected resources, are the proposed activi- ties feasible?

If an organization is following along with each step, including testing each proposal component against the questions at the end of each, it is now in prime position to be successful in the next step: developing the evaluation component, which is Step Six.

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WORKSHEET 4.1A: Goals and Objectives Exercise

Use the filled-out Worksheet 4.1B in the book as an example to follow as you complete this exercise.

GOAL:
	Objective 1	Objective 2	Objective 3	Objective 4
Direction of change
Area of change
Target population
Degree of change
Time frame

Follow this standard form as you write out your objective statements: To (direction of change) + (area of change) + (target population) + (degree of change) + (time frame).

WORKSHEET 5.1A: Methods Exercise

Use the filled-out Worksheet 5.1B in the book as an example to follow as you perform this exercise.

Tasks and Subtasks	Person(s) Responsible	Resources Needed	Start and Finish Dates

Step 4 Defi ning Clear Goals and Objectives

IN THIS STEP GRANTSEEKERS LEARN the concept of writing clear goals and objectives. Grantseekers must also focus on the important differences between them. Using a worksheet and following the examples, grantseekers construct goals and a set of objectives for their own proposals.

Purpose of the Goals and Objectives Components:

The “So What?” Factor

Once the problem to be addressed by an organization is identifi ed and clearly articulated via the problem statement, the next step is to develop solid goals that clearly defi ne what the organization intends to accom- plish through its program and also to establish measurable objectives that will indicate the organization’s progress toward its goals. The goals and objectives will allow the organization and its funders to know whether the program is successful at the conclusion of the grant. Poorly defi ned goals and objectives, or goals without objectives, push projects into missed milestones, overworked staff, unhappy clients, and disillusioned funders. Goals and objectives should be clear statements of purpose that defi ne the end result of the project.1

Defi nition of Goals and Objectives

Words can be confusing, especially if the assumption is made that everyone understands what they mean. For this reason, let’s clarify one more time: A goal is what the program aspires to achieve and the objectives are how an organization will know if it is meeting its goal(s). This distinction is the foundation upon which successful goals and objectives are based. Equally

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Winning Grants Step by Step40

important is the fact that both goals and objectives are directly tied to the problem statement (Step Three). Also, each goal will have one or more objec- tives. However, it is worthwhile to note that smaller projects may have only one focused goal and two or three objectives.

Everyone struggles in the beginning with the difference between goals and objectives. Use the following side-by-side comparison as an aid.4

Goals Objectives

Are broad statements

Provide focus, vision, and direction

Can be idealistic and do not neces-

sarily have to be reached during

the proposed grant period

Can be nonspecifi c and

nonmeasureable

Are realistic steps to achieve the goal(s)

Are always active and use strong action

verbs

Answer: What? Why? Who? How? When?

Can be validated

Are clear to everyone with a basic

knowledge

Are SMART:

Specifi c

Measurable

Achievable

Relevant

Time-bound

Defi nitions Goals. “Goals are things your organization hopes to achieve. Goals can be set at the organizational level, the program level, and the individual employee level.”2

Example: Youth in underserved communities in King County who complete the Swim 4 Life program will know how to swim.

Objectives. “Objectives are smaller steps that one must accomplish to reach a goal, and they’re always stated in a way that can be measured.”3

Example: In the Learn-to-Swim program within one year:

• 100 percent of participants will recognize the rules of water safety • 90 percent of participants will demonstrate basic water safety and drowning prevention skills • 80 percent of participants will develop self-confi dence as swimmers and the motivation to improve

physical fi tness

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Step 4—Defining Clear Goals and Objectives 41

Example of Strong Goals and Objectives

Goals Objectives

Our theater is enjoyed by all our

communities

Fifty percent of our Asian/Pacifi c Islander

audience will increase their attendance

from one show per year to two shows by

end of the year.

There is a playground within walk-

ing distance for all children

Increase the access to playgrounds for chil-

dren in Eastown by two playgrounds each

year for the next fi ve years.

Asthma is no longer the number

one reason that children miss

school

All students in grades K–3 who are diag-

nosed with asthma decrease their inci-

dents of severe attacks by 15 percent in the

fi rst semester.

All adults can read confi dently to

their children

Eighty-fi ve percent of fi rst-time, new par-

ents in the Barrisville section of Anytown

can read and have child-appropriate books

in their homes within a year of their fi rst

child’s birth.

Outcome Focus Objectives

It is important to ensure that a grant proposal’s objectives focus on outcomes (the change) versus the process (how the change will be made). The “how” is addressed in the next step, which focuses on methods (also referred to as strategies). When the focus is on outcomes, the focus is on the results of an organization’s actions. It is important to be able to envision what will be different because of the actions of the organization. What is the organiza- tion hoping to accomplish? What will be different, improved, better? What can be measured?

An example of an outcome objective: In the next year, a minimum of eighty new parents who complete the program will increase their confi dence in their role as disciplinarian and teacher as evidenced by achieving at least a 90 percent on their fi nal parenting quiz.

Process objectives focus on activities. By focusing on the outcomes instead of the process, it allows an organization the fl exibility needed to reach its intended results. An organization can adjust and edit the methods when needed and as needed to reach its objectives, a process that leads ultimately to achieving its goals. An example of a process objective: To recruit 120 par- ents for our parent education courses.

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Winning Grants Step by Step42

Because outcomes are considered powerful indicators of success, this workbook focuses more specifi cally on these objectives rather than process objectives. More and more funders, as well as individual donors, are looking to make an impact or positive change with their grants. A grantseeker’s outcome objectives as outlined in their proposal will assist funders in understanding how their investment in the organization will make a difference or impact.

The following chart contains some questions that may help grantseekers defi ne better outcomes.5

Process-Oriented Questions Outcome-Oriented Questions

What services do you off er? What community results do you hope to

accomplish through your services?

What is it that your organization

does?

What is it that your organization is striving to

achieve?

Describe the service needs your

agency meets?

What change in condition or behavior are you

attempting to eff ect in the people you serve?

Defi nitions Methods, also known as strategies or tactics, are the activities that an organization will use to deliver its services in order to reach its objectives. When working on a proposal, the focus begins on the goals. The order is as follows: 1. Goal is what the program will achieve. Goals are visionary and may not be measurable.

2. Objectives are how grantseekers will know if their program is meeting its goal(s). Objectives are measurable.

3. Methods defi ne the strategies or activities needed to accomplish the objectives. Methods are the “how to.”

Reality Check: Advocacy Creating systems change, advocating for a community, group of people or position, and/or community activism takes time and the path to success is not always clear or easy to quantify. Thus, because of the nature of this kind of work, it is important to include outcome objectives as well as process objectives. These process objectives are the small wins that allow everyone to measure the progress in moving toward the goals.

Example for Advocacy Work

• Outcome: Schools remove all vending machines from campus. • Process or small win: Have a proposition on the November ballot banning vending machines in schools. • Process or small win: Collect enough signatures to be on the November ballot.

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Step 4—Defining Clear Goals and Objectives 43

Writing Outcome Objectives

Answering the following questions will help in clearly articulating the results the organization expects to accomplish:

• Based on the problem statement, what is (are) the key area(s) the orga- nization is seeking to change?

• Who (w

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Topic: Kids in Distress Goals And Objectives Download Worksheet 4.1: Goals and Objectives Exercise. Once you have opened Workshe

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