GRANT PROPOSAL TOPIC
My project idea is developing a grant that will assist with disruptive/unruly high school students. Once this proposal is developed and funded it will assist schools and their teachers with methods that will allow them to be more in control of their classrooms which will ultimately promote effectiveness and a higher graduation rate. Better classroom management techniques will be more appealing to stakeholders and other organizations because it will make education in the public school system more marketable when compared to private schools.
Assignment 1: Final Project: Writing the Grant Part 1: Needs Statement, Goals, and Objectives
This week, you begin work on your Final Project. The Final Project consists of three written assignments that culminate in the submission of your grant proposal to your Instructor in Module 6. Parts 1, 2, and 3 will focus on major elements required of all proposals. In the final Grant Proposal Submission, incorporating the cumulative feedback you receive from your Instructor, you will compile these elements into your grant proposal.
The three parts of the Final Project are:
Part 1: Needs Statement, Goals, and Objectives (Due Module 2)
Part 2: Methodology and Evaluation Plans (Due Module 2)
Part 3: Budget, Budget Narrative, and Sustainability Plan (Due Module 3)
The final Grant Proposal Submission is due in Module 6.
For this Assignment:
Review the Final Project Guidelines located in this module’s Learning Resources.
Download a copy of your selected RFP. You will use this document to guide, focus, and support the development of all parts of your Final Project. Keep in mind as you complete your Final Project assignments that you are writing in accordance with the requirements of the RFP. You must also include the use of evidence-based practice in the literature review.
Consider feedback to Discussion 1 from colleagues and your Instructor and your continued evaluation of the literature and funder guidelines; then finalize your needs statement, project goals, and objectives.
Keep in mind that the needs statement must prove that it addresses funder interests as well as establish the specific problem the proposal will address.
Keep in mind that objectives must be specific and measurable and lead directly to your goals.
In 3–4 pages, excluding APA references, address the following:
Write your Needs Statement. Substantiate the need by presenting proof of need. Keep in mind that the Needs Statement must reflect best practices in grant writing.
Next, using bullets, list your goals, then your objectives, and finally your evaluation criteria for each one.
*Goal #1
*Goal #2
*Goal #3
*Objective 1
*Objective 2
*Objective 3
*Evaluation Criteria #1,n
*Evaluation Criteria #2,n
*Evaluation Criteria #3,n
It is imperative that your needs statement, goals, objectives, and evaluation criteria align.
For example, Goal #1, Objective #1, and Evaluation Criteria #1 must align and collectively meet the needs statement.
When developing your objectives, use the SMART objectives framework; list each of your project objectives.
Project objectives must be specific.
Project objectives must be measurable.
Project objectives must be achievable.
Project objectives must be realistic.
Project objectives must be time-based.
References
Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.
Chapter 5, “Common Sections of Proposals,” pp. 79–104
Chapter 6, “Strategies for Effective Writing,” pp. 105–115
Chapter 7, “Common Pitfalls in Proposal Writing,” p. 117–124
Chapter 8, “Writing Considerations for Specific Research Proposals,” pp. 125–133
Blanco, M. A., Gruppen, L. D., Artino, A. R., Jr., Uijtdehaage, S., Szauter, K., & Durning, S. J. (2015). How to write an educational research grant: AMEE Guide No. 101. Medical Teacher, 38(2), 113–122. doi:10.3109/0142159X.2015.1087483
https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
https://ctb.ku.edu/en/applying-for-grants
https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
Devine, E. B. (2009). The art of obtaining grants. American Journal of Health-System Pharmacy, 66, 580–587. doi:10.2146/ajhp070320

https://www.atcmag.com/Issues/ID/155/Making-Your-Grant-Proposal-Persuasive
Stokes, K. (2012). Writing clear statements of needs and goals for grant proposals. AMWA Journal: American Medical Writers Association Journal, 27(1), 25–28.
https://www.aacu.org/sites/default/files/LogicModel.pdf

attachmentModule2Assignment1.docx

My project idea is developing a grant that will assist with disruptive/unruly high school students. Once this proposal is developed and funded it will assist schools and their teachers with methods that will allow them to be more in control of their classrooms which will ultimately promote effectiveness and a higher graduation rate. Better classroom management techniques will be more appealing to stakeholders and other organizations because it will make education in the public school system more marketable when compared to private schools.
Assignment 2: Final Project: Writing the Grant Part 2: Methodology and Evaluation Plans
The methodology section is one of the core components of the grant. This section is concerned with addressing the question: “How will you carry out the project?” (Gitlin & Lyons, 2014, p. 92). For example, if your proposal is for a nonprofit-related project, you might identify the population served or indicate who will receive services. Depending on the grant type, you may also include the research sample and associated inclusion criteria. A research proposal may also include the research design strategy, assumptions, validity, reliability, statistical analysis, timeline, and evaluation plans. Finally, in this section you may address human resources requirements and materials or supplies needed to complete the project.
In recent years, evaluation plans have become increasingly important to prospective funders. Competition for grants is intense, and funders must feel confident that money will be well spent and that projects can be appropriately evaluated. This is an important consideration for the grant seeker as well. Your organization will also want to be assured that the time and effort put into a project proves that the objectives are met and if not, why.
For this Assignment:
Review the Final Project Guidelines provided in this module’s Learning Resources.
Carefully review your Gitlin & Lyons text, the University of Wisconsin-Extension resource, and the Community Tool Box resource as well as other Learning Resources that focus on methodology and evaluation. You may also find additional online information from reputable grant-related organizations, such as Foundation Center and individual private funders.
Remember that this content must demonstrate that it addresses funder interests as well as the grantee perspective.
In 3–5 pages, provide your Methodology and Evaluation Plans.
In developing the methodology for your project, keep these thoughts in mind:
A project should undertake only activities that will move it toward the objectives.
If any activities are not necessary for reaching the objectives, do not include them in the proposal.
The methodology includes the day-to-day, week-to-week, and/or month-to-month activities that will be carried out during the project period.
The Methodology includes:
Program description
Research design
Human subjects (sample)
Study validity and reliability
Assumptions and limitations
Time line
Analysis (and/or see Evaluation below)
Non-personnel resources
Facilities, supplies, technology, etc.
Any non-personnel resources that will appear in the proposal budget should be described
Personnel resources
Who will be assigned or hired?
Management plan (Work plan)
Who will be responsible for which activities
What is the timeline associated with activities (first quarter, second quarter, third quarter, fourth quarter, ongoing)?
How will the project be managed?
The Evaluation Plan includes:
Description of the specific criteria that will measure the success of the project
Explanation of data that will be collected
Verify if your grant application will require an institutional review board (IRB) approval.
Explanation of the data collection plans at the beginning, mid-program, and final evaluation
Evaluation instruments that will be used and an explanation of why these instruments were selected
Plans for writing the periodic reports to keep the funder updated
References
Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.
Chapter 5, “Common Sections of Proposals,” pp. 79–104
Chapter 6, “Strategies for Effective Writing,” pp. 105–115
Chapter 7, “Common Pitfalls in Proposal Writing,” p. 117–124
Chapter 8, “Writing Considerations for Specific Research Proposals,” pp. 125–133
Blanco, M. A., Gruppen, L. D., Artino, A. R., Jr., Uijtdehaage, S., Szauter, K., & Durning, S. J. (2015). How to write an educational research grant: AMEE Guide No. 101. Medical Teacher, 38(2), 113–122. doi:10.3109/0142159X.2015.1087483
https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
https://ctb.ku.edu/en/applying-for-grants
https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
Devine, E. B. (2009). The art of obtaining grants. American Journal of Health-System Pharmacy, 66, 580–587. doi:10.2146/ajhp070320

https://www.atcmag.com/Issues/ID/155/Making-Your-Grant-Proposal-Persuasive
Stokes, K. (2012). Writing clear statements of needs and goals for grant proposals. AMWA Journal: American Medical Writers Association Journal, 27(1), 25–28.
https://www.aacu.org/sites/default/files/LogicModel.pdf

attachmentModule2Assignment2.docx

For this assignment, you will identify the top three major safety and health issues in a chosen firm, and write a policy on each, consistent with Occupational Safety & Health Administration (OSHA) standards. There is a minimum requirement of 400 words for each of the three job policies.
Each of the five domains of OSHA must be considered when writing these three policies:
a) Hazard communication: How will you notify people of potentially dangerous or unhealthy work conditions?
b) Blood-borne pathogens: How will you protect employees from blood-borne pathogens such as AIDS?
c) Personal protective equipment (PPE): What equipment or tools will your employees in this job require to work safely?
d) Cumulative trauma disorders (CTDs): How will you prevent CTDs that come from repetitive movement (e.g., carpel tunnel syndrome)?
e) Work assignments: How will you handle potentially dangerous work assignments, especially to protect unborn babies?
NOTE: This is a three-part assignment. All three of the policies (400 words each) you write should go on one document. This one document is what will be uploaded to Blackboard

Topic for Discussion: Identify the various forms of discrimination in the workplace, and their potential effect(s) on the well-being of organizations.
HRD Headline: Facing the Workforce of the Future
The diversity of the U.S. population has changed significantly over the past decade, and more shifts are expected over the next 20 years. Some examples include: 1) construction firms are employing a large number of Hispanic/Latinos and they must adapt their recruiting, training, and safety practices to reflect this diversity in the workforce; 2) Harley-Davidson increased the number of minority and women managers and workers by 20% over the past decade, which has resulted in more African America, Latino, and women customers; 3) long-haul trucking companies are focusing on recruiting and training women to counter an expected shortage of 111,000 drivers beginning in 2014.
Forum Questions: 1. What do you think are the major reasons that more organizations are recruiting a diverse workforce?
2. What are some ways that recruiting could be done differently to attract more African Americans? Latinos? Women?
3. What are some ways that training could be done differently for African Americans? Latinos? Women?
Forum Instructions: To prepare for this forum discussio, you must read a minimum of two of the required journal articles associated with this forum.
Your initial post must be at least 300 words.
Your initial post must be at least 250 words. Please respond to at least 2 other students. Responses must be a minimum of 100 words and include direct questions, critical analysis, and be scholarly in nature. Post to the Forums by midnight Thursday and respond to at least 2 members of the class by midnight, Sunday.

GRANT PROPOSAL TOPIC
My project idea is developing a grant that will assist with disruptive/unruly high school students. Once this proposal is developed and funded it will assist schools and their teachers with methods that will allow them to be more in control of their classrooms which will ultimately promote effectiveness and a higher graduation rate. Better classroom management techniques will be more appealing to stakeholders and other organizations because it will make education in the public school system more marketable when compared to private schools.
Discussion: Writing Goals and Objectives for Your Grant
A goal is a general statement of what you hope to accomplish with your grant. In grant writing, there are 2-5 goals. Goals are broad generalizations and are abstract, not measurable. Each goal is about the outcome or impacts your grant-funded health education program is going to accomplish. In your goals, you want to catch the eye of the grant reviewers. Your goals must loop back to your needs statement.
An objective is directly tied to the goal the grant seeker is trying to achieve through grant funding opportunities. Objectives are very targeted and include the outcome(s) that will help accomplish the goal the objective addresses. In grant writing, SMART objective writing application should always apply. SMART stands for specific, measurable, achievable, realistic, and time-phased. There should be 2-5 objectives for each goal, and there should be enough objectives to accomplish the goal.
Below is an example goal and an objective for a goal.
Goal #1: Increase physical activity in children and their parents in Wilmington, Delaware through the “Walking for Life” health education program.
Objective 1A: At the end of the first six months of the “Walking for Life” health education program, 100 parents and their children will increase their daily physical activity to walking at least one mile.
For this week’s discussion board, you will be sharing your health education program’s needs statement, two goals, and two objectives. Ensure all parts of the posting are aligned to guidelines and requirements contained in the RFP.
Note: To be respectful of your peers, in providing feedback that will be useful to them as they finalize their Needs Statement, Goals, and Objectives for Assignment 1, you are encouraged to post your responses to your colleagues by Day 5.
Post the following:
Your Needs Statement, Goals and Objectives.
Please use the following templates to develop your goals and objectives.
To develop a goal, use the template below and fill in the blanks and create a sentence:
__________________
(Increase or decrease)
__________________
(what)
__________________
(in whom)
__________________
(where)
__________________.
(in the name of your health education program).
To develop SMART objectives, use the template below and fill in the blanks and create a sentence:
By_____/_____/_____,
WHEN—Time bound
_____________________________________________
WHO/WHAT—-Specific
from _____________________ to __________________________.
MEASURE with a number, rate, percentage of change, or baseline—Measurable
Be sure to support your analysis and conclusions with citations and references in APA format from the Learning Resources and your own research.
References
Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.
Chapter 5, “Common Sections of Proposals,” pp. 79–104
Chapter 6, “Strategies for Effective Writing,” pp. 105–115
Chapter 7, “Common Pitfalls in Proposal Writing,” p. 117–124
Chapter 8, “Writing Considerations for Specific Research Proposals,” pp. 125–133
Blanco, M. A., Gruppen, L. D., Artino, A. R., Jr., Uijtdehaage, S., Szauter, K., & Durning, S. J. (2015). How to write an educational research grant: AMEE Guide No. 101. Medical Teacher, 38(2), 113–122. doi:10.3109/0142159X.2015.1087483
https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
https://ctb.ku.edu/en/applying-for-grants
https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
Devine, E. B. (2009). The art of obtaining grants. American Journal of Health-System Pharmacy, 66, 580–587. doi:10.2146/ajhp070320

https://www.atcmag.com/Issues/ID/155/Making-Your-Grant-Proposal-Persuasive
Stokes, K. (2012). Writing clear statements of needs and goals for grant proposals. AMWA Journal: American Medical Writers Association Journal, 27(1), 25–28.
https://www.aacu.org/sites/default/files/LogicModel.pdf

attachmentModule2Discussion.docx