| New York State Library |
Successful:
This is a good example of a needs statement. The author first references the community problem through a report by a state organization and then mentions findings from a local committee. A focus group in the planning stages is providing information regarding the target population and their needs. It is important to note where you get the information - a documented problem has more weight than a general observation by one person. There is a clear definition of the problem: there is not a dissemination of information about pregnancy into the community, and there is a clear role for the library. This project naturally fulfills a library's mission statement of providing information to the community. There is mention of appropriate partners that work directly with the target population. |
Problematic:
This needs statement can be improved. The author should cite how the community problem of teen pregnancy was discovered. Is this from a report or survey? The needs statement should focus on the target population and why they need services. Be brief in the description of the project - the bulk of the information will go in the project description section of the narrative. |
Successful:
This target audience statement clearly defines an audience that is within the population guidelines for this category. By giving the enrollments of the school community, reviewers have an idea of the size of the expected target audience. There is a clear indication that the library will be collaborating with the PTAs, a natural partner when working with the schools. There is a statement about why this particular population needs this program. Finally, an example of how publicity will be conducted is included in this statement. |
Problematic:
This target audience statement needs some work. By giving the potential enrollment at 4,000 the reviewers are left wondering where this number is derived from? How did the grant writers come up with this number? There is no explanation of why this population of parents and children can benefit from this program. |
Successful project descriptions have a clearly defined goal, measurable objectives supporting the goal and activities that will fulfill the objectives. The following is an example of a successful project description:
The goal of this project is to explore oral language as a door to literacy by actively engaging children in grades K-6 and their parents and/or caregivers in talking about stories and literature through library sponsored programming.
OBJECTIVE: 100 % of participating libraries will attend at least 85% of the grant-funded training sessions learning family literacy programming techniques for school-age children and their families.
Activities:
- Six continuing education workshops, facilitated by well-known and regional experts, will be offered to participating libraries on the topics of Storytelling, Running Parent/Child Book Discussions, and Book Battles.
- Grant participants will serve as peer mentors for other system member libraries who have questions about school age programs.
OBJECTIVE: Parents and children will receive training in the "art of storytelling" and at least 75% will report doing storytelling at home.
Activities:
- "Telling Personal or Family Stories" workshop for parents will be held at site libraries.
- Participating libraries will sponsor workshops for students on storytelling.
- Participating libraries will host storytelling performances by a well-known storytelling team.
- Each family will be given a journal to record at-home storytelling activities.
These are only a few of the objectives and activities this grant writer created to support here goal of engaging children and parents in oral language and literacy. The goal is clearly supported by measurable objectives and the activities fulfill the stated objectives. Many grant writers follow a similar format in writing out their goals, objectives and activities that makes it easy for reviewers to see the connections. Each objective will have a corresponding evaluation in the evaluation section.
Every objective should have a corresponding evaluation. Evaluation can be either quantitative data or qualitative data. Quantitative data or in the language of outcome based evaluation, outputs are typically measured in numbers. Qualitative data or outcomes show the changes in the target audience in skill, knowledge, abilities etc. Successful grant writers will show what will be measured and how it was measured.
Some examples:
Quantitative Data or Outputs
| Measure Collection | Method |
| Tutors trained | Attendance at workshops |
| Library staff trained | Attendance at workshops |
| Workshops presented | Schedule of workshops |
| Curriculum developed | Count of curriculums posted on web site |
| Lesson plans created | LV quarterly report |
| Web site use | Web site hit counter |
| Bibliographies developed | Count of bibliographies posted on web site |
Qualitative Data or Outcomes
- # and % of tutors who attend an in-service program who can successfully conduct 3 prescribed searches for high interest low reading level material at the end of the training. (Reported by trainer observation)
- # and % of tutors who attend an in-service program who can successfully create a lesson plan to use with their student at the end of the training. (Self-assessment by tutor at end of workshop)
- # and % of students and tutors who report high satisfaction with using database resources to practice skills. (LV quarterly tutor/student reports; web surveys at 6 month intervals; web site feedback)
Quantitative Data or Outputs
| Outputs | How Measured |
| Number of child care providers registered | Completed registration forms |
| Number of kits created and circulated | Library catalog; Circulation statistics |
| Number of providers who attend library-based trainings and workshops | Program check in forms |
| Number of providers who choose to become part of a library-facilitated network of local child care providers | Network registration forms |
Qualitative Data or Outcomes
| Outcomes | How Measured |
| # and % of child care providers who report increased knowledge of early literacy and child development |
Pre- and post-provider training surveys Project librarian conversations with providers Project librarian observation |
| # and % of child care providers who report increased participation in library-sponsored early literacy activities |
Individual child care provider logs of kit usage Surveys from library-sponsored early childhood programs in addition to those offered through the grant project |
| # and % of child care providers who indicated an increase in self-esteem regarding the important role they play in the social, emotional and cognitive development of the young children they care for. |
Pre- and post- project provider surveys Sharing of project tip sheets with parents as documented in provider logs |
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