Grant Writing Samples

GRANT WRITING
SUCCESS:
Opening the Door to Financial Opportunity
Samples from Winning Proposals

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Samples from Winning Proposals
Chapter 4 Build Credibility and Paint a Picture with a Well-Crafted Proposal Introduction
Introduction Sample (page 63 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Chapter 5 The Need Statement: Identify the Problem and the People Who Need Help
Need Statement Sample (page 71 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Target Population Sample (page 74 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Collaboration Sample #1 (page 80 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Chapter 6 Crafting a Well-Organized Plan of Operation---Your Opportunity to Shine

Plan of Operation Sample (page 87 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Project Timeline Sample #1 (page 88 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 7 A Strong Evaluation Plan Will Set You Apart from Your Competition – Guaranteed
Evaluation Plan Sample (page 100 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Chapter 8 Readers Will be Looking for – and Funders Will Want to Know – How You
Plan To Sustain the Program After the Funding is Gone
Sustainability Sample #1 (page 114 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Sustainability Sample #2 (page 116 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Chapter 9 The Buck Stops with Project Personnel Who Will Carry Out the Work
Bio Sample (page 120 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Resume Sample (page 122 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Key Personnel Sample #1 (page 125 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Key Personnel Sample #2 (page 127 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Chapter 10 Your Project Budget – No Squeaking or Padding Allowed

Budget Sample #1 (page 139 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Budget Sample #2 (page 141 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Budget and Budget Narrative Sample (page 143 in program) . . . . . . . . . . . . . . . . . . . 44
Chapter 11 Clearly Explaining Each Budget Line Enhances Your Fiscal Accountability
Budget Narrative Sample (page 153 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Chapter 12 Include a cover Page or a Cover Letter – Whichever the RFP Calls For
Cover Page Sample (page 156 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Cover Letter Sample (page 160 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Chapter 13 Include a Table of Contents or a Reviewer’s Index to Make the Proposal

Reader’s Job Easier
Reviewer’s Index Sample (page 165 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Chapter 14 Make a Great First Impression with an Exceptional Executive Summary

Executive Summary Sample #1 (page 171 in program) . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter 23 Writing Foundation Grants: A Great Place to Begin

Letter of Inquiry Sample (page 241 in program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Introduction Sample
INTRODUCTION
XXXXX Area Vocational Center (GAVC), in cooperation with various
other service providers outlined in this proposal, proposes to provide
comprehensive programming for disadvantaged youth, ages 14-21, throughout
XXXXX County. Targeted youth will be those identified as eligible for services as
defined by the Workforce Investment Act. Mr. J. XXXXX, Director of the XAVC,
will serve as the administrator in charge of overseeing all project activities (see
Appendix A for Mr. XXXXX’s resume). Mr. XXXXX has 32 years of experience in
education, the majority of which have been involved with youth services
programming. He has also been extensively involved in the administration of
numerous state-funded programs. His credentials reflect an individual with
diverse experience and the leadership skills that are necessary to run a project of
this magnitude.
The XAVC and coordinating service providers propose to serve a
minimum of 50 economically disadvantaged youth, ages 14 to 21. This
project will be comprised of three cohorts of students. It is anticipated that
approximately 35 high school students will be served. Cohort 1 will be
comprised of approximately 25 students recruited from XXXXX Community
High School. An additional 10 students will be recruited from the remaining 4
high schools throughout XXXXX County. These students will comprise Cohort
2. Cohort 3 will be comprised of 15 out-of-school youth, meeting the 30%
criteria for serving out-of-school youth outlined in the Request for Proposals
(RFP).
Toni McCarty Rockis © 2009
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Introduction Sample
This proposal includes a “break the mold” approach to youth services
and programming. The team of professionals who were involved in developing
the proposed activities believes that career & technical education is a
cornerstone to providing youth with the skills they will need to become productive
members of our communities. And, data suggest that involvement in career &
technical education increases student graduation rates (Education for
Employment Directors, 2000). In a 1996 study, the graduation rate for all
students throughout Illinois was 82%. In contrast, the graduation rate for
students throughout Illinois who were enrolled in one or more career & technical
education classes was 92%. These data clearly suggest that involvement in
career & technical education increases the chances of students staying in school
and not dropping out.
To accommodate a strong career & technical component of youth
programming for XXXXX County, this proposal incorporates the implementation
of a Technology for Life Center (TLC). This TLC is a technology lab that
provides learners with hands-on experiences, teaches academics in applied
settings, and develops entry-level employability skills in a variety of career
clusters. For this project, the career clusters that will be included in the TLC are:
♦ Production (Manufacturing/Construction)
♦ Communications
♦ Transportation
♦ Energy
♦ Bio-Technology
♦ Information Technology
Also included in the TLC are learning modules related to entrepreneurship.
See Appendix B for data sheets on the proposed learning modules in the TLC.
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Introduction Sample
According to the RFP guidelines, this project will have a starting date of
April 1, 2001, and an ending date of June 30, 2002. A timeline of activities can
be found in Appendix C. Generally, during the first four months of the program,
(1) staff will be hired and the administrative functions of the project will be
mobilized, (2) modules for the Technology for Life Center (TLC) will be
selected, ordered, and installed, (3) students will be identified and recruited,
and (4) if possible, summer youth programs will be offered. Full
implementation of activities will begin August 1, 2001. Individualized Career
Plans (ICPs), on a continuous basis as students enter the project, will be
developed for all participants.
Project activities and youth programming services will be delivered at area
high schools, in community locations, and at the TLC, depending on the type of
event, space availability, participant convenience, and other appropriate factors
to be considered. Maintaining “user-friendly” programs and services will be
the key factor in determining location and timing of services to be provided.
The narrative of this proposal contains a comprehensive design of
services and programs to be offered. Members of the Project Planning
Committee assisted in the development of this proposal and the identification of
services to be included in this project. Members of this Committee are:
♦ J. XXXXX, XXXXX High School

♦ S. XXXXX, XXXXX Community School District
♦ J. XXXXX, XXXXX Area Vocational Center
♦ B. XXXXX, Big Brothers/Big Sisters
♦ L. XXXXX, Education-to-Careers
♦ D. J. XXXXX, University of XXXXX
♦ J. XXX, Regional Office of Education
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Introduction Sample
Additionally, other individuals indicated a willingness to add resources to this
project, and their ideas are also contained within this proposal. It is anticipated
that, if this project is funded, collaborative efforts of additional partners will
ensure that other services may be added to those included in this proposal. The
ultimate goal of the project is to provide a fully comprehensive set of services to
eligible youth throughout XXXXX County. For the next 15 months, at a minimum,
project participants will (1) acquire basic academic skills, (2) develop
generalizeable employability/work-related skills, and (3) obtain
occupational-specific skills that will meet the goals of the project.
XAVC requests a budget total of $184,450.00 for the 15-month period of
this project. As delineated in the proposal budget, this amount equates to an
individual participant cost of $1,513.28 for FY01 and $1,560.88 for FY02.
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Need Statement Sample
THE XXXXX AND XXXXX COUNTIES’
WORKFORCE DEVELOPMENT SYSTEM
The Need
Manufacturing is core to the economy of our country. The National Association of Manufacturers
recently released a study that indicated that 89% of U.S. manufacturers are experiencing a shortage of
qualified workers, and 73% are having difficulty improving productivity or upgrading technology because
of employees’ skills deficiencies.
The wealth of any nation is based on its ability to manufacture and to develop a skilled workforce. Our
nation is currently experiencing a worker dearth. As Judy (1999) explained, this worker shortage has
been created by three situations:
1. a severely limited workforce pool;

2. a gap between skills required to be successful in a job and those available in the workforce
pool, and
3. the “graying of America,” as baby boomers prepare for retirement.
He further projected that this worker shortage will be the single most critical issue facing businesses
and industries in the early 21st century. “In a worker [shortage], your competitive advantage depends
on the quality of your workforce development system. . . and that’s true whether you’re a nation, a
state, a community, or a company” (Judy, 1999, p.7).
Increasingly, employers are finding that current and potential employees do not possess the academic
and technical skills (e.g., technical reading skills, communication skills, mathematics skills, etc.) needed
for success in the workplace. In reality, manufacturers are rejecting nearly half of all job applicants as
unqualified, and not possessing the critical skills necessary for employment success. With
manufacturing supporting 52% of Illinois’ total non-farm employment (Illinois Employment Services
Bureau, 1993), the lack of a skilled workforce from which to draw becomes a critical concern.
The high-tech equipment in manufacturing firms must be maintained by highly skilled individuals. The
lack of a skilled workforce will severely limit the growth and productivity of existing employers. If we do
not begin training these individuals immediately, XXXXX and XXXXX counties (1) will not be in a position
to attract new industries, and (2) run the risk of having employers shut the doors because they
cannot find a skilled workforce to maintain the equipment.

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Target Population Sample
Recruitment of Eligible Youth
Eligible youth will be recruited through a variety of sources and activities, 11 of
which are cited in Table 2 and discussed below.
Table 2. Resources for Recruiting Eligible Youth.
Resources for Recruiting Eligible Youth

♦ Self-selection
♦ Identification by School Administrators of Students on the Free Lunch List
♦ Faculty and Guidance Counselors from Area Schools
♦ Parents of School-Aged Youth
♦ Presentations
♦ Local Media
♦ Brochures and Posters
♦ Regional Office of Education
♦ Grundy County Workforce Services
♦ Adult Education Programs
♦ Other Ideas Identified by the Project Advisory Council
Self-Selection. Individuals will have the opportunity to self-select by speaking
with project staff to determine eligibility to receive services through this project. Final
eligibility will be determined based upon the criteria contained in the Workforce
Investment Act (WIA).
Administrators from Area Schools. School administrators will be asked to
provide listings of in-school youth who are currently receiving free lunches.
Faculty and Guidance Counselors at Area Schools. Project staff will consult
and partner with faculty and guidance counselors at area schools to identify and recruit
potential project participants. It is anticipated that schools will be able to refer out-of-
school youth who have left those high schools prior to graduating or whom they believe
are skill deficient.

Complete sample at www.awaionline.com/members/grant-writing
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Parents of School-Aged Youth. Through school newsletters and
correspondence with families, parents of school-aged students will be utilized as a
resource for recruitment of eligible youth.
Presentations. Recruitment activities will include presentations made to
students in area schools and in other appropriate locations throughout the county.
Local Media. Partnering with local media, project staff will assist in the
development and implementation of a campaign to provide information to eligible
XXXXX County youth, their families, and members of their communities regarding
programs and services available through this project. The XXXXX Daily Herald and
other appropriate newsprint resources will be used, as well as local radio stations such
as WCSJ-WJDK, WYKT, and WCFL.
Brochures and Posters. Brochures and posters identifying the project activities
and services will be placed in strategic locations throughout XXXXX County to entice
eligible youth to become involved.
Regional Office of Education. Also serving as a resource in recruitment efforts
will be the Regional Office of Education (ROE). Project staff will coordinate with ROE
staff to publicize the project and encourage participation from in-school youth. The
ROE will also serve as an excellent source of information regarding the identification of
potential project participants who have dropped out of school.
Grundy County Workforce Services. Project staff will also partner with the
XXXXX County Workforce Services staff to recruit potential participants through the use
of their client base. The Workforce Services personnel have strong networks

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throughout area communities that will be beneficial as recruitment efforts begin and
eligible youth are identified.
Adult Basic Education and GED Programs. Area Adult Basic Education (ABE)
and GED programs will serve as excellent sources for recruiting out-of-school youth for
participation in project activities and services. Project staff will work with area adult
educators to identify potential program participants.
Other Ideas Identified by the Project Advisory Council. It is anticipated that
the Project Advisory Council will identify and recommend additional possibilities for
recruitment activities.
Selection of Eligible Youth
This project will serve a minimum of 50 eligible youth throughout XXXXX
County, 15 of whom will be out-of-school youth, representing the 30% population
requirement. If more than 50 eligible youth indicate an interest in this project, potential
participants will be screened and selected based on an appropriate combination of the
criteria listed in Table 3.
Table 3. Criteria for Selection of Eligible Youth
Criteria for Selection of Eligible Youth

♦ Meet Minimum WIA Qualifications of Participation
♦ Preliminary Career Interest, Ability, and Aptitude Assessment Information
♦ Recommendations from School Personnel, WIA staff, or Other Qualified Individuals
♦ Interview with Perspective Participants to Determine Individual Needs, Interests, and
Commitment to the Project Outcomes
♦ Review of the Individualized Career Plans Completed by Eligible Youth
♦ Review of Student Records, Including School Records and Employment Records
♦ Other Criteria as Recommended by the Project Advisory Council

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The XXXXX County Workforce Services staff will determine final eligibility of project
participants. Participant confidentiality will be ensured during all activities related to the
selection of eligible youth.
Retention of Youth in the Project
The daily activities of this project will incorporate benchmarks that will indicate
student progress and persistence toward achieving the identified goals. Specific
strategies to reinforce participant retention are listed in Table 4 and are discussed
below.
Table 4. Strategies to Retain Youth in Programs.
Strategies to Retain Youth in the Project

♦ Benchmarks
♦ Career Interest, Ability, and Aptitude Assessment Information
♦ Career Exploration, Orientation, and Preparation Activities
♦ Student Scholarships
♦ Financial Incentives
♦ Mentoring
♦ Teaming Activities
♦ ClassAct Computerized Management System
♦ Monitoring of Youth by Instructors
♦ Monitoring of Youth by Counseling Staff
♦ Other Strategies Recommended by the Project Advisory Council
Benchmarks. Project staff will monitor the progress of participants at
predetermined intervals through the course of the project. The participants’
Individualized Career Plans (ICPs) will also include benchmarks that will be used to
determine how well participants are meeting their individual educational and career
goals. When it is determined by project staff that participants are not meeting their
goals, intervention strategies will begin and will continue until the participant gets back
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on track. Regardless of the success of individual participants, monitoring of learner
progress will occur for all participants. This will ensure that all learners, even those who
demonstrate great success, will receive encouragement, assistance, and support.
Career Interest, Ability, and Aptitude Assessment Information. At a
minimum, all participants will be exposed to a battery of assessments. This battery will
include, but not be limited to, a career interest inventory, an academic achievement
exam, and an aptitude test. Data and information from these assessments will assist
project participants and project staff in determining placement within the program and
services that need to be provided. Providing experiences for project participants that
match their career interests, abilities, and aptitudes greatly enhances the probability that
they will maintain enrollment in the project.
Career Exploration, Orientation, and Preparation Activities. To help ensure
retention in project programs and services, it is critical that participants become
engaged in appropriate career education activities. The Technology for Life Center
(TLC) will provide a continuum of excellent career education experiences for learners,
including career exploration, orientation, and preparation. The TLC will provide unique
opportunities for learners to explore a wide variety of careers, to become more aware of
the job responsibilities of these careers, and develop skills to become employable at
entry-level positions related to these careers.
Participant Scholarships. Participants who complete certain project activities
will be provided scholarships to attend activities that will assist them in becoming
productive members of their communities. These activities will include, but not be

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limited to, programs such as those listed below that are coordinated by the University of
XXXXX Extension Office:
♦ Counselor-In-Training, a program that focuses on leadership development

and team building within a peer group;
♦ SplashCamp, a 4-day adventure featuring water activities and other camp
activities;
♦ Teen Camp, an activity planned for teens by teens that is filled with fun and
challenging activities like rock climbing and rappelling;
♦ Youth Camp, an experience that includes over 140 exciting activities from
which participants can choose, such as canoeing and horseback riding; and
♦ 4-H Leadership Convention, a weekend of fun and learning at the University
of XXXXX.
Financial Incentives. Entering into paid employment is almost always a great
incentive for youth. Whenever possible, project participants will become involved in
paid work experiences. Involvement in these activities should help ensure retention of
youth in project activities.
Mentoring. Each project participant will be assigned a mentor who will maintain
contact with the learner on at least a monthly basis. Mentors will be provided with
topics that are to be covered with the learners during their monthly one-on-one
experience. Mentors will also be provided with appropriate information from the
learner’s Individualized Career Plan so that the mentoring sessions can focus on the
individual education and career goals most important to the learner.
Teaming Activities. Disadvantaged learners often feed isolated from activities
that involve other youth. To increase social interaction, and to help ensure success with
learning in the Technology for Life Center (TLC), project participants will work in teams
of two to complete all assignments. Teams members will change with each rotation
(movement from one learning module to another), ensuring that learners will work with a
wide variety of other youth participating in the project. Working in these types of teams
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provides all project participants the opportunity to assist other learners and to
experience repeated success within the activities in the TLC.
ClassAct Computerized Management System. Using this system, the
technology educator has all the tools necessary to assist project participants in the
learning process. This management system provides a wealth of information to the
technology educator regarding how well the learner is progressing through the learning
modules in the Technology for Life Center (TLC), what difficulties the learner is
experiencing, and what remediation activities need to be implemented in order to
ensure success for the learner. Project participants who are experiencing success will
be more likely to remain in the project. ClassAct helps to ensure participant success.
Monitoring of Youth by Educators. For in-school youth, grades and/or
progress reports will be regularly monitored. For out-of-school youth, GED completion
will be monitored at selected intervals throughout the course of this project. To ensure
retention in programs, educators will be requested to watch for early warning signs that
participants may be experiencing difficulties, and to recommend specific intervention
strategies to project staff.
Monitoring of Youth by Counseling Staff. In-school project participants will
meet on a monthly basis with counselors from their respective area schools to discuss
and monitor progress toward the educational and career goals outlined in their
Individualized Career Plan (ICP). Out-of-school project participants will meet on a
monthly basis with the Project Coordinator to discuss and monitor progress toward the
educational and career goals outlined in their ICPs. These meetings for all project
participants will provide a forum to discuss potential problems, to adjust the content of

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ICPs, and to determine additional services that need to be considered to ensure
success in meeting learners’ goals.
Other Strategies Recommended by the Project Advisory Council. As the
project progresses, members of the Project Advisory Committee may recommend a
variety of other retention strategies. Whenever possible, these recommended
strategies will be implemented.
Collaboration with Existing Workforce Development Partners to

Coordinate Services and Demonstrate Performance
At a minimum, project staff will collaborate closely with the workforce
development partners identified in Table 5.
Table 5. Workforce Development Partners
Workforce Development Partners

♦ The XXXXX County Youth Council
♦ Workforce Investment Act/XXXXX County Workforce Services
♦ Illinois Department of Employment Services (IDES)
♦ The Economic Development Council (EDC)
♦ Education-to-Careers
♦ Department of Human Services
♦ XXXXX County Health Department
♦ XXXXX County Chamber of Commerce and Industry, Inc.
Other partners who wish to become involved in the implementation of this proposal will
be welcomed. A major goal of this project is to offer a unique set of services that do not
duplicate those that are already in place for eligible youth throughout XXXXX County.
The more service providers involved in the implementation phase of this project, the
greater possibility that duplication will be avoided.

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Collaboration Sample #1
How the District will Coordinate the Project with
Other Grant Funds from State and Local Sources
XXX-XXX School District has received a small amount of money from other state and local sources. Table 6
identifies District initiatives, the purpose of the funds, staff and students affected, and the affect these activities
have had on teaching and learning. This project will coordinate, whenever possible, with these initiatives.
Table 6. Other Grant Funds from State and Local Sources.
Source of Type of Purpose of Funds Staff/Students Affect on

Funds
Support Affected Teaching/ Learning
Regional Office Grant To provide professional 20 elementary Teachers learn to prepare
of Education development on using Power teachers computer presentations using
(ROE) Point to create teaching graphics, Internet hyperlinks,
materials and color to expand their
teaching techniques
XXXX XXXX Used N/A Students and teachers Donated used computers
Insurance Equipment throughout the District increase student access to
technology
XXX-XXX Grant To purchase the All Kindergarten and Students learn 42 phonemic
st
Education Computerized Writing to 1 graders sounds to begin independent
Foundation Read 2000 Program writing and enhance reading
skills
XXX-XXX Grant To purchase a large screen As needed The learning environment is
Education display for computers enhanced
Foundation
Technology Non- To provide professional All District students Teachers learn how to
Integration Competetive development and hardware effectively use technology in
Program Grant classrooms
st
Parent-Teacher Grant To purchase new hardware All 1 graders Students increase their reading
Organization and software, including the skills
(PTO) Jump Start Reading Program

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Collaboration with Existing Workforce Development Partners to

Coordinate Services and Demonstrate Performance
At a minimum, project staff will collaborate closely with the workforce
development partners identified in Table 5.
Table 5. Workforce Development Partners
Workforce Development Partners

♦ The XXXXX County Youth Council
♦ Workforce Investment Act/Grundy County Workforce Services
♦ Illinois Department of Employment Services (IDES)
♦ The Economic Development Council (EDC)
♦ Education-to-Careers
♦ Department of Human Services
♦ XXXXX County Health Department
♦ XXXXX County Chamber of Commerce and Industry, Inc.
Other partners who wish to become involved in the implementation of this proposal will
be welcomed. A major goal of this project is to offer a unique set of services that do not
duplicate those that are already in place for eligible youth throughout XXXXX County.
The more service providers involved in the implementation phase of this project, the
greater possibility that duplication will be avoided.

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HIGH-TECHNOLOGY SCHOOL-TO-WORK GRANT

COOPERATIVE AGREEMENT
This Cooperative Agreement is formulated as the foundation for providing secondary students with a school-to-work
program that will dramatically enhance their opportunities to enter high-skill, high-wage jobs in high-tech industrial
environments.
We, the undersigned, are committed to a strong and cooperative relationship between XXXX Construction Alliance
and XXXX Area Career Center. To this end, we agree to collaborate in order to accomplish the identified goals of
this project: (1) to increase the number of students exiting secondary and post secondary schools who choose to
enter occupations requiring advanced skills in the areas of science, mathematics, and advanced technology; and (2)
to encourage students exiting secondary schools to pursue advanced educational programs in technical fields and
the sciences. We further agree that students in this project will acquire skills that will prepare them for high-skill,
high-wage jobs, which will help to fuel the continued economic growth of Illinois’ economy.
XXXX XXXX Date XXXX XXXX Date

Executive Director Director
XXXX Construction Alliance XXXX Area Career Center
Role of XXXX Construction Alliance
XXXX Construction Alliance will serve as the grantee and fiscal agent of this project. XXXX Construction Alliance will
provide leadership and input on aspects of this project, including but not limited to, the following: verifying skill
standards, curricula, and assessment tools; providing task analyses of relevant jobs so that curricula, student
outcomes, and skill standards are aligned; and collaborating with educators and other employers to ensure that
students experience appropriate work-based learning experiences. Fiscal responsibilities will include acceptance
and control of project monies coming from the Department of Commerce and Community Affairs, including writing
checks to pay for pre-approved activities as outlined in the proposal budget.
Role of XXXX Area Career Center
The XXXX Area Career Center employees will provide leadership and input on all aspects of this project, including
but not limited to, the following: development of skill standards and curricula; student recruitment, assessment, and
retention; space and support for the Process Controls Technology Lab; program marketing and coordination; and
collaboration with educators and employers to ensure that students experience appropriate school-based learning
experiences.

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Plan of Operation Sample
PLAN OF OPERATION
Objective #1: Subcontract with the National Association of XXXXX to utilize its strong local affiliate structure and
its national scope to create a broad awareness and involvement among local manufacturers of the
value (1) of hiring Integrated Systems Technology (IST) program participants and (2) of accessing
IST incumbent worker training programs.
ACTIVITY TIMELINES STAFF EVALUATION OF EVALUATION

Initiation Completion RESPONSIBLE PROGRESS DATE
1. Execute a subcontract with the XXXXXX. 11/1/03 11/15/03 XXX, XXX, XXX, XXX Subcontract submitted to the 12/15/03
XXX, signed, and returned to
XSU.
2. In partnership with XXX, survey its 11/15/03 2/15/04 XXXX personnel Survey instrument developed; 2/28/04
membership concerning their current and data collected and analyzed;
future skill needs to identify the highest report generated.
concentrations of manufacturers who
could benefit from IST training programs.
3. As appropriate, utilize the partnership with 1/1/04 Ongoing XXX personnel, XXX Certification process is 10/31/06
XXX and the XXX to assist in identifying through members, XXX, XXX developed and implemented
and implementing a certification process 10/31/06 for one or more levels of IST
for entry-level, intermediate, and/or training.
advanced IST workers.
4. In partnership with members of the XXX 12/15/03 Ongoing XXX members XXX Individuals identified to sit on 4/15/04 and
and XXX representatives, work with local through personnel, XXX, local IST advisory boards. ongoing
manufacturers, as requested, to identify 10/31/06 Program Assistant through
individuals to set on local IST advisory (TBD) 10/31/06
boards for the purpose of overseeing
continuous program improvement efforts
within the IST program sites.
5. In partnership with members of the XXX 7/15/03 Ongoing XXX members, XXX Dissemination report pre- 4/15/04 and
and XXX representatives, develop and/or through personnel, XXX, pared for inclusion into ongoing
disseminate IST training program 10/31/06 Program Assistant quarterly reports to the through
information and marketing materials to (TBD) USDOL. 10/31/06
local manufacturers.
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Objective #1: Subcontract with the National Association of XXXXX to utilize its strong local affiliate structure
and its national scope to create a broad awareness and involvement among local manufacturers
of the value (1) of hiring Integrated Systems Technology (IST) program participants and (2) of
accessing IST incumbent worker training programs. (continued)

6. Through members of the XXX and 12/15/03 Ongoing XXX personnel, XXX List maintained of local Ongoing
representatives of the XXX, identify through members manufacturers requesting through
manufacturers interested in becoming 10/31/06 training programs; evaluation 10/31/06
involved in short-term incumbent worker data regarding the quality of
training programs designed and delivered the training collected,
by participating IST training sites. analyzed, and reported.
7. In partnership with members of the XXX 12/15/03 Ongoing XXX personnel, XXX As requested, custom IST Ongoing
and representatives of the XXX, provide through members, XXX, XXX training programs designed through
assistance, as requested, to colleges in 10/31/06 for local manufacturers. 10/31/06
designing customized incumbent worker
training programs for local manufacturers.
8. In partnership with XXX representatives, 12/15/03 Ongoing XXX personnel, XXX, Articles and marketing pieces Ongoing
identify and work with national and state through XXX, XXX, Program are included in a minimum of through
associations to include articles and 10/31/06 Assistant (TBD) 6 professional journals and/or 10/31/06
marketing pieces concerning IST other publications.
programs into appropriate professional
journals, newsletters, and other
publications.
9. In partnership with members of the XXX 12/15/03 Ongoing XXX personnel, XXX Marketing materials and Ongoing
and representatives of the XXX, develop through members, XXX, XXX, activities documented. through
and disseminate marketing materials that 10/31/06 Program Assistant 10/31/06
will increase the awareness of local (TBD)
manufacturers regarding the IST initiative
and assist in recruitment of individuals for
these training programs.
10. In partnership with members of the XXX 12/15/03 Ongoing XX personnel, XXX As needed, appropriate Ongoing
and representatives of the XXX, identify through members, XXX, XXX, individuals are identified and through
individuals to serve, as needed, on 10/31/06 XXX invited to serve on 10/31/06
councils/boards that deal with national councils/boards.
IST issues (e.g., certification).
19
Objective #1: Subcontract with the National Association of XXXXX to utilize its strong local affiliate structure
and its national scope to create a broad awareness and involvement among local manufacturers
of the value (1) of hiring Integrated Systems Technology (IST) program participants and (2) of
accessing IST incumbent worker training programs. (continued)

11. XXX representatives will submit a 1/30/04 Ongoing XXXXXX personnel Brief quarterly update 1/31/04
quarterly update to the NCIST outlining each submitted to the NCIST for 4/30/04
activities and outcomes of the quarter inclusion into its quarterly 7/31/04
subcontract. through reports to the USDOL. 10/31/04
10/31/06 1/31/05
4/30/05
7/31/05
10/31/05
1/31/06
4/30/06
7/31/06
10/31/06
th
12. Submit information regarding IST-related 1/25/04 Ongoing XXXXXX personnel, Information submitted by XXX The 28 of
activities of the XXX and/or XXX for through XXX members, XXX, and/or XXX personnel for each month
inclusion into NCIST e-mail updates to its 10/31/06 Program Assistant inclusion into NCIST e-mail through
project partners. (TBD) updates. 10/31/06
13. Work with XXX to encourage local 1/1/03 Ongoing XXX personnel, XXX Employment records Ongoing
manufacturers to hold jobs for IST through members maintained for IST program through
program graduates. 10/31/06 graduates. 10/31/06
14. Travel to (a) colleges to talk with 12/15/03 Ongoing XXX personnel Records maintained 3/30/04 and
students, (b) local manufacturers to through regarding visits/contacts quarterly
advocate for hiring IST program 10/31/06 made with colleges, local through
graduates and utilizing customized IST manufacturers, and One Stop 10/31/06
incumbent worker training programs, and Centers.
(c) One Stop Centers to assist in
recruiting dislocated and/or
disadvantaged workers for IST programs.
15. Re-evaluate, on a yearly basis, the 12/1/04 12/30/04 XXX, XXX personnel Subcontract modifications 12/30/04
activities of the XXX subcontract and 12/30/05 made, as deemed necessary 12/30/05
add/delete/modify as appropriate. by NCIST and/or XXX
personnel.
20
Objective 2: Initiate/encourage/maintain collaborative activities among the National Center for Integrated
Systems Technology (NCIST); the United States Department of Labor (USDOL); and key
stakeholders from Local Workforce Investment Areas (LWIAs)/One Stop Centers, participating
community colleges, local manufacturing firms, and XXX local affiliate groups.

1. Plan a meeting to bring together key 11/1/03 11/30/03 XXX, XXX, XX, Meeting agenda is finalized. 12/15/03
project stakeholders from each of the Project Assistant
participating states to discuss the project. (TBD), XXX personnel
These stakeholders may include, but not
be limited to: LWIA
directors/representatives, directors/
designated contact persons from One
Stop Centers, local employers, XXX
representatives, XXX members,
presidents/deans/ administrators from
participating community colleges, and
representatives from appropriate
governmental agencies.
2. Hold a meeting of all stakeholders to 1/15/04 2/28/04 XXX, XXX, XXX, The meeting of key 3/15/04
outline the project activities and to discuss Project Assistant stakeholders is held;
responsibilities of participating entities. (TBD), XXX timelines for each program
personnel, XXX are determined; input
representatives regarding project activities is
documented.
3. As necessary, meet with small groups of 3/1/04 Ongoing XXX, XXX Input regarding project Ongoing
key stakeholders (e.g., One Stop Center through activities and progress is through
personnel) within programs to discuss 10/31/06 discussed, documented, and, 10/20/06
project activities/progress. when appropriate, project
activities are modified.
4. Prepare quarterly project status reports for 3/31/04 Ongoing XXX, XX, Project On a quarterly basis, project 4/15/04 and
the USDOL concerning project activities, through Assistant (TBD), XXX status reports are prepared ongoing
significant problems encountered, 10/31/06 personnel, IST site and submitted to the USDOL. through
aggregate project data, and any identified personnel 10/31/06
needs for assistance.
21
Objective 3: Assist in the coordination of professional development activities and the development of materials
for IST instructors within the participating community college IST training programs.

1. Design a professional development 12/1/03 1/1/03 XXX, XXX, XXX, Professional development 1/15/03
seminar for instructors of IST programs Program Assistant seminar designed.
during which the delivery of training and (TBD)
responsibilities of participating personnel
are discussed.
2. Design and hold professional 1/1/04 Ongoing XXX, XXX, XXX, Professional development Ongoing
development activities for IST instructors as needed Program Assistant seminar(s) held and through
consisting of “hands-on” experiences (TBD), XXX evaluated, when appropriate, 10/31/06
with the curricula and training equipment, consultants by participants.
and effective teaching & learning
activities/strategies for adults.
3. Develop a white paper on adult learning 12/1/03 4/1/04 XXX, XXX White paper developed. 4/15/04
in self-directed environments.
4. Print white paper on adult learning in self- 4/15/04 6/15/04 XXX, XXX White paper printed. 7/15/04
directed environments.
5. Disseminate white paper on adult 7/15/04 Ongoing Program Assistant White paper disseminated to Ongoing
learning in self-directed environments. through (TBD) interested individuals. through
10/31/06 10/31/06
Objective 4: Develop and disseminate marketing materials regarding the IST program to participating One Stop
Center personnel, community college personnel, XXX affiliate association members, and other
appropriate individuals to assist in explaining the program, recruiting potential participants, and
employing program graduates.

1. Develop an expanded Career Ladder that 12/1/03 4/15/04 XXX, XXX, Program Expanded IST Career Ladder 5/15/04
outlines the potential job titles for Assistant (TBD), XXX, developed.
dislocated workers completing the entry- XXX
level IST training program, and possible
employment positions for incumbent
workers or individuals wishing to continue
on through an apprenticeship program.
22
employing program graduates. (continued)

2. Disseminate the expanded IST Career 6/1/04 Ongoing XXX, Program Dissemination records Ongoing
Ladder to One Stop personnel, college through Assistant (TBD) maintained and included in through
IST instructors, XXX members, and other 10/31/06 quarterly reports to USDOL. 10/31/06
interested individuals.
3. Develop a brochure/pamphlet/flyer about 12/1/03 2/1/04 XXX, XX, Program Brochure/pamphlet/flyer 2/15/04
the IST training program to be used by Assistant (TBD), XXX developed and edited.
the four new sites for PY03-04: XXX, personnel
XXX, XXX and XXX.
4. Print the brochure/pamphlet/flyer. 3/1/04 4/1/04 XX, Program Brochure/pamphlet/flyer 4/15/04
Assistant (TBD) printed.
5. Disseminate the brochure/pamphlet/flyer 4/15/04 Ongoing XXX, Program Dissemination records Ongoing
to One Stop Center personnel, college through Assistant (TBD) maintained and reported through
personnel, and other interested 10/31/06 quarterly to USDOL. 10/31/06
individuals throughout XXX, XXX, XXX
and XXX.
6. Develop a brochure/pamphlet/flyer about 12/1/04 2/1/05 XXX, XXX, Program Brochure/pamphlet/flyer 2/15/05
the four new sites for PY04-05: XXX, personnel
XXX, XXX, and XXX.
7. Print the brochure/pamphlet/flyer. 3/1/05 4/1/05 XXX, Program Brochure/pamphlet/flyer 4/15/05
individuals throughout XXX, XXX, XXX,
and XXX.
9. Develop a brochure/pamphlet/flyer about 12/1/05 2/1/06 XXX, XXX, Program Brochure/pamphlet/flyer 2/15/06
the four new sites for PY05-06: XXX, New personnel
XXX, XXX and XXX.
10. Print the brochure/pamphlet/flyer. 3/1/06 4/1/06 XXX, Program Brochure/pamphlet/flyer 4/15/06
23
employing program graduates. (continued)

individuals throughout XXX, XXX, XXX
and XXX.
12. Disseminate, to participating One Stop 12/1/03 Ongoing XXX, Program Dissemination records Ongoing
Centers, colleges, XXX, and appropriate through Assistant (TBD) maintained and reported through
local employers, copies of the CD/ROM 10/31/06 quarterly to USDOL. 10/31/06
and/or videotape for use with dislocated
workers who are potential IST program
enrollees and with potential employers of
IST program graduates.
24
Project Timeline Sample #1
Timeline of Activities
ACTIVITY A M J J A S O N D J F M A M J
1. Order learning modules for the Technology for Life Center (TLC) X
2. Install learning modules in the TLC X
3. Advertise position and hire Project Coordinator X
4. Advertise position and hire Technology Educator X X
5. Train Technology Educator X X
6. Hire Support Services Advisor for the Extended Campus Program X X
7. Invite individuals to comprise the Project Advisory Committee X
8. Hold meetings of the Project Advisory Committee X X X X X X X X X X X X X X
9. Recruit eligible youth for participation in project X X X X X X X X X X X X X X X
10. Assure that project participants receive assessments including, but
X X X X X X X X X X X X X X X
not limited to, career interest, ability, and aptitude
11. Develop Individualized Career Plans for project participants X X X X X X X X X X X X X X X
12. Work with all identified service providers to coordinate services to
X X X X X X X X X X X X X X X
project participants
13. Work with area employers to identify potential sites for paid or
X X X X X X X X X X X X X X
unpaid work experiences for project participants
14. Coordinate a minimum of three field trips to area employers for
project participants
15. Coordinate and provide a minimum of three leadership seminars
X X X
for project participants
16. Coordinate and provide of minimum of three after-school
programs at area high schools to assist students in developing X X X
work-related skills
17. Coordinate and provide a minimum of three study skills and time
X X X
management seminars for project participants
18. Coordinate the delivery of counseling services to project
participants
19. Coordinate the delivery of tutoring services to project participants X X X X X X X X X X X X X X
20. Determine student scholarships to be provided to project
participants
21. Determine eligibility of project participants to receive student
scholarships
22. Coordinate the provision of student scholarships X X X X X X X X X X X X X
25
High-Technology School-to-Work Grant Program

Illinois Department of Commerce and Community Affairs
FY2002
Project Activities and Schedule
Company: XXXXX County Chamber of Commerce and Industry
Project Activity 1: Timeline: Staff Responsible: Total Effort: Deliverable:

Designate and invite individuals to serve as Weeks 1-4 J. XXXX, XAVC 40 Hours List of individuals serving
members of the Project Advisory S. XXXX, XAVC on the Project Advisory
Committee. The Committee will be H. XXXX, XAVC Committee
comprised of representatives from K. XXXX, Chamber
education, business, and industry.
Designate and invite individuals to serve as Weeks 1-4 J. XXXX, XAVC 40 Hours List of individuals serving
members of the 3 Subcommittees of the S. XXXX, XAVC on the 3 Subcommittees
Project Advisory Committee. H. XXXX, XAVC
K. XXXX, Chamber
Select, order, and install the curricula and Weeks 1-12 J. XXXX, XAVC 20 Hours A+ and Net+
equipment for the A+ and Net+ H. XXXX, XAVC Technology Lab
Technology Lab. K. XXXX, Chamber (curricula and equipment)
ordered, installed, and
ready for students
Review, identify supplemental materials, Weeks 4-12 Members of the School- 150 Hours Industry-driven curricula
and adopt the curricula for the A+ and (and ongoing) Based Learning available for purchase by
Net+ Technology Lab; identify, Subcommittee; others wishing to
recommend, and coordinate professional Members of the Project replicate this program;
development activities for educators, Advisory Committee Professional development
counselors, and administrators. plan available for
implementation

complete sample at www.awaionline.com/members/grant-writing
26

Review/revise/develop/print program Weeks 5-12 Members of the Program 200 Hours Program marketing
marketing materials. (and ongoing) Marketing and Student materials developed and
Selection Subcommittee; printed
Members of the Project
Advisory Committee
Review, revise (as necessary), and adopt the Weeks 5-12 Members of the Program 140 Hours Student assessment and
student assessment and student selection (and ongoing) Marketing and Student selection process
processes. Selection Subcommittee; documented and utilized
Advisory Committee
Review, revise (as necessary), adopt, and Weeks 5-16 Members of the Work- 150 Hours Work-based learning
develop work-based learning materials (and ongoing) Based Learning materials used by
Subcommittee; students
Advisory Committee
Determine materials, information, and Weeks 16-28 Members of the School- 160 Hours Summer Program for
activities to be utilized during the Summer (and ongoing) Based and Work-Based Females offered
Program for Females. Subcommittees;
Advisory Committee
Prepare and run the Employer Council for Weeks 28-52 Members of the Project 160 Hours Morris area employers
Workforce Preparation Mentoring Pilot (and ongoing) Advisory Committee complete Mentoring
Project program

27
FLOW DIAGRAM
This Flow Diagram correlates with the Narrative Description of Project Activities section
of this proposal.
Invite individuals to serve as

members of the Project Advisory
Weeks Committee. The Committee will be
1-4 comprised of representatives from
education, business, and industry.
Adopt the student assessment and
student selection processes based
on best practices found at other
Weeks schools.
5-12
Invite individuals to serve as
members of the 3 Subcommittees of
Weeks the Project Advisory Committee.
1-4
Review, revise, and adopt, work-

based learning materials
Weeks
5-16
Select, order, and install the

curricula and equipment for the A+
Weeks and Net+ Technology Lab.
1-12
Determine materials, and activities,

to be utilized during the Summer
Weeks Programs for Females.
16-28
1. Adopt the curricula for the A+ and

Net+ Technology Lab
Weeks 2. Review, identify supplemental
4-12 materials
3. Identify, recommend, and coordinate
professional development activities Implement the Employer Council for
for educators, counselors and Workforce Preparation Mentoring
administrators. Weeks Pilot Project
28-52
Develop marketing materials based

on best practices from other schools
Weeks
5-12
28
Project Timeline
This Flow Diagram/Project Timeline correlates with the Narrative Description of Project Activities section of this proposal. This diagram delineates how
students are expected to move through the project from one activity to the next.
Create & Convene Board Begin Student Confirm MTP Student Count for
of Directors; Comm. to Recruitment for Fall 2003 Fall Classes; Confirm Work Continue Execution of
Identify Barriers; and MTP Classes; Identify Experiences for MTP Students; Init iate Development of Begin Executing MTP
MTP Students’ Students’ Individualized MTP Students’
Comm. for High-Tech Skill Additional Manufacturing Finalize Print ing and Individualized Internship
Development; Order Partners to Offer Dissemination Strategy for MTP Individualized Internship Internship Plans; Link MTP
Curricula/ Equipment for Internships to MTP Marketing Materials; Continue Plans; Provide Inst ructor with NCIST at Plans; Continue
Professional XSU; MTP Students Begin Community Outreach
Manufacturing Technology Students; Install MTP Lab; Review and Localization of MTP Activities to Promote the
Program (MTP) Lab Hold High-Tech Seminar Curricula Development Activities Preparation for U.S. FIRST
at XXX College for the MTP Instructor Competition MTP
JAN - FEB MAR - APR MAY - JUN JUL - AUG SEPT OCT
2003 2003 2003 2003 2003 2003
Begin Student Recruitment MTP Students Attend Spring Continue Efforts to Locate Review MTP Students’
for Fall 2004 MTP Classes; Semester Class and Accompanying Funds to Ensure Individualized Internship Plans and Secure Funding for
Continue Execution of Work-Based Activities; Begin Sustainability of Project Revise as Necessary; Continue Program Continuation;
Individualized Internship Student Recruitment for Summer Act ivities; MTP Students I dent ifying Additional Manufacturing Continue Community
Plans Internships; Final Selection of Continue Partnership Partners to Offer Int ernships to MTP Outreach Activities
Students for Fall 2004 MTP Classes Activities with The Museum Students
of Science & Industry
NOV - DEC JAN - MAR APRIL MAY JUNE

2003 2004 2004 2004 2004

29
Evaluation Plan Sample
EVALUATION DESIGN
Both formative and summative evaluation will occur during the course of this project. Specific evaluation activities
are delineated in each of the project activities proposed in the Project Timelines on pages 9-10 of this proposal.
How the Project will Improve Student Achievement Toward

Meeting the Illinois Learning Standards
Evaluation activities to determine student achievement toward meeting the Illinois Learning Standards will include:
• students’ standardized test scores in reading and math (e.g., the Iowa Test of Basic Skills);
• the creation and evaluation of electronic student portfolios, including pre and post-test data for each
learning module;
• the results of standards-based instruction gleaned through the examination of student outcomes correlated
directly to the Illinois Learning Standards for English Language Arts (reading, writing, listening and speaking,
and research) and Mathematics (number sense, estimation and measurement, algebra and analytical methods,
geometry, and data analysis and probability);
• teacher-designed rubrics;
• rubrics that are researched-based (e.g., the Standard Writer Software from The Curriculum Project, Inc.); and
• qualitative data concerning the success of students in engaged learning environments.
Student outcomes for the curriculum to be used in the Technology for Life Center (TLC) are directly correlated to
the Illinois Learning Standards in English Language Arts and Mathematics. Electronic student portfolios will
be maintained and will include pre and post-test data for each learning module, along with information from other
teacher-designed assessments that are a part of the electronic classroom management system. In addition to the
electronic student portfolios, teacher-designed and research-based rubrics and standardized test scores (e.g.,
the Iowa Test of Basic Skills) will be used to determine the extent to which student reading and math skills
advanced during the course of this project. Student achievement data will be collected, analyzed, and reported
through the cooperative venture with XXXXXX State University and the hiring of a graduate student to conduct the
research study and collect relevant data.
How the Project will Contribute to Training and Support of Classroom Teachers
This project will provide ongoing, systemic professional development activities that will enhance teachers’ skills to
teach reading and math through the use of technology. Initially, the lab instructor(s) will attend a summer
professional development institute at XXXXXX State University, and a 5-day technology education training
seminar. During these professional development opportunities, the instructor(s) will learn about new and emerging
technologies, and ways to facilitate students’ learning of reading and mathematics using these technologies.
Long-term support will include collaborative efforts with Illinois State University, specifically with Dr. Michael
XXXXXX, Director of the Technology Education Learning Lab (TELL). The TELL was designed two years ago,
with its primary function being the training of preservice and inservice teachers on the effective use of technology in
the teaching/learning process.
Additional long-term support will be provided by the District in conjunction with its Technology Plan. This Plan
specifies technology inservice training for new employees, as well as the delivery of continuous professional
development activities to ensure that all employees acquire the technological competencies that have been
adopted by the District.
How the Project will Contribute to Placing Modern Technology in Classrooms

and to Connecting Classrooms to the Internet
The purchase, installation, and implementation of the Technology for Life Center (TLC) will ensure that students
and teachers have access to state-of-the-art technology in a very innovative modular learning environment. New
learning environments also encourage teachers to become not only facilitators, but also leaders in “breaking the
mold” from the use of traditional teaching methods to more innovative, exciting, and appropriate methods for
st
teaching in the 21 century. Virtual learning communities make it possible for teachers and learners to connect
between their schools and homes at any hour of the day. Effective learning and teaching are no longer limited by
the amount of time spent in a classroom.

30
Evaluation Plan Sample
The software to be purchased for this project is Internet-ready. It includes interactive technology applications that
can enrich and improve the learning environment by instantaneously connecting the teacher and the classroom to
outside resources, experts, new curricula and communication avenues. For example, the software includes over
400 hotlinks to Internet sites that are tied to various careers. After researching a career a students finds
interesting, he/she can then determine the academic competencies necessary to obtain employment in that field
and tie the District’s offerings to a class schedule that includes those competencies. In this way, the student can
develop tentative individual schedules for learning.
Additionally, the software includes an evaluation system that allows teachers to instruct, assess, and evaluate
students in remote locations, like their homes, using the Internet. Homework assignments can be dispersed by
teachers, completed by students, and then graded by teachers, all via the Internet in “real-time” while the student is
still at home. Each of these ideas and technologies offers an exciting, unique, and innovative opportunity to modify
the traditional teaching/learning process.
How the Project will Contribute to Integrating Engaged Learning and

Standards-Based Approaches to Instruction into the School Curriculum
This project epitomizes engaged learning for students. First, with the Technology for Life Center (TLC) equipment
and curriculum, students are responsible for their own learning. While the teacher facilitates learning, the
students are self-regulated. The modular learning environment and accompanying curriculum provide the
framework or blueprint for the students. The students then complete activities using applied academics, problem-
solving, critical thinking, and decision-making skills. Student assessments are continual, and provide both the
students and the teacher with information necessary to evaluate academic progress. These assessments explore
the students’ ability to achieve curricular benchmarks, as well as personal goals.
Second, in the Technology for Life Center, students are motivated and energized by the learning process.
Because academic skills are applied to real-world problems, motivation is intrinsic. The students make the
critical connection between school and their future lives beyond the classroom. This connection is not often made
in other educational environments.
Third, the curriculum provides the foundation and environment within which students can continually build upon
skills they acquire through the learning process. In short, they become strategic learners. They develop skills to
apply and transfer knowledge to solve real-world problems creatively, recognizing the in most cases there is
no single answer to any given problem. They understand that multiple approaches to problem-solving are
necessary and that multiple answers to problems often exist.
Fourth, students work in teams and rotate teammates after they have completed each module. Thus,
collaboration is continuous. Students must value one another’s opinions, work styles, and problem-solving
strategies. They depend on one another, and quickly realize that “two heads are better than one.” Learning
becomes a social event, as students learn to clearly articulate their ideas to their peers. They also quickly learn to
accept varying opinions and conflicting views, and to value multiple perspectives.
Conclusion
The Technology for Life Center (TLC) will offer students a learning environment that is centered on engaged
learning and standards-based instruction, both essential components of a quality education. This type of learning
environment offers students opportunities that are truly unique to most current educational arenas. And these
types of opportunities are what XXXXXX will be able to offer its students if funding is made available through this
project. Students will be immersed in their own learning, and highly motivated. Just as they are acutely aware of
the importance of learning the skills introduced in Driver’s Education class, they will, through the TLC, become
extremely cognizant of the need to increase their academic skills, like reading and math, in order to adequately
st
prepare them for a productive adult life in the 21 century.

31
Sustainability Sample #1
Sustainability
For numerous reasons listed below, the Integrated Systems Technology (IST) programs
within the participating community colleges will be sustained for many years beyond the
life of this particular project.
1. Each of the four community colleges participating in the first year of this project has
provided a letter of commitment indicating its local match/in-kind contribution toward
the IST program:
COMMUNITY FIRST YEAR FIRST YEAR TOTAL TOTAL TOTAL

COLLEGE LOCAL IN-KIND 3-YEAR 3-YEAR 3-YEAR
MATCH CONTRIBUTION COMMITMENT COMMITMENT COMMITMENT
(LOCAL (IN-KIND)
MATCH)
XXXXXXX Technical $90,000. $500,000. $270,000. $1,500,000. $1,770,000.
College
XXXXXXX Technical $107,850. $90,000. $323,550. $270,000. $593,550.
Community College
Central XXXXXXX $184,900. $525,800. $792,400. $1,575,000. $2,367,400.
Community College
XXXXXX County $311,335. $661,500. $934,005. $661,500. $1,595,505.
Community College
These amounts include, but are not limited to: instructor compensation; facility
rental; administration time for the project; secretarial assistance; lab maintenance,
equipment repair, and safety; program maintenance; general operating costs;
marketing expenses; meeting expenses; and program recruitment. These local
match/in-kind contributions provide a foundation indicating that the colleges
acknowledge the importance of offering IST programs to dislocated and incumbent
workers. (See Appendix B for letters of commitment from community colleges that
hope to participate in the first year of the initiative.)
2. Participating colleges are absorbing significant room renovation costs and
construction costs in order to modify the space necessary for this type of high-tech,
hands-on training program. For example, Central XXXXXXXX Community College
indicated that a local expenditure of approximately $43,600.00 would be necessary
to renovate the space that will house the IST labs. Expenditures such as this would
not occur without the expectation of offering this program for many years.
3. The colleges are extremely excited to have the opportunity to provide this type of
high-tech program, and to train the types of employees urgently needed by local
industries. Colleges understand the importance of working with local manufacturers
to provide highly trained employees with the high-tech skills necessary to
successfully function in today’s workplace. Further, they understand the significant
impact that these IST programs will have on the economic stability of their
communities and states. Administrators and instructors alike have indicated their
desire to continue these programs after the grant period and also to provide
dedicated resources to ensure continuous program improvement in future years.
32
Sustainability Sample #2
The District’s Commitment to the Continuation of Project Activities

After the Completion of the Grant Period
XXX-XXX School District administrators, teachers and community members are committed to
providing a Technology for Life Center (TLC) for students that supports active, engaged learning
and standards-based instruction that correlates student outcomes to the Illinois Learning
Standards. The District is committed to providing a dollar-for-dollar match of the money
provided by the State. This represents the initial step in making the dream of a state-of-the-art
Technology for Life Center for the District a reality.
To maintain the TLC once it is in operation, two initiatives will occur. First, XXX-XXX
administrators and teachers will enhance partnerships with the private sector through their
advisory councils, which include local business and industries that engage in effective
technology initiatives. It is anticipated that these partners will assist in supporting fundraising
efforts to continue project initiatives. Second, funds will be earmarked in both the school and
departmental budgets to support upgrades in technology and to purchase additional
equipment to maintain a state-of-the-art Center.
Sustained Professional Development for Teachers and Administrators

through the Establishment of a Partnership
with a Teacher Education Program to Involve Higher Education Staff
and Graduate Students in Inservice Activities for Teachers
A strong partnership has been established with XXXX State University, a premiere teacher
education institution located in Normal, Illinois. An especially important component of this
partnership is the collaboration that has occurred between XXX-XXX School District and Dr. M.
XXXXX, Director of the Technology Education Learning Lab (TELL). The TELL was
designed specifically to enhance teacher preservice and inservice education pertaining to the
effective use of technology in classrooms, and ways to effectively utilize technology to teach
academics areas like reading and math. Dr. XXXXX, his colleagues, and graduate students, will
provide multiple inservice activities for the District. These professional development
opportunities will concentrate on inservice for all District personnel relative to using
technology effectively in the teaching/learning process, as well as more focused inservice
activities for reading and mathematics teachers concerning the use of the Technology for
Life Center for teaching these subjects and increasing students’ skills in these two critical
curricular areas. Also to be included in the project’s sustained professional development for
teachers and administrators are: (1) integration of engaged learning and standards-based
approaches to instruction, (2) approaches that incorporate innovative instructional
practices and curriculum designs, and (3) exploration of new techniques for student
assessment (e.g., teacher-designed rubrics and research-based rubrics).

33
Bio Sample
Samuel XXXXXX, Consultant

President & CEO
Integrated Systems Technology, Inc.
Samuel XXXX served as President & CEO of XXX Corporation for 27 years, until its
sale in 2004. For more than a quarter of a century, XXX Corporation has been a leader
in encouraging skills-based technology training and providing technology education
services to elementary, secondary and postsecondary educational institutions. After
selling XXX Corporation, Mr. XXXX established a new company, Integrated Systems
Technology (IST), Inc., whose primary focus is to ensure the development of a skilled
American workforce.
IST, Inc. was established as a direct result of Mr. XXXX’s interest in and involvement
with advanced manufacturing programs. Mr. XXXX promotes direct collaboration with
community partnerships interested in the development of a skilled workforce. These
partnerships include community colleges offering advanced manufacturing programs,
One-Stop Centers providing intake and determining eligibility for client entrance into
training programs, economic development agencies interested in our nation remaining
competitive in a global economy, and manufacturers seeking skilled employees.
The primary focus of IST, Inc. rests with providing technical training for community
college attendees, and upgrading the skill sets of individuals currently working in the
field of advanced manufacturing, or those individuals who have been displaced, for a
variety of reasons, and wish to update their skills in order to secure employment in this
rapidly-changing manufacturing sector.
Mr. XXXX continues to be directly involved in authorship of technical books and

curricula that provide tools by which community colleges across our nation may more
effectively and efficiently provide high-tech training that meets the needs of business
and industry.
34
Resume Sample
Introducing
Samuel XXXX
Consultant
National Center for Integrated Systems Technology (NCIST)
XXXXX State University
XXX N. Division, Suite XXX
XXXXX, Illinois 60450
815.942.XXXX (Phone)
815.942.XXXX (Fax)
815.483.XXXX (Cell)
PROFESSIONAL AUTHORSHIPS AND PUBLICATIONS
XXXX, S.J., XXXX, S.M. and XXXX, T.E. (2005). Residential wiring (Second Edition). American
Technical Publishers: Chicago, Illinois.
XXXX, S.J. and XXXX, G. (2004). Electrical motor controls for integrated systems (Third Edition).
American Technical Publishers: Chicago, Illinois.
XXXX, S.J. and XXXX, G. (2004). Electrical motor controls for integrated systems: Workbook.
American Technical Publishers: Chicago, Illinois.
XXXX, S.J. (2005). Solid state fundamentals. (Third Edition). American Technical Publishers:
Chicago, Illinois.
XXXX, S.J. (2005). Solid state fundamentals: Workbook. American Technical Publishers: Chicago,
Illinois.
XXXX, S.J. (1975). Basic electronics. XXXXX Concepts, Inc.: Chicago, Illinois.
XXXX, S.J. (1974). Electrical motor controls. XXXXX Concepts, Inc.: Chicago, Illinois.
XXXX, S.J. (1972). Solid state fundamentals. XXXXX Concepts, Inc.: Chicago, Illinois.
EDITORSHIP
1982 – 1983 Editor, Training Today Magazine, Illinois Training and Development
Association.
HONORS AND AWARDS
National Award of Merit, National Association of Career & Technical Education

Man of the Year Award, Illinois Association of Electricity/Electronics Educators
Businessman of the Year Award, Grundy County Chamber of Commerce
Friends of Vocational Education Award, Illinois Association of Career & Technical Education
Region III Award of Merit, National Association of Career & Technical Education

35
Resume Sample
PROFESSIONAL WORK EXPERIENCE
2004 – Present President & CEO, XXXX and Associates, XXXX, Illinois
1980 – 2003 President & CEO, XXXX Corporation, XXXX, Illinois
1982 – 1996 President & CEO, XXXX Corporation, XXXX, Illinois
1988 – 1991 Board Member/Owner, XXX XXX, Inc., XXXX Arizona
1969 – 1976 Residential Electrical Contractor, XXXX, Illinois
1974 – 1976 Instructor of Electricity/Electronics, XXXX Junior College, XXXX, Illinois
1971 – 1976 Instructor of Electricity/Electronics, XXXX Area Vocational Center, XXXX,
Illinois
1968 – 1971 Instructor of Industrial Arts, XXXX Community High School, XXXX, Illinois
CONSULTATIONS AND ADVISORY COMMITTEE MEMBERSHIPS
2003 – Present Consultant to the National Center for Integrated Systems Technology, XXXXX
State University, Normal, Illinois. The NCIST is funded through a $30 M US
Department of Labor grant, and is part of the President’s High Growth Job
Training Initiative for Advanced Manufacturing.
2002 – 2004 Member, Local Workforce Investment Board for Grundy, Kankakee and
Livingston Counties.
2002 – 2004 Member, Youth Council, Local Workforce Investment Board for Grundy,
Kankakee and Livingston Counties.
1976 – Present Consultant for the design of postsecondary Advanced Manufacturing learning
environments (e.g., electrical, mechanical and electronics laboratories and
industry-designed advanced manufacturing curricula) for community colleges
and universities throughout the United States.
1997 – 1999 Consultant for the development and implementation of the Advanced
Manufacturing program, XXXXX Inc., Peoria, Illinois.
1995 – 1996 Consultant for the development of an advertising and marketing program for the
High School Marketplace, XXX Corporation, Melbourne, Florida.
1993 – 1996 Consultant for the design of modular furniture and CAD/CAM work stations to
support quality learning environments, XXXXX Corporation, Spring Lake,
Michigan.
1989 – 1990 Member, XXXX County Economic Development Board.
1989 – 1990 Chair, International Corridor for Illinois Economic Development.
1987 – 1989 Consultant, Innovative Technology Education, Tel Aviv, Israel.
1986 – 1996 Consultant on Motor Controls, National Joint Apprenticeship Training
Committee, Washington, DC.

36
Resume Sample
1986 – 1994 Consultant for the design of electronics laboratories and corresponding
curricula for IBEW locals throughout Illinois and Indiana.
1984 – 1986 Member, XXXX County Sheltered Workshop Board.
1980 – 1990 Consultant, Illinois Department of Corrections, Springfield, Illinois. Designed
more than twenty Advanced Technology Training Laboratories for incarcerated
individuals. Programs included electronics, computer-aided drafting, diesel
mechanics, building maintenance, and computer sciences.
1977 – 1978 Advisor for the design of high technology laboratories and electronics programs
at various Illinois secondary and postsecondary institutions in Illinois.
MEMBERSHIP IN AND CONTRIBUTIONS TO PROFESSIONAL ASSOCIATIONS
American Society for Training and Development

Editor, Training Today Magazine
Coalition for Quality Career & Technical Education
President, 2000 – 2004
Vice President, 1992 – 1996
Illinois Association of Career & Technical Education
Illinois Business Managers’ Association
Illinois Technology Education Association
Indiana Association of Vocational Education Special Needs Personnel
Indiana Technology Education Association
International Technology Education Association
Kansas Technology Education Association
Missouri Technology Education Association
National Association of Career & Technical Education
National Tech Prep Network
EDUCATION AND SPECIALIZED STUDIES
B.S. in Applied Science and Technology, XXXX State University, Normal, XXXX, 1968.
Major/Minor: Industrial Technology
DeVry Institute of Technology (Teacher Fellowship), Chicago, Illinois, 1971.
Concentration: Electronics Technology
United Electronics Institute, Louisville, Kentucky, 1972.
Concentration: Electronics Technology

37
Key Personnel Sample #1
Key Personnel that will Provide Program Activities and Services and a
Description of the Provider’s Qualifications
The following key personnel will coordinate and/or provide program activities and
services for the duration of this project:
♦ Project Director. Mr. J. XXXXX, Director of the XXXXX Area Vocational
Center (XAVC), will serve as Project Director. Mr. XXXXX has over 32
years of experience in the field of education, and has held the position of
Director of the XAVC for the last 10 years. Mr. XXXXX’s full qualifications
are delineated in his resume’ (see Appendix A).
♦ Project Coordinator. (To be hired.) The Project Coordinator will oversee
all project activities, provide case management, counsel out-of-school
youth regarding development of their Individualized Career Plans, and
maintain all project records. It is anticipated that a portion off the funds for
this position will be provided by the general XXXXX County Youth Council
budget and a portion from monies provided by the Education-to-Careers
Partnership for The XXXX College Region. Currently, the responsibilities
of this position will be included in the job description for the 11-month
position of XXXXX Youth Coordinator. A draft job description is located in
Appendix H.
♦ Technology Educator. (To be hired.) A full-time technology educator
will be hired to supervise the Technology for Life Center (TLC). A job
38
description outlining the details of this position is also located in Appendix
H.
♦ Support Services Advisor for the Extended Campus Program. (To be
hired.) An individual will be hired to work with project participants involved
in paid and unpaid work experiences, paid internships, and job shadowing.
This individual will also, when appropriate, provide adult mentoring,
tutoring, training in study skills, and other academic assistance. A job
description outlining the details of this position is also located in Appendix
H.
Each key project personnel will have a bachelor and/or master degree, or
equivalent experience, in their respective fields. They will also have extensive
experience working with the target participant group, and other work experiences
that are well suited to the project design.
In addition, many agencies represented on the Project Planning
Committee will have staff providing direct services to program participants.
These services will include, but not be limited to: tutors; note takers; academic
instructors; career & technical education instructors; personal counselors; drug &
alcohol counselors; alternative education instructors; special education
instructors; and individuals to develop, conduct, and evaluate workshops and
seminars for program participants
39
PERSONNEL
Key Personnel
Job Position/Staff Major Duties & Qualifications

Name/Organization Responsibilities
Co-Director • Administer the programmatic • Ph.D. in Education

National Center for activities of the project • Professor of education for 20 years at Illinois
Integrated Systems • Supervise off-campus staff State University
Technology (NCIST)
• Coordinate with community • 24 years’ grants management experience,
T. XXXXX, Ph.D.
college programs, Local including multiple projects involving community
Workforce Investment Area college programs and adult education service
personnel, and colleagues delivery
with the National Association • Written/directed/co-directed 37 state, federal,
of Manufacturers/Center for and/or foundation grants totaling more than $50
Workforce Success million
• Prepare manuscripts for
publication
• Prepare proposals and written
reports to the USDOL
Co-Director • Administer the financial • Ed.D. in Occupational and Adult Education

NCIST activities of the project • 16 years’ grants management experience
M. XXXXX, Ed.D. • Supervise on-campus staff • Written/directed/co-directed 14 state, federal,
• Provide professional and/or foundation grants
development activities and
information regarding adult
education
• Prepare manuscripts and
marketing materials for
publication
Program Coordinator • Maintain daily operations of • B.S. in Business

NCIST off-campus office • 12 years’ professional business experience
L. XXXXX • Coordinate marketing
XXXXX State University activities for the project
• Maintain NCIST Internet site
• Coordinate production of IST
Special Reports and
Employment Reports
Program Assistant • Assist with client outreach and • Minimum of a Bachelor’s degree in education or
NCIST recruitment/marketing efforts a related field
To Be Hired • Coordinate data collection • Able to work independently with clear direction
XXXXX State University from all IST partners (e.g., and supervision
community colleges, • Experience with complex, comprehensive
LWIAs/One Stop Centers, projects
Employer Association Groups)
Bookkeeper • Maintain all fiscal records • B.S. in Art and Archeology (Double Major)
NCIST related to the project • 9 years’ experience with financial
R. XXXXX responsibilities related to federal and/or state
XXXXX State University grants
40
Job Position/Staff Major Duties & Qualifications

Name/Organization Responsibilities
Project Associate/ • Administer the subcontract • B.S. in Political Science and Education
Consultant with the National Association • Vice President of the Manufacturing Institute
P. XXXXX of XXXXX/Center for XXXXX (MI) of the National Association of XXXXX
National Association of Success (CWS) • Executive Director of the Center for XXXXX
XXXXX/Center for XXXXX
Success
Success
• Served as senior policy director of XXX
• Served as consultant to the American Motor
Vehicles Association and Mack Trucks
• Served as vice president of the National
Immigration Forum in Washington, D.C.
Project • Coordinate all day-to-day • B.S. in International Relations

Associate/Consultant activities of the subcontract • Oversees all CWS/MI grant-funded projects
S. XXXXX with the XXX/XXX • Develops and implements workforce projects for
National Association of
XXX affiliate groups
XXXXX/Center for XXXXX
Success • Former director of the American Society of
Training & Development’s (ASTD)
Benchmarking Forum and writer and editor for
ASTD’s flagship magazine, T+D
Project Associate/ • Work with community college • Ph.D. in Education (Research Methods in
Consultant administrators, staff, and IST Higher Education & Curriculum Design)
R. XXXX instructors • Consultant to the Employment and Training
National Association of Administration (ETA)/USDOL, the XXX and the
XXXXX/Center for XXXXX National Association of Workforce Boards
Success (NAWB)
• Served as project manager, lead staff and
policy analyst for the ETA/USDOL
• Served as ETA’s senior Community College
Liaison with an assignment to the Office of
Research and Development/Office of Tech.
• Served as community college administrator for
19 years
• Published a series of articles and reports on
workforce development, work-based learning,
technology transfer, and college-based
economic development
• Past president of AACC’s National Council for
Occupational Education
• Founding President of the Illinois Community
College Economic Development Association
Project Consultant • IST site preparation • A.A. in Electronic Engineering

J. XXXXX • IST program design, • 25 years’ experience in the design,
IST-USA Incorporated implementation and implementation and evaluation of technical
evaluation education programs
Project Consultant • IST site preparation • B.S. in Technology Education

G. XXXXX • IST program design, • 30 years’ experience in the design,
IST-USA Incorporated implementation and implementation and evaluation of technical
evaluation education programs
• Author of three textbook in the field of
electrical/electronic devices
41
Budget Sample #1
Explanation of the Projected Project Costs Required to Integrate Engaged Learning,
Standards-Based Approaches to Instruction, and Technology into the School Curriculum
Table 5. Projected Project Costs

Item/Service to be Purchased Cost Primary Project Activities Supported by the
Item/Service
Professional Development:
Contractual Services for Professional $ 2,400.00 Professional development for all District teachers
Development Activities (Dr. Michael and administrators; professional development for
Daugherty and Illinois State University reading and math teachers
colleagues)
Contractual Services for Professional $ 8,019.00 Professional development for all District teachers
Development Activities and administrators; professional development for
(Graduate Student , Illinois State reading and math teachers; applied academics
University) lesson plan book; completion of research study
.25 FTE x 9 months on students’ academic gains
Tuition for ISU Graduate Course and 5- $ 3,081.00 Professional development for Technology for Life
day Technology Education Training Center instructor(s)
Seminar
Subtotal (30% of available funds) $13,500.00
Instructional Resources:
Consumable Supplies/Materials for the $ 1,100.00 Student learning and professional development
Technology for Life Center (TLC) activities
ClassAct Software $ 4,100.00 Teachers’ management of classroom activities;
gathering of accountability/student outcome data
CareerTEK Software $ 3,800.00 Students’ examination of reading and math for
various careers
Subtotal (20% of available funds) $ 9,000.00
Computer Hardware/Technology for Life Center Equipment:

Learning modules for Technology for $22,500.00 Support of engaged learning and standards-
Life Center based instruction with student outcomes
correlated to IL Learning Standards
Subtotal (50% of available funds) $22,500.00
(Note: The District is committed to this initiative
TOTAL $45,000.00 and will match, dollar for dollar, funds provided
by the ISBE.)

42
Budget Sample #2
BUDGET
EXPENDITURE REQUESTED REQUESTED REQUESTED
FROM THE FROM THE FROM THE
G-L-K WIA G-L-K WIA G-L-K WIA
FY01 FY02 TOTAL

Staff Costs
Technology Educator for Technology for Life Center 0.00 36,369.40 36,369.00
100% FTE x 9 months = $28,000.00
(July 1, 2001 – June 30, 2002)
Benefits: Insurance $7,800.00; Medicare $406.00;
THIS $163.00
Support Services Advisor 0.00 20,000.00 20,000.00

100 days @ $200./day
Bookkeeper 225.00 900.00 1,125.00

75 hrs. x $15./hr.
Equipment, Curricula, and Curricular Materials
Technology for Life Center (TLC) 85,972.00 0.00 85,972.00

40-Hour Learning Modules $44,911.00
Core Modules $4,424.00
Management Package $8,298.00
Modular Learning Environment $21,799.00
Installation, Freight, and Training for Technology
Educator $5,650.00
Student Supplies and Materials $890.00
Payments to Participants
Payroll for Work Experiences for Project Participants 3,000.00 10,184.00 13,184.00
(10 participants for 32 hrs./week @ $5.15/hr. x 8
weeks = $16,480.00)
Incentives
Participant Scholarships 500.00 1,500.00 2,000.00

Other Costs
Printing of Marketing Materials/Advertising 500.00 1,500.00 2,000.00
Postage 100.00 300.00 400.00
Rent for the Technology for Life Center 0.00 10,800.00 10,800.00
1500 sq. ft. @ $12./sq.ft. = $1,500/mo. x 12 mths. X .60
Utilities for Technology for Life Center 0.00 3,000.00 3,000.00

Gas and Electric $250./mo. X 12 mths.
Phone/Internet Service for Technology for Life Center 0.00 600.00 600.00
$50./mo. X 12 months
Office Supplies for Technology for Life Center 0.00 500.00 500.00
Student Transportation 0.00 6,000.00 6,000.00
Student Mentoring 500.00 2,000.00 2,500.00

TOTAL 90,797.00 93,653.00 184,450.00
ESTIMATED COST PER PARTICIPANT PER FISCAL YR. 1,513.28 1,560.88

43
Complete sample at www.awaionline.com/members/grant-writing Budget & Budget Narrative Sample
RETRAINING AMERICA’S WORKFORCE FOR
INTEGRATED SYSTEMS TECHNOLOGY/ADVANCED MANFUACTURING POSITIONS
March 1, 2004 – February 28, 2006
GOALS DELIVERABLES BUDGET BUDGET NARRATIVE

1. National Center for Integrated Systems
Technology/Advanced
Manufacturing (NCIST/AM):
A. Coordinate the creation and piloting (as • IST/AM curricula/courses for 70,419. These dollars will be utilized to determine
appropriate) of the various Integrated various client populations. and implement the most efficient
Systems Technology/ Advanced dissemination strategy for the new IST/AM
Manufacturing (IST/AM) curricula (e.g., • Piloted curricula/courses, as curricula and courses. Personnel
courses for incumbent workers, appropriate. responsibilities and associated costs will
apprentices, etc.), as well as the be as follows:
development of a dissemination • Process for dissemination of pre-
strategy for these curricula with • Ex. Dir. - .10 FTE = $31,968.
IST curricula for Job Corps youth • Prog. Coord. - .10 FTE = $13,451.
appropriate agencies (e.g., the League and IST/AM curricula for
for Innovation, Manufacturing • Consultants = $15,000.
dislocated workers, incumbent
Extension Partnerships [MEPs] and the • Related Office Expenses = $10,000.
workers, adults, apprentices, and
National Coalition of Advanced individuals wishing to obtain an
Technology Centers [NCATC]). AAS Degree in IST/AM.
B. Develop an IST/AM Process Guide for • IST/AM Process Guide 155,761. These dollars will be utilized to develop,
community colleges that wish to and print the IST/AM Process Guide, and
replicate the training program, including to determine and implement the most
information such as site evaluation and efficient dissemination strategy for the
preparation, professional development Guide. Personnel responsibilities and
information relevant to serving multiple associated costs will be as follows:
and diverse populations, continuous
program improvement, etc. • Ex. Dir. - .20 FTE = $63,935.
• Co-Dir. - .05 FTE = $14,538.
• Prog. Coord. - .20 FTE = $26,905.
• Prog. Asst. - .05 FTE = $4,982.
• Consultants = $30,000.
• Related Office Expenses = $15,401.
44

C. Coordinate meetings with • Minutes of each state meeting 192,693. These dollars will be utilized to plan,
Governors/Governors’ staffs and state (e.g., a synopsis of the agenda, schedule, implement, and follow-up
workforce development personnel in a those in attendance, agreed meetings with Governors’ staffs and state
minimum of 15 states to leverage upon outcomes, etc.) workforce development personnel to
internal dollars to support the creation create additional IST/AM training sites.
of additional IST/AM training programs. Personnel responsibilities and associated
costs will be as follows:
• Ex. Dir. - .10 FTE = $31,968.
• Prog. Coord. - .05 FTE = $6,725.
• Consultants - $67,500.
• Consultant Travel = $76,500.
• Staff Travel = $10,000.
D. Develop and/or update and • Advanced Manufacturing 107,710. • Ex. Dir. - .05 FTE = $15,984.
disseminate IST/AM marketing Employment Reports highlighting • Co-Director - .10 FTE = $29,075.
materials (e.g., Employment Reports, program completers and • Prog. Coord. - .05 FTE = $6,725.
Special Employer Reports, career employers. • Prog. Asst. = .20 FTE = $19,926.
ladder video, client recruitment • Consultants = $26,000.
brochures, employer brochures, • Advanced Manufacturing Special • Related Office Expenses = $10,000.
articles in professional journals, etc.) Employer Reports highlighting
regarding the programs to participating unique employment situations
One Stop Center personnel, community and/or companies.
college personnel, NAM affiliate
association (EAG) members, and other • Advanced Manufacturing career
appropriate individuals to assist in ladder video addressing various
explaining the IST/AM program, types of training programs
recruiting potential participants, and available.
employing and/or retaining or
upgrading program graduates. • Other IST/AM marketing
materials, as needed or
requested by USDOL/partners.
E. Coordinate, direct, and provide follow- • Meeting agendas. 90,142. • Ex. Dir. - .20 FTE = $63,935.
up information for meetings to • Prog. Coord. - .05 FTE = $6,725.
maintain/increase collaborative efforts • Meeting minutes. • Prog. Asst. - .05 FTE = $4,982.
among One Stop Center/LWIA • Consultants = $4,500.
personnel and community college staff, • Related Office Expenses = $10,000.
and, when appropriate, industrial
representatives.
45

F. Focus collaboration with the National • Process for national certification 108,402. • Ex. Dir. - .15 FTE = $47,951.
Coalition of Advanced Technology of entry-level IST workers. • Prog. Coord. – .10 FTE = $13,451.
Centers (NCATC) concerning the • Consultants = $32,000.
process for national certification of • Related Office Expenses = $15,000.
entry-level IST/AM workers.
G. Coordinate and/or manage continuous • Updated IST curricula, as 41,329. • Ex. Dir. - .05 FTE = $15,984.
program improvement efforts with warranted, to ensure the skill • Prog. Coord. - .01 FTE = $1,345.
appropriate industry representatives sets match employers’ needs. • Consultants = $14,000.
(e.g., Caterpillar, Ford, Alcoa • Related Office Expenses = $10,000.
Aluminum, Toyota, Seimens, etc.) to
ensure that all IST curricula continue to
be industry-driven and up-to-date.
H. Assist in the coordination of • Professional development 35,080. • Ex. Dir. - .01 FTE = $3,197.
professional development activities and seminars and training activities. • Co-Director - .05 FTE = $14,538.
materials for instructors within • Prog. Coord. - .01 FTE = $1,345.
participating community college training • Consultants = $6,000.
programs. • Related Office Expenses = $10,000.
I. Maintain an Advanced Manufacturing • Advanced Manufacturing Intranet 37,057. • Ex. Dir. - .02 FTE = $6,395.
Intranet site for use as a site for instructors, NCIST/AM, • Prog. Coord. - .03 FTE = $4,035.
communication tool by appropriate and other interested parties. • Book./Tech. = .10 FTE = $11,627.
project entities (e.g., to share • Consultants = $5,000.
information among IST/AM instructors, • Related Office Expenses = $10,000.
NCIST/AM personnel, and other
interested parties regarding the
curricula, training equipment, etc.).
J. Maintain an Advanced Manufacturing • Advanced Manufacturing Internet 37,452. • Ex. Dir. - .01 FTE = $3,197.
Internet site for use by One Stop and site to house general information • Prog. Coord. = .10 FTE = $13,451.
community college personnel, local about advanced manufacturing • Book./Tech. = .05 FTE = $5,808.
manufacturers, WIA-eligible program and employment opportunities. • Consultants = $5,000.
participants, and others who are • Related Office Expenses = $9,996.
interested in obtaining information
about the IST/AM programs and
employment opportunities.
46

K. Maintain collaborative activities among • Relationships and information, to 54,435. • Ex. Dir. - .05 FTE = $15,984.
the National Center for Integrated be included in the IST/AM • Prog. Coord. - .10 FTE = $13,451.
Systems Technology Process Guide, which outlines • Consultants = $15,000.
(NCIST)/Advanced Manufacturing how to build capacity for effective • Related Office Expenses = $10,000.
(AM); the US Department of Labor collaboration among multiple
(USDOL); and key stakeholders from agencies.
LWIAs/One Stop Centers, community
colleges, local manufacturing firms, and
NAM local affiliate groups (EAGs).
L. Collect and analyze program data from • Program Enrollment and 56,204. • Ex. Dir. - .03 FTE = $9,590.
all project sites (e.g., client enrollment Completion Data Forms • Prog. Coord. - .05 FTE = $6,725.
data, employment data, wage data, • Prog. Assist. - .30 FTE = $29,889.
etc.) for reporting related to • Client Employment and Wage • Related Office Expenses = $10,000.
performance standards. Data Forms
M. Collect and organize all information • Signed Release Forms 44,829. • Ex. Dir. - .01 FTE = $3,196.
requested from programs and/or clients • Prog. Coord. - .05 FTE = $6,725.
(e.g., client employment photos, • Prog. Assist. - .25 FTE = $24,908.
Release of Information Forms, • Related Office Expenses = $10,000.
Approval to Use Photos Forms,
Approval to Use Name Forms, etc.).
N. Collect and analyze program evaluation • Analyses of client evaluations of 34,866. • Ex. Dir. - .01 FTE = $3,196.
data from clients, and prepare reports IST/AM programs. • Prog. Coord. - .05 FTE = $6,725.
concerning these data. • Prog. Assist. - .15 FTE = $14,945.
• Reports synthesizing client • Related Office Expenses = $10,000.
evaluation data.
O. Write and submit all required • Seven quarterly reports and one 46.086. • Ex. Dir. - .01 FTE = $3,196.
administrative reports (e.g., quarterly final project report. • Co-Dir. - .05 FTE = $14,538.
and final reports) and maintain all fiscal • Prog. Coord. - .05 FTE = $6,725.
records related to the project. • As requested by USDOL, white • Book./Tech. - .10 FTE = $11,627.
papers, reports, articles, etc. • Related Office Expenses = $10,000.
• Project books (e.g., POs,

invoices, subcontracts, etc.)
Subtotal for NCIST/AM 1,112,465
47

2. In collaboration with Owens • IST/Advanced Manufacturing 326,728. OCC will provide the leadership in
Community College (OCC), collect and career ladder/lattice for collecting and organizing the existing
organize existing IST curricula to form individuals wishing to acquire an IST/AM curricula to develop an AAS
an Associate of Applied Science (AAS) AAS degree. degree in IST/AM. After the framework for
Degree that can be approved by the this degree is completed, it will go through
Ohio Board of Regents (BOR) and • IST/AM curricula for AAS degree an approval process with the Ohio BOR
similar community college boards in that can be disseminated. and can then be replicated within other
other states. states.
3. In collaboration with Richard J. Daley • IST/Advanced Manufacturing 271,728. Daley College and Lake Land College will
College and Lake Land College, career ladder/lattice for (Daley) collaboratively work to design a minimum
organize existing IST curricula for use incumbent workers. of 30 short courses that can be used for
in training incumbent workers. 269,624. IST/AM incumbent worker training. As
• IST/AM curricula for 30 short (Lake Land) quickly as possible, these short courses
courses for incumbent worker will be disseminated to other IST/AM
training that can be training sites for use with incumbent
disseminated. These courses workers. Because Lake Land College has
will be based on the highest a rich history in providing incumbent
demand skills required by worker training, this facility will provide, as
employers for individuals to requested, professional development
retain their positions or advance information and activities related to
in their fields. incumbent worker training.
4. Subcontract with Illinois LWIA • Responsible staff at One Stop 45,000. Because LWIA #9/ MOWD supports 5
#9/MOWD to identify dedicated staff Center(s) to coordinate local primary and several secondary One Stop
responsible for accomplishing IST/AM IST/AM activities, and serve as Centers throughout the Chicagoland area,
activities. liaison among the Center, Daley these dollars will support dedicated staff to
College, and manufacturers. serve as liaisons among the Centers,
Daley College, industrial partners and the
National Center.
5. Subcontract with LWIA #23 to identify • Responsible staff at One Stop 30,000. These dollars will support dedicated
dedicated staff responsible for Center to coordinate local Center staff to serve as liaisons among
accomplishing IST/AM activities. IST/AM activities, and serve as the Center, Lake Land College, and
liaison among the Center, Lake industrial partners.
Land College, and
manufacturers.
48

6. In collaboration with Cuyahoga • IST/Advanced Manufacturing 326,728. CCC will provide the leadership in
Community College (CCC), organize career ladder/lattice for correlating, and piloting when appropriate,
existing IST curricula for use in apprentices. the relevant segments of the existing
apprenticeship training. IST/AM curricula to a minimum of 30
• IST/AM curricula correlated to 30 apprenticeship programs. As quickly as
apprenticeship programs that can possible, these curricula will be
be disseminated. disseminated to other IST/AM training
sites for use with apprentices.
7. In collaboration with the USDOL/Job • Pre-IST career ladder/lattice for 0. No dollars are requested to complete this
Corps, organize IST curricula for use youth. goal. National Center staff will work with
with youth enrolled in the Introduction the USDOL/Job Corps personnel and
to Manufacturing programs at local Job • Pre-IST curricula for Job Corps related consultants to coordinate the
Corps facilities (e.g., Chicago, Dayton, youth that can be disseminated. activities among the Introduction to
and Pittsburgh). Manufacturing programs, the Pre-IST
programs and the activities of this project.
The IST Youth Career Ladder and Pre-IST
curricula will be disseminated to
appropriate Job Corps facilities across the
nation. The Youth Career Ladder will be
linked to the other IST/AM Career
Ladders/Lattices.
8. Subcontract with three community • Three new IST/AM programs that 2,889,846. Each new IST/AM site will be designed to
colleges (sites to be determined by will (1) train a variety of clients, deliver training programs to a variety of
DeRocco/ BRG/NCIST) to replicate the and (2) serve as demonstration/ ($963,282./ea.) clients (e.g., incumbent workers,
IST/AM program and train a variety of best practices sites for dislocated workers, WIA-eligible adults,
clients (e.g., dislocated workers/ individuals (e.g., state workforce apprentices, individuals wishing to obtain
incumbent workers/adults/ apprentices, personnel, governors’ staff, etc.) an AAS Degree in IST/AM etc.). These
etc.). to visit to increase awareness of new sites will be used to gauge the
the unique opportunities these timeframe necessary to “ramp up” to train
programs provide for state/ various client populations, and also as
regional economic development demonstration/best practices sites for
and also for client employment in interested individuals to visit to determine
high-tech manufacturing replication possibilities for their
positions. states/regions.
49

Each of the three identified LWIAs will
9. Subcontract with three LWIAs/One Stop • Responsible staff at One Stop 90,000.
receive $30,000. These dollars will support
Centers (paralleling the three selected Centers to coordinate local dedicated staff to serve as liaisons among
locations for replication of the IST/AM IST/AM activities, and serve as ($30,000./ea.)
the Centers, colleges, industrial partners,
training programs) to identify dedicated liaison among the Center, the and the National Center. These LWIA staff
staff for specific, identified IST/AM college, and manufacturers. will work to (1) identify and assess
activities.
qualified clients for IST/AM training, (2)
increase awareness of employers
regarding (a) the skills of IST/AM program
participants and (b) training opportunities
for incumbent workers, and (3) place, as
appropriate, IST/AM program participants
into high-tech, high-wage positions.
10. Subcontract with the National • Demographic/employer/ 175,281. These dollars will provide the opportunity
Association of Manufacturers employment information for NAM/CWS staff, consultants, and
(NAM)/Center for Workforce Success regarding the three selected individuals from affiliate member
(CWS) to utilize its strong local affiliate locations for new IST/AM training organizations (EAGs) to:
structure and national scope to sites. • travel to and attend strategic planning
increase awareness and involvement and implementation meetings with
among local manufacturers of the value • Local EAG representation National Center staff, participating One
of hiring IST/AM program participants provided to enhance partnerships Stop Centers, community colleges and
and accessing incumbent worker among industries, One Stop industries;
training programs. Centers and community college • provide important information from local
personnel. and/or regional manufacturers concern-
ing their specific training needs;
• work directly with local and/or regional
manufacturers to increase their
awareness of IST/AM programs and
opportunities for training; and
• work directly with local and/or regional
manufacturers to employ IST/AM
program participants.
50

11. Subcontract with the seven One Stop • Responsible staff at One Stop 210,000. Each of the seven identified LlWIAs will
Centers (e.g., KCDEE/ECC; Centers to coordinate local receive $30,000. These dollars will support
RRTC/RVC; LWIA #7/MVCC; LWIA IST/AM activities. ($30,000./ea. x 7 dedicated staff to serve as liaisons among
#3/CCC; LWIA #17/NCSC; LWIA #10 & LWIAs) the Centers, colleges and industrial
#11/OCC; and LWIA #37/SCC) partners. These LWIA staff will work to (1)
involved in the dislocated worker identify and assess qualified clients for
training phase of this project to identify IST/AM training, (2) help to ensure that all
dedicated staff responsible for specific, LWIA staff are aware of the IST/AM
identified IST/AM activities. (Note: program and opportunities for training and
Because of its proposed involvement in employment, (3) increase awareness of
incumbent worker training, LWIA employers regarding the skills of IST/AM
#9/MOWD, partner of Richard J. Daley program participants and training
College, will receive funds under Goal opportunities for incumbent workers, and
#4.) (4) place, as appropriate, IST/AM program
participants into employment positions.
TOTAL DIRECT COSTS 5,747,400.
INDIRECT COSTS 419,241. Illinois State University has a negotiated

rate of 26% of modified total project costs.
These dollars cover actual costs borne by
the institution related to administrative
personnel, maintenance charges, etc.
Training Dollars/Stipends:
12. Provide, for selected states #1, #2, and • Dislocated and incumbent 300,000. These dollars will provide a 50% match to
#3 (to be identified by workers will receive training in each of the 3 newly identified LWIAs to
DeRocco/BRG/NCIST), a 50% match IST/AM programs. ($100,000./ea. x cover training for the following (estimated
for training dollars for dislocated, adult, 3 LWIAs) numbers):
and incumbent worker programs.
• 20 dislocated workers x $1,500/ea.
(50% match for $3,000 course)
• 30 incumbent workers x $1,500/ea.
• 10 apprentices x $1,000/ea.
• 10 WIA-eligible adults x $1,500/ea.
51

13. Subcontract with LWIA #9/MOWD • Incumbent workers will receive 210,000. These dollars will provide a 50% match to
(Richard J. Daley College) and LWIA training in IST/AM programs. each of these 2 LWIAs to cover training for
#23 (Lake Land College) to provide a ($105,000/ea. x 2 the following:
50% match for incumbent worker LWIAs)
training. • 70 incumbent workers x $1,500/ea.
14. Subcontract with LWIA #3 (Cuyahoga • Apprentices will receive training 70,000. These dollars will provide a 50% match to
Community College) to provide a 50% in IST/AM programs. LWIA #3 to cover training for the following:
match for apprenticeship training.
• 70 apprentices x $1,000/ea.
Subtotal for Training Costs 580,000.
TOTAL 6,746,641.
52
Budget Narrative Sample
Budget Narrative
The budget narrative briefly describes each line item expenditure.
Staff Costs
♦ A Technology Educator will be hired to coordinate all project activities involving the
Technology for Life Center (TLC), as well as other activities outlined in the
Implementation Plan in this proposal.
♦ The Project Director will contract with a Support Services Advisor for a 100-day
contract to coordinate direct student services as outlined in the Implementation Plan
in this proposal. Additionally, this individual will serve as the driver of the van to be
used to transport project participants to and from project activities.
♦ The Project Director will contract with a bookkeeper for 75 hours at the rate of
$15.00/hour to provide all accounting functions associated with the administration of
this project. These accounting functions will include, but not be limited to, payroll,
Workers’ Compensation claims, and maintaining monthly/quarterly records.
Equipment, Curricula, and Curricular Materials
♦ The Technology for Life Center (TLC) will be purchased during the first three months
of the project, at a total (turn-key) cost of $85,972.00. This total amount includes the
modular learning environment and initial and core learning modules, the
computerized classroom management system, training for the Technology Educator,
and student supplies and materials.

53
Payments to Participants
♦ Funds are requested to provide paid work experiences for project participants who
are unable to secure paid employment. The requested amount in this budget line
will cover the equivalent of 10 project participants to work 32 hours per week at the
minimum wage of $5.15/hour for 8 weeks.
Incentives
♦ Project participants who successfully complete project activities will be provided with
scholarships. These scholarships will allow these individuals to attend, at no charge,
several different planned activities. Examples of these activities include, but are not
limited to, the Counselor-in-Training, SplashCamp, Teen Camp, Youth Camp, and
the 4-H Leadership Convention. The foci of activities paid for by participant
scholarships will include leadership development, team building, increasing self-
esteem, and building peer relationships.
Other Costs
♦ A variety of marketing materials related to project activities will be printed for
dissemination throughout XXXXX County. These will include, but not be limited to,
posters, flyers, brochures, and newsletters. Whenever possible, organizations and
agencies in XXXXX County will be requested to donate printing costs. When
donations cannot be acquired, this budget line will be used. Additionally, funds will
be required to advertise and hire individuals to fill the positions outlined in this
proposal.

54
♦ A limited amount of postage will be necessary to mail correspondence to project
participants and to communicate with other organizations and agencies throughout
XXXXX County.
♦ The location being considered for the Technology for Life Center (TLC) is on Route
47 in the same complex that currently houses the XXXXX County Workforce
Services office. The available space, 1,500 sq. ft., is adequate to accommodate the
TLC learning environment, two restrooms, office space for the Technology Educator,
and room to accommodate other scheduled project activities such as seminars and
workshops. The rent for this space is $12./sq.ft. and a minimum one-year lease is
required. This line item covers 60% of the total cost for renting this space. It is
anticipated that the other 40% will be covered by the general XXXXX County Youth
Council budget.
♦ An average cost of $250./month is anticipated to cover expenses associated with
gas and electricity for the Technology for Life Center (TLC).
♦ An average cost of $50./month is anticipated to cover expenses associated with
phone and Internet connections necessary for the operation of the Technology for
Life Center (TLC).
♦ It will be necessary to purchase supplies to equip the office of the Technology
Educator in the Technology for Life Center (TLC). This budget line of $500.00 will
cover these costs.
♦ For youth eligible to participate in this project, transportation is often a major issue.
Most participants will need to be transported to the Technology for Life Center
(TLC), seminars, and other planned project activities. It is anticipated that a van will

55
be leased, at an approximate cost of $500./month, and used to transport project
participants. The individual hired as the Support Services Advisor will also serve as
the driver of the van.
♦ Mentoring services for project participants will be provided, in part, by Big
Brothers/Big Sisters. Big Brothers/Big Sisters program staff will provide the
structured approach to training volunteer mentors that is necessary in order to
ensure positive relationships between mentors and those being mentored.
Volunteer training and intake typically take 4-7 hours. Youth intake typically takes 1-
3 hours. Support from Big Brother/Big Sister staff typically takes 1-2 hours per
month per participant. The charge for services from this organization is $25./hr. It is
anticipated that services will be contracted for 100 total hours of training and/or
support.

56
Cover Page Sample
57
Cover Letter Sample
(Date)
Dr. James Smith

Program Officer
Community Foundation
1234 Elm Lane
Your City, AB 44444
Dear Dr. Smith:
The Monmouth Fire Department is respectfully requesting a grant in the amount of $40,000 to
support our Outreach Pilot Project for Hispanic community members who are Limited English
Proficient. As an all-volunteer fire department, we recently recognized a severe challenge we
were facing. During a house fire this past week, personnel from our emergency response team
were unable to effectively communicate with members of our community who are Limited
English Proficient and who use Spanish as their primary language. No lives were lost, but our
fear is that we may not be as fortunate in the future.
Monmouth fire fighters responded to 149 fire-related calls in 2009. Over 40% of these fire
rescues involved Hispanics. In 100% of these cases, fire fighters encountered a language
barrier significant enough that it caused increased response time for medical services.
Funding for this project will allow us to complete the following activities over the next 10 months:
1. Train all 32 fire department emergency response personnel to effectively communicate
in Spanish.
2. Write emergency fire procedures in Spanish and distribute them to all 128 members of
our Hispanic population.
3. Design, print, and distribute stickers to be placed on front doors of all Hispanic
households to indicate the number of children under the age of ten and/or pets living in
the household.
Our city council is enthusiastic about this program and eager to launch it in an effort to be more
responsive to members of our Hispanic community. We anticipate that, at the end of our pilot
year, this program will have been highly successful. If so, the council is committed to integrating
a portion of the city’s yearly expenses into our annual operating budget so that the program
becomes an integral part of our core services.
Thank you for your consideration of our request. I will follow up with you in the next week to
answer any questions you might have, as well as to learn whether there is a possibility of
meeting with you to discuss the merits of our proposal. Should you have any questions in the
interim, please feel free to contact me at (444) 444-4444 or shackman@xxxxxx.com.
Sincerely,
Scott Hackman
Mayor
58
59
Executive Summary Sample #1
EXECUTIVE SUMMARY
XXXXXX School District administrators, teachers, and community members are committed to
providing technology to empower learners to reach their highest educational potential. The
District and community recognize that technology empowers learners through increased
academic achievement, enhanced awareness of the ever-changing world around them, and
greater preparation to meet the challenges of life. Further, the District is also committed to
providing state-of-the-art technology learning environments for teachers. Teachers are also
empowered by technology when they are provided with appropriate professional development
activities to assist them in enhancing their abilities to facilitate learning.
Two groups of District stakeholders were instrumental in the development of this application.
Members of the XXXXXX Technology Planning Team and the Career and Technical
Education Technology/Curriculum Committee (see Appendix A) recently identified barriers
XXXXXX is experiencing to the use of technology, and generated ideas to more effectively use
technology to empower learners and teachers. These ideas are incorporated in this application.
Also involved in the development of this application were members of the XXXXXX State
University Technology Advisory Council (see Appendix A). This involvement is crucial to the
success of the professional development activities outlined in this application.
This project will accelerate the District’s strategies to fully and successfully integrate technology
into the school curricula. This will be accomplished through the following four project goals.
Project Goals:
1. To increase students’ reading and math skills.
2. To increase students’ technological literacy and their preparedness for employment in the
21st century.
3. To provide multiple professional development opportunities for administrators and
teachers to enhance their understanding of effective applications of technology in the
teaching/learning process.
4. To assist in connecting teachers, parents, and community members so that they may
become more aware of the uses of technology in the teaching/learning process, and work
together to link students to careers, colleges, and community learning resources.
60
EXECUTIVE SUMMARY
Employer/Employer-Based Intermediary Organizations and Partnering School

The lead employer for this project will be XXXXXX, the largest Automated Systems Integrators in the world.
Two other organizations, the XXXXX Manufacturing Center and the Center for Labor & Community Research will
also play significant roles in project activities. The partnering school will be XXXX XXXX High School, one of the
XXXXX Public Schools. (See Appendix A for a description of each entity and Appendix B for the Partnership
Agreement.) Appendix C includes letters of support from business and industry representatives.
This project is a reflection of a recent initiative by the XXXXX Federation of Labor and more than 40 area
organizations and agencies. This consortium’s goal is to build a robust workforce development system that utilizes
a social partnership of business, labor, community and government in providing a skilled workforce for Illinois
manufacturers, including the development of high-tech and advanced manufacturing programs in public schools.
Targeted High-Tech Industries and Occupations
High-Tech Industries
Automatic Environmental Control Manufacturing Pump & Compressor Manufacturing
Relay & Industrial Control Manufacturing Conveyor & Conveying Equipment Manufacturing
Electromedical Apparatus Manufacturing Power-driven Handtool Manufacturing
Fluid Power Valve & Hose Fitting Manufacturing Welding & Soldering Equipment Manufacturing
Fluid Power Cylinder & Actuator Manufacturing Machine Tools (Metal Cutting Types) Manufacturing
Fluid Power Pump & Motor Manufacturing Computer Integrated Systems Design
Carburetor, Piston, Piston Ring & Valve Manufacturing Computer Systems Design Services
Aerospace Product & Parts Manufacturing Computer Programming Services
Industrial Valve Manufacturing Engineering Services
Agricultural Implement Manufacturing General Industrial Machinery
Occupations
Electrical Technician Controls Processor Technician
Industrial Engineering Technician Design Engineer
Maintenance Repairer, Industrial CAD/CAM Operator/Draftsman
Application Sales – Engineer, Electronics Products and Tool Programmer, Numerical Control
Systems
Summary of the Proposed Work-Based and School-Based Project Activities

A Board of Directors will be created to oversee the activities of this project. The Board will have overall
responsibility for project outcomes, including work-based and school-based activities. Work-based activities will
include, but not be limited to, job shadowing experiences and paid and unpaid internships. At the workplace, students
will work closely with mentors who will impart skills and knowledge necessary for students to fully understand and
learn tasks associated with individual jobs. These experiences will afford students the luxury of learning, first-hand,
about specific careers in which they are interested.
Adult worker-mentors and work-site supervisors will collaborate with classroom instructors to guide and
challenge students to perform at optimum levels. The Manufacturing Technology Program (MTP) Coordinator will
61
assist in developing Individualized Internship Plans (IIP) for each program participant, and will serve as the liaison
between the school and the industries offering students work experiences. The MTP Coordinator will also work with
the MTP Instructor to ensure a seamless coordination between work-based and school-based activities. The
MTP curricula are industry-driven, so that the experiences that students have during work-related activities will
directly align with what is being taught in the classroom. The proposed work-based and school-based activities are
designed to enable every student in the program to meet the highest academic standards and to learn the greatest
amount possible during their involvement with local industries.
Expected Project Outcomes
This project will increase the number of students exiting secondary schools who choose to enter occupations
requiring advanced skills in the areas of science, mathematics, and advanced technology. It will also encourage
students exiting secondary schools to pursue advanced educational programs in technical fields and the sciences.
The project will provide students with a competency-based curriculum that teaches industry-relevant
technical, academic, and soft skills. Students will have the opportunity to develop these skills in a state-of-the-art,
industry-designed Manufacturing Technology Program (MTP) Lab that utilizes industry-standard equipment and
industry-driven curricula. This MFP Lab is technology-based and application-driven, and it provides access to the
world of high-tech, high-wage jobs – an opportunity currently unavailable in most of the nation’s high school
classrooms. (See Appendix D for Program Curricula and Training Equipment.)
The MTP Lab is a comprehensive initiative to help students understand the importance of technological
processes and the useful application of academics (e.g., math, science, physics, communications, etc.) through real-
world applications. This Lab brings both theory and hands-on experiences to students in advanced technologies
such as materials handling, robotics, quality assurance, and electronics. Students are exposed to a broad base of
manufacturing technology skills, and examine multiple areas that will lead to high-wage careers in high-technology
fields. During this project, high school students (grades 11-12) involved with this project will develop:
• basic skills in the proper use of industrial tools, materials, and processes;
• problem-solving and critical thinking abilities involving the materials, processes and products of industry;
• an understanding of industrial and technological career opportunities and their requirements and develop
skills that will help them obtain and maintain employment in high-tech, high wage positions;
• individual talents, aptitudes, interests and potentials related to manufacturing technology; and
• an understanding of industrial processes and the practical application of scientific and mathematical
principles.
Skills developed by students involved with the MTP Lab are correlated with Illinois Learning Standards,
SCANS, and the National Manufacturing Skills Standards. Students involved in this project will be prepared to
assume roles in high-skill, high-wage jobs. Subsequently, an increased number of qualified students will be entering
high-technology occupations, which will, in turn, fuel the economic growth of Illinois’ economy.
62
EXECUTIVE SUMMARY
Creating a Skilled High-Technology Workforce for Illinois
The Employer: XXXXX County Chamber of Commerce and Industry

Serving as the grantee and fiscal agent for this project, the XXXXX County Chamber of
Commerce and Industry is unique in that it is financially supported entirely by its membership.
Incorporated in 1947, the XXXXX County Chamber of Commerce and Industry presently includes
more than 375 members, representing a large variety of high-tech, high-wage occupations.
Partnering Schools: XXXX Area Vocational Center and Feeder High Schools
XXXX Area Vocational Center (XAVC) will serve as the primary cooperating school for this
project, with students from its 4 feeder high schools participating: (1) XXX XXX XXX High
School, (2) XXX XXX High School, (3) XXX Community High School, and (4) XXX High School.
The Partnership Agreement for this proposal was signed by the XXXXX County
Chamber of Commerce and Industry and XAVC (see Appendix A). Letters of support were
provided by area businesses and industries (see Appendix B).
Industries and Occupations to be Targeted
Targeted High Tech Industries

• Electronic Computers • Computers, Peripherals and Software Wholesale Trade
• Computer Storage Devices • Computer and Software Stores
• Computer Terminals • Computer Programming Services
• Computer Peripheral Equipment • Information Retrieval Services
• Computer Facilities Management • On-line Information Services
• Computer Related Services • Computer & Peripheral Equipment Manufacturing
Targeted Occupations
• Computer Network Administrator • Engineering and Computer Information Systems Manager
• Computer Support Specialist • Computer Systems Analyst
• Computer Maintenance Technician
Summary of the Proposed Work-Based and School-Based Project Activities

An Advisory Council will be created to oversee the activities of this project. The Council
will be comprised of representatives from (1) the four feeder high schools to the XXXX Area
Vocational Center (XAVC), (2) area industries, and (3) XAVC. Through involvement with this
Council, teachers, administrators, and counselors will stay in close contact with area industries in
order to incorporate workplace concepts and technologies into the classroom curricula and to
63
ensure that students learn as much as possible from their workplace experiences. Through this
Council, the coordination of work-based and school-based activities will be assured.
Work-based activities will include, but not be limited to, job shadowing experiences and
internships. It is anticipated that, at the workplace, students will work closely with mentors who will
impart skills and knowledge that are necessary for students to learn the job. These experiences will
afford students the luxury of learning, first-hand, about specific careers in which they are interested.
Adult worker-mentors and work-site supervisors will collaborate with classroom instructors
to guide and challenge students to perform at optimum levels. XXX XXXXX, Project Coordinator,
is a certified work-study coordinator and will supervise students during their involvement in work-
based activities. Ms. XXXXX will also work with the A+ and Net+ Technology Lab instructor to
ensure a seamless coordination between work-based and school-based activities. Because the
curricula utilized will be industry-driven, the experiences that students have during work-related
activities will directly align with what is being taught in the classroom. The proposed work-based
and school-based activities are designed to enable every student in the program to meet the highest
academic standards and to learn the greatest amount possible during their involvement with local
industries.
Expected Project Outcomes
This project will provide students with a competency-based curriculum that teaches
industry-relevant Information Technology (IT) skills. The number of students exiting
secondary schools who choose to enter occupations requiring advanced skills in areas of IT should
increase as a result of participation in this program. Program participants should also be encouraged
to pursue advanced educational programs in IT.
Students will develop IT skills in a state-of-the-art, industry-designed A+ and Net+
Technology Lab that utilizes industry-standard equipment and industry-driven curricula (See
Appendix C). This Lab is technology-based and application-driven, and it provides access to the
world of high-tech, high-wage IT jobs – a golden opportunity for motivated, talented high school
youth.
64
EXECUTIVE SUMMARY
Advanced Manufacturing/Integrated Systems Technology (IST)
The Shrinking Availability

of a Skilled Workforce
Smaller
DEMAND Workforce
Need for Low Interest

Higher Level Skills in Manufacturing
SUPPLY
Aging Workforce
As manufacturing work environments become increasingly high-tech, it is critical that America

National
Crisis train a new breed of worker – technologists who can operate, troubleshoot, and maintain today’s
industrial equipment that involves multiple integrated systems. When our nation retooled its
work environments in the 1980s a small segment of the existing workforce was cross-trained to
work with new and emerging technologies. Unfortunately, many of these individuals are now
Toni McCarty Rockis © 2009. Complete sample at

http://www.awaionline.com/members/grant-writing/
65
PART V 177
“graying
“graying and aging-out,” and the retirement exodus and talent war have already begun.
talent war have already begun.and aging-out,” and the retirement exodus and talent war have already begun.
Manufacturers
Manufacturers across America are experiencing an increased urgency to attract and retain
eased urgency to attract and retain across America are experiencing an increased urgency to attract and retain
highly
highly skilled
skilled employees capable of maintaining the high-tech integrated systems found in
h-tech integrated systems found in employees capable of maintaining the high-tech integrated systems found in
today’s
today’s workplace.
workplace.
Manufacturing grows the U.S.

U.S. economy
economy – – for
for every
every $1.00
$1.00 in
in manufactured
manufactured goods
goods generated,
00 in Economic
Economic
manufactured goodsManufacturing
generated, grows the EXECUTIVE SUMMARY generated,
Impact $1.43
$1.43 worth of
of additional economic
economic activity
activity is
is created
created –– more
more than
than any
any other
other economic sector..
economic sector
moreImpact
than any other economic worth
sector additional
.
Advanced
Because
Manufacturing/Integrated
Because Advanced
Advanced Manufacturing/Integrated
Systems
Manufacturing/Integrated Systems
Systems Technology
Technology
Technology
(IST) maintain
(AM/IST) workers
(AM/IST) workers maintain
Technology (AM/IST) workers maintain
the
the equipment
equipment that keeps industries in operation, their skills are crucial to the stability of their
skills are crucial to the stability of their that keeps industries in operation, their skills are crucial to the stability of their
companies and and the
the economic
economic capacity
capacity of
of our
our nation.
nation. Projections
Projections indicate
indicate that,
that, for
for each
each IST
rojections indicate that,companies
for each IST The Shrinking Availability IST
worker
worker notnot replaced
replaced when
when he/she
he/she retires,
retires, 17
17 other
other employees
employees maymay become
become displaced
displaced because
because
oyees may become displaced
they are
because
are dependent
of a Skilled Workforce
dependent upon upon the
the IST
IST worker
worker toto maintain
maintain the
the equipment
equipment they
they need
need toto do
do their
their jobs.
jobs.
e equipment they need they to do their jobs.
AM/IST
AM/IST training programs are absolutely critical to the nation’s economy and to the
nation’s economy and to the training programs are absolutely critical to the nation’s economy and to the
manufacturers’
manufacturers’ ability to remain competitive in today’s local, national and global economies.
ocal, national and global economies. ability to remain competitive in today’s local, national and global economies.
Solution America’s industries

industries are
America’s upon are rapidly
rapidly changing,
changing, becoming
becoming more
more involved
involved with
with and
and dependent
dependent upon
upon
ore involved
Solutionwith and dependent
technological
technological advancements.
ion, power, and petro-chemical advancements. Manufacturing,
Manufacturing, construction, power,Smaller
construction, power, and
and petro-chemical
petro-chemical
DEMAND Workforce
companies, to name a few, are experiencing an increased urgency to acquire highly-skilled
ed urgency to acquire companies,
highly-skilledto name a few, are experiencing an increased urgency to acquire highly-skilled
employees
employees or
or to
to retrain
retrain current
current employees
employees toto maintain
maintain their
their high-tech
high-tech equipment.
equipment. Individuals
Individuals
heir high-tech equipment. Individuals
Need for Low Interest
who are
who are retrained become an immediate pool from which these employers may draw
draw to
to fill
fill
ch these employers may toretrained
drawLevel
Higher fillSkills become an immediate pool from which these in employers
Manufacturingmay
positions
positions that
that require
require newly-defined
newly-defined skill
skill sets.
sets.
SUPPLY
Aging Workforce
XXXXXXX Inc. Inc. (XXX) began addressing this issue by making a major financial investment of
aking a major financialCaterpillar
investment of (CAT) began addressing this issue by making a major financial investment of
more
more thanthan $10 million to create a workforce development and replenishment strategy for
nt and replenishment strategy for $10 million to create a workforce development and replenishment strategy for
individuals
individuals working with
with equipment
equipment that
that involves
involves integrated
integrated systems.
systems. Acknowledging
Acknowledging thatthat this
ted systems. Acknowledging thatworking
this this
was a
a concern
was collegeconcern nationwide, the U.S. Department of Labor funded eight community college and
or funded eight community andnationwide, the U.S. Department of Labor funded eight community college and
workforce development
workforce development system system partnerships
partnerships for
for AM/IST
AM/IST programs
programs in in Illinois
Illinois and
and Ohio,
Ohio, which
which
T programs in Illinois and Ohio, which
have
have resulted
resulted in hundreds of manufacturers hiring program participants. The success of the
ram participants. The success of the in hundreds of manufacturers hiring program participants. The success of the
Illinois and
and Ohio
Ohio programs
programs initiated
initiated the
the expansion
expansion of of the
the AM/IST
AM/IST program
program into
into North
North Carolina,
e AM/IST program into Illinois
North Carolina,
As manufacturing work environments become increasingly high-tech, it is critical that America
Carolina,
National Pennsylvania,
Pennsylvania, Texas
Texas andand Wyoming.
Wyoming. These
These programs
programs willwill provide
provide training
training and
and related
related services
services
will provide training
Crisis and related
train aservices
new breed of worker – technologists who can operate, troubleshoot, and maintain today’s
to dislocated
dislocated workers,
workers, incumbent
incumbent workers,
workers, apprentices
apprentices and and individuals
individuals seeking
seeking anan AAS
AAS Degree
Degree
and individuals seekingtoan AAS Degree
industrial equipment that involves multiple integrated systems. When our nation retooled its
in the field of
of Advanced Manufacturing. Further
FurtherofAM/IST program replication in
in states
states across
T program replication ininstates
the
work field
across Advanced
environments Manufacturing.
in the 1980s a small segment AM/IST program
the existing replication
workforce was cross-trainedacross
to
our nation
ourwork
nation is crucial
withisnew
crucial if America’s
and ifemerging
America’s manufacturers’
manufacturers’
technologies. are to remain
are to remain
Unfortunately, many ofcompetitive.
competitive.
these individuals are now
emain competitive.
Toni McCarty Rockis © 2009. Complete sample at

http://www.awaionline.com/members/grant-writing/
66
PART V 177
Letter of Inquiry Sample
(Date)
Dr. Constance Jones

Program Officer
Hispanic Services Foundation
6789 Westwood Court
Your City, AB 44444
Dear Dr. Jones:
The Monmouth Fire Department is an all-volunteer emergency-response team. I am writing to

ask if you would consider a proposal to support our Hispanic Community Outreach Project.
More than one hundred individuals with significant limited English proficiency recently moved
into our community. Our organization responded to 149 fire-related calls in 2009. Over 40% of
these fire rescues involved Hispanics. In 100% of these cases, fire fighters encountered a
language barrier significant enough that it caused increased response time for medical services.
In a home fire this past week, personnel from our emergency response team were unable to
effectively communicate with the Hispanic homeowners. No lives were lost, but our fear is that
we may not be as fortunate in the future.
We are seeking funding in the amount of $45,000 to support activities over the next 10 months
that would allow us to:
1. Train all 32 fire department emergency response personnel to effectively communicate
in Spanish.
2. Write emergency fire procedures in Spanish and distribute them to all 128 members of
our Hispanic population.
3. Design, print, and distribute stickers to be placed on front doors of all Hispanic
households to indicate the number of children under the age of ten and/or pets living in
the household.
Our city council is enthusiastic about this program and eager to launch it in an effort to be more
responsive to members of our Hispanic community. We anticipate that, at the end of our pilot
year, this program will have been highly successful. If so, the council is committed to integrating
a portion of the city’s yearly expenses into our annual operating budget so that the program
becomes an integral part of our core services. We also have limited financial support, in the
amount of $2,000, from the Monmouth Community Foundation. We hope you will consider a
proposal for the remainder of the needed funds.
Thank you for your consideration of our request. I will follow up with you in the next week to
answer any questions you might have, as well as to learn whether there is a possibility of
meeting with you to discuss this project. I would sincerely appreciate receiving a copy of your
application guidelines and any directions you have for preparing a completed proposal. Should
you have any questions in the interim, please feel free to contact me at (444) 444-4444 or
shackman@xxxxxx.com.
Sincerely,
Scott Hackman
Mayor
67

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GRANT WRITING

Samples from Winning Proposals

All rights reserved. No part of this publication may be reproduced or transmitted

Chapter 6 Crafting a Well-Organized Plan of Operation---Your Opportunity to Shine

Chapter 10 Your Project Budget – No Squeaking or Padding Allowed

Chapter 13 Include a Table of Contents or a Reviewer’s Index to Make the Proposal

Chapter 14 Make a Great First Impression with an Exceptional Executive Summary

Chapter 23 Writing Foundation Grants: A Great Place to Begin

XXXXX Area Vocational Center (GAVC), in cooperation with various

other service providers outlined in this proposal, proposes to provide

comprehensive programming for disadvantaged youth, ages 14-21, throughout

programming. He has also been extensively involved in the administration of

numerous state-funded programs. His credentials reflect an individual with

The XAVC and coordinating service providers propose to serve a

minimum of 50 economically disadvantaged youth, ages 14 to 21. This

project will be comprised of three cohorts of students. It is anticipated that

approximately 35 high school students will be served. Cohort 1 will be

comprised of approximately 25 students recruited from XXXXX Community

High School. An additional 10 students will be recruited from the remaining 4

2. Cohort 3 will be comprised of 15 out-of-school youth, meeting the 30%

Toni McCarty Rockis © 2009

This proposal includes a “break the mold” approach to youth services

and programming. The team of professionals who were involved in developing

the proposed activities believes that career & technical education is a

technical education increases student graduation rates (Education for

and not dropping out.

To accommodate a strong career & technical component of youth

programming for XXXXX County, this proposal incorporates the implementation

provides learners with hands-on experiences, teaches academics in applied

settings, and develops entry-level employability skills in a variety of career

Also included in the TLC are learning modules related to entrepreneurship.

Toni McCarty Rockis © 2009

and (4) if possible, summer youth programs will be offered. Full

implementation of activities will begin August 1, 2001. Individualized Career

Plans (ICPs), on a continuous basis as students enter the project, will be

developed for all participants.

Project activities and youth programming services will be delivered at area

event, space availability, participant convenience, and other appropriate factors

to be considered. Maintaining “user-friendly” programs and services will be

the key factor in determining location and timing of services to be provided.

The narrative of this proposal contains a comprehensive design of

services and programs to be offered. Members of the Project Planning

Committee assisted in the development of this proposal and the identification of

services to be included in this project. Members of this Committee are:

♦ J. XXXXX, XXXXX High School

Toni McCarty Rockis © 2009

Additionally, other individuals indicated a willingness to add resources to this

that, if this project is funded, collaborative efforts of additional partners will

ultimate goal of the project is to provide a fully comprehensive set of services to

generalizeable employability/work-related skills, and (3) obtain

occupational-specific skills that will meet the goals of the project.

XAVC requests a budget total of $184,450.00 for the 15-month period of

this project. As delineated in the proposal budget, this amount equates to an

Toni McCarty Rockis © 2009

1. a severely limited workforce pool;

Toni McCarty Rockis © 2009

Recruitment of Eligible Youth

Eligible youth will be recruited through a variety of sources and activities, 11 of

which are cited in Table 2 and discussed below.