In “Proposal Writing 101,” we explored the first steps in preparing a successful grant proposal: good planning, a vision of what's possible, and data or student work that demonstrates what could be better as a result of your project (see Fall 2003 MET). Then we discussed how to research potential funders and how to identify one or more whose guidelines match your project (see “Proposal Writing 102,” Winter 2003 MET). Having done all that, you're off to a good start and are almost ready to begin writing the proposal.

Grant-proposal writing takes time, and there are no shortcuts. Keep in mind, however, that your grant-writing time is also your project-planning time — an investment that will pay off at project implementation. Allot at least eight hours to prepare a small grant proposal. A large grant will require 60 to 80 hours or more.

Let's look at the next steps in preparing your proposal.

The most common mistake that novice grant writers make is to start writing at the beginning of the planning process rather than at the end. Having a good story, a great plan, and proper preparation before you write is key.

For example, you may initially think that you are looking for money to support music-technology hardware and software. Before you start writing, though, look more closely at the funders' priorities and guidelines. Most likely, their emphasis is on innovative and expanded student learning — in other words, what you can do with that hardware and software. Think your story through, and then read the application's questions and develop a draft story line before you begin to write.

With today's emphasis on data-driven decision making and scientifically proven methods, it's important to scan the research and obtain facts that support your project. Use statistics and other evidence, and answer questions with specifics (see the sidebar “Sample Need Statement”). An occasional quote can be very effective; remember, people give to people. One staple source for research summaries is the ERIC database, now located at www.eduref.org. TI:ME offers research updates to members through their newsletter and at the TI:ME Web site (www.ti-me.org).

Before writing, divide the project into its various tasks, map out a timeline (see Fig. 1), note the benchmarks, and identify the evaluation plan. Creating a clear graphic timeline to refer to will help you write more clearly. It will also show you whether your timeline and planning are realistic.

Effective project evaluation can be challenging. Be thoughtful and stretch well beyond the standard pre- and post-test approach. Take a good look at each project objective and think about ways you might measure effectiveness. For large proposals, you might consider including an independent evaluator in your budget.

With the rest of the plan in place, you are ready to draft the budget. The clarity you gain during the budgeting process will pay off when you begin writing the proposal.

At this point, with your needs outlined, your data in hand, your project-planning timeline completed, your evaluation plan designed, and your budget prepared, the proposal will almost write itself. Put yourself in the place of your potential funders. Are they educators or lay people? What are their priorities? What are they looking for?

By the time you have completed your first draft, you will probably be too close to the copy to identify weaknesses and catch errors. Find an objective partner who can edit your proposal. This will provide you with a huge boost, just when you are tired of the process. You also should ask one or two trusted colleagues or friends to critically examine the near-final proposal and the scoring criteria. Ask them to award points to each question.

Finally, be sure to proofread everything carefully and double-check that your budget adds up. Your goal is to give the funder no possible reason to reject your proposal.

Now reread the proposal. If you had a few spare thousand dollars, would you invest in the project based on what is written? Are you convinced that the project will succeed and will make a huge difference for kids? If the answer is a definite yes, then pat yourself on the back, cross your fingers, and wish for luck.

Susan Bonaiuto plans and writes grants for the Needham Public Schools in Needham, Massachusetts. She also writes grants for TI:ME and is the former director of the New Hampshire State Council on the Arts.

Here's an example of a need statement that draws on statistics to build a case for the proposed project. Note that the goals emphasize expanded student learning rather than simply the acquisition of technology, and that the concept has been tested with a pilot project.

A survey of the incoming freshman class shows that 10% of students experiment with rock ‘n’ roll in their spare time. Of that 10%, only 1% have any formal musical training. Another 35% indicated that they are avid music listeners and would enroll in music-recording and -engineering courses. Further, most of these students are average or below average academic performers. This project will develop a two-year curriculum in music technology that taps these students' avid interests and infuses skill building in technology and music. It will also create a niche for students not typically excited about school. The project was piloted last year with an after-school club funded by the local parent organization. Student evaluations have shaped the design of this project, and further indicate the need for music-technology offerings.