Free Cash Giveaway!

With half of the school year over and a big chunk of the library budget already spent on books and databases, many librarians may have given up the dream of ever replacing outdated computers or funding innovative new programs. But don't despair, there's still money to be had—applying for a grant is an excellent option, and it's well worth the time and effort.

Yes, grant writing is time consuming. Finding the right one to support your specific need can take up to a month, and even then, it can take another month and as long as a year before any money is awarded. The good news is that once you've written a grant, you may be able to use the same one to apply to different grantors. Just make sure to adjust your needs and change the date and grantor's name. Also avoid using the same application for other grants within one company or foundation. Most funders keep copies of the original applications and have one department or person solely devoted to vetting candidates.

Start scoping out possible grant opportunities as soon as possible. Some of the most popular ones will pay for new computers, books, staff development, after-school programs, summer enrichment activities, and other services that directly improve student achievement. Keep in mind that there are numerous federal, state, and private grants available (see "The Bucks Start Here" on page 44 for some helpful resources), and half of the work is making sure you qualify for them. Government grants, such as Reading First or Improving Literacy Through School Libraries, are very specific in what they fund. My school, for example, has received Reading First grants for the past six years, and they've provided our K–3 students and teachers with books, software, and staff-development programs that we otherwise could not afford.

Private grants, monies that come from corporations, community foundations, and individual family foundations are more obtainable, partly because the competition is less intense. Their staff members are also more accessible; you can just pick up the phone and ask the people in charge of the grant programs a question. But these grants aren't always easy to find. Some banks, for instance, have family foundations that provide money for education and teacher projects. Since these grants aren't advertised, it's up to you to do the legwork. Don't be afraid to ask community organizations, such as the Lion's Club or the Kiwanis Club, to help direct you to underutilized funds.

Once you identify a grantor, determine why you need the extra funds, and carefully review the guidelines, you can start filling out your application. If you're diligent, this process can take as little as three weeks, enough time to research the prices of the equipment you plan to replace, the supplies you'd like to purchase, and other related expenses. Remember to include in your application important articles from professional journals about the impact of your purchases on student achievement. It shows that you've done your homework.

Next, develop a catchy name for your program. I created the acronym CUBS (Children Using Books Successfully) when applying for a local grant to purchase new books for our school's Accelerated Reader program. Acronyms tend to stick in people's minds, and since grantors must sort through a minimum of 20 to 30 applications, you want yours to be memorable.

Not all grants have the same format and requirements, so it's imperative to carefully review all applications and know what's expected before you start to write. Some companies, such as BellSouth and Coca-Cola, will ask you to submit a one-page letter of intent before inviting you to apply. The proposal should include a brief introduction of your need and specific examples of what you plan to do with their money. This is not the time to be extensive in your explanation, so remember a wise old adage, "Keep It Simple, Stupid." Larger foundations are generally attracted to programs that will have a big impact on the area and may not be interested in funding an individual school. But if you can incorporate several schools or even a school district into your project, your chances of obtaining one of these grants greatly improve.

Once you've been given the green light to apply, most grants will require a brief cover letter, which reintroduces your project to the reader. The one-page letter should explain your needs in more detail and how the grantor's money can help you accomplish this goal. The $11,000 grant our school received to fund CUBS, for instance, will provide my media center—with a collection dating back to 1982—with new books and software for our existing Accelerated Reader program. Take the time to contact someone in the awards department so that you can actually address your cover letter to a specific person. That extra step shows that you've gone out of your way to find out who's in charge and gives the impression that you really want this grant.

Make sure to list your qualifications in your letter. No one wants to give money to an amateur, so spice up your resume. I'm sure it didn't hurt that I'm a nationally board-certified school librarian, with a specialist degree in media and technology, who conducts numerous staff-development programs in reading and technology for our teachers. If you don't have a resume, now's a good time to develop one. And don't hesitate to ask your coworkers for advice. If they don't have time, Microsoft's Office Package offers several resume products for less than $20.

A problem statement, or an explanation of what you're trying to fix, follows your cover letter. In my case, the goal was to raise low reading scores by improving our Accelerated Reader program through CUBS. The more you can demonstrate an educational need, the more likely funding will flow your way. So your problem statement should include test scores, letters of need from the school administration and community members, as well as any articles from professional journals that support your need.

Remember all of the goals and objectives you listed in your lesson plans? Put them to use in your grant application. The objectives section should be focused and stated in measurable terms. I wrote that my students would receive an 80 percent pass rate after reading a book on the Accelerated Reader list, and improve their overall reading and technology skills. Our book circulation would also continue to rise. Be careful, however, to list realistic objectives. Grant readers will see an immediate red flag and will doubt the validity of your program if you say that it will result in students' standardized test scores increasing by 50 percent or more. Once the objectives are complete, you must explain how you plan to achieve success in the methods section. Be as specific as possible, and make sure your activities are tied clearly to your goals. For example, will you offer extended library hours for students to work on their reading skills or provide workshops for parents and teachers on how to use the new technology effectively?

A grant application wouldn't be successful without a budget. For our CUBS program, I needed $9,000 for new books and $1,000 for Accelerated Reader software. When designing your budget, include everything from the acquisition of new equipment and books to the cost of postage and advertising. As the grant designer, you'll be responsible for disseminating the funds, so don't leave anything out. It's better to have leftover money, rather than insufficient funds to run your program.

The most critical section of a grant application is the evaluation section, which tells the reader how you plan to rate the success of your program. Will test scores increase? Will more students check out more library books? Will technology be used more frequently in the classroom than in years past? Whatever methods you decide to use to gauge your program's effectiveness, it's important to keep accurate, ongoing records. All of this data only helps in your quest for additional funding in the coming years. Send a one-page summary, preferably one with bullet points, of your final evaluation to the grantors to celebrate the success of your program. Remember to include statistics and test scores, and leave out any jargon. You've worked hard, so take your time in carefully showing off your progress.

The steps listed above apply to most grants, but don't include all unless the application asks for them. Give the reader exactly what's asked for. And remember, don't get too wordy. Ask an English teacher to make grammatical corrections and a good friend who's not associated with the school system to read the grant for clarity. The more people who read your proposal, the more fine-tuning your grant will receive.

Rejection is painful, especially if it results from a careless mistake, so take the time to read and reread your grant. According to the Illinois State Board of Education, the main reasons that grants aren't awarded are: the statement of need isn't sufficient, the problem is of local concern and doesn't affect the community, the idea is too ambitious and goals and objectives are unreachable, the writing is too vague, or the methods and evaluations are not related to the goals and objectives. And believe it or not, the number-one reason for not awarding a grant is that it wasn't mailed before the deadline.

A week after mailing your application, send a note to the grantor expressing your desire to work with them and your excitement about being a potential award winner. And if you don't receive the grant, call to find out why. Most importantly, don't be discouraged. In the end, all your hard work and persistence will eventually pay off.