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Grant
Examples
Below are some generic examples to use in your grant
applications. These should be edited and adapted to
match the goals and objectives of your grant
application. The first example describes White Earth
in general. This is usually placed within your
background section. Another example below entitled,
evaluation, gives you a general idea of what an evaluation
section should resemble. However, it is very important
to include the measurements for your goals and objectives
while writing this section. Other examples include the
budget section as well as how to write goals and objectives.
|White Earth Description
| Evaluation Example |
Logic Model | Budget
Example | Additional
Grant Resources |
| White
Earth Description: |
|
Named
for the white clay found at
White
Earth
Village
, the original boundaries of the White Earth
Reservation were established in 1867 by treaty
with the U.S. Government and the Mississippi Bands
of Ojibwe (See Attached Map).
The original name for the Ojibwe/Chippewa
is Anishinaabe. The Tribe is federally recognized
as the White Earth Band of Chippewa.
The main administrative offices are located
in the tribal
village
of
White Earth
. The
White Earth Band of Chippewa is governed by the
Reservation Tribal Council which is comprised of
five elected officials with the chairperson
functioning as the legal representative of the
tribal organization. The Reservation Tribal
Council exercises management control over the
operations of all tribal programs and businesses.
The
White Earth Reservation is located in northwestern
Minnesota
and contains three
Minnesota
counties: Mahnomen, Becker and
Clearwater
(See Attachment: White Earth Reservation Map).
The Reservation is 1300 square miles and
includes 36 townships.
All of
Mahnomen
County
is encompassed by the White Earth Reservation
along with almost 50% of northern
Becker
County
and the southwest corner of
Clearwater
County
. The
Reservation includes five major tribal villages
and five incorporated cities. The tribal villages,
which are predominately American Indian, are:
Elbow
Lake
(pop. 104), Naytahwaush (pop. 583), Pine Point
(pop. 337),
Rice
Lake
(pop. 226) and White Earth (pop. 424). The
incorporated cities are: Bejou (pop. 94), Callaway
(pop. 200), Mahnomen (pop. 1,202), Ogema (pop.
143) and Waubun (pop. 403).
The
Tribe consists of approximately 19,400 enrolled
tribal members.
Of this number, 4, 029 tribal members
actually live on the Reservation.
The total population on the Reservation is
estimated at 9,188.
According to the 2000 Census, females
comprise 30% of the total population with
approximately 2,788 females between the age of 10
and 55 years old.
School aged children make up another 33%
(1,124) of the total Reservation population and
are the largest age group.
The
American Indian population has been steadily
growing in all three counties located within the
White Earth Reservation boundaries in comparison
to statewide data.
The American Indian/Alaskan Native (AI/AN)
population made up 5.1% of those counties’ total
population in 1990, 6.8% in 2000, and 6.8% in
2003, while the statewide population has remained
fairly steady, with 62,698 AI/AN living in
Minnesota in 2000 and
64,343, in 2003 (1.3% of the total
Minnesota population in both years).
The increase in Reservation AI/AN
population is primarily due to tribal members
returning to the reservation from areas in
Minnesota
where a large portion of its membership resides
such as
Minneapolis
and
Duluth
,
Minnesota
.
On
the White Earth Reservation responsibility for
criminal jurisdiction of Indians is provided by
the State of
Minnesota
, the Tribe has civil and concurrent criminal
jurisdiction.
A conservation department, police
department and a tribal court are established
within the Tribal government structure.
Where an Indian child is a ward of the
tribal court, the Tribe retains exclusive
jurisdiction, notwithstanding the residence or
domicile of the child.
There
are six public school districts within the
Reservation along with a tribally controlled
Bureau of Indian Affairs' school (Circle of Life),
a tribally controlled state school (Pine Point), a
community charter school (Naytahwaush) and a
private school (St. Michael's). Student enrollment
at the Circle of Life School, Pine Point and
Naytahwaush is 100% Native American. All of the
school districts present on the Reservation offer
pre-school through grade 12 education, special
education and alternative education services. The
Bagley, Mahnomen and Waubun school districts serve
a large majority of Native American high school
students living on the Reservation. Mahnomen and
Waubun school districts are located on the White
Earth Reservation and serve a high number of
American Indian children living on the White Earth
Reservation.
Detroit
Lakes
and Bagley schools are located outside the White
Earth Reservation borders and serve American
Indian children living in the tribal community of
Rice
Lake
and the city of
Callaway
. Students
are evenly distributed between the three
districts.
|
| Evaluation
Example: |
|
The
White Earth [Program Name] feels evaluation is a
critical component of effective and strategic
management to meet its goals and objectives.
To ensure that client's needs are met, an
annual evaluation will be performed to assess
program strengths and/or needs.
An evaluation team will be identified made
up of key stakeholders (or an
evaluator will be contracted to perform the
evaluation). An annual pre and post
assessment will be performed with two focus groups
conducted. The
evaluation team (or evaluator) will identify all
resources that will be devoted to conducting the
assessment, including the identification of staff
members and staff time, use of outside consultants
to assist with the assessment, and any other
support costs associated with conducting an
evaluation.
The
evaluation of the White
Earth [Program Name]
will be guided by its mission statement, vision
statement, and goals and objectives.
The evaluator will apply the following best
practices and guides to its methodology: the
American Evaluation Association’s Guiding
Principles for Evaluators;
the Daniel Stufflebeam Context, Input, Process,
and Product (CIPP) Evaluation Model
recommended by the Kellogg Foundation;
and a W.K. Kellogg Foundation Logic Model
Development Guide.
For the American Indian community
specifically, qualitative methodology will be
integrated into the evaluation process.
The
Guiding
Principles for Evaluators
demands that evaluation be systematic, carried out
competently, have integrity and honesty, respect
people, and demonstrate responsibility for the
public welfare. Each of these principles will be
integrated into the evaluation approach. The
evaluation will also use high technical standards
and mixed methods; will be guided by an evaluation
team; will report honestly the results of the
evaluation; will respect all of the members of the
community involved; and will provide high quality,
rigorous data to the [Program
Name]
so they can make informed policy as well as
funding decisions.
Daniel
Stufflebeam’s CIPP Model will be a used to
organize the approach to the evaluation. The four
stages of the CIPP Model include Context, Input,
Process and Product.
The CIPP Model is a decision-focused
approach to evaluation and emphasizes the
systematic provision of information for program
management and operation. In this approach,
information is seen as most valuable when it helps
program managers to make better decisions.
Data collection and reporting are then
undertaken in order to promote more effective
program management.
Making
Planning Decisions – The context stage will
include examining and describing the context of
the program as well as conducting a needs and
goals assessment.
It will also determine whether the proposed
objectives will be sufficiently responsive to the
identified needs.
Making
Structural Decisions – The input stage will
include activities such as assessing the
description of the program inputs and resources, a
comparison of how the program might perform
compared to other programs, an evaluation of the
proposed design of the program, and an examination
of what alternative strategies and procedures for
the program should be considered and recommended.
Making
Implementation Decisions – The process stage
will include examining how the program is being
implemented, monitoring how the program is
performing, auditing the program to make sure it
is following required legal and ethical
guidelines, and identifying defects in the
procedural design or in the implementation of the
program.
Making
Summative Evaluation Decisions – Product
evaluation includes determining and examining the
general and specific outcomes of the program,
measuring anticipated outcomes, attempting to
identify unanticipated outcomes, and assessing the
merit of the program.
The
evaluation for this project will be guided by the
program’s logic
model, which will help ensure that the
goals and objectives are met.
The evaluation measures will be identified
in the logic model.
The evaluation will refine the evaluation
questions with measurable outcomes related to
available baseline data. A pre-assessment
will be performed if there is a lack of baseline
data.
Additional measures will
identify strengths, weaknesses, lessons
learned, and a bottom-line assessment of the
program's merit, worth, and significance.
|
| Logic
Model Example |
|
Below is a link to a
logic model example in Word with goals and
objectives that you can adapt to fit the needs of
your grant application:
Logic
Model Example
|
| Budget
Example |
Use the menu at left to learn more about how we can
assist you.
PO Box 418, White Earth,
Minnesota 56591
Phone (218) 983-4640 | Fax (218)
983-3641 | deanj@whiteearth.com |
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