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Assignment 2: Course Project: First Half Due
The final project will be a completed grant proposal for an actual or hypothetical nonprofit organization. You are to identify a community problem and nonprofit program that addresses the identified problem. You will then assume the role as the nonprofit organization’s grant writer to complete a modified common grant proposal in response to an actual grant opportunity you will find online. The following sections will be included in the grant proposal:
For part 1 of the final project you are asked to complete the following sections:
The Needs Statement:
Develop a one to two page needs statement. In this section discuss the community problem that your program is designed to address and include data that supports the problem exists in the community the program serves. Also identify the nonprofit organization and its mission statement, the nonprofit program that addresses the community need, and the target population or clients the program serves.
Goal Statement and Objectives:
Develop a one sentence goal statement that directly relates to the identified community problem. Use the information you learned in week two to write a compelling and worthwhile goal statement.
Develop two objectives designed to attain the program goal. Each objective should be measurable in terms of time, place, target population, and anticipated increase or decrease. The objectives, if successfully met, would indicate the progress made toward your goal. Ideally, your objectives should be one or two sentences long.
Narrative Statement including Methods:
Write a narrative description of the project. The narrative description should include the methods or activities that will be conducted to achieve each objective. Also include a brief explanation of how your goal relates to your need and how your objectives make progress toward your objectives. Use straightforward language, avoiding jargon, and carefully proofread your document before submitting it. You want this section to be a summary that accurately, but interestingly, describes the details of your project.
Using the textbook, lectures, and online research as guides, prepare an annual budget and budget justification for your project. The annual budget should be a two column table inserted into your Microsoft Word document. Click here to refer to a sample annual budget. The budget should be designed using applicable line items and their related financial amounts. Use your knowledge of the program and an internet search to determine the appropriate line items to include in the budget.
Ensure the following for the annual budget:
Overall, you want to provide a straightforward, professional line item budget and budget narrative. They should provide sufficient details so that the funding source can tell exactly how you plan to spend the grant funds if they are awarded and precisely how you determined what the amount of each expense.
Cash Flow (or Month-to-Month) Budget: Using the annual budget as the foundation, prepare a cash flow or month-to-month budget. Make sure that the amounts associated with each line item matches the timing outlined in the objectives and methods. Do not just divide the amount of each line item by twelve and indicate the same amount will be spent each month for each line item. Make realistic assumptions about the anticipated grant funds disbursement. Ensure that you make the assumptions transparent with a footnote. If you anticipate any income or expense being linked to particular activity, make sure you reflect that income in the month it is likely to be received or spent. Prepare the cash flow budget using the Microsoft Excel spreadsheet provided.
Click here to download the format for preparing the cash flow budget.
Place your Problem Statement from Week 1, your Goal and Narrative Statement from Week 2, and your work from Part A of this week’s assignment into one Word document and name it:
|Assignment 3 Grading Criteria||Maximum Points|
|Identified a concrete community problem and included a description of the target group.||20|
|Provided justification for the problem, sufficient to be convincing that the problem actually exists.||20|
|Submitted a goal statement of not more than a sentence that relates directly to the needs assessment.||20|
|Submitted two objectives measurable in terms of time, place, target population, and anticipated increase or decrease.||20|
|Submitted a well-argued explanation of how the goal relates to the needs and how the objectives would ensure progress toward the goal.||20|
|Created an annual budget using applicable headings, subheadings, and account names from the “Uniform Chart of Accounts.” Include a budget justification.||40|
|Created the month-to-month cash flow budget using a Microsoft Excel spreadsheet and did the following:Used the suggested format.Ensured timing of income and expenses is consistent.Ensured the cash flow budget is consistent with the activities described in the project narrative.Ensured the cash flow budget is free from typos and math errors.||20|
|Wrote in a clear, concise, and organized manner utilizing APA format. Utilized appropriate type and number of scholarly sources for graduate level work. Demonstrated ethical scholarship in accurate representation and attribution of sources. Displayed accurate spelling, grammar, and punctuation.||40|
|Expanded Grading Rubric for MPA6105 W3A2|
|Criteria||Unsatisfactory||Below Expectations||Emerging||Meets Expectations||Exceeds Expectations||Score|
Identified a concrete community problem and included a description of the target group.
|0–11 PointsDoes not identify a concrete community problem. Community problem is not well-thought out or substantive.||12–13 PointsIdentifies a concrete problem but does not identify the target group adequately or the applicability of the problem.||14–15 PointsIdentifies the problem and target group, but narrative of the problem could be more substantive.||16–17 PointsAssesses the problem and target group. Description sets the stage for further discussion.||18–20 PointsAssesses the problem in a broad and complete manner, clearly indicating the importance of this problem.||__of 20|
Provided justification for the problem, sufficient to be convincing that the problem actually exists.
|0–11 PointsDoes not provide the justification for the problem nor is there sufficient information to understand the importance of the problem.||12–13 PointsProvides justification for the problem, but does not comprehensively explain the importance of the problem, nor relate how the problem can impact an organization.||14–15 PointsProvides justification for the problem. Adequately provides information to understand the context, though not in a substantive manner.||16–17 PointsProvides justification and persuades the audience on the importance of the problem, including sufficient information related to the issue.||18–20 PointsA compelling reason is given for the problem, and the justification is specific and clearly related to the impact of the problem.||__of 20|
Submitted a goal statement of not more than a sentence that relates directly to the needs assessment.
|0–11 PointsGoals statement is neither specific nor compelling. Does not relate to the needs assessment.||12–13 PointsDescribes the goal statement, but does not provide a specific nexus between the goal and the needs assessment.||14–15 PointsProvides a goal statement and relates it to the needs assessment, but the goal statement could be more concise.||16–17 PointsConnects the goal statement to the needs assessment and the goal statement is concise.||18–20 PointsProvides a solid connection between the goal statement and the needs assessment. Audience is able to deduce the importance of the project and the impact of the work.||__of 20|
Submitted two objectives measurable in terms of time, place, target population, and anticipated increase or decrease.
|0–11 PointsDid not state two objectives that met the criteria of the assignment, including time, place and target population.||12–13 PointsProvides two objectives but does not adequately discuss the objectives in terms of the criteria required.||14–15 PointsProvides two objectives, but only addresses some of the specified measurable terms.||16–17 PointsDiagrams the two objectives in relation to the specified measureable terms. Objectives are clear and concise.||18–20 PointsExpertly diagrams the objectives in relation to the specified measurable terms. Objectives are crafted in a way that shows a clear understanding of the relationship between them, the needs assessment, and the community problem.||__of 20|
Submitted a well-argued explanation of how the goal relates to the needs and how the objectives would ensure progress toward the goal.
Did not explain how the goal relates to the needs, or how the objectives support the goal; disconnect was apparent within the logic.
|12–13 PointsProvides an explanation of how the goal relates to the needs, but the linkage is not explicit and could be described in a greater detail. Does not address how the objectives support the goal.||14–15 PointsExplains the relationship between the goal and the needs, and how the objectives support the goal, but the explanation is not well-argued.||16–17 PointsConnects the goals and needs. Provides a justification for how the objectives support the goal. There is sufficient support for the argument and the nexus is solidly determined.||18–20 PointsProvides superior and well-argued statements about the relationships between the goal, needs, and objectives. Facilitates the understanding of these aspects of the assignment.||__of 20|
Used applicable headings, subheadings, and account names from the “Uniform Chart of Accounts.” Include a budget justification.
|0–11 PointsDid not list and identify the primary elements of the presentation according to the Uniform Chart of Accounts.||12–13 PointsIdentifies the primary elements of the presentation, but needs to use subheadings and account names that are more descriptive of the assignment.||14–15 PointsIdentifies the primary elements of the presentation with reasonably adequate headings and subheadings associated with the Uniform Chart of Accounts, but could use greater additional headings for ease of understanding.||16–17 PointsDesign of the assignment is applicable and consistent with the Uniform Chart of Accounts. Headings are clear and consistent for the assignment parameters.||18–20 PointsExcellent design of the assignment; design facilitates the flow and understanding of logic, which facilitates the understanding of the work.||__of 40|
Created the month-to-month cash flow budget using a Microsoft Excel spreadsheet and did the following:Used the suggested format.Ensured timing of income and expenses is consistent.Ensured the cash flow budget is consistent with the activities described in the project narrative.Ensured the cash flow budget is free from typos and math errors.
|0–11 PointsDid not create the month-to-month cash flow budget according to requirements. Major elements were missing from the required documents.||12–13 PointsPresents major parts and components of the cash flow budget; however, components are either missing or are not presented in the suggested format or consistent with activities described within the narrative.||14–15 PointsPresents the month-to-month cash flow budget according to the required elements. Format is adequate, though could be presented in a more understandable manner related to format and consistently with project narrative.||16–17 PointsDelivers a convincing presentation of the month-to-month cash flow budget. Components are designed in accordance with the specified format, and a solid understanding of income and expenses as they relate to the cash flow is evident.||18–20 PointsPresentation of month-to-month cash flow is expertly presented and is clearly consistent with the project narrative. Excellent timing of income and expenses and professionally delivered.||__of 20|
|Presentation and Writing Components:|
Use of tone, word choice, audience, transitions, and progression of ideas.
|0–5 PointsSubmission contains no discernible overall intent in author’s selection of ideas.||6 PointsSubmission contains random presentation of ideas, which prevents understanding the majority of author’s overall intent.||7 PointsIdeas are presented in a way that forces the reader to make repeated inferences in order to identify and follow the author’s overall intent.||8 PointsThe reader can follow the author’s overall intent as stated.||9–10 PointsThe writer’s overall argument and language are clear and tightly focused, leaving the reader with no room for confusion about author’s intent.||__of 10|
Use of grammar, sentence structure, and spelling.
|0–5 PointsErrors in basic writing conventions are sufficiently numerous to prevent reader comprehension.||6 PointsErrors in basic writing conventions are sufficiently numerous to prevent reader comprehension of majority of the work.||7 PointsErrors in basic writing conventions interfere with, but do not prevent, reader comprehension.||8 PointsThe reader noticed a few errors in basic writing conventions but these few errors do not interfere with reader comprehension.||9–10 PointsText is basically error free, so that a reader would have to purposely search to find any errors that may be present.||__of 10|
Use of citations, references, and structural formatting including such elements as title page, running head, page numbers, introduction, headings (As appropriate), and conclusion.
|0–11 PointsNo attempt at Academic/APA formatting in presentation.||12–13 PointsAcademic/APA format is attempted, but errors are significant.||14–15 PointsAcademic/APA format is attempted but errors are distracting.||16–17 PointsUsing Academic/APA format, accurately. Errors are noticeable but minor,||18–20 PointsUsing Academic/APA format proficiently. Text is basically error free.||__of 20|