Grant Proposal

Please use the attached Needs Assessment and Technology Plan to complete the Grant Proposal.

 

                                                           Project 3 – Grant proposal
Funding is available from institutions at all levels of the public and private sectors. Institutions may include (but are not limited to) federal, state, and local governments, private organizations, corporations, and foundations. For this assignment, you will develop a grant proposal to request funding for the technology plan you developed in your second assignment.
You will need to locate a potential funding agency to submit your proposal. Ask your
colleagues/Principal/Media center coordinator if they have any ideas about the best funding opportunities for technology. Your administrator can also be a great source of funding! Use the internet to locate possible grant agencies. Be advised that some of them will require you to pay to be able to see the grant requirements. Do not use those! You shouldn’t have to pay to gain access. I cannot provide you with the name of a specific grant agency, as each of you will have a different plan for technology, and there are thousands of organizations that offer specific grants. It is your job to locate the ideal grant for your project.
Although you will need to follow the specific requirements of the funding agency that you selected, you must first develop a general proposal with the following elements:
 Introduction and Statement of Need – What are the needs for the project? (this section must be
developed from what you discovered on your first assignment) Is it a serious problem or a lack
of a needed service? Present the facts that back up the needs of your project. Present the proposed
solution to your problem. Who will benefit from the project, and how? Define your audience. This
section is very important, and I will pay special attention to how well you develop it.

 Goals and Objectives – What is the expectancy of future accomplishments? Define your goals.
Use the SMART principles (specific, measurable, attainable, realistic, time-bound). These goals
should reflect those discovered in your needs assessment and developed in your technology plan;
however, they might not be the same ones that you developed for your 2 previous projects. This
will depend on the requirements of your grant agency; however, as project 2, you should
present goals for teachers, goals for students, and goals for your institution. Describe how you
will achieve EACH of those goals if you get your grant awarded.

 Your role as leader of the project – how will you ensure that the project stays on track? How
will you manage your human resources? What kind of leader will you be (refer to the discussion
on “school leadership and management”)? How will you hold yourself accountable if something
goes off track?

 Methods – What methods will you use to assess the effectiveness of your project? How will you
collect data to make sure the equipment/resources you are requesting will be used properly? How
will you achieve the goals that you are proposing? This section must be developed in detail, in
order to understand this process.

 Evaluation Plan – Describe how you will evaluate the goals/objectives you are proposing. In
addition, include the name of at least an external evaluator (this person can be your principal or
the director of Instructional technology in your school) and explain your decision. Create
evaluation questions and define measurable outcomes; these outcomes may be divided into short-
term and long-term, or might be defined by the number of people the project will affect.

 Budget – Present the direct costs, the salary of the personnel who will participate in the grant, the
travel expenses (if any), the cost of the equipment you will utilize/purchase, and the cost of your
supplies. Describe how you will manage your budget. Make sure not to exceed the amount of
the allocated funds offered by the grant you are seeking!!!

 Grant agency guidelines. In this section, you need to list and complete all the requirements that
the Agency is required to include in your proposal. Each Agency has their own guidelines and
needed elements to submit a proposal. Once you have identified and selected the agency and the
funding grant you are going to apply for, you will need to read in detail all those guidelines, and
comply with them. Those might include several sections, text formatting within your document,
or even external documents to accompany your application. If you need to file and submit a form,
fill it out and without sending it, take a screenshot and include it in your assignment.

 2-minute elevator pitch written script- Act as if you were talking to the person who is going to make the decision regarding the grant.   Present the project and talk about why it is needed. Talk about how you will use the budget if awarded. Talk about the benefits of the project (focus on the goals that you will achieve if the grant is awarded to you) 

The sections listed above should be clearly identified in your document.

The following resources should be used to help you to identify possible sources, and to develop your
grant proposal.
Developing grant proposals:
Vernier Software and Technology. (2007). A guide to grant writing.
http://www2.vernier.com/free/grant_writing_guide
https://castor.house.gov/uploadedfiles/castor_grants1
Learn how to develop a grant proposal writing process
https://www.thebalancesmb.com/how-to-develop-a-grant-proposal-writing-process-2501979
Developing a budget for a grant proposal
https://www.grantadviser.com/budget
Possible funding agencies and resources to find funding. These are just a few, there are
hundreds of funding agencies, you need to select which one is most appropriate for you. In addition,
consider talking to your Principal and/or superior, they might have helpful advice on this area:
http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/Outreach-Overview.aspx
https://gosa.georgia.gov/programs-initiatives/innovation-fund

Grant Proposal checklist (300 points)
 Introduction and Statement of Need: Clearly states need and supports it with relevant data. (30
points)
 Goals and Objectives: Clearly states goals and objectives. Describes measurable outcomes. (40
points)
 Your role as leader. Describes in detail your role. (30 points)
 Methods: Describes how objectives will be achieved (e.g., activities, procedures). Includes
timeline. Includes description of qualified personnel to implement proposed work. (40 points)
 Evaluation Plan: Describes process to evaluate achievement of objectives. Describes plan for
data collection, analysis, and reporting. Includes description of qualified personnel to conduct
evaluation. (40 points)
 Budget: Budget is complete and accurate. Budget is sufficient for achieving objectives. Includes
brief narrative to justify the need for each budget item. (40 points)
 Compliance with funding agency requirements: Your grant proposal addresses the specific
requirements of the funding agency regarding formatting, content, and external documentation (if
applies) (20 points)
 Any other specific documents required by the funding agency.
The criteria to evaluate each item on the checklist will consist of 4 brackets: Unacceptable (0% points
awarded), Developing (up to 20% of the total points), Proficient (up to 80% of the total points), and
Exemplary (from 81 to 100% of the total points). The course instructor will be the responsible to apply
these criteria

1

Ralph J. Bunche Middle School

Student’s Name

Institutional Affiliation

Course Code & Title

Professor’s Name

Date

Ralph J. Bunche Middle School Technology Plan The adoption of technology in schools is meant to assume the leading role of equal opportunity for all students in terms of providing access to resources that will ensure their achievement, whatever their backgrounds. This technology plan at Ralph J. Bunche Middle School articulates a process for enriching technology access, upgrading network connectivity, and fostering digital literacy among students and staff. A comprehensive needs assessment informs it and aligns with the school’s commitment to equitable and inclusive schooling for its majority low-income and minority student population.

Overview of Ralph J. Bunche Middle School

Ralph J. Bunche Middle School is located in Atlanta, Georgia, with an approximate enrollment of 400 sixth through eighth-grade students. Mostly, the students are from low-income families, with about 75% describing themselves as African American, 15 % as Hispanic, and 10 % as all others. In this approach, the school seeks to equip the children with the skills that will enable them to perform at a higher capacity in academics and professional Development in mass communication and technology. Such emphasis is reflected in class offerings such as broadcast and audio-visual production, developing students’ technical and creative competencies important for success in the 21st century (Zimmermann, 2021).

For this reason, equity and access form the building blocks of this school’s charge to bridge gaps in a system intended to leave low-income and underrepresented communities behind. To further those ends, this administration and staff work to provide a learning climate that affords students the academic counseling and technological access that will enable them to be viable competitors in a technologically-based society.

Stakeholders Who Will Implement Technology Plan

The rationale for including them in the list of stakeholders consists of the roles they will play in supporting or implementing this technology plan. Each brings a different perspective and area of expertise to the group. The school principal will be very helpful regarding resource allocation, ensuring that the goals of this technology plan align with those of the district. She will guide the budgeting process in accommodating technological advancement in light of financial constraints.

Furthermore, it is responsible for the work organization in the framework of IT infrastructure: equipment maintenance, assurance of the internet working, etc. This representative will be able to contribute to the struggle over current connectivity problems through his technical skills and profound knowledge of the school network. A media center director will take part in implementing new programs regarding internet safety.

Teachers’ participation in these subjects is highly needed to integrate the new technology into the curricula of the Science, Math, and English departments. Secondly, because they are frontline users who directly bear the consequences of any limitations in access or connectivity, they build much-needed insight into classroom needs. Finally, a parent representative serves as liaison to the greater community and ensures that the parents are aware of and support the school’s technology initiatives (Zimmermann, 2021). These stakeholders were selected in a manner representative of a wide range of skills and opinions. They can further provide a more holistic approach to implementing the technology plan.

Current Level of Technology Access at Ralph J. Bunche Middle School

The current status of technology access at Ralph J. Bunche Middle School includes older and newer technologies. All classrooms have a smart-board and projector where instructors can share instructional videos and presentations. About 60% of the students have taken their Chromebooks given by the school, while the rest use shared devices kept in the media centre and the computer labs. These resources help ensure basic engagement in technology, but limitations in device availability hinder the full support of the digital learning environment provided by the school. Other issues include Internet reliability. With all classrooms fitted with Wi-Fi, in 40% of these rooms, slow connection speeds from 7 to 10 a.m. will interrupt any lessons involving real-time usage of online resources (Raustiala, 2022). This causes quite a problem for science teachers and possibly other subjects that rely on an assured smooth connection for their intended virtual labs, among other interactive engagements. The current number stands at 20 Chrome books, which is never enough to cover the class’s needs since quite a few students cannot afford to have one of their own devices. Instructional tools such as Google Classroom, Kahoot, and Quizlet exist; however, their usage is spotty due to inconsistent department training and support.

Technology Vision for Ralph J. Bunche Middle School

The technology vision that would subsequently be proposed for Ralph J. Bunche Middle School would be: “Nurturing, through a tech-infused learning environment, the needs of student engagement, equal access, and digital literacy with dependable resources and knowledgeable support.” This considers the purpose of school equity and ensures that no single student gets left behind with the tools they need to compete in an ever-increasing digital landscape. It was created from the consultations carried out with the stakeholders (Darling-Hammond et al., 2024). All welcomed this vision based on this vision because constant access to technology and computer literacy training will go a long way to prepare students to confront challenges that lie ahead in their academic and professional lives.

Needs to be Profiled at Ralph J. Bunche Middle School

Needs assessment revealed two main areas of improvement: network connectivity and hardware availability. First, 40% of classrooms have slow Internet speeds, prohibiting effective digital instruction. This greatly hampers teachers’ ability to integrate online quizzes, virtual labs, and other interactive parts into the lessons. Only 60% of the students can access individual Chromebooks, while the others have to share devices. This leads to unequal access to both, hampering some students’ learning (Brockmann et al., 2021).

These two needs were selected due to the impact each has on a student’s learning outcome. Access to reliable, high-speed internet is necessary to build on these goals and further develop the school culture of technology integration. Expanding access to personal devices by the students in class is greatly impactful in maintaining equity with access to educational resources and assignments.

Proposed Technology Goals

The following technology goals shall be grounded in SMART criteria: Specific, Measurable, Achievable, Realistic, Time-bound. These needs are for the following:

1.
Improved Network Connectivity

·
Student Access Goal: Upgrade routers and add bandwidth where possible so every classroom will have internet speeds that support real-time online learning by June 2025.

·
Teacher Access Goal: Enhancement of school network infrastructure will facilitate continuous internet usage at all times without disrupting lessons before the end of June 2025.

·
Access Goal for School: Before the end of this school year, finish the installation of new network devices serving peak usage of the internet in all aspects of the school.

2.
Greater Availability of Hardware

·
Student Access Goal: Add 200 more Chromebooks so that the ratio of students to Chromebooks will be 1:1, and by March 2025, each student will have equal access to digital learning resources.

·
Teacher Access Goal: Every teacher should have access to devices by March 2025, with specifications in place of use related to their role of offering technology-based learning experiences.

·
Goal for School Access: Provide resources and distribute Chromebooks throughout classrooms and the media centre to increase overall access to technology by March 2025.

Proposed Plan Duration

The technology plan has been developed with a detailed timeline for timely implementation and efficient monitoring. Following are some of the events included in the timeline:

· Funding Secured: Grant and district funding application – Apply by January 2025

· Equipment Acquisition: The ordering and delivery of Chromebooks and network equipment are projected by March 2025.

· Professional Development: Teacher training on integrating technology into classroom instruction will be done by May 2025.

· Installation: Installation and distribution by June 2025

· Evaluation: Approve and revise the technology plan yearly based on usage data and received feedback.

Proposed Budget

The estimated cost of this technology plan is as follows:

· Chromebooks: 200 units at $300 each, totalling $ 60,000

· Router Upgrades: $5,000.

Professional Development: $2,000 to fund training workshops. In this way, this budget addresses immediate hardware needs and staff’s longer-term professional Development.

Internet Safety

This technology plan encompasses internet safety. In a simple sense, the school already has firewalls and internet filtering, but again, training in digital literacy for the students is greatly limited. The new technology plan will also integrate internet safety workshops, privacy practices, and digital citizenship. These workshops will be conducted by the director of the media centre and the technology coordinator so the students are apprised of the do’s and don’ts about the safe and responsible use of online activities.

Monitoring and Evaluation Process

The technology plan shall be continuously monitored and evaluated to ensure effectiveness. This shall include bi-annual surveys regarding teacher and student satisfaction with technology resources, IT reports on usage to track device and network performance, and regular feedback sessions with all stakeholders. These selected evaluation strategies will provide a balanced review of the impact of this plan and, thereby, will contribute to changes to adapt to the emerging needs.

Conclusion

The technology plan in Bunche Middle School typifies a commitment toward fostering an inclusively digital learning environment. The school will be better positioned to ensure equity in access for all its students to critical digital tools by addressing the high-priority needs for network connectivity and hardware availability. Through the work of stakeholders and with defined plans of implementation, Ralph J. Bunche Middle School will continue to provide an education that includes technology for each student’s future success.

References

Brockmann, H., Drews, W., & Torpey, J. (2021). A class for itself? On the worldviews of the new tech elite. 
PLoS One, 
16(1), e0244071.

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0244071

Darling-Hammond, L., Alexander, M., & Hernández, L. E. (2024). Redesigning High Schools: 10 Features for Success. 
Learning Policy Institute.

https://eric.ed.gov/?id=ED658860

Raustiala, K. (2022). 
The Absolutely Indispensable Man: Ralph Bunche, the United Nations, and the Fight to End Empire. Oxford University Press.

https://books.google.com/books?hl=en&lr=&id=mHWVEAAAQBAJ&oi=fnd&pg=PP1&dq=General+Information+About+Ralph+J.+Bunche+Middle+School&ots=Xl4mXe4Nt3&sig=GommVwNiraCBvjTZFDhV8hGxcQI

Retrieved from

https://www.usnews.com/education/k12/georgia/ralph-bunche-middle-school-260905#:~:text=Overview%20of%20Ralph%20Bunche%20Middle,the%20school%20serves%206%2D8

.

Zimmermann, P. R. (2021). A Guy Who Could Think Around the Corner: Ralph Bunche: An American Odyssey. In 
William Greaves: Filmmaking as Mission (pp. 395-412). Columbia University Press.

https://www.degruyter.com/document/doi/10.7312/macd19958-036/html

9

Assessing Technology Needs and Solutions at Ralph J. Bunche Middle School

Student Name

Institution Affiliation

Course

Instructor

Date

Assessing Technology Needs and Solutions at Ralph J. Bunche Middle School

General Information

My name is Your Name, and I am working at Ralph J. Bunche Middle School in Atlanta, Georgia. I am a Media Specialist. I work with approximately 800 students between 6th and 8th grade, mostly from low-income backgrounds. Roughly 75% of our student population is African American, 15% Hispanic, and about 10% are other ethnic groups. This encompasses managing the media center, supporting teachers with their classroom integration of technology, and monitoring students in the appropriate usage of technological resources. My other responsibilities involve guiding students in using digital resources in research work and in class projects, maintaining the school network systems, and ensuring that all equipment is updated and functional.

Results of the Needs Assessment

The structured process for conducting the needs assessment commenced with the collection of data from key stakeholders within the school. I had to design a survey instrument that would be used in collecting quantitative data from the teachers and administrators of the school. The survey consisted of 10 questions that addressed issues about the availability, reliability, and usage of technology in the school. The sample, consisting of 10 teachers and administrators drawn from different departments, namely Science, Math, English, and Social Studies, was used in this study. The results of the survey were collected and compiled for one week.

Following the survey, I interviewed five stakeholders, including the head of the media center, the school’s principal, and three teachers from different departments. The interview questions targeted the problems faced concerning technology use in the classroom and what exactly their suggestions for improvement were. This is done by analyzing data from both qualitative and quantitative sources, ensuring test subjects take their amount of time to contribute to this study.

After gathering the information, I summarized it into charts to better view and interpret it and therefore a nice report. All in all, this took two weeks to get everything done right, considering all perspectives.

Available Technology

Ralph J. Bunche Middle School integrates some old and new technology within the school. In every classroom, there is a smartboard and projector that teachers use to show lessons and videos for their classes. Personal devices include Chromebooks with only 60% of the students having them; the rest, 40%, are still sharing computers with others in the media center and computer labs.

The school Wi-Fi works reliably in every teacher’s room, but 40% of classrooms report slow Internet speeds, especially during points of the day when a large number of devices access the network. This interferes with lesson plans that rely on cloud-based educational resources. Secondly, there are only 20 Chromebooks on hand for students at the media center, which is always not enough with the number needing to access them for research and completing assignments. The school does use instruction aids such as Google Classroom, Kahoot, and Quizlet; however, their integration within the departments is not clear. Teachers of the Science and Math Departments use them more frequently than others, due to the difficulty posed for some by a lack of enough training and means.

Stakeholders

Participants in the needs assessment included teachers, administrators, and the media center director. Their roles and input in determining the key gaps in technology at the school were quite vital.

Principal

The school principal gave a presentation on how the budgeting and allocation of resources are performed. He further shared that getting funds for the improvement of technology is difficult amidst other priorities in the district’s budget. His input was significant in showing the administrative challenges that lay in technology implementation.

Media Center Director

The director of the media center serves to facilitate the use of technological resources within the school setting. She stipulated that “The demand for Chromebooks exceeds supply to such an over/requesting amount that we need additional devices to ensure equal access for all students.”

Teachers

Three teachers from the departments of Science, Math, and English were interviewed. They gave very useful feedback on the daily obstacles they had to face in integrating technology into their classroom interactions. The science teacher mentioned how she was unable to conduct virtual labs as the speed of their network connection was too slow. The English teacher complained about a shortage of computers, which hampered her intention to assign digital writing projects to her students.

These stakeholders were selected because they were involved in both working with students and technology. Their diverse roles then created a wide-ranging look at the technology needs within the school.

Major Outcomes (Identified Needs)

From the data collected through this needs assessment, two great needs on which attention ought to be focused are network connectivity and hardware availability.

Network Connectivity

This same survey demonstrated that 40% of classrooms experience slow speeds during peak usage times. A network connection of this nature hinders teachers from carrying out those lessons that require access to the internet in real time-for example, online quizzes, research activities, or even virtual labs. This is an acute problem in computer and science labs, where high-speed connectivity is a prerequisite for accessing interactive education software.

Hardware Availability

This means that only 60% of the students use personal devices, while the rest depend on shared computers housed either in the media center or labs. Thus, the current stock of 20 Chromebooks is inadequate to handle the delays and problems of keeping assignments current. This gap becomes especially substantial in classes where extended research or the use of specialized software for projects becomes necessary.

These needs are also directly related to learning outcomes. Without access to reliable internet, students cannot experience full engagement in interactive lessons; neither will a lack of hardware create inequity, whereby some students lag behind because they are not provided with the necessary tools.

Priority Needs and Criteria

Based on the magnitude of the problem, risk assessment, and impact on learning, priority needs identified include network connectivity and hardware availability.

Need

Causes

Consequences

Difficulty to Correct

Network Connectivity

Insufficient bandwidth, old infrastructure

Inability to conduct online-based lessons, loss of instructional time

Medium

Hardware Availability

Lack of funding for additional devices

Students unable to complete assignments, unequal access to resources

High

Network Connectivity

The problem rates a medium in difficulty since it requires the upgrade of the present infrastructure and bandwidth increase. The cost rates are medium against other technological upgrades.

Hardware Availability

The level of difficulty in solving this problem is high, as a lot of cost will be involved in purchasing more devices. Without good funding, one-to-one access to Chromebooks or tablets for all students will be a hard deal to provide.

Action Plan

To address the identified needs, the following action plan has been developed:

Upgrade Network Bandwidth

Deadline

By the end of the current academic year (June 2025).

Strategy

Work with the IT department of the school district to determine what cost this will incur, increasing the internet bandwidth. Send in a proposal for a budget increase to fund this cost. The plan is to replace routers and add access points to ensure all classrooms have fast, reliable internet during peak usage times.

Resources

IT department, district funding, vendor quotes for bandwidth upgrades.

Increase Hardware Availability

Deadline

Within the next six months.

Strategy

The school administration applies for technology grants from educational foundations. It also looks for partnerships with local businesses in pursuit of funding for new Chromebooks. It will further look for options of leasing, where the school can lower initial costs yet provide the students with renewed machines.

Resources

Grant writing team; potential partnerships with local businesses, for example, technology companies; district funding. The action plan first prioritizes upgrading the infrastructure in internet connection, then rapidly seeks funding to procure more devices. These will likely improve the identified gaps and provide a better environment in which students and teachers alike can learn.

Appendix

Surveys

Technology Needs at Ralph J. Bunche Middle School Survey

Administered to 10 teachers and administrators

Survey Questions and Responses:

1.
In my school: A vision for technology has been developed through an effective collaboration among stakeholders (administrators, specialists, teachers, students, community members).

· Strongly agree: 20%

· Agree: 40%

· Neither agree nor disagree: 20%

· Disagree: 20%

· Strongly disagree: 0%

2.
In my school: The vision for technology use has been effectively communicated to the community.

· Strongly agree: 10%

· Agree: 30%

· Neither agree nor disagree: 40%

· Disagree: 20%
· Strongly disagree: 0%

3.
In my school: I am able to use my own device provided by the school.

· True: 60%

· False: 40%

4.
In my school: My students can use their own devices provided by the school in each class.

· True: 60%
· False: 40%

5.
In my school: Multiple sources of technology are available for all students.

· True: 40%

· False: 60%

6.
In my school: The media center can be flexibly scheduled to provide equitable access to resources and instruction.

· Strongly agree: 30%

· Agree: 50%

· Neither agree nor disagree: 10%

· Disagree: 10%

· Strongly disagree: 0%

7.
In my school: Computer labs are available for student usage throughout the day.

· True: 50%

· False: 50%

8.
I have the technology needed at school to ensure that I excel academically.

· True: 50%
· False: 50%

9.
In my school: Teachers and students have sufficient computer hardware available for their use (e.g., computers, digital cameras, projection devices, scanners, printers).

· True: 60%
· False: 40%

10.
In my school: The reliability and speed of external connections (e.g., internet) are sufficient.

· Very likely: 10%

· Likely: 30%

· Neither likely nor unlikely: 20%

· Unlikely: 30%

· Very unlikely: 10%

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