Preparing the Narrative
Create a concise, readable proposal and follow directions carefully. Type the narrative on plain white 8 ½" x 11½" paper. Margins must be at least one inch. Minimum of a 10-point font for the narrative of the document.
Narratives for mini-grant proposals($1,000 or less) may not exceed 1 page (one side of one sheet).
- Narratives for small proposals of ($1,001 to $5,000) may not exceed 2 pages (two sides of one sheet).
- Narratives for large proposals of $5,001 to $10,000 general and forestry categories; $5,001 to $20,000 school forest implementation category may not exceed 6 pages (six sides of three sheets).
Other criteria include the following:
- Text may be single or double-spaced.
- If acronyms are used, explain what they mean the first time they are used in the text.
- One additional 8 ½" x 11½" page for a map or diagram (not a table containing text) related to the proposal may be attached. Free-hand drawings, computer generated graphics, and photographs are acceptable.
- One additional 8 ½" x 11½" page for a citation list related to the proposal may be attached.
Proposals will be disqualified if narratives exceed page limits The cover, consortium verification, map/diagram, citation, and budget pages do not count toward the page limit.
The proposal must be based on the identified need(s) of a target audience. Goal statements, objectives, and evaluations must reflect the need(s) and detail how the audience will benefit from the project. Need(s) must be tied to a statewide EE goal (jump to list of goals
). Narratives must detail how the project will enhance the environmental literacy of the target audience.
A. Project Title and Applicant Name
Provide the name of the administrative organization and the project title as shown on the cover page. If applying in the School Forest Education Plan or School Forest Implementation category also provide the forest name(s).
B. Statement of Need
- Target Audience(s): Describe the makeup and the number of people who will be served. The audience must be Wisconsin residents.
- Need: Provide a precise statement of identified need(s) for each target audience.
- Correlation to Planning Documents: Explain how the stated need(s) relate(s) to one or more of the fundamental tenets of environmental education and one of the statewide EE goals.
Grant writers submitting school forest proposals MUST also specify correlation(s) to the district's school forest education plan by referencing the relevant topic(s) and page number(s).
- Evidence of Need: Provide evidence (e.g., observations, data, expert testimony) that a need for the project exists.
Grant writers submitting proposals related to K-12 education may wish to explain how the proposal relates to one or more ojbectives found within Wisconsin's Plan to Advance Education for Environmental Literacy and Sustainability in PK-12 Schools.
- Previous Effort: Describe previous efforts, if any, to meet the stated needs.
C. Project Goals, Objectives, Activities, and Dissemination
Typically, successful proposals are presented in such a manner and with sufficient detail that should the project director and/or grant writer no longer be associated with the project, this section can serve as the plan of work.
Be sure each project goal relates to one or more fundamental tenets of environmental education and describe how the project will enhance the environmental literacy of the target audience.
While not required, we strongly encourage you to use an outline format:
Repeat outline format as needed.
- Project Goal and related statewide EE Goal
No matter what format or combination of formats is used (e.g. table, bulleted list, etc.) the goal, objective, activity section must include the:
- how (goals, objectives, and activities relate to the statewide EE goals and the identified need(s) for the project)
- who (who will do it and who will benefit)
- what (activities that will be undertaken)
- where (facilities that will be utilized)
- when (a graphical timeline or completion dates for each activity described within the body of the narrative)
Outline plans to disseminate information about the project in order to increase visibility of the grant program. Include how your grant will positively influence those outside your target audience who are also working in the field of environmental education, in both the short and long term. Detail how the dissemination efforts may increase the visibility of the WEEB. You may want to consider using a press release, a newsletter article, or posting information about your event, product, resource, etc. on the EEinWisconsin website www.eeinwisconsin.org
E. Project Evaluation
Provide details of how you will measure whether the activities accomplish the goals and objectives. Proposals that lack evaluation plans are rarely funded.
Proposals should have strong evaluation components designed to measure changes to members of the target audience. Indicate whether the project addresses demonstrative cognitive, affective, and/or behavioral changes.
Evaluation techniques to consider include pre/post testing of target audience, review by outside personnel, surveys, etc. Use of both quantitative and qualitative assessment tools is encouraged. More information regarding the advantages and disadvantages of various assessment strategies is available on the Project Evaluation Protocol Assistance webpage.
F. Staff Qualifications
Describe briefly the qualifications of staff members involved. Qualifications should correlate to the skills and knowledge needed to complete the activities assigned to that individual. Do not include resumes.
If a staff person will be hired to work on this project, summarize the desired qualifications for the position.
One of the purposes of this grant program is to stimulate additional activities or projects after the WEEB funding has ended. Explain how project activities will be continued after funding has ended, what other activities or projects may result from this project, and where funding will come from.