Use of Data in Grant Writing by xkp52206



     Use of Data in
     Grant Writing
     Terry Richmond
     September 13, 2007
What have you done?
• How many have had to look for data for a grant,
  study, or other project?
• How many know where to find your agency’s
  IRS tax exempt certification? A list of board
  members and their characteristics?
• How many have used US Census data?
• How many have done an internet search?
• How many have been to the National Center for
  Health Statistics (NCHS) or NYSDOH web
Could You Be a Data Geek?
• How many have saved a PDF file, data, or a
  graphic from an internet source on your own
• How many know how to use Excel? Know what
  filtering is? Have made a pivot table? Have
  imported or pasted data into Excel from another
• How many have made a word table? A word
  graph? Have pasted data from Excel into
• How many have created data using a scanner?
Uses of Information/Data
• Grant Narratives
  – Geographic/Demographic Profiles
  – Description of Agency Characteristics/Experience
  – Documentation of Need
  – Rational for Proposal
  – Prospects for Success
  – Goals and Objectives
  – Work Program Measures
• Budget Narratives
• Appendices
• Program Evaluation
Ways to Find Information
•   Search data compendiums
•   Get/request administrative data & other information
•   Talk to experts/get testimony
•   Understand what your agency has and who has it
•   Interview community representatives/leaders
•   Search the Web
•   Review journals, literature, & news articles
•   Look for professional presentations
•   Consider making educated guesses & synthetic
Data to Look For
• Characteristics of the target area, community,
  or population to be served (e.g. number of
• Incidence/nature of problem/need to be
  addressed (e.g. % of population). Why is it
  unmet or important?
• Documents and descriptive materials which
  promote better understanding of your own
Data to Look For          (Continued)

• Information about are others doing in your
• Information about whether anyone else has
  done or tried to do what you want to do
• Information about government policies and
• Data on productivity norms, service standards,
  project costs
• Maps and graphic materials
Data to Look For          (Continued)

• Evidence that suggests what you want to do will
• Strategic Ideas and funding sources which
  could enable long range viability
• Ways to measure the impact of your solution
  through evaluation
• Letters of support
• The best on-line data is not always free
• The most recent data is not always necessary.
  Close enough can be good enough
Presenting Information & Data
• Focus on issues the RFP asks for and address
  them in the specified RFP order!!!
• Make things easy on the reader/reviewer. Use
  short paragraphs where possible
• Develop a story line and data plan
• Use subheadings, lead sentences, and
  selective bolding for emphasis
• Tables can look better using different, smaller
  fonts (e.g. Arial 8-10 point with a 12 point Times
  Roman narrative)
• Use attachments for data as a last resort
Presenting Information & Data
• Avoid duplication when using different data
  presentation formats (i.e. text, tables, graphs)
• Numerical Precision – Be consistent (e.g. 10
  percent, 10.5%). Sometimes approximation
  works best (e.g. almost half, slightly more than
  80 percent, approximately 3 times)
• Geographic Aggregation – Use areas that make
  sense and are statistically relevant. Also use
  this issues as an opportunity to be creative or
Story Tools – Data & Statistics
• Plain Old Numbers
  Great but not enough
• Incidence
  frequency during a time interval – usually
  reflects new occurrences of problem
• Prevalence
  frequency at a point in time – usually reflects
  total number with the problem
• Beliefs and Perceptions
  measures which reflect degree of relative
  frequency or importance
Statistics –      Their potential is endless

• Service Use/Access
  users, unduplicated users, visits/encounters,
  units of service
• Provider Use/Availability
  number, volume, types of services delivered
• Rates
  frequency per user/provider; per capita; per
  1,000, 10,000, 100,000, or million population
• Percents
  can be a rate per 100 but ...
The % . . . is much, much more
Types of Percents
• Percentage as a measure of incidence or
  prevalence (rate per 100)
• Percent distribution
• Percent above and below (percent difference)
• Percent change
• Percent equivalence
Be Careful with Calculations
Calculation Exercise
• Percent of Population, Percent Distribution
   Age     Population   # w/Allergies   % w/Allergies   % Distribution of
                                                          Allergy Cases

   Total   70,000         ???             ???               ???
   0-19    20,000           2,400          12.0%            ???
   20-64   40,000           3,200            8.0%           ???
   65+     10,000              300           3.0%           ???
Calculation Exercise
• Answers
  Age       Population   # w/Allergies   % w/Allergies   % Distribution of
                                                           Allergy Cases

  Total     70,000           5,900            8.4%           100.0%
  0-19      20,000           2,400          12.0%              40.7%
  20-64     40,000           3,200            8.0%             54.2%
  65+       10,000              300           3.0%               5.1%

• Observation: Note that the rate for children and
  youth (12.0%) is almost 50% higher than that
  for the general population (8.4%).
• Percent of Population, Percent Distribution

               Segment Total
              Population Total
Calculation Exercise
• Percent Change, Percent Difference
  Age       # w/Allergies   Type of Percent   Calculated Percent

  Current   84/1000             ---                 ---

  1990      75/1000         % Change               ???
  USA       65/1000 % Difference                   ???
  NYS       95/1000 % Difference                   ???
  Upstate   80/1000 % Difference                   ???
Calculation Exercise
• Answers
  Age       # w/Allergies   Type of Percent   Calculated Percent

  Current   84/1000             ---                 ---

  1990      75/1000         % Change            +12.0%
  USA       65/1000 % Difference                +29.2%
  NYS       95/1000 % Difference                 -11.6%
  Upstate   80/1000 % Difference                 +5.0%
Percent Change, Percent Difference

           Comparison Pop
   %=                                -1
           Base Population
Formatting Tables
• Try to make tables tell or illustrate your story
  line in a fashion that highlights key points;
  population differences; or relationship,
  relevance, or consistency with grant criteria,
  goals, and objectives

• Try to make your main data point be the first
  item that people see (i.e. near top left corner).
  Avoid the accountant’s way of thinking.

Table 1                         CNYHSA Area         Onondaga County              Syracuse City
Racial/Ethnic                                % of              % Distri-             % Distri-     % of
Characteristics                   Area      Area     Number      bution    Number      bution    County
Total Population             1,427,726    100.0%     458,336   100.0%      147,306   100.0%      32.1%
 White                       1,305,968     91.5%     396,208    86.4%       98,899    67.1%      25.0%
 Black or African American      83,437      5.8%      47,319    10.3%       40,436    27.5%      85.5%
 American Indian                14,764      1.0%       6,896      1.5%       3,273      2.2%     47.5%
 Asian                          26,814      1.9%      11,035      2.4%       5,625      3.8%     51.0%
 Hawaiian/Pacific Islander       1,350       .1%         388      0.1%         200      0.1%     51.5%
 Some other race                18,375      1.3%       6,167      1.3%       4,648      3.2%     75.4%
 Hispanic or Latino             36,974      2.6%      12,423      2.7%       8,644      5.9%     69.6%

Note: Percents may add up to more than 100% since they reflect all races reported.
U.S. Census Bureau, Census 2000, Summary File 1 (SF 1) 100-Percent Data
                                       Table 2
     Central New York HIV/AIDS Statistics by Ethnicity, 2003 (Excluding Prisoners)

                         Cumulative     Cases Living with         Known Cases             General
                        AIDS Cases                 AIDS          Living with HIV        Population
Total Number                  1,884                  864                    513               n.a.
White                            59%                52%                   52%                89%
Black                            31%                36%                   34%                 5%
Hispanic                          9%                10%                   11%                 2%
Other                             1%                ????                 ?????                4%

           Characteristics of Newly Diagnosed Cases , 2000-2003 (Excluding Prisoners)

                                                   HIV Cases       AIDS Cases
                  Total Number                              69              50
                  Sex             Male                   64%              72%
                                  Female                 36%              28%
                  Age             Under 30               32%              28%

                  Ethnicity       White                  46%              46%
                                  Black                  40%              42%
                                  Hispanic               10%               9%
                                  Other                   4%               3%
                  Transmission    MSM                    42%              30%
                  Source          IDU                     2%              14%
                                  MSM/IDU                 0%               9%
                                  Heterosexual           30%              23%
                                  Pediatric               2%               0%
                                  Other                  24%              23%
Formatting Graphs
• Try to make graphs illustrate your story by
  highlighting key points; population differences;
  or relationships, relevance, or consistency with
  grant criteria, goals, and objectives

• Make sure the graph shows visible differences
  and select patterning that brings out the point

• Select a format (pie, area, line, bar, etc) that
  best shows the point you want to make.
           Hospice Cases as Percent of Deaths - United States and Onondaga County
      20.0%                                    17.0%

                      11.3%    11.4%



                      199 3    199 4           199 6        199 8       200 0   Onond aga 20 03

                       Growth of Hospice Cases - United States: 1993-2000
              Total                        141.8%
         Cancer                        95.6%
    Other Causes                                                    255.2%
         0-64 yrs                74.3%
         65+ yrs                                   169.7%
        65-74 yrs                71.6%
        75-84 yrs                                      182.7%
         85+ yrs                                                                            419.9%

                    0.0%        100.0%             200.0%           300.0%       400.0%           500.0%
           Pot ential Caregivers (those aged 50-65 years) per Frail Elderly (85+ years)
   16 .0
                14 .0
   14 .0

   12 .0
                                  9. 4
   10 .0                                          8. 7
                                                                   6. 9
    8. 0                                                                           6. 0
    6. 0

    4. 0

    2. 0

    0. 0
                19 80            19 90           20 00            20 10           20 20
  Syracuse and Onondaga County Partnership
            for Community Health


                                                                                                          • Percent of Syracuse in red area
                       1                        6        7     8              9
                                                                                                             –56% of City total
                                                                                                             –68% of those below 100% of
                                                    14                                     18       19
                                                13            15                  17.02
                                 22                                                       36.01
            28                    30
                                            31        32
                                                               33       34        35                         –86% of African-American
                 37               40
                                                41 42              43                             46         –75% of Hispanic
                                 39                                               45
                                       52            53
                                                                             44                           • Black indicates Census Tracts where
       48         49        50
                                      51             54                       56.01
                                                                                                            African-American population exceeds
                                                                    55                                      70%
                                                         59                       56.02
                                                                                                          • Dots indicate Census Tracts where
                                                          61.01                                             Hispanic population exceeds 20%
                                           60                       61.02

On-line Sources for Information
• GOOGLE for general browsing and searching
  ... also Agency Home Pages & Data Portals
• US Census for Demographics
• NYSDOH & NCHS/CDC for Vital Stats,
  HIV/AIDS, Health Behaviors, Service Use
• NYSDOH & CMMS for Medicaid, Medicare,
  Insurance, and Managed Care
• SAMHSA for Mental Health/Substance Abuse
• Provider & Professional Organization Sites
• NYS Departments & Agencies
Google and more
• Search Engines – GOOGLE, etc.
   – Be patient, use a wide variety of key words
   – Links and Bookmarks ... can have limited life
• Global Agency Sites
Census Bureau         
NYS DOH               
Center Disease Control (CDC)
CDC WONDER            
Nat Center Health Stats(NCHS)        
Healthy People 2010   
Kaiser State Health Facts
SUNY Upstate Health Info Ctr
Demographic – Census                               & Related
Census Bureau   
Census NY Profiles
Census Pop Estimates
American Fact Finder
NYS Data Center 
NYS County Profiles
NYS Behav Risk (BRFSS)
NYS DOH Statistics Page
Vital Stats – NYSDOH                               and Related
NYS DOH           
NYS DOH Statistics Page
NYS County Profiles
Vital Statistics  
NYS Behav Risk (BRFSS)
Community Hlth Data Sets
Health Indicator Profiles
Data Clearing House
Data Sources/Tools
Health – NCHS and CDC
• NCHS = National Center for Health Statistics
Health USA        
Surveys and Data  
Healthy People 2010
Hlth Prof Shortage Areas
Ctr Disease Control (CDC)
CDC WONDER        
Medicaid/Medicare –                       NYSDOH, CMMS and related

• CMMS = Centers for Medicare and Medicaid Services
NYS Medicaid  
NYS Managed Care
NYS Man Care Perform
CMMS Hospital Compare
CMMS Nursing Home
CMMS Home Health
Medicare Physician
  Directory               Search.asp
SAMHSA –                 Mental Health/Substance Abuse

• SAMHSA = Substance Abuse & Mental Health Services Admin
SAMHSA Data Reports
CMHS Mental Hlth Stats
Nat Inst Drug Abuse

New York State
OMH Facilities  
OMH Licensed Services
OMH Pat Char Sur (PCS)
OMRDD Service Listings
OASAS Data Mart 
Providers/Prof Organizations
NYS Hospital Directory
SPARCS – Annual Rpts
AHA Hospital Directory
NYS Nursing Home Dir
NYS Adult Home Dir
NYS Physician Search
AMA Doctor Finder
Medicare Physician Dir
ADA Find a Dentist
State Agencies
NYS Depts/Agencies 
Local NYS Govt Sites
Health Department  
Attorney General   
Dept of Family Assistance
Education Dept     
Insurance Dept     
Dept of Labor      
Office of Mental Health
Office for the Aging
Governor's Office  
State Assembly     
State Senate       
State Laws and Regulations
Downloading Data –               Tricks of the Trade

•   Save things as files/Don’t just print them
•   Selecting from on-line text
•   Selecting from PDF Files
•   Downloading from the Census
•   Pasting/Opening into Excel Files
•   Scan when necessary

On Line Exercises
Working with Excel –                 Tricks of the Trade

• Formulas
    – Math operators ( +, - , * , / )
    – Math functions (e.g. sum)
    – Absolute [$] and Relative References
•   Formatting (Cell, Columns and Rows)
•   Sorting
•   Filtering and Copying Filtered Data
•   Pivot Tables
•   Copying and Past Special Function
Working with Word –            Tricks of the Trade

• Make Tables with Tables – Not Tabs
• Formatting Tables
• Pasting Information from Excel to make tables
• Inserting Pictures and other Graphics
• Formatting Pictures and other Graphics
• Making Graphs
The Evaluation Plan
• Most grants call for an evaluation component
• There are many bases and methods for evaluation
  (e.g. process, outcome, utilization-focused, impact)
  Make sure you understand which the RFP calls for.
• The RFP may also ask for a “logic model” which
  shows relationships between inputs and outputs
• The easiest evaluation to do is process evaluation (i.e.
  did you do what you said you were going to do?)
• Tip: Always try to have some process measures since
  other approaches almost always encounter data
  collection difficulties
• Make sure your indicators can actually be measured.
Process Measures
             Data Collection
                 baseline data on potential client needs
                 pre/post skill testing and program evaluation results from technical
                    assistance workshops
CNYHSA           ongoing collection of information during one-on-one technical
                    assistance (e.g. initial assessments, reassessments and case
HIV/AIDS            conferences, satisfaction surveys, and closing interviews.
Technical        key informant survey at the ending of the grant

             Demographic Information/Control Variables
Program          race/ethnicity, gender, leadership/staff role played, tenure at
                 name of organization , type or mission, size of budget, years existed

             Process Measures to monitor the ability of the project to carry out proposed
                   number of Leadership Development Sessions
                   number of Executive Coaching episodes, Special Topic Seminars and
                       Workshops, and Technical Assistance Products developed;
                   number participating in each project activity
                   number of minority-serving organizations requesting technical
                   percentage receiving such assistance
                   participant retention based on ongoing attendance at training sessions
                   degree of client satisfaction based on client satisfaction surveys.
Outcome/Impact Measures
             Outcome Measures to show how well the project is achieving anticipated
             results including:
                  increase in the number of minority serving organizations that apply for
                      and receive grant funding to address identified service delivery gaps
                  improvement in organizational functioning to increase potential for
CNYHSA                sustainability (e.g. through policies and procedures, corporate
                      establishment, board involvement, and fiscal practices)
HIV/AIDS          increases in collaborative efforts between organizations and providers
                      to expand HIV/AIDS-related prevention and treatment services.
Technical         increased number of representatives from faith-based communities
                      who participate in leadership bodies concerned about HIV/AIDS
Assistance        increased number of congregations involved in HIV/AIDS issues.
                  increased use of defined “cultural-sensitive approaches” (e.g.
Program               guidelines and protocols, staff and volunteer training programs,
                      counseling and testing programs, prevention and education programs,
                      peer educators).
                  increased use of counseling and testing services by minority
                      populations as a result of increased service capacity of minority
                      serving organizations).
              Impact Measures to demonstrate the project’s affect on health disparities
              including changes in behavior patterns and access/utilization of health care
                    increased response of minorities, especially women, to HIV Testing
                    increase in new male HIV+ patients at Syracuse Community Health
                    decrease in number of late-stage initial presentations at clinical
                    increase in number of congregations in which 10% of members or
                       clergy have taken an HIV test
                    decrease in percentage of new cases of HIV/AIDS among African-
                       American women
                    decrease in number of missed appointments/ follow-up at clinical
Utilization-Focused Measures
 Diabetes         Patient Monitoring Criteria                                                       Target

 Prevention and   Percent who have HbA1c blood glucose levels tested on a quarterly basis           Increase to 90%

 Management       Percent with high HbA1c blood glucose levels (> 7)                                Reduce*

 Program          Percent with uncontrolled high HbA1c blood glucose levels (>7) who are referred   *
                  to specialized diabetes management programs (e.g Joslin Diabetes Center)

                  Percent who have diabetic retinal exams performed at least once a year            Increase to 75%

                  Percent who have foot assessments performed at least once a year                  Increase to 75%

                  Percent who have dental exams performed at least once a year                      Increase to 75%

                  Percent who maintain blood pressure levels below 135/85 range                     Increase to 70%

                  Percent over age 55 who take hypertension medications such as ACE inhibitors      Increase to 75%
                  to control their blood pressure

                  Number who participate in diabetic registries.                                    Increase*

                  Number who participate in diabetic registries and do documented self              Increase to 70%
                  management goal setting and monitoring

                  Percent who attend client education programs/sessions with a nutrition            Increase*
                  counselor or diabetic educator following routine visits

                  Percent who participate in community prevention/disease management                Increase*
                  programs sponsored by coalition members (e.g. nutrition education or physical
                  activity program)

                  * Guideline/Target to be developed.
Impact Measures                                             (Continued)
                  Provider Participation/User Coverage and Participation
 Diabetes         Number and percent of Health Center providers who participate in program
                  Number of percent of Health Center users served by providers who participate in program
 Prevention and   Percent of known diabetics whose providers participate in program
                  Percent of known diabetics listed in program registry
 Management       Health Center Screening
 Program          Number of undiagnosed patients with risk factors (w/o presenting complaints/symptoms) who are
                  Number with risk factors (w/o presenting complaints/symptoms) who diagnosis is confirmed following

                  Community Screening
                  Number of Sites
                  Number of Sessions
                  Type of Session (Blood Pressure, Self Assessment, Other)
                  Number Screened
                  Number Screened who are over 40 years of age or exhibit other risk factor
                  Number Referred to health care provider for follow-up

                  Nutrition Related Programs
                  Number of sites by type (community organization, church)
                  Number of classes/sessions by type (cooking/food preparation, diet/nutrition class, dinner/other eating
                  Number of participants

                  Exercise, Wellness, and Fitness
                  Number of programs
                  Number of classes/sessions
                  Number of participants

                  Public Awareness and Community Education
                  Number of public service announcements, interview programs, or spots on TV and radio stations
                  Number of spots on radio stations which focus on minority populations
                  Number of Diabetes Education programs at signature “minority” community events
                  Number of other programs sponsored by coalition members
                  Number of sites where materials are distributed
                  Number of pamphlets and related educational materials distributed
Logic Model Examples
 School-based Oral Health Improvement Program
        INPUTS                        ACTIVITIES                           OUTPUTS                      OUTCOMES
    Using these resources,      we will engage in these activities     to produce these results,       which will yield these
  New and existing SCHC        Expanded capacity to               Oral health assessments      Expanded age and
    School-Based Health            provide dental prevention            provided to all SBHC           geographic access
    Centers                        and treatment services at            enrollees (2,762 stu-        More students
                                   three schools                        dents) including 950 high      receiving prevention
  SCHC dental providers                                               school students (70% of
    (dentists and hygienists)    Implementation of new pro-                                          and treatment services
                                   grams at two schools to              all students) and 1,812        on a regular basis
  AmeriCorps volunteers          provide expanded geogra-             elementary and middle        Increased awareness
                                   phic access and continuity of        school students (80% of        of oral hygiene by
  Dental prevention                                                   all students)
                                   care as children age                                                children and parents
    supplies (age-specific
    educational materials,       Development of a data base         One-on-one oral health       Improved practices at
    fluoride treatments,           to monitor dental health ser-        education for students         home (brushing, flos-
    sealants)                      vice needs (e.g. program             and parents                    sing, bottle feeding,
                                   enrollment and patient demo-       Classroom education for        snacking)
  Program-specific data          graphics; oral health status        students                      Increased likelihood
    base                           including presence of caries;                                       that appointments are
                                                                      Provision of dental pre-
  SCSD administrators and        oral health awareness;                                              made and kept
                                                                        vention services by
    support staff                  services provided; referrals,                                     Fewer dental carries
                                                                        hygienists (cleaning,
                                   follow-up, and compliance;                                          and other problems
                                                                        fluoride treatments)
  Children at target             recall and need for periodic                                      Fewer visits to ERs for
    schools and their parents      check-ups)                         Sealant treatments or          dental emergencies
    or guardians                                                        checkups provided to all     Improved understand-
                                 Development of imple-                enrollees in grades 2-6        ing of oral health needs
  Grant funding                 mentation of policies and             (1,060 students)
                                  procedures to facilitate                                             and barriers affecting
                                  enrollment, follow-up, and          Provision of dental            access to care
                                  referral (e.g. parent consent        treatment services by
                                  forms; protocols for referrals,      dentists directly or
                                  follow-up, and routine               through off-site referral
                                  scheduling of care; etc)            Aggressive follow-up to
                                                                        ensure compliance with
                                 Implementation of
                                  surveillance and follow-up
                                                                        off-site referrals                IMPACT
                                  systems                             Current information on
                                                                       client-specific and school   Increased oral health
                                 Development of program-             wide dental health needs     access and improved
                                  wide tracking reports and                                         oral health status among
                                  other data analysis                 Documentation of pro-
                                                                                                    preschool and school-
                                                                        gram impact
                                                                                                    aged children
Logic Model Examples                                                                   (Continued)

 Diabetes Prevention and Management Program
                                             Program Logic Model

                   Inputs                           Outputs           Immediate Outcomes           End Outcome

  New “evidence-based” service delivery      Provider and patient     Identification of clients   Healthier life
  model which emphasizes collaboration,      compliance with          at risk (diabetics and      styles
  continuous quality improvement, and        standards of care.       pre-diabetes).
  community partnerships.                                                                         Delay or
                                             Ongoing monitoring       Increased awareness         prevention of
  Health Center and heath care providers.    and re-engineering of    of risk factors and         disease
                                             care processes.          disease prevention.         incidence or
  Meeting halls, gyms, and cooking re-                                                            progression
  sources of churches and community          Exercise, wellness and   Increased number of
  agencies.                                  fitness programs.        diagnosed diabetics.        Reduction in
                                                                                                  disability (e.g
  Outreach, counseling, and other staff of   “Righteous Eating” and   Improved ability for        blindness, heart
  community agencies                         other programs which     providers to monitor        disease)
                                             emphasize the            patient health status
  “Signature” events of minority and other   importance of diet,      and care needs.             Longer life
  community organizations. Social calendar   nutrition, and food                                  expectancy
  of churches.                               preparation.             Improved ability for
                                                                      individuals to prevent      Reduced need
  Senior Nutrition Program sites and food    Community education      or self manage              for
  pantries.                                  and public awareness     disease processes.          hospitalization
                                             programs in culturally
  TV and radio stations.                     sensitive formats.                                   Better quality
                                                                                                  heath care
  Educational materials of national and      Screening programs
  state governments and disease focused
and you could need ....                                                                          an Asset Map
                                                                             Related to Use of or Search for Dental Care
                                                                             Dental Societies
                                                                             Dental Hygienist Associations
                                                                             Dental Clinic/Office visits
                                                                                                         Related to Child/Youth Activities and Parent

 Oral Health Prevention                       Related to Use of or Search for Other
                                              Health and Human Services
                                              Pediatric, Prenatal, Substance Abuse
                                                                                                         Boys and Girls Clubs
                                                                                                         Youth Programs

   Program Asset Map                          Clinic/Office Visits
                                              Case Management Programs
                                              Family Counseling
                                                                                                         Day Care and Preschool
                                                                                                         Elementary Schools
                                                                                                         Middle and Senior High Schools
                                                                                                         Pregnancy and Substance Abuse
                                                                                                         Prevention Programs
 Focus/Theme: Use prevention and
 education initiatives to change attitudes,                                       Parents, Children, Adolescents
                                                                          Individual-Level Skills/Assets/Motivating Forces
 promote preventive behaviors, and                                    -   Self-esteem
 increase use of and access to dental care                            -
                                                                          Comfort (absence of pain) [fear of pain]
                                                                          Vanity regarding appearance
 services                                                             -
                                                                          Parent concern for children
                                                                          Desire for entertainment/education
                                                                      -   Visits to Prenatal and other Health Care providers
                                                                      -   Infant Feeding Practices
                                                                      -   Shopping Skills
                                                                      -   Relationships with parents/grandparents
 Methodology: Identify assets/skills of
 program target that affect a particular
                                                                                                             Related to Entertainment, Culture, Art,
 need/focus/theme. Then identify related      Related to Search for Groceries and                            Religion, and Social Events
                                              Foodstuffs                                                     Media (TV/Radio/Newspaper)
 associations or links to resources which     Grocery Stores/Shopping Trips
                                              Food Banks/Pick-up Trips
                                                                                                             Senior Centers
                                                                                                             Church Groups
 could be used in developing or               Other Food Distribution Programs
                                              WIC Program/Registration
                                                                                                             Cultural and other Fairs and Festivals
                                                                                                             Community Social Events
 implementing a strategy to promote           Trips/Check Distribution                                       Community Artists

 change/heath improvement.
                                                                                    Translation Services
                                                                                    Transportation Programs
                                                                                    Planning and Coordination
Asset Maps – Step 1
Oral Health Prevention Program Example

        Identify Individual-Level
        Skills/Assets/Motivating Forces
         Self-esteem                Visits to prenatal and
         Comfort (absence of         other health care
          pain, fear of pain)         providers
         Vanity regarding           Infant feeding practices
          appearance                 Shopping skills
         Parent concern for         Relationships with
          Children                    parents/grandparents
         Desire for
Asset Maps – Step 2
Oral Health Prevention Program Example
Exercise – Sample Data Plan
•   Determine what the grant might be needed for
•   List the types of data you think you will need
•   Identify where you might get the data
•   Get some data that relates to your plan from
    one of the sources we talked about today
•   Develop some statistics using these data
•   Write a short narrative presenting the statistics
•   Design a small table to present the data
•   Design a graph to present some of the data
• What was missing from your data plan?
• What other kinds of information/data would you
  have wanted?
• Do you think that kind of data exists?
• What can you do when you can’t find the data
  you want?
• What kind of assistance might further enhance
  your skills?
Don’t forget to fill out the evaluation form!!

     Use of Data in
     Grant Writing
     Terry Richmond
     September 13, 2007

         Thank you for listening

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