EDUCATION AND OUTREACH
To help create and maintain healthy watersheds and natural habitats
that support thriving communities and strong economies.
1. Please read the ―Instructions for Completing Education and Outreach Applications‖
before beginning your application.
2. Use 8½ x 11 single-sided, unstapled pages. Avoid color and detail that will not
3. Complete Sections I and II in the space provided.
4. Answer all the questions in Section III on separate 8½ x 11 single-sided, single-spaced,
unstapled pages. Complete the required forms and attachments.
5. Read and sign the Education and Outreach Grant Application (Section I Certification).
6. Read and complete the Application Checklist at the back of this document and return
with your application.
A down-loadable electronic application form and instructions can be obtained
SUBMISSION OF GRANT APPLICATIONS
Grant applications may be submitted to OWEB by hard copy via mail or delivery to our
Salem office. No faxes or emails will be accepted. To learn about the next deadline and
review date, visit our web site at the address shown above.
OREGON WATERSHED ENHANCEMENT BOARD
775 Summer Street NE, Suite 360
Salem, OR 97301-1290
Phone: (503) 986-0178
Type the information for Sections I and II USING ONLY the pages provided (or reproduce the pages on
your computer using the spacing and layout shown, NOT TO EXCEED 4 PAGES)
Sections I and II must accompany your application
THE FIRST 4 PAGES ARE NOT THE PLACE TO DESCRIBE YOUR PROJECT IN DETAIL
Name of project: Stream Team Extension III
OWEB funds requested: $10,978.00 Total cost of project: $79,350.00
This project occurs at (check one): A single site Multiple sites
Watershed(s) County or counties
Township, Range, Section(s) Longitude, Latitude (if available)
This project occurs (check one of the next five boxes): Statewide
In a single watershed in the same OWEB region: In more than one watershed in the same OWEB region:
Watershed Region Watersheds Region
In a single watershed in more than one OWEB region: In more than one watershed in more than one OWEB region:
Watershed Regions Watersheds Regions
Applicant Project Manager
Name:Jim Grano Name:Jim Grano
Address:88158 Riverview Ave Address:
Mapleton OR 97453
Email: firstname.lastname@example.org Email:
Fiscal Agent Landowner(s)
Name:Siuslaw SWCD Public: Agency:
Organization:SWCD Private: Name(s):
Address:1525 12th St. Suite 10A
Florence OR 97439
NOTE: See page 2 for the CERTIFICATION. (As an Applicant, you must complete, sign and date the Certification.)
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 1
I certify that this application is a true and accurate representation of the proposed work for watershed education and that
I am authorized to sign as the Applicant or Co-Applicant. By the following signature, the Applicant certifies that they
are aware of the requirements (see Application Instructions) of an OWEB grant and are prepared to implement the
project if awarded.
Applicant Signature: Date:
Print Name: Title:
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 2
1. Project Description: In 150 words or fewer, state
A) Your target audience and their educational/outreach needs that your project will address central to
their current level of awareness, knowledge or skills.
B) The anticipated barriers to learning, how you address them and the methods (workshops, handouts,
field trips, etc.) you will employ.
C) How this project will increase awareness and participation in watershed enhancement and how you
will measure results.
D) How OWEB funds will be used?
Siuslaw Stream Team Extension III continues coordination of sequential watershed
studies providing educational materials, speakers, and 20+ field trips for 330 Siuslaw
Elementary 3rd, 4th, and 5th graders. Partners are Siuslaw Watershed governmental
agencies and volunteers. OWEB funded this extension of the 12 year-old 7th grade
Stream Team to the elementary in 2007-08 and 2008-09. Without financial support
for a coordinator and for transportation costs, it‟s likely this program would cease due
to fuel costs and salary the District cannot afford, and extra planning time teachers
don‟t have. To continue this program, OWEB funds of $10,978 are requested for
transportation ( 30 %), salaries ( 60 %), and administration (10%). Consumable
science supplies, egg-incubator tanks, raingear, and class sets of books are funded by
When our youth become aware, knowledgeable, and experienced early and
repeatedly, they respond with enthusiasm, do meaningful work, create long-
lasting memories, and develop stewardship. Education is watershed restoration.
2. Was this application submitted previously? Yes No
If yes, what was the application number?
3. Is this project a continuation of a previously OWEB-funded project(s)? Yes No
If yes, what was the application number(s)? 207-193 and 209-1028
4. Project Partners. In the table below, show all anticipated funding sources (do not include OWEB) and indicate by checking
in the appropriate box the nature of their contribution. Be sure to provide a dollar amount or value for each funding source. If
participation is in-kind, briefly describe the nature of the contribution in the first Column.
Funding Source Cash In-Kind Secured Pending
(if in-kind, briefly describe Amount/Value
(√) (√) (√) (√)
the nature of the contribution)
Govt agencies(USFS, ODFW, state
park,SWCD): hours, supplies
Volunteers: parents/family, STEP, STST
(@$10/hr per vol.)
Florence Rotary and PTA: supplies $1,250
Jim Grano: $10/hr reduction $2,000
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 3
Total Estimated Funds (add all amounts in the far-right Column): $79,350.00
5. Have any conditions been placed on other funds that may affect project completion?
If yes, explain:
6. Is the proposal part of an existing watershed, regional, or statewide plan? Yes No
If yes, name the plan and reference sites(s) or elements of the plan related to the project:
ODFW Condon Creek Stream Restoration and Enhancement, Enchanted Valley Restoration Project;
Duncan Island Wetland Refuge; ODFW Whitaker Creek Salmonid Monitoring Project; Knowles Creek
Monitoring; SWC Action Plan. Meets watershed council stated goals to facilitate watershed educational
7. A Land Use Information form is required for this project. Yes No
(Refer to the Application Instructions, “Forms That Might Be Required.”)
8. An Acknowledgement of Public Record Information form is required for this project. Yes No
(Refer to the Application Instructions, “Forms That Might Be Required.”)
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 4
SPECIFIC EDUCATION PROJECT ACTIVITY
These essay questions and their answers are designed to guide you and reviewers through a logical process of
understanding the situation for the proposed work. Answer the questions in 12-pt type size, single spaced, on
single-sided pages. Use bullets where appropriate. Use bold face and italics for emphasis only. If the
question is in parts (e.g., ―a‖ and ―b‖), make sure you answer in parts. Refer to the Instructions for
clarification and helpful examples. Delete example before you enter your answer(s).
E1. Audience - Needs Assessment. Describe in detail: a) your target audience; b) how you identified their need
for awareness, knowledge or skills; and c) what that need is.
Discussion. Knowing your audience is key to designing a project that fits their needs. Describe the current level
of your audience's awareness, knowledge, or skills and how you identified their need for improvement. An
audience's needs may be identified through educated opinion, surveys, statistics, informal discussions, anecdotes
from reliable sources, a direct request for the program, etc. Documentation (statements of request, survey results,
photos of a site, etc.) which can be attached to this application, lends credibility to your justification. When
you describe how your project will address a need, stay focused. A common mistake is to describe the current
situation in a broad context without identifying and documenting how the proposal addresses a specific audience
and role in the community.
a) The Siuslaw Elementary School Stream Team is approximately 330 students in
grades 3, 4, and 5. With this proposed grant, targeted grade levels will continue to
learn in more depth how the activities of those involved in watershed protection and
restoration (including themselves) can change the future. The Siuslaw Steam Team
Program anticipated by more than a decade the current environmental education
efforts of the “Leave No Child Inside” movement and its goals. This program offers
more students a chance to learn “hands-on” and “in-the-field” about the natural
resources of their area, and to participate “on-the-ground” in resource research,
restoration, and protection efforts. By their participation, students actively learn
about their watershed, which increases their sense of understanding, appreciation,
and stewardship for the Siuslaw basin. The motto of the Siuslaw Stream Team is
“We can make a difference”, and through the Stream Team, students have been
empowered by their hands-on activities to feel that they have made a difference in
their home watershed. This grant, as requested by teachers, administrators, and
parents, seeks to continue these significant educational outcomes.
b) The need to extend the Siuslaw Middle School Stream Team to the elementary
grades evolved from that program‟s success with students, teachers, families, and
the community. The acquisition of informed and empowered stewardship for the
watershed, combined with hands-on, outdoor science experiences guided by
knowledgeable natural resource professionals and volunteers has proven to be of
the utmost value for students of all ages. Excitement and support for the original
Stream Team activities encouraged the idea to spread this learning experience
throughout the District. Pre-tests have determined that there exists little or no pre-
knowledge in the areas to be studied; and,those few students with some awareness
are excited to learn more (with the extension, more awareness and knowledge will
be obtained and retained as students progress through the grades). The retirement
of the middle school program‟s founding teacher provided the opportunity to meet
the perceived need to propose the program‟s extension to the elementary school
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 5
and for him to coordinate its implementation. A sequential curriculum and set of field
trips introduces watershed concepts and issues, reinforces previous experiences,
then examines them again in more depth and introduces new concepts. Local
support demonstrates the significance to stakeholders in the Siuslaw Watershed: the
first year involved active participation by the USFS, ODFW, BLM, SWC, SWCD,
Florence STEP, and numerous volunteers as well as financial support from Ladies of
the Elk, Bi-mart, and Rotary; the second year added Honeyman State Park, a local
certified organic farm, and a local landowner, as well as donations from PTA, Rotary,
and discounts from REI. Continued financial support from OWEB for a coordinator
and field trip transportation remain essential to maintaining the program.
c) Lesson plans use well-established U.S. and Canadian curricula, as well as locally
developed studies planned by the coordinator and resource professionals, and are
closely aligned with Oregon life science curriculum standards. The lessons support the
efforts and goals of OWEB strategies to bring place-based learning to students. Field
trips are preceded by in-class instruction, and followed by debriefing sessions and
E2. Program Design. Explain a) the educational activities proposed, b) how different learning styles will be
addressed, and c) what end products will be produced. Separate your answer into three clearly delineated
parts (a - c).
Discussion. Describe the activities, efforts, and/or work products that you propose to produce or provide during
the project period. These may include: outreach and recruitment materials; classroom activities, workshops, or
field trips; conferences or other events; training sessions for educators; development of educational materials or
websites, and others.
a) The third grade has a field trips to Honeyman State Park in October, to
Whittaker Creek (BLM land/STEP project) in February, and to Condon
Creek (private landowner) in March. The fourth grade goes to Honeyman
State Park in November, Knowles Creek (private land/USFS, SWC project)
in April, and Cleawox Lake in June. The fifth grade visits Duncan Island
(private land) in October, Honeyman State Park in January, and Cleawox
Lake in May. All classes participate in ODFW‟s Eggs to Fry program with
help from Florence STEP. Teachers and guest speakers prepare students
for the trips 1-3 weeks before the event. All trips are organized into 4-5
learning stations of 30-45 minutes each. Natural resource professionals or
knowledgeable volunteers begin with background information that provides
a watershed-context for the hands-on activities that the students will
b) All field trips are preceded by an in-class study of relevant topics, with
learning materials provided by the coordinator, and often, presentations by
guest speakers, including the coordinator. Most of the field trips are
organized as a series of 4-5 thirty-forty-five minute stations attended by
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 6
rotating groups of 5-7 students with adult volunteers. Stations are
presented by natural resource professionals, knowledgeable volunteers,
and trained former Stream Team students (STST). Hands-on activities are
emphasized. Stations at Honeyman include bat life cycle, building bat
houses, dune geology hike, hydrology dynamics in a watershed, wood
products, decomposers, and historic and modern camping skills. At
Whittaker Creek, STEP volunteers explain the steelhead hatchery program
while the students help collect eggs and milt, macroinvertebrates are
collected and identified, a riparian trail hiked, water quality checked, and
salmon dissected. At Knowles Creek, fish from the trap are identified
and salmon smolts weighed and measured, macros are collected, riparian
trail hiked, timber as a sustainable resource discussed and trees planted or
released, and water quality checked. At Duncan Island, organic
farming, livestock raising, a spruce forest/tidal wetland, and alternative
energy uses are explored and experienced. At Condon Creek, native
plants and trees are emphasized with guided hikes, invasive plant removal,
and an arts and crafts project. Cleawox Lake is a fishing trip for the
fifth grade after 15 in-class hours of studying ODFW‟s Angler Education
program and learning fishing skills. Stream Team learners are
enthusiastic about discovering all the inter-relationships within a healthy
watershed, and exploring them outside, hands-on, guided by dedicated
professionals and volunteers. All three learning styles are used and valued
as students understand watersheds by listening, seeing, and doing:
students follow directions, work cooperatively, and make meaning out of
what they do. During the Eggs to Fry project, students learn the salmon life
cycle, monitor the temperature, seek and remove dead eggs, calculate
Temperature Unit „s on a daily basis, participate in the release of the fry at
a local lake, and write farewell poems to the fry.
c) The most valued products are the students themselves. After this three
year program, they will have ample experience and knowledge to be life-
long stewards of the Siuslaw Watershed or whatever watershed(s) they
visit or live in. Their families benefit because the majority of students share
their activities and insights at home. Of course, the community values its
informed, pro-active youth. The students also plant trees, remove
invasives, create crafts, art, and write journals, poetry. Some return as
presenters through the Stream Team Student Teachers program. The
elementary Stream Team enables the teachers to devote more time to
science and the students to discover more joy in the subject. Students
interact with real scientists and an array of individuals/neighbors committed
to watershed health.
E3. Program Design - Overcoming Barriers to Learning. For each activity or learning objective, discuss
a) what you anticipate to be barriers to participation and/or learning the proposed objective, and
b) how you will address those barriers. Separate your answer into two clearly delineated parts (a and b).
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 7
Discussion. Think about the characteristics which might influence your target audience‘s willingness or ability
to use your program. Considerations such as: age, gender, education level, learning style, schedule, economics,
mobility or language as well as attitudes and belief systems may be very important to your design.
a) Barriers to the Stream Team Extension project are (1) the cost of
transportation, (2) available classtime, (3) adequate time for planning, (4)
teaching materials, and (5) weather appropriate clothing.
b) (1) All field trips are within the Siuslaw Watershed. Honeyman State Park
is only three miles from school, Condon Creek is a 20 mile round trip that
replaces a similar 70 mile trip from the first year, and we are using volunteer
boats to cross the river to Duncan Island, saving 40 round trip miles each
time (160 miles). The coordinator secured some transportation funds from
local sources to lower OWEB‟s contribution. (2) State testing is currently
mandated three times during the school year: teachers must test, remediate,
retest, remediate, and retest --- it was very difficult to break into classtime the
first year of the program, but the experiences of each grade with this
program were so outstanding that additional watershed studies and trips
were allowed in year two by all the teachers in all the grades. (3) A
coordinator is a necessary part of this program. The original proposal
believed the presentation of curriculum (written during the first year) and the
organization of trips could be assumed by the teachers after the first year.
Not even close! maybe after the second year? No. This grant proposes that
a coordinator is necessary to maintain this program. Too many variables
have to be coordinated to make these lessons and trips successful. Dates,
classroom and station presenters, the activities, teaching materials, supplies,
busses & boats, station schedules all have to be organized and
communicated to all involved. The teachers have all they can do to prepare
their students and parent volunteers for the trips; this grant relieves them of
the nearly impossible task of each doing it all alone. The coordinator also
spends time seeking funds and donations and networking with
administration/teachers, partners, and potential partners. (4) Many
reading materials are free from government agencies like ODFW, BPA, and
USACE. The internet provides a wealth of educational sites about salmon
and watersheds. ODFW provided 50 fishing poles and reels; Honeyman
State Park provided the bait and tackle. (5) Local donations and discount
prices have enabled the program to purchase 40 pair of rainboots and 40
pair of rainpants. Providing this appropriate clothing is essential to enabling
youngsters to have positive outdoor experiences even on Oregon‟s wet,
E4. Proposed Outcomes. With the target audience itself as the subject of the sentence, state the proposed
short-term and long-term outcomes as a change in attitudes, knowledge, skills or behaviors.
Discussion. An outcome is the result, effect, or consequence that will occur from carrying out the activities of
the project. Outcomes are quantifiable changes.
Short-term outcomes include: increased awareness, knowledge, skills, attitudes, and motivation. Short-term
outcomes must occur during the project period.
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 8
Medium-term outcomes include: decisions, actions, practices and behavior that are the foundations of watershed
stewardship. Most projects will accomplish some medium-term outcomes during the project period.
Long-term outcomes include: increased involvement in watershed enhancement programs and restored or
1) Short-term outcomes: By the end of the a typical field trip (including
pre/post preparations) students:
Will be able to describe basic watershed functions and processes and
the ways in which their home watershed is healthy or in need of
Will have identified at least 3 different native and/or invasive plants .
Will be able to describe the life cycle of an inhabitant of the field trip
Will have an awareness of natural resources of their watershed.
2) Medium-term outcomes: About 3-4 months after the initial field trip,
Will have reviewed and reinforced the previous trip‟s short-term
Will have participated in an activity that restores/enhances the
3) Long-term outcomes: Within 1-2 years, students:
- Will have made many of the short and medium outcomes for
awareness and knowledge into long-term outcomes of life-long
Will have made a positive impact on the quality of their watershed on
projects with middle school Stream Team.
Will have influenced family to “Make a Difference” (develop
attitude/behaviors regarded as watershed/salmon-friendly).
E5. Mission. Discuss how the proposed project a) will increase awareness and involvement in watershed
enhancement projects, and b) will further the mission of your organization. Separate your answer into
two clearly delineated parts (a and b).
Discussion: OWEB's Education and Outreach grants are just one component of OWEB's overall commitment to
benefiting all users of water in the state and providing the greatest opportunity for volunteer participation to
achieve the goals of creating and maintaining healthy watersheds and natural habitats that support thriving
communities and strong economies. Staying focused on both the mission of OWEB and the mission of your
organization insures that the projects proposed are in alignment and mutually beneficial.
a) Students and teachers, grades 3-5, are the primary audience. These participants will
benefit from an early awareness of the wealth of natural resources in their home
watershed. They will be motivated by the relevance to their lives of the subject matter. It
will be science that is both meaningful and comprehensible. Their families, and through
media coverage and other outreach, the residents of the Siuslaw Watershed, will be
informed and influenced about OWEB‟s goals of creating and maintaining healthy
watersheds. As a participant in OWEB‟s Education and Outreach Strategy Focus Group,
spring 2005, the applicant is familiar with the goals and objectives of Education &
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 9
Outreach, as well as the Oregon Plan. This grant is an extension of the established
Siuslaw Middle School Stream Team that already incorporates the three interrelated
categories of Awareness, Knowledge, and Skills. This project, like the middle school
Stream Team, is structured on the E&O Strategy final draft, specifically: key messages A-
E (p4); goals for knowledge 1-4 (p10); delivery mechanisms including classroom
instruction and field trips with hands-on projects, and partnerships with agencies and local
volunteer efforts; and, development of teachers‟ knowledge and skills (bullets p 16 ( note -
-- SMS Stream Team is used as an exemplary program on page 11). The Stream Team‟s
history has repeatedly demonstrated the positive impacts of this kind of program --- youth
are highly motivated by the relevant topics, excited about field trips that incorporate
tangible restoration activities, exceptionally well-behaved, and academically productive
with follow-up assignments. Families appreciate and learn from their students‟
enthusiasm, and many parents/guardians are present on one or more trips.
Implementation strategies for similar projects are readily shared with school districts and
agencies regionally and statewide (and for home-schooled science).
b) This project is aligned with the State Department of Education‟s science
standards, with multiple Federal and State government agencies‟ mandates to
support environmental education efforts, with the “No Child Left Inside” movement‟s
stated goals and legislative efforts, with STEP‟s fundamental goal of youth
education/involvement, and with the mission statement of the Siuslaw Watershed
E6. Education Metrics, Part 1. Establishing Baseline Data
What initial information on program participants or other program aspects will be collected prior to
participants receiving services or program intervention?
Discussion. Post-project evaluation is most compelling in combination with pre-project assessment. The data are
needed to determine changes and progress toward your outcomes. These data can be collected in advance of the
program (as part of your needs assessment for question E1), or at the beginning of the workshop with a short
survey or other ―pre-test.‖
1. Project monitoring by administration & teachers: This project has been in
place for two years, and its needs assessment has been completed and
revised as necessary. Before the school year begins, and after it ends, the
project manager, the principal, and the 3rd-5th teachers meet to evaluate the
trips previously taken and trips proposed, and to review and update the
curriculum. The strengths and weaknesses of each trip are assessed by
teachers, students, and partners, after each excursion via a simple feedback
forms appropriate to each group.
7. Initial assessment of students: 3rd grade students are given a pre-test prior to any
instruction in September; they are given feedback forms after each trip and a post-
test in June. The same procedure is used with 4th and 5th grades, except the
pre/post tests are progressive in “depth of understanding”, as is the overall
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 10
E7. Education Metrics, Part 2. Measuring Outcomes
Using a table similar to the one in the example, describe and explain your plans for tracking and measuring
progress on project activities and related short-term outcomes. For each of the outcomes stated in E4, what
change in participants‘ behavior, attitudes, skills, knowledge, status, or condition would indicate success? If
your medium- and long-term outcomes can also be measured within the project period, explain your plans for
that evaluation as well.
Outcomes: Use your outcomes from question E4.
Indicators: Indicators must be concrete, well-defined, and observable. You will ensure your indicator is
measurable by writing it in the following form: The # and % of (participants) who (demonstrate what specified
change?) An outcome can be measured by more than one indicator.
Applied to: From whom or about what will the data be collected?
Data sources: Includes anecdotes, surveys or feedback forms, observations, assessments, participant projects,
records or test information.
Data interval: The time between the learning activity and the data collection.
Targets: How you quantify success. Your program was worth your time and effort if # and % of participants
achieve a particular level of results.
Outcome 1: Understand importance of healthy watersheds for everyone.
Indicator(s) Applied to (some or all of Data Source Data Interval Target
the participants; others)
70% will be able to define a All students and teachers Post-trip feedback Day of or 1-2 15% increase on
watershed and list 5 form and end of days after each the final test (85%)
indicators of its health year test trip and in June
(7 months after
70% will be able to list 3+ All students and teachers Same as above Same as above Same as above
waterways, plants, trees,
macros and fish, and 2+
recreational and economic
resources of the watershed
90% will be able to describe All students and teachers Class report and Before the end 90% of students
the life cycle of a watershed end of year test of the school will present an oral
inhabitant year or written report
70% will be able to list 10+ All students and teachers End of year test Same as above 15% increase on final
ways everyone can contribute test (85%)
to watershed health
Outcome 2: Participate in an enhancement or restoration project in the watershed
Indicator(s) ---- 100% of students will join in the physical activity of the particular project.
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 11
Applied to --- All students, with help of teachers, professionals, and volunteers.
Data Source --- Reflective journal, poem, or artwork related to the activity.
Data Interval --- Day of or 1-3 days following the field trip.
Target ---- 90% submit satisfactory responses.
Outcome 3: Demonstrate long-term learning of Siuslaw Watershed stewardship awareness, knowledge, and skills.
Indicator(s) --- 85% of 3-year students will be able to demonstrate 85% comprehension of the indicators of Outcome 1 and list
10+ ways everyone can contribute to watershed health.
Applied to --- all students.
Data Source --- Final Stream Team Test administered at end of 5th grade year to all 3-year participants, and take-home survey
filled out and class-wide results analyzed.
Data Interval --- 3 years
Target --- After 3 years, 95% of students will achicve satisfactory results on Final Stream Team Test and give positive written
feedback on the program . The home survey will indicate that the majority of students‘ families are consciously contributing to a
E8. Use a table similar to the example below to show the anticipated schedule for the project.
Project Activities and Services Start Date Description
Planning 6/12/2009 End of year assessment of year two; plans for year three
Planning: Meet with Honeyman 7/12/2009 Assess previous year; plan year three; decide Honeyman financial
State Park staff contribution
Planning: Meet with teachers 8/28/2009 Meet with teachers to solidify field trip dates and review pre-trip
curriculum; discuss pre-tests, feedback forms, and post(final) tests
Planning: communicate with 9/2009 Coordinate presenters, sites, materials, dates, transportation, etc for
October and November presenters. Honeyman State Park and Duncan Island Ranch
In-class instruction and field trips 10&11/2009 5th to Duncan Is. 3rd and 4th to Honeyman
Planning: communicate with 12/2009 Describe learning objectives and outcomes to potential presenters to
January presenters for Honeyman see if they are appropriate instructors; share expectations.
Coordinate in-class and field trips to 1-2/2010 Communicate with STEP, BLM, ODFW, STST, and teachers: set
Whittaker Ck dates, times, etc.
Coordinate in-class and field trips to 2-3/2010 Communicate with USFS, SWC, volunteers to set dates, times, etc.
Begin ODFW Angler Ed with 5th 4/2010 Meet with teachers, arrange for guest speakers and skills instructors
Coordinate 3rd grade in-class and 3-4/2010 Set up times, dates, and arrange for presenters
field trip to Condon Ck
Coordinate Egg to Fry program 4-5/2010 Introduce project, deliver and set up 20 tanks, deliver eggs and
review procedures and purpose, monitor progress/problems,
arranger release trips with school and STEP
Coordinate Cleawox fishing trips 4-5/2010 Arrange for suitable number of volunteers, and ready rods and reels
Coordinate Cleawox outdoor school 5-6/2010 Meet with 4th grade teachers to determine schedule and topics;
days arrange for presenters
Coordinate administration and 6/2010 Meet with teachers: determine test results and comments
analysis of final tests
Planning 6/12/2010 Meet with teachers to assess year and plan next
Final report mailed to OWEB 8//2010 Write report according to required format
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 12
E9. Use a table similar to the example below to identify the project leaders and their credentials and related
Leaders/Credentials Related Experience
Jim Grano --- project manager, retired teacher (33 yrs Middle School Stream Team, 11 yrs; Stream Team Extension
experience) Coordinator, 2 yrs; OWEB Education & Outreach Strategy Focus
Group Participant; OWEB-funded Summer Watershed
Exploration Camp Director, 4 yrs; NorthWest RiverNet, 3 yrs;
ODFW Angler Education Instructor; STEP member; Alien
Weeds curriculum advisor; Siuslaw Watershed Council executive
board, 5 years; 2006 STEP/STAC Educator of the Year; 1997
ASWCD Teacher of the Year; numerous workshops including
Creeks and Kids ‗99.
Paul Burns --- USFS fisheries biologist Stream Team partner, 12 years; initiated student participation at
Knowles Creek; Siuslaw School Board member; key Theiss
Tom Peterson --- volunteer Stream Team partner --- coordinates projects w/STEP; ODFW
Shirley Stentz --- Honeyman State Parks, manager Initiated partnership with Stream Team Extension in second year;
supports with staff hours and supplies
Siuslaw Elementary staff and administration Experienced educators; excited about this proposal to continue the
elementary Stream Teams
E10. Justification for a request exceeding $50,000.
The average Education and Outreach grant awarded in OWEB's last funding cycle was just over $25,000.
If your request exceeds $50,000, provide a brief justification discussing how the proposal will do one or more
of the following: a) have educational activities and ultimately impacts across watersheds/in other regions;
b) budget that is clearly connected to the scope of the project; c) have a high level (> 25%) of matching funds
in addition to in-kind donations; or d) will lead to alternative watershed practices that support enhancement
efforts in a high priority watershed or watersheds. N/A
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 13
EDUCATION AND OUTREACH BUDGET
IMPORTANT: Read the application instructions. Attach additional lines, if necessary
A B C D E F
Unit Unit In-Kind Cash Match OWEB Total Costs
Itemize projected costs under each of Number Cost Match* Funds* Funds (add
the following categories: (e.g., # of (e.g., hourly columns
hours) rate) C, D, E)
PROJECT MANAGEMENT. Includes staff or contractors who coordinate project implementation. Line items should identify
who will be responsible for project management and their affiliation.
Jim Grano 200 hr $30/hr $10/hr = $6,000 $8,000
IN-HOUSE PERSONNEL. Includes only applicant employee costs and the portion of their time devoted to this project.
CONTRACTED SERVICES. Labor, supplies, and materials to be provided by non-staff for project implementation.
Siuslaw Watershed Council staff 30 hr $20/hr $600 $600
Ferry service 35 mi $1/mi $35 $35
TRAVEL. Mileage, per diem, lodging, etc. Must use current State of Oregon rate.
Siuslaw School District 97-J bus 800 mi $3.45 $2,760 $2,760
Jim Grano 1,000 mi $.585 $585 $585
SUPPLIES/MATERIALS. Refers to items that typically are ―used up‖ during the project. Costs to OWEB must be directly
related to the technical assistance. Group similar supplies and materials on the same line.
PRODUCTION. Design, video production, printing, direct mail, film developing, etc.
EQUIPMENT. Refers to items with a useful life of generally 2 years or more. List only equipment costing $250 or more per unit.
PROJECT SUBTOTAL [Add all subtotals (1-7) from above] $9,980 $11,980
FISCAL ADMINISTRATION. Not to exceed 10% of Subtotal of OWEB Funds. Costs associated with accounting; auditing
(fiscal management); contract management (complying with the terms and conditions of the grant agreement); and fiscal reporting
expenses for the OWEB project, including final report expenses (e.g., film developing) for the grant.
Siuslaw Soil and Water Conservation District 10%
Fiscal Administration Subtotal (8) $998
BUDGET TOTAL [Add Project Subtotal and line (8) $10,978
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 14
MATCH FUNDING FORM
Document here the match funding
shown on the budget page of your grant application
OWEB accepts all non-OWEB funds as match. An applicant may not use another OWEB grant to match an OWEB grant. However,
an applicant who benefits from a pass-through OWEB agreement with another state agency, by receiving either staff expertise or a grant
from that state agency, may use those benefits as match for an OWEB grant. (Example: A grantee may use as match the effort provided
by ODFW restoration biologists because OWEB funding for those positions is the result of a pass-through agreement).
At the time of application, match funding does not have to be secured, but you must show that at least 25% of match funding has been
sought. On this form, you do not necessarily need to show authorized signatures (―secured match‖), but the more match that is secured,
the stronger the application. Identify the type of match (cash or in-kind), the status of the match (secured or pending), and either a dollar
amount or a dollar value (based on local market rates) of the in-kind contribution.
If you have questions about whether your proposed match is eligible or not, visit our website at
www.oregon.gov/OWEB/GRANTS/grant_app_materials.shtml, or contact your local OWEB regional program representative
(contact information available in the instructions to this application).
Project Name: Stream Team Extension III Applicant: Jim Grano
Match Funding Source Type Status Dollar Match Funding Source
(√ one) (√ one)* Value Signature/Date*
USFS cash secured
in kind pending $9,000.00
Siuslaw SWCD cash secured
in kind pending $2,500.00
Honeyman State Park cash secured
in kind pending $3,000.00
ODFW cash secured
in kind pending $600.00
Florence Rotary cash secured
in kind pending $1,000.00
volunteers STEP cash secured
in kind pending $6,000.00
volunteers student families cash secured
in kind pending $49,150.00
Jim Grano cash secured
in kind pending $2,000.00
* IMPORTANT: If you checked the ―Secured‖ box in the status Column for any match funding source, you must provide either the
signature of an authorized representative of the match source in the final Column, or attach a letter of support from the match funding
source that specifically mentions the dollar amount you show in the Dollar Value Column.
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 15
Instructions: Use this form as an important cross-check to ensure that your application is complete. An incomplete
application will jeopardize your application‘s review.
Only one copy of the application is included with the packet (other applications should be sent separately).
The application is on 8 ½ x 11″ paper, single-sided.
The application, forms, and attachments are not stapled or bound.
Where pamphlets, color photos, or color maps are provided, I have included 25 copies of each, and if there are
multiple sets, they are collated and stapled (no other documents or attachments are stapled).
Section I – Applicant Information
All questions in this section have been answered.
The OWEB Dollars Requested and the Total Cost of Project mirror the totals shown on the budget page.
The project location is complete.
All contact information — for the applicant and fiscal agent — is complete and current.
The CERTIFICATION has been completed, signed and dated. (As an Applicant, you must sign the Certification.)
Section II – Project Summary
All questions in this section have been answered
Letters of commitment from partners, explaining their contribution (money, services, materials)
Section III – Specific Education Project Activity
All questions in this section have been answered
Optional: Documentation of audience needs assessment (E1)
Optional: Sample lesson plan or agenda for activities (E2)
Optional: Promotional materials, brochures for the activity, etc.
Optional: Examples of any evaluation materials: surveys, pre-quizzes, etc. (E6)
Section IV – Budget Page
I have read the application instructions for completing the budget page.
Columns A and B have been completed, where appropriate.
Fiscal Administration does not exceed 10% of the OWEB subtotal (subtotal row, Column E).
The totals shown in the last row (BUDGET TOTAL) add up and are accurately reflected in Section I of the
ATTACHMENT A - Match Funding form – show that at least 25% match has been sought (authorized signatures
are not required at the application stage, but are strongly encouraged).
Forms That Might Be Required (see Application Instructions)
Land Use Information form (required only for applications involving on-the-ground activities to ensure
compatibility with the local comprehensive plans and zoning ordinances) – completed as relevant, signed, and
dated by local official.
Acknowledgement of Public Record Information form – completed, signed, and dated by all participating
Letters of Support from members of the community.
07-09 OWEB Education and Outreach Application – August 2008 v.2 Page 16