Note: As new grant opportunities become available, we will share them with schools through ALT Essentials and update this website accordingly.
Special funding for school projects aligned with strategic plan.pdf
1. Clearly Articulate the Need (Initial Framing)
Purpose: Avoid vague or solution-driven statements.
Write the problem as a need statement, not a fix
✅This: Students lack consistent access to tools that support research and collaboration
❌Not This: We need more technology
Specify:
Who is affected
What is happening
Where and when it occurs
Why it matters
Output: a short, plain-language problem statement (1–2 sentences)
2. Identify the Stakeholders
Purpose: Understand whose perspectives matter.
Consider:
Who experiences the problem directly?
Who is impacted indirectly?
Who has decision-making power?
Who might unintentionally benefit from the problem staying the same?
In schools, this often includes:
Students (by subgroup)
Teachers
Administrators
Families
Community partners
Output: a stakeholder map or list
3. Gather Evidence (Multiple Data Sources)
Purpose: Move beyond assumptions.
Use triangulated evidence, such as:
Quantitative data (achievement data, attendance, behaviour incidents)
Qualitative data (student voice, teacher observations, parent feedback)
Contextual data (demographics, resources, schedules, policies)
Ask:
What data confirms this is a real issue?
What data complicates or challenges our assumptions?
What’s missing?
Output: an evidence summary tied directly to the problem
4. Describe the Current State in Detail
Purpose: Understand what is before imagining what should be.
Document:
Current practices
Existing supports and resources
Constraints (time, funding, staffing, policies)
Variability across classrooms or groups
Avoid judgment—this is about clarity, not blame.
Output: a factual snapshot of the current reality
5. Analyze Root Causes (Not Just Symptoms)
Purpose: Prevent surface-level fixes.
Common tools:
5 Whys
Fishbone (Ishikawa) diagram
Systems mapping
Consider causes across multiple layers:
Instructional practices
Assessment approaches
Curriculum alignment
Relationships and culture
Structures and policies
Historical or systemic factors
Ask:
What conditions created this problem?
What sustains it?
What is within our influence vs. outside it?
Output: a prioritized list of root causes
6. Examine Equity and Impact
Purpose: Ensure the analysis does not unintentionally reproduce harm.
Ask:
Who is most affected by this problem?
Who is least affected?
Are certain groups consistently disadvantaged?
How might identity, access, or power be shaping the issue?
This step is critical in Indigenous, decolonizing, and inclusive contexts.
Output: an equity impact statement
7. Define the Desired Future State
Purpose: Clarify what success looks like.
Describe:
What would be different if the problem were addressed?
What would students, teachers, or families experience?
What evidence would show improvement?
Avoid vague outcomes—be observable and measurable where possible.
Output: a clear vision of success
8. Identify Constraints and Opportunities
Purpose: Ground the analysis in reality.
List:
Non-negotiables (policy, curriculum, timelines)
Available assets (staff expertise, community partners, funding sources)
Risks and assumptions
This step is especially useful when preparing grant proposals.
Output: a constraints and opportunities scan
9. Test the Problem Statement
Purpose: Ensure alignment before moving to solutions.
Ask:
Does our evidence support this problem statement?
Would multiple stakeholders agree this is the core issue?
If we solved this problem, would it actually improve outcomes?
Revise the problem statement if needed.
Output: a refined, evidence-based problem/need statement
10. Document the Analysis
Purpose: Make the thinking visible and reusable.
Create a concise written summary that includes:
Problem statement
Evidence
Root causes
Equity considerations
Desired outcomes
This becomes the foundation for:
Grant proposals
School improvement plans
Strategic decisions
Internal Budget Review Plan for Schools
Purpose
Before investing time and energy into grant proposal writing, schools should conduct a thorough review of their internal funding sources. This process ensures that:
Existing funds are aligned to school priorities
Needs are clearly defined and evidence-based
Grant requests are appropriate, strategic, and defensible
Schools avoid seeking external funding for items that could be supported internally
This plan guides schools through a structured review of three key budget areas:
Decentralized School Budget
School-Generated Budget
School Community Council (SCC) Budget
Guiding Principles
Student-centred decision-making: All budget decisions should directly support student learning, well-being, and equity.
Alignment to school goals: Spending should reflect the School Learning Plan, division priorities, and identified student needs.
Transparency and accountability: Budget decisions should be clearly documented and communicated.
Sustainability: One-time funds should not create long-term financial obligations.
Step 1: Establish the Budget Review Team
Suggested participants:
Principal / Vice-Principal
School administrative assistant
Teacher representative(s)
SCC Chair or designate (for SCC budget review)
Superintendent
Actions:
Clarify roles and decision-making authority
Set timelines for review and discussion
Identify documentation required for each budget
Step 2: Clarify the Identified Need
Before reviewing budgets, clearly define the need prompting potential grant exploration.
Key Questions:
What specific student need or school priority are we responding to?
What evidence supports this need? (data, observations, student voice, family input)
Is this a one-time need or an ongoing requirement?
What outcomes do we hope to achieve?
Deliverable:
A brief written needs statement that will later anchor budget and grant decisions.
Step 3: Review the Decentralized School Budget
Purpose of This Budget
The decentralized budget supports core instructional and operational needs as allocated by the division.
Actions
Review current year allocations and expenditures
Identify remaining funds and spending deadlines
Review restrictions or required spending categories
Guiding Questions
Are current expenditures aligned with school priorities and student needs?
Are there funds that could be reallocated to address the identified need?
Are there underutilized budget lines?
Could the need be met partially or fully through this budget?
Considerations
Long-term implications
Review PSSD Administrative Procedures for clarification
Equity across classrooms or grade levels
Decision Point:
Document whether the need can be addressed fully, partially, or not at all through the decentralized budget.
Step 4: Review the School-Generated Budget
Purpose of This Budget
School-generated funds typically come from fundraising, fees, or donations and are governed by division policy.
Actions
Review opening balance, projected revenue, and current commitments
Confirm allowable uses under policy
Review long-term earmarked funds
Guiding Questions
Does this need align with the intent of school-generated funds?
Would using these funds impact planned activities or commitments?
Is this an equitable use of funds raised from families or the community?
Is this an appropriate use of discretionary funds?
Considerations
Community expectations
Ethical use of fundraising dollars
Sustainability and fairness
Decision Point:
Document whether school-generated funds could support the need (fully or partially).
Step 5: Review the School Community Council (SCC) Budget
Purpose of This Budget
SCC funds are intended to support school priorities that enhance student learning and strengthen community connections.
Actions
Review annual SCC operating grant and any carryover
Revisit SCC priorities and past funding commitments
Engage SCC leadership in discussion
Guiding Questions
Does the identified need align with SCC goals and mandate?
Would SCC funding add value or enhance impact?
Does this initiative foster family or community engagement?
Considerations
SCC decision-making authority
Timelines for approval
Relationship and trust with the SCC
Decision Point:
Record whether SCC funds are a viable support option and what portion they could cover.
Step 6: Synthesize Findings Across All Budgets
Create a consolidated summary of findings:
Key Reflection Questions:
Can the need be met internally without a grant?
Can internal funds be used as matching or seed funding?
What funding gaps remain?
Step 7: Make a Grant-Readiness Decision
Proceed to grant exploration only if:
The need cannot be fully met through internal budgets
Internal funds have been optimized and documented
There is clarity on what external funding is required
Outcomes of This Step:
Clear funding gap identified
Strong financial rationale for grant requests
Reduced risk of misaligned or unnecessary grant applications
Step 8: Document and Archive
Maintain records of:
Budget review notes
Decisions and rationales
Approved allocations
This documentation will:
Strengthen future grant proposals
Support transparency and audit readiness
Build institutional knowledge for future planning
Outcome:
By completing this internal budget review, schools enter the grant-writing process with clarity, confidence, and strategic intent—positioning them for stronger, more successful funding applications.
Confirming the Need: A Post‑Budget Analysis Plan for Schools
Purpose
Once schools have completed a thorough internal budget review, the next step is to confirm and refine the need before pursuing external funding. This process ensures the need is:
Clearly defined and evidence-based
Worthy of external investment
Aligned with student priorities and school goals
Ready to be articulated in a compelling grant narrative
This plan is intentionally short, focused, and practical, allowing schools to move forward with confidence.
Step 1: Restate the Need Clearly
Using the original needs statement, refine it based on what was learned during the budget review.
Guiding Questions:
What is the precise problem or gap that remains after internal funds were reviewed?
Who is most impacted by this need?
What happens if this need is not addressed?
Deliverable:
A 2–3 sentence clear and specific need statement.
Step 2: Validate the Need with Evidence
Confirm that the need is grounded in multiple sources of evidence.
Possible Evidence Sources:
Student achievement or engagement data
Attendance, behaviour, or well-being data
Teacher voice and professional judgement
Student and family voice
Equity or inclusion considerations
Guiding Questions:
What evidence best demonstrates this need?
Is the evidence current and relevant?
Does the evidence point to urgency or growing impact?
Deliverable:
A short evidence summary (bullet points are sufficient).
Step 3: Confirm Alignment to School and System Priorities
Ensure the need aligns clearly with broader priorities.
Alignment Check:
School Learning Plan goals
Division priorities
Equity, inclusion, and student well-being commitments
SCC priorities (where applicable)
Guiding Questions:
Which specific goals or priorities does this need support?
How does addressing this need strengthen student outcomes?
Deliverable:
A brief alignment statement linking the need to at least one formal priority.
Step 4: Clarify the Desired Outcomes
Define what success will look like if the need is addressed.
Guiding Questions:
What will improve for students as a result?
How will teaching, learning, or well-being change?
What short-term and long-term outcomes are expected?
Deliverable:
2–4 clear outcome statements focused on students.
Step 5: Confirm Scope and Feasibility
Ensure the need is realistic and appropriately sized for external funding.
Guiding Questions:
Is this a one-time initiative, pilot, or scalable project?
Can this be implemented with available staff and capacity?
Is the timeline reasonable?
Deliverable:
A brief scope statement describing scale, duration, and feasibility.
Step 6: Equity and Impact Check
Pause to ensure the need addresses meaningful impact rather than convenience.
Guiding Questions:
Who benefits most from addressing this need?
Does this reduce barriers or increase access?
Does this amplify student voice or underserved groups?
Deliverable:
A short equity and impact reflection.
Step 7: Decision Point – Is the Need Grant‑Ready?
Use the questions below to make a final determination.
Grant‑Readiness Questions:
Is the need clearly defined and evidence-based?
Has internal funding been fully explored and documented?
Are the outcomes clear and compelling?
Is external funding appropriate and justified?
Decision Options:
✅ Proceed to grant exploration and writing
🔄 Refine the need further
⛔ Pause or revisit internal solutions
Deliverable:
A documented decision and rationale.
Final Output: The Grant‑Ready Need Statement
By the end of this process, schools should have:
A concise, evidence-based need statement
Clear alignment to priorities
Defined outcomes and scope
A strong rationale for seeking external funding
This final output becomes the foundation for every strong grant proposal that follows.
Step-by-Step Guide: Finding Grants for Saskatchewan Schools
Step 1: Define and Document the Need
Clearly articulate the need or problem the school wants to address.
Example: “Our school requires updated science lab equipment to enhance hands-on learning.”
Identify the target group and expected outcomes.
Gather evidence supporting the need (student data, surveys, observations, community input).
Step 2: Determine Grant Eligibility
Identify if the project aligns with common grant funders’ priorities:
Educational improvement
Technology and innovation
Community engagement
Arts, culture, or wellness programs
Check if the school meets eligibility requirements
Step 3: Research Potential Grant Sources
Government Grants:
Federal: Canada Arts, Canada Learning Bond, Canada Service Grants
Provincial: Saskatchewan Ministry of Education, other provincial ministries (health, environment, culture, etc.)
Non-Governmental Grants:
Foundations (e.g., Saskatoon Community Foundation, J.W. McConnell Family Foundation)
Corporate giving programs (local businesses, banks, corporations)
Professional associations related to education or the project area
Use online grant databases and directories, school division resources, and community networks to compile a list of opportunities.
Step 4: Create a Grant Tracker
Develop a spreadsheet to track:
Grant name
Funder
Eligibility criteria
Application deadlines
Amount available
Required documents
Contact information
Step 5: Review Application Guidelines
Carefully read each grant’s instructions to ensure the school meets all requirements.
Note specific proposal formats, required attachments, and evaluation criteria.
Step 6: Prepare the Proposal
How to Write a Grant Proposal
Based on professional grant-writing training
Important Note: Many funders require applicants to follow a specific format. Always review and adhere strictly to the funder’s guidelines when preparing your application.
Overview: The Grant Writing Process
There are eight core components of a strong grant proposal. While they appear in a set order, they are not all written in that order.
1. The Summary
Appears first in the application but should be written last
Pulls key ideas from all sections of the proposal
Must be clear, compelling, and well written
Often determines whether the rest of the proposal is read
2. Introduction to the Applicant Organization
Clearly explain who you are and what your mission is
Demonstrate alignment between your organization and the funder
This section is about connection—help the funder see themselves in your work
Build credibility by highlighting:
Relevant experience
Past accomplishments
Why your organization is well positioned to do this work
3. The Problem Statement (Needs Assessment)
The problem statement has three essential parts:
a. Description of the Problem
· Clearly define the issue you are addressing
· Provide the appropriate level of detail
· Avoid unnecessary background information
· Consider what the funder already knows about your context
b. Impact of the Problem (“So What?”)
· Explain why this problem matters
· Use a combination of:
o Facts and figures (statistics)
o Stories or case examples
· This section should be compelling and persuasive
c. Root Causes
· Identify where your organization or school can realistically make an impact
· Avoid overly broad philosophical causes (e.g., poverty, war, famine)
· Never list lack of funding as a root cause—the funder already understands this
4. Program Outcomes
Describe the future state once the program is implemented
Clearly articulate:
What will change
How much change is expected
Who will benefit
Use SMART goals:
Specific – Clear and focused
Measurable – Evidence of impact (e.g., surveys, observations, interviews, tests)
Achievable – Realistic given the timeline and resources
Relevant – Directly addresses the identified problem
Time-Bound – Includes a defined timeframe
5. Methods
Methods describe how the funding will be used to address the problem
Methods must align directly with:
The problem statement
Identified root causes
Intended outcomes
Include:
Who will be involved
What will be done
When and where activities will occur
Why this approach was chosen
How implementation will occur
Planning Tips:
Build in an additional 10–20% buffer in timelines to account for delays
Include controls to protect against fraud, misuse, or abuse of funds
6. Evaluation Plan
A strong proposal includes two types of evaluation:
a. Process Evaluation
· Measures whether the program is being implemented as intended
· Identify:
o Start and end dates
o Benchmarks and milestones
o Checkpoints for progress
· Include periodic updates, especially for longer projects
b. Outcomes Evaluation
· Measures whether the program achieved its intended results
· Directly tied to the measurable component of your SMART goals
· Identify:
o Evaluation tools
o Success criteria
o How data will be collected and analyzed
7. Future Support (Sustainability)
Explain what happens after the funding period ends
Reassure funders that the problem will not simply return to its original state
Clarify whether:
This is a one-time need, or
Ongoing support will be required
Avoid language that suggests “fund hopping”
Emphasize sustainability and responsible planning
Remember: This is a grant, not a donation.
8. Budget
Clearly show the amount requested
Demonstrate how funds will be used responsibly and effectively
Include:
Line-item budget
Detailed list of all costs required for success
Budget narrative
Brief explanations for less obvious expenses
Refer to line numbers (e.g., Line 7 – Equipment)
The budget is not just numbers—it is another way to tell the story of your project and show how the funder’s investment will make a difference.
Writing the Summary (Final Step)
Write this section last
Keep it concise and powerful
Highlight:
The problem
Your solution
Expected outcomes
Alignment with the funder
Conduct an internal review with 1–2 colleagues
Revise based on feedback
