From the September 1997 edition of Microsoft's K-12 Connection Newsletter

FUNDRAISING AT A FLORIDA
ELEMENTARY SCHOOL

At Greynolds Park Elementary School, the combination of a dedicated PTA and a full-time grant writer has been unbeatable. In the past year and a half, the school has raised approximately $434,000 and achieved its goal of integrating technology into every classroom.

When David Multz was appointed principal of Greynolds Park Elementary in 1992, he found two PCs, 35 Apple IIe's, and six typewriters. The only machines actually working, however, were the typewriters. The Macs and PCs were gathering dust for reasons familiar to many schools: no one knew how to set up the hardware and software, and no one had time to learn.

Greynolds Park, a public school located in Miami, had already been operating over capacity for years. Built in 1957 to accommodate 457 students, the population in 1992 was 825 and rose to 1,404 at the start of the 1996-1997 school year. Most of the students are from working-class families; many newly arrived in the United States.

Convinced that technology could improve education and ease the student/teacher ratio in severely overcrowded classrooms, Multz turned to the PTA. "I had an idea I wanted to bounce off of them, and that was to network a grade level, putting five computers and a printer in each classroom and a file server in one classroom." After some research, Multz found that IBM could offer complete hardware, software, and network installation as well as training and follow-up-all for $35,000. The PTA backed him fully and committed an entire year's proceeds to the project. The only hitch: they'd never raised $35,000 in a single year. So Multz worked out a five-year lease-purchase agreement with IBM, and the problem was solved.

Multz selected the second grade to network first because one of the second-grade teachers was computer literate and wanted to work with kids and computers. The school bought the computer furniture, and by November the system was completely installed. Recognizing that teacher involvement was the key to integrating computers into the classroom, Multz did not allow children to touch the machines until the teacher's were trained. Multz brought in substitutes, and all the second-grade teachers went to a four-day training at IBM headquarters, returning with an enthusiasm that was contagious.

Within weeks, many of the other teachers were eager to follow suit. Multz responded to their interest by approaching the region superintendent, who agreed to give $40,000 to Greynolds Park to network another grade level. "By year two, I have the second and third grade on board, and parents are starting to bug me [to network the rest of the school]."

At that time, Greynolds Park had just begun the process of moving away from the "stand and lecture" classroom model to one in which the teacher is a facilitator, guiding the students in self-directed learning activities. A variety of learning modes, including independent and cooperative learning, small-group activities, and field-site visits were incorporated into the daily routine. Computers were an integral part of this vision, but after networking two grade levels, Multz realized that providing on-site technical support and ongoing training for his teachers was just as important as installing additional hardware.

Having exhausted his inside funding sources, Multz asked a few of his teachers to write grants and hired substitutes so they would be free of teaching responsibilities. For two years, however, they were unsuccessful. "Couldn't get a grant if I stood on my head," recalls Multz. It was then he decided to put out the word that Greynolds Park was looking for a grant writer.

Taking the Plunge
In Florida, funds to hire teachers are allocated according to district guidelines for the number of students per class. Because Greynolds Park lacks the physical space to actually place the number of teachers allocated to it, the funds to pay for those teachers can be used for hiring additional staff-including teachers on special assignment-or for purchasing equipment and materials. In 1994, Multz dedicated a portion of his discretionary funds to hiring an on-site technology coordinator. In 1995, fully aware that grant writing is a specialized skill and cannot be "sandwiched in" while attempting to teach, Multz used the same funds to hire Joan Kuperstein as a full-time grant writer and curriculum specialist.

"Finding the right person is the key to unlocking the door to obtaining funds," says Multz. "Joan Kuperstein is particularly well suited for the position. She has the technical expertise, the experience, and the personality to make things happen." Kuperstein, a sixth-grade teacher, came with a track record guaranteed to reassure any potential employer: She had already successfully written grants that totaled over a million dollars and in the past year and a half, has raised $438,000 for Greynolds Park.

When asked why he believes Kuperstein has been so successful, Multz describes not only her writing talent, but also her ability to work with teachers. "The fact that she was a teacher gave her the experience to relate to other teachers." According to Multz, Kuperstein came in with the attitude "I'm not here to teach you how to teach. You already do that quite well. I'm going to write grants and put money in the school's pockets to buy the products you need and want."

Once funds were received, Kuperstein's first step was to create a staff development program. As a teacher, Kuperstein recalled that she dreaded being out of her class for five days. "You pay the price before you go, preparing five days of classroom activities, and you really pay upon your return, when chaos reigns and you try to put things back together." Therefore, she let the teachers make their own decision: they could attend a five-day training during the school year or during the summer (receiving the money that would have been used to pay substitutes). A resounding yes for summer training resulted in relaxed and motivated teachers who brought their excitement into the classroom the following fall.

Curriculum Development and Grant Writing: What's the Connection?
Curriculum development is closely tied to grant writing for an obvious reason: people who give out money want to know how it's going to be used. For example, Kuperstein won a grant for $20,000 that allowed the school to buy laptops for an experiential education program. In addition to writing the grant, Kuperstein developed a curriculum that focused on sea turtles and dune restoration. Building on the small-group method already widely used at Greynolds Park, Kuperstein recently introduced a new learning model called "Project CHILD," created by Dr. Sally Butzin at Florida State University.

According to Kuperstein, a good grant writer needs to be able to work within the grant's parameters to meet the needs of her school or district. For example, if a donor works to promote programs that have an impact on families, Kuperstein might develop an after-school program, a Saturday program, or an adult education class for parents. "I stay away from some grants because they can't address the school's needs."

When asked why she's so good at what she does, Kuperstein keeps it short and sweet: "I really believe in reform. I come from the heart. I like to write." Here's her advice to anyone writing grants for education:

• Find grant providers that share your vision.
• Focus on a creative solution to a current need. Don't focus on the need itself. For example, a hardware acquisition needs to be tied to a specific goal, whether educational or social.
• Before you sit down to write, gather all the information you'll need.
• Go for the maximum amount of money.
• Use the Internet to do your research.

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