The following grant sample proposes a Community Technology Center (CTC) grant project. This grant proposal was funded at approximately $235,000 for one year as requested. The sample follows the outline of the RFP for CTC projects and begins with a request to describe the ways in which the proposed project meets the criteria in the federal statute for authorized Community Technology Centers. All identifying information has been deleted and replaced with more generic information indicated by uppercase type.

a. Meeting the Purposes of the Authorizing Statute

The XYZ NONPROFIT in SOMEWHERE, USA seeks to equip a mobile Community Technology Center that will respond to needs for technology education from several areas of the community. In its weekly scheduled visits to inner-city and other schools, community centers, and neighborhood associations, XYZ's new Mobile Media Laboratory will provide access to computers and the Internet, to digital video cameras and nonlinear videoediting programs, and to e-learning courses on the use of media tools, provided in both English and Spanish.

XYZ has selected a mobile Community Technology Center because it enables the organization to reach into a broader area that could be served by one building site. It also brings media to the people and overcomes transportation and social barriers shared by most targeted service recipients.

The Mobile Media Laboratory (MML) will also be used at meetings of community groups, as a remote broadcast station for public-access television or radio, and as a vehicle for wireless Internet access, particularly in those areas of the City that have either no or outdated technology infrastructure. It will travel to other cities in this or surrounding states, as requested, to demonstrate effective remote routing and switching, and its educational programs on media and technology.

Using an Ameritech grant for that purpose, XYZ has purchased a sixteen-passenger van and has spent six months developing relationships and partnerships with community organizations in need of MML services. Some, most notably three area high schools and an area service center for indigent/homeless adults and families, have requested assistance in improving job skills or facilitating job searches. The State's Small Business Development Center has expressed interest in discussing ways the MML might assist entrepreneurs, particularly those interested in developing and commercializing new life science, computer, or advanced manufacturing technologies. Primarily, however, the organizations that have been most eager to provide MML services to their constituents are local school districts and youth centers. All of these organizations are interested in during school or after-school programs for children, youth, and adults that provide homework help and incentives for learning, academic-enrichment programs, Internet access and exploration, e-learning tools and curricula, multimedia activities and tools that link student work with public-access broadcasting systems, and Webpage design and deployment. Several of the schools within the districts have requested either special software such as PowerPoint or have asked for English-Spanish curricula and training. On behalf of Spanish-speaking families, these schools have also requested access to e-mail systems so Hispanic families, who feel particularly isolated in the western part of the state, can communicate more regularly and without cost with their relatives in other states or countries.

The MML Project has four overarching goals:

  • To improve literacy skills among school children and low-income adults; build self-esteem among users; and introduce isolated populations to the larger network of available services at XYZ and other community sites.

  • To enhance existing school and after-school academic programs and attract additional and regular participation in these programs.

  • To remove barriers and embarrassment for adults who are “technology have-nots” so they can derive benefits from technology such as assisting children with school work, connecting with community resources, online shopping and research, accessing and using data for informed decision making, and others.

  • To integrate XYZ and MML services into a broader community plan to identify the digital divide locally, to map the existing and changing technology infrastructure on a Regional Geographic Information System (REGIS), and to develop a five-year technology plan and necessary partnerships to effectively narrow the digital divide in the City/County.

b. Need for the Project

i. Local Need

Somewhere, USA is the state's second-largest city with a population in excess of 200,000, and a County population of more than 500,000. According to the updated data from the U.S. Census, one out of every seven children and one out of every nine residents of the county live in poverty ($16,895 or less for a family of four). According to the state's League for Human Services, a family of four in the county would require an income of $34,000 in order to be economically self-sufficient.

Most of the minority population in the county is concentrated in the City of Somewhere, USA. More than 31 percent of the city's population is African American, Hispanic-American, Asian-American, or Native-American. Less than 15 percent of the overall county population is minority. In the past ten years, the minority population of the city has increased while the majority population has decreased in the city and increased in the county.

Most of the poverty is also concentrated in the City of Somewhere, USA:36.5 percent of households in the County earn less than $25,000 annually, whereas 46.5 percent of City households earn that amount. In addition, children in the Somewhere, USA Public Schools are more than twice as likely as those in other County school districts to receive federal free/reduced lunch benefits (66 percent of children in the 1998–99 school year and rising).

The map on the following page shows a large section of Somewhere, USA (shaded area) that local demographers and social scientists target as having the greatest need for technology infrastructure and access (census tracts 26, 28, 29, 30, 31, 32, 36, and 38). In this area are eight public elementary schools, one branch of the public library, and two neighborhood associations. Also in this area is the highest proportion of minority residents and the greatest rate of poverty: Church's community house serves the population of this area as does one of the Somewhere, USA Youth Group's centers.

In a 2000 survey of City residents, 59 percent of the population indicated that they had access to the Internet, while 41 percent either had no access or were unaware of any points of access.

A study from the previous year showed that only 70 percent of school children in the County used a computer at school. In a ranking of twenty school districts in the County for technology availability (hardware and software), teacher professional development, connectivity, and other attributes, Somewhere, USA Public Schools ranked 18th, while another District seeking XYZ Nonprofit services ranked 13th.

Low States Educational Assessment Program (the state's standardized test — SEAP) scores correlate with children in poverty: In Somewhere, USA only 38 percent of children scored satisfactory on the SEAP of reading. Most other school districts averaged from 50 to 70 percent satisfactory scores, while the two districts that scored over 80 percent both have zero-poverty populations.

Somewhere, USA Public School children struggle on SEAP and other tests of educational achievement. The state's analysis of adequate yearly progress targeted 42 of 57 Somewhere, USA Public Schools for improvement in reading. An analysis of annual City's Achievement Test (CAT) reading results over the past several years, shows that the majority of Somewhere, USA Public School students consistently perform below the 50th percentile in reading. When the results are disaggregated, data reveal considerable gaps in achievement between majority and minority students and between low-income and moderate-/high-income students. The following table compares the percentage of elementary students performing at or above grade level (50th percentile) in reading in Spring, 2000.

The District's middle school population meets the criteria for at-risk: 71 percent come from low-income backgrounds; 68 percent are minority; 22 percent receive special-education services; 15 percent are bilingual. One thousand and fifty middle school students, or 36 percent, were on suspension for some time during the 1999–2000 school year. Sixty-three percent (63 percent) missed over twelve days of school, while 29 percent missed over thirty days of school. Fully two-thirds of the students are below average (50th percentile) in mathematics, science, and reading as measured by the city's achievement tests. Over 40 percent are below the 25th percentile. The statistics for later elementary students show similar demographics with again fully one-third of youngsters below average in reading, mathematics, and science on the city's achievement tests. The only significant difference is suspensions, which are below 5 percent at the elementary level. Clearly, Somewhere, USA Public Schools' students, particularly those from minority families and/or low-income families, require early intervention to prevent later academic failure and dropping out.

Early intervention must include after-school and summer-school supplemental instruction, particularly geared to increasing literacy skills. To ensure that children attend regularly and often, the program should be safe, entertaining, and enriching. More than 40 percent of families in the inner city do not have home computers. Their children's only access to computers is in their elementary schools, all of which struggle with outdated linkages to the Internet, a high ratio of children to available computers, and limited time and expertise for teaching computer skills or simply allowing children to explore on their own.

Their parents struggle to develop up-to-date work skills or to assist their children with homework. Worse, they are cut off from the flow of information that would enable them to make informed decisions about their and their children's lives, and about school, work, and democracy.

In the past year, several nonprofit, private sector, and governmental representatives have launched the technology-planning group around a mission to identify, map, and develop a five-year plan for narrowing the digital divide in the City and County. The XYZ Nonprofit Executive Director sits on the group and is a strong advocate for individuals residing in areas of the community where the technology infrastructure is either nonexistent or out of date. Because these areas are not always contiguous and because the need for literacy programs, media-literacy training, computer-skills training, and other media communications is so great, XYZ Nonprofit is proposing a mobile Community Technology Center that can be deployed to schools, community/youth centers, neighborhood associations, and other centrally located sites throughout the City and nearby suburbs. In this way, XYZ Nonprofit can serve the greatest number of individuals in need of technology assistance, can remove barriers of transportation or unease by bringing media to the people, and can help mobilize public opinion and action around the issue of closing the digital divide. XYZ Nonprofit views the Mobile Media Laboratory (MML) as a catalyst for deeper community involvement in the issues surrounding the information age.

ii. Response to Need

The XYZ Nonprofit's mission is “Building Community Through Media.” XYZ Nonprofit and its affiliates serve most of the county with public-access television, radio, Internet, and Information Democracy services. XYZ Nonprofit provides access to media for citizens and provides media services such as public service announcements, informational video-filming and programming, Web-page design and deployment, and/or Internet linkages for the nonprofit sector.

Staff and members of XYZ Nonprofit are concerned about equitable access to the Internet, computer training, and media communications and have long provided classes in media tools and media literacy from the XYZ Nonprofit site. However, since many individuals in the inner city are isolated from both information and such services as XYZ Nonprofit provides, staff now propose a mobile training van, which will be equipped with laptop computers, e-learning programs, television cameras, video-editing software, and Internet wireless links for communications. The van, Mobile Media Laboratory (MML), will be available anywhere in the county as scheduled, and XYZ Nonprofit is currently developing a rigorous weekly schedule of visits to the following organizations that serve children and/or indigent adults:

  • Somewhere, USA Public Schools (currently scheduling for visits to eight elementary schools and one high school)

  • Youth Group's two inner-city youth centers

  • Church's Community House and its programs for inner-city children through seniors

  • Neighborhood associations and nearby homeless shelters

  • Suburban public schools (The suburb is contiguous to Somewhere, USA and has similar demographics to the urban core. Its school system serves nearly 9,000 children of varied ethnicity and socioeconomic status.) (Currently scheduled to visit weekly one high school and two elementary schools.)

  • The MML will supplement available computers in after-school programs, allow high-speed Internet access with trained instructors and guides for children, provide cameras for filming activities in the schools and centers, and provide editing software so participants can edit videos and/or stream them directly to the station for airing on public-access television. XYZ Nonprofit plans to develop interactive curriculum on camera and editing equipment use and deploy it to the Web. This will ensure that children and adults wishing to use the video equipment also learn to navigate the Internet. The curricula will be deployed via the software, which allows continuous feedback loops for learners, self-paced learning, and multimedia display. Additionally, with assistance from curriculum specialists at Somewhere, USA and Suburban public schools, the XYZ Nonprofit will develop eight computer-based units of instruction (four early elementary; four later elementary) in the learning content areas, for enrichment and reading-improvement activities.

    The television cameras and editing programs are near-universal motivators for learning. The Internet-deployed e-learning program can be geared to age, reading level, or learning style, and will be used to help children and adults improve their literacy skills while learning media skills.

    In addition to improving literacy skills, the MML and its programs are integral to a larger community-collaborative technology-planning initiative that seeks to narrow and close the digital divide. The media lab will be used in that capacity to reach the disenfranchised members of the community, including children, and to provide them voices and vehicles for participating in the technology-planning process and numerous other community-improvement efforts currently underway.

    c. Project Design

    i. Goals, Objectives, and Outcomes

    The goals, objectives, and outcomes of the proposed MML community learning project are as follows:

    Goal 1: Improve literacy skills among school children and indigent adults; build self-esteem among users; and introduce isolated populations to the larger network of available services at XYZ Nonprofit and other community sites.

    Objective a: Write curriculum for e-learning (subjects include video editing, radio hosting and transmission, and Web-page development) that is interactive and easy to understand.

    Objective b: Define reading levels for each separate curriculum according to the skills the student will learn (i.e., higher reading levels for more difficult media skills).

    Objective c: Train student assistants to assist low-level readers by demonstrating media-equipment operation and using e-learning curricula to supplement hands-on training.

    Objective d: Provide e-learning curricula in Spanish for 15 percent of the local population that speak and read only that language.

    Objective e: At end of 2001–2002 school year, hold a city-wide video-production competition and honor all participants at an awards dinner.

    Objective f: With Somewhere, USA and Suburban public schools, develop eight thematic units of computer-based instruction incorporating the content areas of language arts, science, mathematics, and social studies, focused on reading for comprehension in all content areas.

    Outcome: Those who participate regularly in the MML program will increase their reading levels by a half or one grade level (additional beyond that expected through school) by the end of the year.

    Goal 2: Enhance existing school and after-school academic programs and attract additional and regular participation in these programs.

    Objective a: Provide laptop computers and digital video cameras during school and after-school programs.

    Objective b: Train participants to use video equipment and encourage them to explore online learning about video editing, radio hosting and transmission, Web-page design, and other computer and/or media skills.

    Objective c: Provide attractive posters with announcements of MML schedule in individual schools.

    Outcome: By the end of the year, all Somewhere, USA and Suburban public schools after-school programs served by MML will increase regular participation by at least 20 percent.

    Goal 3: Remove barriers and embarrassment for adults who are “technology have-nots” so they can derive benefits from technology such as assisting children with schoolwork, connecting with community resources, online shopping, research, accessing and using data for informed decision making, and others.

    Objective a: Develop and promote a regular schedule of MML stops at inner-city neighborhood organization offices and community centers.

    Objective b: Introduce media equipment with “thought starters” on how individuals might use the computers, digital video cameras, and/or media training to enhance their lives and their interfamily interactions/activities.

    Objective c: Provide wireless connection to the Internet for areas of the city that do not have technology infrastructure.

    Outcome: Participating community residents will report on presurveys and postsurveys a greater sense of connection to community services (e.g., library, government, schools, etc.) and a new value for lifelong learning.

    Goal 4: Identify, map, and develop a five-year technology plan to help narrow the digital divide in the city.

    Objective a: Program Coordinator and XYZ Nonprofit Executive Director will participate in a government/private/nonprofit-sector-led technology-planning group.

    Objective b: Commission will identify and map areas of the City according to their respective technology infrastructures. Technology infrastructure maps will be integrated into the Regional Geographic Information System (REGIS) for use by citizens, local government agencies, technology providers, and funders.

    Outcome: Graphic depiction of digital divide will mobilize public opinion around the issue and encourage technology providers and local funders to address identified issues.

    ii. Linkages

    The Multimedia Training Lab is in the final stages of planning and already has attracted high interest among those agencies and institutions that provide services to children, youth, and low-income adults and families. The following organizations have requested direct services from the MML but have little or no ability to pay for services:

    Neighborhood District: An area of the city that provides, in a two-blockarea shelter, clothing, a health clinic, and a food kitchen for indigent/homeless individuals and families. Neighborhood was among the first areas to request that XYZ Nonprofit establish a mini media center to allow radio and television training, Internet linkage and computer equipment, and training to those in the neighborhood. The mini media center has a live television broadcast line and is prepared to expand its program with the addition of supplemental equipment and e-learning opportunities.

    Somewhere, USA Public Schools (SUPS): Serves approximately 22,000 students in K–12. Both the administrators and individual school-building staff have requested XYZ Nonprofit services for media training and/or computer assistance. Some of the schools require supplemental computer equipment, some require software availability (e.g., PowerPoint), some wish job-training programs, and some schools have media-training programs but lack equipment or up-to-date equipment, particularly for nonlinear video editing.

    The Suburban Public Schools (SPS): SPS serves approximately 9,000 students in K–12 and has the most diverse range of socioeconomic status among students: Some come from $500,000 homes while others live in rent-subsidized apartment complexes. The District offers media training at the high school building but lacks transmission capabilities and up-to-date editing equipment or facilities.

    Somewhere, USA Youth Group, Inc.: Established more than sixty-five years ago by then–police chief Mr. Big, it is believed to be the first policesponsored youth program in the nation. Late last year it completed remodeling and construction of two youth centers on the City's southeast and west sides. Both centers have state-of-the-art computer laboratories that were intended for use by youth members to assist with homework or to improve computer literacy and skills. Neither laboratory is being used fully or wisely. Staff of the centers lack technical training and/or curricular programs; thus, youth use of the computer-lab resource is limited. Youth Group has requested XYZ Nonprofit services to assist in developing computer literacy and curricular programming and to supplement activities in the centers with media training.

    Church's Community House: This full-service center provides day care, job training, senior meals and activities, and after-school programs in one of the City's most economically depressed south-side neighborhoods. It has requested a television broadcast line with links to XYZ Nonprofit publicaccess broadcasting and seeks to train youth and adults to use media and computer equipment, to develop and air its own television programming around center special events, and to supplement computer-training equipment and curricula for its job-training program.

    In addition, XYZ Nonprofit is linked with numerous organizations and programs throughout the community, including but not limited to the following, which have also expressed interest in at least occasional use of the MML:

    Technology Planning Group (TPG): A commission composed of representatives from nonprofit organizations, governmental units, and private-sector businesses, with a mandate to identify the current technology infrastructure on REGIS maps and develop a five-year plan for closing the digital divide. The TPG will be funded through at least two local grants for the first two years of the program and will seek additional funding as needed to implement its technology plan. The MML will assist in this effort by helping identify areas of the community where the infrastructure does not support technology and by mobilizing public opinion around the digital-divide issue.

    The Strategy Group: TSG was conceived as a way to apply the principles of Continuous Quality Improvement to the larger community. Now in its fifth year, TSG is focused on a holistic and data-supported approach to problem solving. It models this approach currently by coordinating and enhancing efforts in the community to improve families' economic self-sufficiency. TSG holds at least two annual meetings of hundreds of community residents and would use the MML for creating interactive meetings (each table at a work session would have its own computer to enter decisions and comments and link to the server in the van) and to simulcast the meeting for view on publicaccess television as a means of informing those not in attendance.

    Neighborhood Associations: XYZ Nonprofit has established relationships with many of the area's neighborhood associations either individually or through its relationships with the Somewhere, USA Police Department and City of Somewhere, USA. XYZ Nonprofit hosts a monthly call-in television program with the mayor of the City and has developed video presentations and other media-outreach programming for the police department. XYZ Nonprofit intends to schedule regular visits of the MML to each neighborhood association as a way of reaching into inner-city areas and assisting residents in becoming media and computer literate. This effort will also benefit the neighborhood associations as neighbors will increasingly look to the associations as gathering places and service centers with relevant programs. The neighborhood associations will also use the MML to promote, film, edit, and air media programs about special events such as art fairs, neighborhood clean ups, “take back the night,” and others.

    A State University: ASU is a local university that is involved in numerous community initiatives with XYZ Nonprofit. It is also the site of the state headquarters for the Small Business Development Centers that are now seeking a technology designation from the federal government. ASU has a welldeveloped community databank and is a source of evaluation tools, training, and processes for many programs in the City. The XYZ Nonprofit will call on ASU to assist in the evaluation of the Mobile Media Lab program, and will provide the MML as requested to assist ASU in its various endeavors.

    d. Project Personnel

    Mr. Executive Director (ED) is executive director of the XYZ Nonprofit, which oversees the operations of all XYZ Nonprofit affiliates and programs. ED was a founder of XYZ Nonprofit and has been with the organization since 1981. He has been named by the Somewhere, USA Jaycees as one of the topfive leaders in the City and in the State, has been a guest on national morning-television programs, and has published hundreds of articles on community media, free speech, and/or democratic principles. ED has been keynote speaker at several national and international symposiums, and has traveled throughout the world advising Third World nations on issues surrounding democracy and the media. He has worked as a juror for the national art exhibit, and has participated in an arts and Internet project, the Arts Integration Team, for the botanical gardens, and the Arts Integration Team for City's Art Academy. ED is chair of the A Media's board and its “Community Media Review” publication and is recipient of the An Award for humanistic communication.

    The XYZ Nonprofit employs ten full-time staff, three of whom are racial minorities; three staff members are women. Its Board of Directors is also composed of diverse individuals: ten are majority race; two members are minority; three members are women. The XYZ Nonprofit's personnel policy states: “XYZ Nonprofit provides equal opportunity to all applicants without regard to race, color, religion, age, sex, physical or mental disability, national origin, marital status, sexual orientation, or any other legally protected status. In addition to complying with the letter and spirit of this policy, XYZ Nonprofit practices policies of recruiting, hiring, training, management development, promotion, and compensation based only on an equal-opportunity basis.”

    The MML will be staffed by one full-time project coordinator and two assistants. Equipment repair and linkages will be maintained by Net Services, which has a staff of two. The project coordinator will be responsible for scheduling the training van's stops and visits, for developing curricula and deploying it to the Web, for marketing the services available from the MML with other local nonprofit organizations, particularly those serving at-risk populations, and for reporting progress toward goals to the Executive Director and the XYZ Nonprofit Board of Directors. This person is not yet hired. The XYZ Nonprofit will make every effort to recruit a minority and/or woman for the project coordinator position and will ensure that the person will work well with the population to be served by the MML. At least one of the MML assistants, both of whom will work most closely with program participants, will be of minority race.

    e. Management Plan

    i. Timeline of Responsibilities and Milestones

    The following is a chart that provides a timeline.

    Date

    Activity

    Responsibility

    July-August, 2003

    Purchase MML vehicle

    XYZ Exec. Director

    Design exterior and have vehicle painted

    XYZ Exec. Director

    Arrange for e-learning software installation

    XYZ Exec. Director

    August-September, 2003

    Develop written job description and responsibilities for project coordinator position.

    XYZ Exec. Director

    Place advertisements for position in local newspapers (including those serving minorities)

    XYZ Exec. Director

    September, 2003

    Screen and interview applicants for project-coordinator position

    XYZ Exec. Director

    Recruit additional applicants if needed with evaluators

    XYZ Exec. Director

    Establish evaluation tools and processes for MML and programs

    October, 2003

    Receive notification of CTC grant approval

    XYZ Exec. Director

    Hire program coordinator

    XYZ Exec. Director

    October, 2003

    Develop job descriptions and requirements for program assistants and post/advertise openings

    Project Coordinator

    Interview and hire two program assistants, at least one of whom will be of a racial minority

    Project Coordinator

    October-November, 2003

    Equip MML with digital video cameras, laptop computers, servers, appropriate software, and wireless connections to XYZ

    Exec. Director and Project Coordinator

    Develop curriculum for online program teaching video-camera operation and editing software

    Project Coordinator & TV Affiliate Director

    Develop schedule of regular stops and programs for MML throughout city

    Project Coordinator

    November, 2003

    Develop curriculum for online teaching of Web-page design and deployment

    Project Coordinator

    Begin MML scheduled visits to schools, community centers, and other sites

    Project Coordinator

    December, 2003

    Develop curriculum for online teaching of radio hosting, transmission

    Project Coordinator and Radio Affiliate Director

    January-February, 2004

    Formally evaluate program and revise offerings, curricula, and/or schedules as recommended for improvement

    Project Coordinator, Exec. Director, and evaluators

    October, 2003-October, 2004

    Continue regular visits to arranged sites and respond to requests for occasional visits to community, meetings, events, etc.

    Project Coordinator

    Continue ongoing evaluation and program improvements

    Project Coordinator

    Continue participation in planning commission to identify and map digital divide

    Project Coordinator and Exec. Director

    As program demonstrates success toward objectives, encourage agencies receiving services to become more independent (i.e., to develop permanent on-site mini media centers)

    Project Coordinator, Executive Director, & participating agencies

    July-October, 2004

    Identify year-two and beyond need for support and solicit support from local funders on behalf of agencies and/or XYZ and MML

    Project Coordinator, Exec. Director, and participating agencies

    September-October, 2004

    Formally evaluate program and progress toward year-one goals and objectives for reporting to agency participants, federal government, other communities, and local funders as justification for continuation and/or expansion

    Project Coordinator, Exec. Director

    Hold community celebration acknowledging student video productions

    Project Coordinator

    ii. Community Involvement In Program Operations

    Monthly, XYZ Nonprofit will host discussion groups of representatives from all user agencies and schools where the MML is deployed regularly. Members will have open opportunities to suggest improvements or to request additional services or improvements to existing services. For instance, SUPS has already requested that the laptops be programmed with PowerPoint for one of its high school programs that requires a PowerPoint presentation before graduation. The school lacks both hardware and software to enable all students to fulfill this requirement, and even though some of the students have home computers, many of them do not have PowerPoint software. SPS has a high school class on television but lacks updated video-editing capabilities and software and has no means of airing students' work. If sites wish additional regular program visits by the MML, the project coordinator will arrange them to the extent possible.

    In addition, the two educational organizations will advise on curriculum development in the content areas and for the media instruction and assist in determining appropriate reading levels of curriculum materials and e-learning tools. Curricula will be designed in the Software by the Project Coordinator with assistance from courseware developers at the Software Company prior to review and improvement by the school districts.

    Twice during the year (midyear and end of year) all regular and some occasional agency users of the MML will be surveyed and/or interviewed by the outside evaluator from ASU to determine levels of satisfaction with the service, suggestions for improvement, need for continuation or expansion of services, and qualitative data on the Mobile Media Lab program's progress toward stated goals and objectives.

    The community will be invited to a year-end event that is the culmination of an all-city student video-production competition. The event will include entertainment, video clips of all entries, full viewing of the winning entries, and food, and will be held at a centrally located site.

    f. Resources

    i. Facilities, Equipment, and Supplies

    The Mobile Media Lab van will be equipped with twenty laptop computers, most likely Macintosh G4 PowerBooks, which have easy-to-learn and easy-to-use nonlinear video-editing software. The laptops will also contain desktop-publishing software for development of Web pages, announcements, or other activities; I-Movie and Moviemaker; Netscape, or another navigational tool; PowerPoint; and word-processing software. Each computer will be equipped with a wireless modem that interfaces with a wireless relay station on the van. Signals can be sent from any remote site to the XYZ Nonprofit for deployment to the Web, television, or other medium. The Software will be used to develop curricula that can be deployed to the XYZ Nonprofit Web site for interactive e-learning about media tools; however, because it is being donated by the developer to XYZ Nonprofit and requires licensing, the course-development software will not be directly available on the laptops. Other curricula will be developed to reflect early and late elementary learning-content areas and will be downloaded to the laptops for use in enrichment programs.

    The MML will carry fifteen digital video cameras. Completed video can be fed directly, via Firewall, into the computer for real-time viewing and editing or for transmission to XYZ Nonprofit.

    The XYZ Nonprofit occupies the second story of the west-side Library. It houses Net Services, a computer service provider for nonprofit organizations; a computer laboratory that provides both scheduled classes and free use of computer equipment; the station television studio and video-editing offices; a public-access music radio station; and the Somewhere, USA Democracy Institute, a program that teaches media literacy around social issues (e.g., treatment of gender, race, cigarette-smoking promotion, etc.) and that logs local-media election coverage and reports findings to the community. XYZ Nonprofit currently owns and operates a mobile television-production vehicle that can be plugged into various television feed sites (b-lines) around the City. The MML will use the same and additional lines to deliver training and programs.

    XYZ has received a grant to purchase the MML and to begin program development with an outside consultant. It has good relationships and a history of accountability with local funders and has already discussed potential for continuation funding with several local foundations. Pending evaluation of the year-one program and continued need, three of these foundations have encouraged the project startup and are willing to review subsequent requests for funding.

    XYZ has a history of developing programs that are a progressive blend of social welfare and entrepreneurial response. This history has placed XYZ in good standing with local businesses, several of which have expressed interest in leasing the MML for events and training at their locations.

    ii. Number of People Served and Cost Justification

    Besides providing a vehicle and tools for transmitting community meetings and events to thousands of individuals in the community who are unable to attend such events, and besides its impact on the overall awareness of the community about issues and services surrounding information technology, XYZ anticipates providing regularly scheduled, direct multimedia training for a minimum of 800 individuals from the following sites:

  • 320 students from SPS at one or more of the schools

  • 80 students from SUPS High School

  • 20 students from two OCPS elementary schools' after-school programs, including an elementary school where more than 80 percent of students are very low income

  • 100 members of Youth Center

  • 60 program participants from Church Community House (various ages)

  • 20 Homeless District residents

  • 200 community members from Neighborhood Association stops

  • Training for these individuals is expected to: increase reading levels; decrease isolation; cause fuller participation in the social network of the community or school; and/or develop or improve media and computer skills. Training will cost approximately $565 per participant (calculated by dividing the total program cost by 800 regular students).

    iii. Project Continuation

    Much of the cost of launching the MML and its programs is requested from the year-one grant. Ongoing costs include maintenance and fuel for the van, staffing, software/hardware upgrades, and an annual student videoproduction competition.

    XYZ is prepared to incorporate the estimated annual cost of maintenance, repair, storage, and gasoline for the MML into its annual budget and has already done so for year-one programs. The cable franchise fee recently negotiated provides XYZ with both cable-access television support and some Internet support for the next fifteen years. Because part of the cable franchise fee will come from a portion of the cable company's “At Home” Internet subscribers, the money may be used to sustain the cost of operating and maintaining the MML.

    The remaining ongoing costs come to approximately $120,000 (staffing and awards dinner) and approximately $20,000–$30,000 annually for equipment/software purchase/upgrades, for a total of $150,000 needed each year to operate the MML and its programs. XYZ will encourage agencies and schools that use the MML regularly to include in year-two and beyond budgets a fee for service based on the number of hours requested and positive evaluation and need for continuation. It will also charge fees for service at large community meetings and events, as hosting organizations have the ability to pay, and will seek local funding of ongoing costs until the program is subsidized primarily by fees for service.

    XYZ plans the following mix of funding sources for years one through five:

    Year One:

    $432,500 Budget

    45% local funding:

    XYZ annual budget: $75,000

    Fees for service: $3,000

    Existing grant: $80,000

    Donations and discounts: $40,000

    Year Two:

    $175,000 Budget

    100% local funding:

    XYZ annual budget: $25,000

    Local grants: $100,000

    Fees for occasional services: $5,000

    Fees for regular service: $25,000

    Local underwriters (competition/awards): $20,000

    Year Three:

    $175,000 Budget

    100% local funding:

    XYZ annual budget: $30,000

    Local grants: $75,000

    Fees for occasional services: $10,000

    Fees for regular service: $35,000

    Local underwriters: $25,000

    Year Four:

    $175,000 Budget

    100% local funding:

    XYZ annual budget: $50,000

    Local grants: $35,000

    Fees for occasional services: $10,000

    Fees for regular service: $50,000

    Local underwriters: $30,000

    Year Five:

    $175,000 Budget

    100% local funding

    XYZ annual budget: $50,000

    Local grants: $0

    Fees for occasional service: $20,000

    Fees for regular service: $50,000

    Local underwriters/donations: $55,000

    g. Project Evaluation

    i. Performance Measures

    XYZ will contract with ASU's School of Public Administration for outside evaluation of the one-year pilot for the Mobile Media Lab program. The local evaluator will help XYZ strategically plan activities that will achieve the program goals and objectives; provide XYZ with data that can be used to make adjustments in service delivery and improve the overall program; and design and conduct an outcome evaluation to determine whether the program is achieving its intended goals.

    Specifically, ASU evaluators will gather data (qualitative and quantitative) to measure the following:

  • Number of individuals served at each site

  • Rate of repeat use by individuals

  • Baseline and year-end reading levels of users, correlated with repeat users

  • Qualitative data regarding increased self-esteem among regular users

  • Survey questionnaires for adult users to ascertain important uses for technology among the population and to gauge differences in feelings of isolation before and after using technology

  • Qualitative data regarding increased community interest in the digital divide and other issues surrounding information technology

  • Qualitative data on reasons and number of other agencies requesting regular services from the MML

  • Qualitative data from teacher interviews on effect of computerbased enrichment classes in the learning content areas

  • Student data from the Software indicating levels of proficiency and understanding of the information presented (e.g., Web-page design, using video cameras, nonlinear editing-software use, etc.)

  • Formal midyear and year-end evaluations will be posted on the XYZ Web site and distributed to all program participants and funders. Both evaluations will contain suggestions for improvement of the program based on interviews and data compiled by the local evaluator.

    ii. Feedback and Ongoing Assessment

    The evaluator will meet in January, 2003, with students, directors/ administrators, users, and teachers to gather their input on the MML program and its progress toward shared goals. He or she will meet again with program participants at the end of the program to share evaluation findings and seek informal validation of the findings. In addition, XYZ will host monthly discussion groups of program participants to generate informal and regular feedback on the program and to report progress toward suggested improvements.

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