Shannon McCullough, WestEd: 

Thank you all so much for joining us. Just going to give everyone one or two more seconds to pop in, and then we’ll go ahead and get started. All right, thanks for joining us today for our second session. I want to share a little bit about our WestEd team. We’ve kind of switched things around today. 

So Rebeca is here again as the leader of our Strong Connections grant. And presenting along with me today is Laura Buckner. And again, in the background, working all of her magic, we have Lora. 

So we just wanted to start up today out by getting a sense of what everyone’s hoping to do with some funding they’re planning to apply for. So if you all can just take a minute and share with us in the chat a little bit about the programs or projects that you hope to fund with any upcoming grants. 

And as you’re all sharing and as folks are starting to kind of trickle in, we just wanted to acknowledge that we know this session and all of this whole series, it probably includes folks that have varying degrees of experience writing grants, come from different perspective and different roles in the school systems. So we know we might have school and district leaders, school staff, folks who work in finance, some who write grants full time. And we’re hoping that by sharing your different perspectives throughout the series, that we can help create a fuller picture of everything that goes into putting together a successful proposal. 

So I’m starting to see a few folks trickle in. Mental health awareness trainings, great. I’m sure there’s lots of funding that we can find for that. Application for California Serves. Hoping to fund our Native Success Program. Some dual immersion. Oh, they’re going too fast for me to keep up. Funding mental health clinicians and restorative justice training. All of these sound great. And this might help folks get some ideas of some of the different things that they could be funding, so thank you all so much for sharing. 

Laura Buckner, WestEd: 

Yeah, thanks. 

Shannon McCullough, WestEd: 

And I’m going to- 

Laura Buckner, WestEd: 

It’s wonderful. Oh, sorry. Go ahead.

Shannon McCullough, WestEd: 

Pass it over to you, Laura. Go ahead. 

Laura Buckner, WestEd: 

I jumped in a little too soon. It’s wonderful to see that people are thinking about some of these grants that are available. And hopefully some of this information can be directly applicable to that grant writing process. 

So again, welcome. This session is being hosted by the California Stronger Connections Technical Assistance Center. And the Center provides support to local education agencies to foster safe, healthy, and supportive learning environments. This is a piece of that, of course, because we know that grant writing and receiving multiple sources of funding and knitting them together, it can be a really important component of your strategies for doing that important work. We know that there’s always a desire to expand and do more, especially when it comes to serving students, and so the intent of this series is to support you in whatever you’re doing in that regard. 

This is session two in our Proposals 101 series. It’s intended to support folks who have maybe struggled with having grants that they’ve written turn into funded projects and providing you with some strategies and some real tools to be able to enhance your grant writing and hopefully be successful with that. 

So this is session two. Session one featured a panel of CDE staff who regularly review grant proposals. They got to share some of their perspectives about what works when you’re writing a proposal narrative, for example, or tips on budgets and how to craft a budget that makes sense when they’re reviewing it in that process. So it was a wonderful panel of speakers. That recording and some resources from that are available and they’ll actually be in your inbox soon. Again, because you’re here, you’re on our mailing list and we’re sending all of those things out very soon. And then regarding this session, we are recording and we’ll share the slides and other resources from this session also. 

And I do want to mention, I see it in the chat, tomorrow at 9:00 AM, there is an office hour to follow up on this session. These are short one-hour offerings and we know there’s not a lot of time for discussion or Q%A, and so tomorrow 9:00 AM is an opportunity for you to come and ask any questions or explore some scenarios and get some feedback from Shannon and myself and perhaps others at WestEd. So everyone here today will receive an invite with the Zoom link shortly after this session. 

And you can see on your screen, we’ve got three more sessions in the coming weeks and we hope that if it feels relevant to where you’re at in the grant writing process or areas of need or questions that you have, we hope that you’ll join us for those. We can move on to the next slide. 

So today’s objectives, we are going to learn some techniques for identifying both needs and strengths to incorporate into your grant writing narratives. We’re going to talk about identifying key data to collect early for stronger alignment later. So kind of threading from the needs sensing to the actually writing your grant, hopefully getting funded and how you can use data sources across that whole cycle. And then we’re going to explore some practical strategies for building partnerships and also planning for sustainability. 

So on this slide you’ll see these were some tips from the CDE grant reviewers that they shared in our last session. We’ve starred a few that feel especially relevant for today’s session. Some of the key themes related to the learning objectives that came up during the discussion with the grant reviewers was the idea of data. So today, we’re going to be talking about how to identify data that’s appropriate to use in your grant writing and depending on the work or the projects that you’re applying for. So what grain size, how to think about different sources of data or different types of data to incorporate when you’re writing your grants. And not just using data to share numbers, but also to tell the story of what’s happening and what you hope to achieve, so some of those storytelling components that the panel really recommended last week. 

We’re also going to be talking about partner engagement, not only to strengthen the work that you plan to do, but to really inform your grant writing and make your ideas come alive on the page. 

And then finally, we’re going to be talking about sustainability, Lisa’s tip there. So thinking beyond just the one or few years of the grant so that you’re using the opportunities that you have now to build towards something that becomes more sustainable in the future. 

So as a very first step, connecting with your larger priorities in your school or districts. So we have an example here. This may look familiar to any of our LCSSP grantees. But our example is simply a California Department of Education RFA is now available and asking for applications for planning, implementation, and evaluation of activities in support of evidence-based, non-punitive programs and practices to keep the state’s most vulnerable pupils in school. As I said, that’s lifted straight from the Learning Communities for School Success Program grant, so it may sound very familiar to many of you. 

But you can see it’s kind of a pretty generic, there’s a lot of opportunity. So the first thing that we would recommend doing is thinking about some of these guiding questions. So what are your district, school, or agency’s current priorities? What do your existing plans, for example your LCAP, your site school plan for student achievement, what do those include? And that’s going to help you to embed your program into some of these larger priorities that all exist. 

I think the thing that’s important to recognize is that typically, a lot of these grants are not humongous. And typically, a single grant will not do it all. So you’ll have to choose a high leverage set of activities that serve a larger set of priorities or goals. 

And the nice thing is that by embedding it into something like your LCAP, you’re embedding that sustainability piece as well. So you’re going to be, it’s not just a standalone project, it actually lives within something that not just you, but hopefully your colleagues, your school, your district are already committed to, and so it’ll be easier for you to lift these programs off the ground. 

So that’s kind of the first step and I’ll turn it back to Shannon to talk about what’s next when you’re preparing to write your grant. 

Shannon McCullough, WestEd: 

Yeah, so as Laura just shared, we’re hoping to use some examples to kind of help guide us through today’s session. And we want to start by imagining that you’re a middle school leader and your goal is to improve school climate and discipline practices. And you come across a funding opportunity that’s specifically focused on restorative practice. So yay, it seems like the perfect match and you’re ready to go. 

But before jumping in, there’s a few questions you should probably start thinking about. How can you use data to show your school’s need? And how can you show the potential impact of receiving this funding? 

So we know that schools love to collect data and you probably have a lot of data on hand. Thinking about things like attendance rates, suspension, referral data. We know there’s lots of survey results and maybe even some kind of feedback that you’re collecting from families. And those numbers already are a great stepping stone in helping you kind of paint this picture of your school’s story. 

But to really push your proposal forward and make it stronger, you might want to go a little bit deeper and do some need sensing. Maybe for this specific example, you might want to find out how students feel about the current discipline practices or tap into teachers’ perspectives about restorative practices before you jump into starting this new initiative. 

And we know, based on those tips that we got from the panel last week, that funders love data but what they really want is this story that goes along with the evidence. So we’re hoping that your data can start to kind of connect the dots. It can show a little of what’s happening now, can share why it matters, and then how this funding could really make a difference in your school or district. 

So we know it’s really exciting to find this funding opportunity that aligns with your school’s needs, but before you start writing, you want to think about a few of these questions that we have on the screen. So things like what’s the data that you already have that shows your current reality? And then what might be missing? What could you collect that could make your story a little bit more compelling and more complete? 

Whoops, we’ll go back one. So when we talk about data, it’s really helpful to think about it in two main buckets. I’m sure you’ve all heard about this before. We have quantitative data and qualitative data. And both types can tell a school’s story but in different ways. 

So quantitative data is really all about the how many and the how much. I think this is what a lot of us think about when we hear the word data, we think numbers. That measurable stuff that you can really count or things you can put in a graph. In schools, it tends to be things like test scores or attendance rates or even the survey percentages that you might get from your school climate assessments. And this kind of data can really help you show things like trends, it can show progress. And it tends to be pretty clear in a nice numerical way to tell that story. 

On the other hand, there’s qualitative data, and this gets at the how and the why. So it’s all the insight behind what those numbers mean. So you might collect qualitative data from things like focus groups or you might have interviews with teachers. Even classroom observations can be a form of qualitative data. So these pieces can kind of help you understand the experiences and the themes that maybe you can’t necessarily see in the numbers themselves. 

So when you put those two together, you have the numbers and the stories and that’s where you kind of get this powerful picture. And again, the funders love seeing a balance. They want data that can prove your point, and then they’re looking for voices that really make the data real. 

So this little cartoon is just a fun way to kind see the difference and the relationship between quantitative and qualitative methods. So on the left, the person is doing the quantitative research. They’re watching to see how many people take the free ice cream. It’s all about the numbers. Maybe they’re looking at how many people take each flavor. They’re seeing one in 30 people, and it’s interesting and it’s something they can measure. 

And then on the right is the qualitative research. So this person is asking questions. They’re thinking, “How did you feel when you saw the free ice cream? And why?” So this is kind of tapping into the emotions, the reasons behind the behavior and the stories that just knowing one in 30 people can’t necessarily tell us. 

So it’s not that one is better than the other, they’re both really valuable. The quantitative gives us the what and then the qualitative gives us the why. So when you put them together, that’s when we’re getting a fuller picture of what’s happening. 

So thinking about this data, when you’re getting ready to write a proposal, it’s important to ground it in the real needs of your school or district. Not just what you think the needs are, but what the students and the staff and the families are actually experiencing. So we want to be sure that we’re gathering input from all these different interest holders, folks like teachers, students, families, and even community partners. 

There’s a lot of ways to do this. I know we all tap into surveys as much as we can, but there’s also focus groups, you can do interviews, you could even do informal listening sessions to get some information. And the goal is to not just get the voices of the folks that volunteer for everything, but to get all of the voices and all of the perspectives within your school or district. 

At the same time, one thing we don’t want to do is collect all of this data and then just put it on a shelf and say you did it. We want to take the time to really look at the data we’re gathering, synthesize everything we’re hearing, and more specifically look for patterns. Try to find themes or anything that is surprising in the data that we’ve collected. 

And let’s say our survey data is surprising or it starts to kind of raise new questions, then you can use whatever those questions are to guide your next round of listening. So maybe your survey showed that that families are feeling disconnected. That could lead to a focus group that kind of explores why they’re feeling disconnected. So this kind of intentional layered listening really helps you start to tap into your school’s needs and then can build a much stronger case in your proposal. 

But we know it’s not always that easy. When we start gathering input or feedback, there’s often some roadblocks that tend to pop up. And if you can, it helps to try to plan for them up front. 

We know that low participation is a challenge that we can face more collecting data. And sometimes surveys or listening sessions just don’t get a big response. So we can try to make it as simple as possible. We can make the survey short, we can make the questions really clear, maybe even offer little incentives like snacks or some kind of recognition for folks that participate. 

At the same time, anyone who’s been in a school or worked in a school know that time is limited. We know that folks’ schedules are really jam-packed in schools. So we can try to integrate data collection into existing meetings or into, you can have little focus groups that are built into a staff meeting or a family night, rather than creating something new. 

And finally, one trap that’s really easy to fall into is data overload. So it’s easy to collect so much input and so much data that can be overwhelming. And you really want to focus on what’s relevant to your specific proposal or project, and those specific insights can really tell you a story about what your school’s needs are. 

So we’re curious, thinking about all of these different ways that you can collect data, if you all could take a second and put into the chat what are some of the data sources that you regularly use? Especially if you have any kind of unique ways that you go about collecting data or ways that you’ve been successful in trying to sense the needs of your school or district. 

Yes, ed data, we love all of the dashboards and the great CDE data that we regularly have access to. I think that’s a lot of what we tap into. i-Ready. I think Panorama, there’s lots of behavioral data, which is great to dig into. We see some Tableau. Everyone’s loving the dashboards, they make everything a lot easier. CHKS and YRBS are great. Thank you all so much. 

All right, so once you’ve gathered your data, gotten all of this input, the next step is really kind of shaping it into this story. And we want one that really clearly communicates what your school and district’s needs are, as well as your strengths. So we can start by identifying what you’re already doing well, those bright spots, along with some areas that might need a little bit more attention. And the funders can appreciate when you can show both, it demonstrates that you kind of know your context, you know where your school sits, and you’re being strategic about where you think the support might be able to fill in the gaps and make a difference. It can help to create a picture of what you’re doing already, where those gaps are, to help funders see exactly where that support can fit into the bigger vision. 

And then before we get too far down the road and start moving the train and not being able to stop it, we want to think about the community partnerships that exist or that we can start to build. So who might already be at the table, what kind of organizations or businesses we can pull in that can become part of this initiative proposal. 

So I’m going to pass it over to Laura and she’s going to help you get started kind of connecting these dots. 

Laura Buckner, WestEd: 

Yeah. Thanks, Shannon. And it strikes me that it’s a big ask to collect data and conduct needs sensing and get a sense of what the community assets and needs are. So I think we asked up front, what are some grant opportunities that you’re looking for right now? But these sorts of activities can be really helpful to be doing on an ongoing basis so that when those RFAs drop, you’re at the ready to respond to them and you have information and a really clear picture ready. So I think in the context of grant writing, all of this is great, but really this is stuff that you can and should be doing regularly as just a baseline, understanding what the needs and opportunities are in your community. 

So I know all of you are doing that, you’re taking regular surveys and having these data conversations. And I think the message here is just that all of that can contribute to this grant writing process. You’re already doing a lot of this work, and why not capture it in a way that can contribute and make your grant writing a little bit easier? 

So that’s what these tools on this Padlet are designed to do. So we’ve created a Padlet and I think it’s going in the chat, and I’ll go ahead and share. Oops, not raise my hand. I’ll go ahead and share what the Padlet looks like. And it’s really just a bulletin board of tools that you could potentially use to get you started with making some of those connections between the stories and the data and how you might start crafting your project narrative as you’re writing your grant. 

So there’s things, and this may depend on where you’re starting from. So if this is like you’re just sitting down with the data, that’s great. If you’re trying to understand how your project or program idea fits in with larger priorities, there are tools here that could support you with that. 

So for example, we have an inventory template where you could just start by sitting down and writing down everything that’s already going on and how what you’re trying to do could fit in with that. You could do some community-based needs assessments. You could think about storytelling. There’s a sort of adapted SWOT analysis, which is a sort of business tool, but could also be applied thinking through what are your strengths, what are some weaknesses, opportunities and threats. 

Another example of an inventory, there’s listening campaigns, mapping of community strengths. So really, it’s a choose your own adventure, what we’re going to do. And I would say as you’re using these tools, as Shannon has mentioned, encouraging everyone to think about those community partners and how they can and inform or support that process. So it could be making sense with the data, it could be providing that additional qualitative data. Your community partners are an asset to draw on in the process. And then presumably, once you get the grant, you’re going to be building trust and continuing to lean on them for information about how things are going. 

So you all have the Padlet, there were a couple ways. There’s a QR code and the link is in the chat. And we’re going to give you, let’s see, seven minutes. We’re going to go into what we call a Zoom cocoon. So you can turn off your cameras, we’ll turn off our cameras and have a little bit of music playing. And what we’d like you to do is just pick one or two of the tools from the Padlet to spend some time with, see if it could help you with wherever you’re at in the process of need sensing or trying to dive deeper into data, trying to understand where your project fits into a whole host of priorities at your school or district. 

Spend some time with one or two of those tools, think about how it could be useful to you. If you download one and it’s not useful, move on to the next one. That’s completely fine. And we also do invite you, if there are tools or resources that you have used that have been really helpful, please, by all means, there’s a button at the bottom right-hand side of the Padlet, it’s a little plus mark. And you could add it there and it could be beneficial to other people. 

We’d love to hear in the chat if there’s anything that stood out to you or any sort of aha moments or things that are top of mind as you’ve spent a little bit of time with the tools. We’d love to hear, if you just want to type into the chat what’s coming up for you after spending some time with those. And also, again, if there’s any additional tools that you’ve found incredibly helpful in your grant writing, I’m sure, for the benefit of the group, we’d love for you to share those. 

We’ll just give us a moment to come out of our spaces and also share a little something in the chat. And if we’re ready to move on, that’s fine too. We can revisit that question. And again, as I mentioned, this is just an open invitation to please do share if you’ve got something that you’re hiding from all of us that could really help us with the process of grant writing, we’d appreciate it. Oh, thank you, Eli. 

The listening campaign seems great. [inaudible 00:25:50] holds such meetings, so this is a great affirmation of the practice. Absolutely. And I think that’s a lot of what Shannon was talking about with the data. It’s like you have your set of data, you have your numbers, but then really listening to the people who experience it most acutely is just such a great way. And then when you have those stories that they’re ready to embed into your grant proposals and your narratives, that’s just such a powerful story that you can be telling to the reviewers. I think it vastly increases your likelihood of being funded. 

Using the community story template helps it break down into sections before, after, et cetera. Absolutely. I think a lot of these tools are not… They’re not revolutionary by any means. It’s like best practices that we all know to be using, but there’s the intentionality piece there, right? It’s like sitting down with something and making sure, even if you’ve done it 10, 12, 100 times, that you’re sort of going through the process with an intention that can really elevate the work that you’re trying to do and the understanding that you can get the structure of the community story template. Absolutely. Yeah, again, just giving structure to a lot of the work that you already do, a lot of the thinking that you already do and maybe just giving a space for you to write it down and capture it in a way that supports your grant writing. 

We use a lot of simple practices like empathy interviews, storytelling labs, parent design labs. I love all of that. And Caleb, if there’s specific resources that you’ve used for any of those things, even templates or tools, please, by all means, add them to the Padlet. 

So thank you everybody. We’re going to move on to sort of our final section, which is regarding what we mentioned up front, planning for sustainability. So it’s a common scenario. You’ve spent the last several years maybe increasing your parent engagement efforts, for example, or any kind of effort, but you’re still falling short. There’s new needs emerging maybe, and your current funding, while it’s supporting a lot of work, it’s been allocated. So the extra additional things that you might be interested in trying out, you don’t have funding to conduct them. So you’re looking to write a grant that adds to or enhances these activities. 

This is an example. It could apply to family engagement, it could apply to, I know many of us are working on things like chronic absenteeism, it could apply to staff wellness. There’s a lot of different avenues that this could go, but the idea is that often, we run into a situation where it’s like we’re doing a lot, we’ve got a lot of great ideas and there’s gaps there. 

So some guiding questions to think about are, first of all, what’s the full investment that’s required? It’s like a list of ingredients. What are the ingredients that you need to do the things that you’re proposing? That includes not just the financial pieces of it, but maybe time, relationships. There may be in-kind types of things that are required, space if you’re talking about meeting, all of the things that would be required, whether they exist right now or not, whether they’re aspirational. 

And then you want to think about your gaps. So what do you have already? And what do you need? And consider perhaps the next few years and how things may shift. How can you plan for those shifts as you’re writing your grant? And then what opportunities for sustainment exist or could be cultivated? So again, thinking past the grant, how could you start now to build something that’s going to last beyond this round of funding? So that could include building up your data to prove the rationale. You could show that it’s working. Cultivating some partnerships to continue work that maybe you start and hand off to a partner, something like that. Also, communication about the importance of the work that you’re doing. Planning to conduct those types of activities that enhance and supplement the core of what you’re trying to do could be really beneficial when you’re thinking about long-term sustainability. 

And the point is really to look down the road a mile, two, or more because a strong proposal is going to take that context into consideration. So a lot of times, and I know Terry and Hilva and Lisa mentioned it, they’re looking at not just what is the thing that you’re building right now, but how is it going to live beyond this particular grant cycle or how could it potentially live beyond that cycle? 

So on the next slide, this is just a simple graphic of what we call sustainability pillars. And sustainability can mean a lot of different things. When we think of sustainability, of course, one of the very first things is the financial piece of it, but there’s other pillars to think about. 

So there’s the human pillar. What is the knowledge, the training, and the ongoing support that you can provide to the humans who are tasked with implementing a project or program? And this includes their well-being, hoping that they stay and can be successful for a long time. 

And then there’s the social piece of it, the systems and the norms that can support them. So how are we intentionally building community for the humans to be successful? Things like relationships, the systems and supports for ongoing transfer of knowledge. For example, providing forums for people to connect with each other and share their successes, those are part of the social sustainability that we can build in to anything that we’re doing. 

There’s also the operational, there’s aspects of the programs that can be baked into business as usual. So how are we tracking what we’re doing? How are we planning to use the systems that we’re building now and continue to have them be beneficial to us in the future? 

There’s also the cultural pillar, this long-term alignment of the programs within the context and culture of the folks that you’re trying to serve, the district and how it operates, all of that. 

And there may be other pillars, this can be adapted. There’s a lot to think about when we talk about sustainability, but the point is that it’s not only about the financial sustainability of a program. There’s a lot of other things to be thinking about. 

And an imbalance of these pillars will kind of make it difficult when you think about long-term sustainability. So we’ll stick back with the pillars, and I’ll just say, for example, if you are receiving funding from a grant, so you’ve got your financial pillar taken care of, for example, but your humans who are tasked implementing the work are not in a place where they’re prepared to do so. They’re not feeling supported properly to do so, or your systems will not support them. Maybe there’s a lot of enthusiasm, but the systems aren’t there to support them. Your project is going to struggle even though you’ve got that financial piece of it figured out. 

And then likewise, maybe you’ve got the financial piece. Maybe you have people and systems ready to go, but you’re not operationalizing it, for example, building appropriate data tracking, writing down the information. You may end up doing some wonderful work, but you’d miss that opportunity to build in long-term sustainability, to use what you’re building and creating now to inform future work and maybe reduce the amount of effort that it takes to do that work. So these are just some things to be thinking about. 

And then on the next side, really the idea is that you can integrate some of these practices and ideas into your proposal when you’re writing them. So just a question to always be asking yourself, what can I do now with this funding to support our future work? And some really successful examples that we’ve seen in grants that have been funding are things like capacity building. So building internal capacity with training or train the trainer models that are going to last beyond the amount of time that you’re getting funded. Thinking about things like cross-training in the event of personnel shifts. We know over the course of even just a few years in a grant, things shift. People come and go. So building in capacity so that somebody can enter a position and feel supported right from the get-go can be incredibly beneficial. 

You may think about processes or systems to automate or codify, saving and organizing information so that it’s easy to revisit, reuse, or adapt. Sometimes you can use a grant for a really big one-time investment that’s going to serve you for years and years beyond. 

We can also think about systems thinking. So looking back on the inventory and ensuring that you have really strong alignment will absolutely support your long-term sustainability because it’s an established priority, it’s something that a lot of people care about. So you can make an argument for it to stick around for a lot longer. 

And then you can also think about leveraging some resources that already exist. We’ve heard from recipients of CDE grants that getting one has allowed them to start building something. So for example, they get one grant and they were able to start an SEL department and then they were better positioned to go after other sources of funding. And that’s something that you can think about as you’re writing this grant right now, how are we sowing seeds to go after bigger, maybe more sustained sources? 

You can also look at the inter-agency partnerships and identify how you could share resources or capacities and use one pot of grant funds to effectively benefit multiple strands of work or several departments that you may be partnering with. 

And you can also look to your external partners. And in your grant, you can describe how they could provide in-kind supports. For example, some grants have unallowable expenses, but you may be able to find those community partners to fill those gaps if that’s part of your vision. 

There’s a lot more to say about how you could integrate sustainability into your proposals. Really, the point is that a strong proposal will demonstrate how you’re thinking about all of these things and that this is not just a standalone project, but there’s really a hope and a plan and we’re setting things in place for sustenance after that project period has ended. So just some things to think about, and I will turn it back to Shannon, 

Shannon McCullough, WestEd: 

Thanks, Laura. So as we start to wrap up, we wanted to just leave you with a few key takeaways. First is that we want to try to align the proposed activities with those priorities that our district or our school already has, things like our LCAP, so that we can make sure that we’re going toward a targeted goal that’s already in place. But just like Laura was mentioning, that we can also create a plan for sustainability moving forward. 

We want to collect and use data thoughtfully. We’re not just going to put a chart in the proposal because we have one. We want to make sure that it’s telling a story and that it also aligns with the strengths and needs of our district or our school. And that it is able to tell a compelling story. I think you heard folks last week giving examples of what some of those stories sound like and how meaningful they are when people are reading those proposals. 

And lastly, use some of these tips to get creative with capacity and sustainability. So we’re not just thinking about sustainability in terms of funding, but thinking about all those different pillars of sustainability that can help move us forward. 

So we didn’t necessarily build in Q&A time in the session here today, but we did build a whole hour tomorrow from 9:00 to 10:00 Pacific time. Everyone who participates today is going to get an invitation. You don’t need to register for anything. You also can kind of pop in and out as you need to. You don’t have to be there the whole time if you’re not able to. And last week, we had some folks show up and we had a really great discussion based on the panel. And I think tomorrow, if there’s any other questions that folks have or if you want to dive a little bit deeper into some of those resources, that would be a great time to do that. 

And then again, we have three more sessions left. We are not meeting on Thanksgiving next week, but we will be moving forward on December 4th, looking specifically at logic models and data tools that can help you build a little bit more storytelling into your proposal. And from there, we also have a data and narrative session. And then the last session is going to be some case studies and some final reviews. 

And we’d like to thank you again for joining us today. We appreciate all of your participation, your questions, and your engagement. And we hope to see you all tomorrow.