1. Obesity Grant Proposal
Obesity is a major health concern that is affecting
advanced nations like America. The current lifestyle defined by
heavy intake of junk consumables with high caloric levels has
contributed to a rise in obesity (Powell, 2019). Children are the
worst affected. This proposal endeavors to address this health
hazard among children in US. Our operations will be domiciled
under the jump2it program. This program seeks to raise obesity
awareness and actively aid overweight children through
exercises. This grant segment includes the idea, statement of
needs and sponsor identification.
Proposal Idea
The proposed idea for addressing child obesity under
“jump2it” is divided in two phases. First, sensitizing children
on the significance of embracing healthy diets derived from
plants is a priority. Processed foods that are riddled with sugar,
fats and preservatives have been blamed for obesity (Kramer &
Narayan, 2015). The unregulated deposition of fats in the body
causes overweight and blocking of blood vessels. Health issues
like hypertension result in the process. This challenge plagues
children in states like Virginia and Oklahoma. Our program
would devote substantial resources into the worst affected areas.
Secondly, the idea of exercising would be incorporated in our
program. Currently, children spend most of their time indoors.
They deny themselves a chance of metabolically breaking down
calories accumulated from food. Physical activities are
instrumental in the reduction of obesity. The children enrolled
in our program would be routinely involved in adventurous
exercises. Exercises should be demystified among children.
They should be viewed as adventure instead of work. Such an
approach encourages participation.
Needs Statement
Obesity reduction programs are urgently needed due to the
following. First, obesity is spreading at an alarming rate among

2. children. This essentially implies that the United States has
very many obese children than any point in its history.
Overweight kids are at increased risk of developing health
complications like hypertension compared to normal ones
(Powell, 2019). These programs are thereby needed to sensitive
children on healthy eating and exercising to reverse the negative
trajectory. These programs are needed to offer complementary
care to these children. The tough economic times have
overwhelmed parents. They are preoccupied with income
generating activities. Little attention is paid to the wellbeing of
the children. Secondly, this program is needed to enable
children actualize their potentials by boosting their esteems.
Obese children are prone to ridicule and molestation from their
peers. Molestation can demotivate a child from pursuing
academic endeavors. This program would acts as a supporting
pillar to such children. They should be made to understand that
their condition is reversible.
Thirdly, the program is needed to act as a counterweight to
the disinformation that exists on food consumption (Kramer &
Narayan, 2015). Currently, junk foods are being promoted as
healthy ones. The children are made to believe that these foods
are not detrimental to their health. The fight against obesity
cannot be won without a well-informed population that can
distinguish between healthy and unhealthy foods. Food
manufacturers have a considerable sway among policy makers.
This makes it difficult to hold them accountable when they
produce deceptive promotions in their marketing endeavors.
This task is left to pressure groups and individuals. Fourthly,
the program is needed from an economic perspective. This
program aims to encourage healthy living among children and
the general population through avoidance of foods that expose
them to unnecessary risks. The impact of a healthy population
in contributing positively to the economic development is
immeasurable. A sickly population is detrimental to the
economy. Additional funds are diverted from the economy to
cater for their wellbeing.

3. Sponsor Identification
The program outlined above would not be successful
without the support of sponsors. Sponsors are crucial in
providing the required financial resources to support our obesity
mitigation programs. We are open for sponsorship. However,
our large sponsors must meet the following qualifications.
First, they must be non-partisan. We intend to maintain our
neutrality. Partisan funding can hamper our operations in areas
where the ideology is hostile. Secondly, the sponsors must be
involved in legally viable activities. This measure ensures that
criminal proceeds do not find their way into our operations.
Vetting would be a priority to avert scrutiny from government
agencies. We encourage sponsorships from corporate or
government agencies. We endeavor to expand our reach to all
states with high obesity rates. In the short run, we would depend
on the support of small donors to power our operations. These
funds would be put into optimal use to yield the desired impact
among the recipients. This is the criteria that we would exploit
to attract large sponsors.
In conclusion, obesity is a threat to public health.
Addressing this problem requires collective effort from policy
makers, individuals and NGOs. We hope that our program will
bring a renewed enthusiasm in the fight against obesity among
children. The measures proposed to combat it are not new. The
problem is on the implementation frontier.
References
Kramer, M. R., & Narayan, K. V. (2015). Incidence of
childhood obesity in the United States. New England Journal of
Medicine.
Powell, F. (2019). Childhood Obesity: examining the basics and
consequences. Sage Publications.

4. The following are some examples of tables for the goals and
objectives.
Needs
Inputs
Activities
Outcomes
Outputs
Goal 1: Enhance the educational and administrative capacity of
Afghan faculty
Project Objective 1.1: Use audited courses, workshops,
seminars and mentoring to develop new information and the
skills needed to reform pedagogy and curriculum, foster student
engagement, and develop effective student-centered teaching
skills consistent with international standards.
There is currently no known baseline information on
participants.
A program plan is needed to maximize the 10-week program.
Using project funding and Ball State project team experience,
the team works with distance technology and uses local Afghan
contacts to administer initial assessments to collect baseline
data.
Activity 1.1.1: Conduct a needs assessment on the interests,
knowledge, skills, and language proficiency of participants
Written summary of the needs assessment;
completed SWOT
analysis; development of an individualized program plan; 100%
of participants will have an individualized plan
The project team better understands needs of the Afghan
faculty; The project team can design a more impactful program.
12 participants will attend the program each with an
individualized program to plan and assign mentors; as a result
participants are better equipped to affect change in their home

5. university
Faculty develop opportunities are very limited in Afghanistan
and many faculty members have a difficult time obtaining
adequate credentials for work in higher education
Members of Ball State project team
travel to India to meet with Indian partners and program
participants
Activity 1.2.2: 12 Afghan faculty members from Afghanistan
complete in program in India where they take part in
workshops, audit classes
12 project participants members attend the 10-week program
with 100%
Participation; At least 90% of participants report they are more
confident and skilled in their teaching and knowledgeable of
curriculum development
Project participants
share their opinions and learn from courses, workshops, and
mentors; Participants gain a better understanding of
international standards and quality assurance. Project
participants will develop syllabi for courses taught that are
aligned with quality assurance measures and international
standards
Afghanistan has limited professional development opportunities
for faculty
Members of Ball State project team host the AFFECT program
in India where they host a series of workshops and seminars
Activity 1.2.3: A series of seminars and workshops on topics
like conflict resolution, student-focused teaching, developing
meaningful course curricula, social justice, equity, gender
parity/inclusion, and diversity.
At least 90% of participants report they are more confident and
skilled in their teaching and knowledgeable of conflict

6. resolution, student-focused teaching, developing meaningful
course curricula, social justice, equity, gender parity/inclusion,
and diversity.
Project participants can develop an action plans that includes a
wide range of new skills to implement upon their return home.
Project participants implement the skills learned in their home
institution and discuss the changes with others in Afghanistan
Project Objective 1.2: Afghan faculty will learn best practices
in U.S. higher education and how to apply them in the Afghan
context.
Afghan faculty have limited opportunities to travel and limited
knowledge of the U.S. higher education standards including
accreditation and quality assurance
The principal investigator for the project will hold a series of
workshop on U.S. higher education
Activity 1.2.1: 12 Afghan faculty members from Afghanistan
will attend a series of workshops on U.S. higher education
At least 90% of participants report increased knowledge of U.S.
based best practices, accreditation, and quality assurance
Project participants gain a better understanding of U.S. higher
education, as well as accreditation and quality assurance.
Project participants will implement U.S. based best practices in
the Afghan context and share information with colleagues on
accreditation and quality assurance.
Needs
Inputs
Activities
Outcomes
Outputs
Goal 2: Develop long-term meaningful relationships
Project Objective 2.1: Project participants will develop
relationships and a scholarly network to foster mentorship and
long-lasting collaboration
Certain capacities in Afghanistan such as bandwidth for

7. teleconferencing, security for visiting professors, and other
factors limit the impact of partnerships with foreign universities
and interaction with faculty from other countries.
Members of the Ball State project team
travel to India and work with Afghan faculty on research,
teaching, and other activities
Activity 2.1.1: All program participants will be paired with a
mentor and provided additional opportunities to collaborate on
projects
At least 90% of project participants report they feel comfortable
contacting their mentor for support; 90% of project participants
report their experience was enhanced and/or more sustainable
because of ongoing mentorship.
Project participants develop action plans to implement changes
upon their return to Afghanistan and receive meaningful support
and feedback from experienced mentors leading to more
impactful and sustainable changes. Project participants become
more knowledgeable about international standards in higher
education as well as quality assurance and work to implement
those standards in their home universities
Opportunity for Afghan faculty to collaborate interactively with
faculty from other countries is currently limited.
Project staff organize time for reflection and interaction based
on participant interest and our initial needs assessment
Activity 2.1.2: Hold a series of interactive break-out sessions
with discussions, presentations, and/or panel discussions
featuring participants, Indian faculty, and U.S. project staff.
90% of project participants report their experience was
enhanced and/or more sustainable because of these discussions
Project participants can discuss their challenges and interests in
reforming their curriculum and teaching. These discussion lead
to action items and collaborative interaction while trying to
overcome challenges and implement change.
Project Objective 2.2: Project participants will engage with
academics in their disciplines gain skills in working with

8. different demographic groups in an academic setting.
Afghan faculty currently have limited opportunities to network
and collaborate with other scholars in the manner that U.S.
faculty due with conferences, journals, and other venues.
Project participants will audit class at O.P. Jindhal and attend a
series lectures on issues in higher education; participants will
work in groups to practice and share information they are
learning throughout the process.
Activity 2.2.1: All program participants will participate in
audited courses and a series of lectures and workshops with
U.S. and Indian faculty.
At least 90% of project participants report enhanced knowledge
of their academic discipline and report a better understanding of
international quality assurance standards through engagement
with U.S. and Indian faculty and classes.
Project participants can actively engage in learning activities to
practice skills and to demonstrate knowledge they are learning
throughout the project period. Project participants become more
invested in student centered approaches to teaching and will
incorporate those skills in their home universities.
Needs
Inputs
Activities
Outcomes
Outputs
Goal 3: Enhance English language proficiency along with the
pedagogic knowledge of program participants
Project Objective 3.1: Implement an English language program
that involves technology skills and effective teaching in areas
with limited access to electronic and online technology.
There is currently no
known baseline
information on the English fluency of program participants

9. Utilizing Afghan connections project team will conduct
an assessment of language proficiency to develop targeted
support
Activity 3.1.1: Improve professional English skill of the
teachers through targeted language instruction and project-
based mentoring and immersion activities.
At least 90% of participants will demonstrate enhanced English
proficiency skills and increased knowledge of project-based
learning
Enhanced vocabulary and language skills will enable project
participants to more effectively discuss issues related to their
teaching, to conduct research in international journals, and
communicate with international professionals in their fields.
Professional development activities linked to issues like
student-centered learning, leadership development, cultural
awareness, and gender-sensitive pedagogy are limited in
Afghanistan institutions
Members of the Ball State and O.P. Jindal project
work with Afghan faculty on student-centered learning,
leadership development, cultural awareness, and gender-
sensitive pedagogy
Activity 3.1.2: Provide professional development through a
variety of topics related to student-centered learning, leadership
development, cultural awareness, and gender-sensitive
pedagogy.
At least 90% of program participants report their knowledge and
skills in student-centered learning, leadership development,
cultural awareness, and gender sensitive pedagogy has improved
Program participants, after extensive discussions and practice,
will have specific strategies for modifying their courses to
increase student-centered learning, and gender sensitive

10. pedagogy. In addition they will be able to utilize their
leadership development, and cultural awareness to enhance their
home institution and professional development
Access to instructional technology and related software in
Afghanistan is often limited and impacted by other factors (i.e.
limited bandwidth)
Ball State project team conducts assessment of participant’s
technological literacy and knowledge of instructional
technology
Activity 3.1.3: Using prior experience and needs assessment
data the project team develops workshops for instructional
technology in areas with limited technology
At least 90% of program participants demonstrate enhanced
knowledge of strategies for teaching with technology in areas
with limited technology
Extensive practice and discussions will enable program
participants to incorporate instructional technology in their
courses and to share these strategies with others in their home
institution.
Goal 1: Build MSU capacity for postsecondary transition
options for students with ID.
Objective 1.1Establish and implement steering committee of
MSU, LEA, and agency partners.
Objective 1.2:Submit program requirements, policies, and
procedures for MSU approval.
Objective 1.3. Conduct resource mapping across systems;
develop a cost sharing framework.
Objective 1.4: Review and revise program admission,
certification, policies, and procedures.
Objective 1.5: Develop housing options for A-STEP students

11. including but not limited to MSU.
Objective 1.6:Develop and implement systems for tracking
program costs including inkind.
Goal 2:Recruitment, transition, and service/support
development.
Objective 2.1:Inform students, families, LEAs about PSE and
the A-STEP program at MSU.Activity 2.1.1: Develop fact
sheets, success stories, posters, videos, and presentations;
Activity 2.1.2: Conduct presentations, trainings, and meetings
in person and via distance technology; and Activity 2.1.3:
Arrange college awareness visits for students and their support
networks.
Objective 2.2: Recruit students. Activity 2.2.1: Develop college
transition support materials based on resource mapping;Activity
2.2.2: Partner with LEAs to recruit students; andActivity 2.2.3:
Support students, families, and teachers in transition using
distance technology.
Objective 2.3: Facilitate person-centered transition planning.
Activity 2.3.1: Coordinate PSE development;Activity 2:3.2:
Bring LEA teachers to campus for training in Connect and
Disability Services; Activity 2.3.3: Plan individualized supports
with Disability Services and A-STEP during Connect;
andActivity 2.3.4: Identify student specific resources across
agencies.
Objective 2.4: Enhance existing support to meet student needs.
Activity 2.4.1: Adapt Connect Session materials;Activity 2.4.2:
Train Disability Services in supports for students with ID;
andActivity 2.4.3: Train faculty and student services in
universal design and assistive technology
Objective: 2.5: Adapt the GPS LifePlan model for MSU and A-
STEP.
Objective 2.6: Develop systems for peer mentors, coaches,
interns and practica students.Activity 2.6.1: Establish student
practica through MSU departments;Activity 2.6.2: Develop job
descriptions, policies, and procedures for peer mentors;
andActivity 2.6.3: Design training tools and supervision

12. protocols for peer mentors and practicum students.
Goal 3: Coordinate academic development, course access, and
assessment of learning.
Objective 3.1: Create flexible services and supportsfor
academic inclusion. Activity 3.1.1: Coordinate course selection
with PSE plan;Activity 3.1.2: Assist students and faculty to
identify how each student will participate and supports
necessary to achieve his or her personal goals (i.e., technology;
peer mentoring, natural); Activity 3.1.3: Hire, train, match, and
supervise peer mentors; andActivity 3.1.4: Monitor student
progress and revise as appropriate.
Objective 3.2: Develop protocols to monitor student academic
outcomes. Activity 3.2.1: Work with the Coordinating Center to
evaluate student and project outcomes;Activity 3.2.2: Compile
individual and cohort evaluation data; Activity 3.2.3: Implement
data-based midcourse corrections; andActivity 3.2.4: Conduct
systematic data collection of post-graduation outcomes.
Goal 4: Promote college and community involvement.
Objective 4.1: Identify student preferences related to
extracurricular activities and other aspects of college life.
Activity 4.1.1: Provide peer supported opportunities to sample
campus extracurricular options and identify
preferences;Activity 4.1.2: Match participants to peer mentors
who will support inclusion in campus life (clubs, use of athletic
facilities, student center, service learning, leadership, and
college social activities) and community life (social, leisure).
Objective 4.2:Teach community access skills and self-advocacy.
Activity 4. 2. 1: Assess related skill sets (i.e., transportation,
socialization, communication, safety, self-advocacy) Activity 4.
2.2 Provide direct instruction and embedded learning
experiences to develop related skill sets through GPS LifePlan
instruction and peer mentoring.
Goal 5: Support career development and integrated work
experiences
Objective 5.1: Identify career interests & employment options
in the community where the student plans to live after

13. completing the A-STEP program. Activity 5.1.1: Conduct career
planning through PSE plan; Activity 5.1.2: Coordinate benefits
planning activities with students.
Objective 5.2: Support integrated employment that matches
student preferences. Activity 5.2.1: Conduct job development
and job placement;Activity 5.2.2: Identify assistive technology
supports. Activity 5.2.3: Provide individualized coaching with
systematic fading to natural supports; Activity 5.2.4: Coordinate
GPS LifePlan, work based learning, and mentoring to promote
self-determination skills including problem solving, goal
setting, and self-awareness as a part of each work experience;
and Activity 5.2.5: Monitor data and shifts in student’s
preferences to allow for redesign of career supports.
Goal 6: Build sustainability, blend resources, and promote
program replication.
Objective 6.1: Implement sustainability plan to continue
effective matriculation of students. Activity 6.1.1: Embed A-
STEP activities in MSU offices and programs;Activity 6.1.2:
Access funding sources including LEA, private pay;
scholarships; VR; Social Security Work Incentives; and
Medicaid Waiver dollars;Activity 6.1.3: Develop framework for
cost sharing through resource mapping that invests stakeholders
starting in Year 1; andActivity 6.1.4: Apply for approval of A-
STEP as an eligible program for Federal financial aid for
students with ID.
Objective 6.2 : Evaluate project accomplishments, quality,
impact, and costs in cash and inkind
Objective 6.3: Present a poster or breakout session at three or
more conferences for families and professionals in secondary
and higher education and human services.
Objective 6.4: Provide technical assistance to NDUS colleges
and universities, ND Tribal Colleges and Great Plains states
lacking programs. Activity 6.4.1: Inform ND Tribal Colleges
and NDUS of the A-STEP’s progress and outcomes;Activity
6.4.2: Invite ND Tribal College and NDUS toparticipate as a
replication site;Activity 6.4.3: Provide technical assistance

14. PSEs with colleagues in neighboring states that do not have
inclusive programs. (i.e., MT, ID, WY, and SD); Objective 6.5:
Participate in conference planning with the Coordinating
Center.
Examples of Management Structure
Qualifications of the project director include a minimum of a
Master’s degree in Education or a
related field and at least 5 years of administrative experience in
designing, managing, or
implementing similar projects. The Project Director should be
well qualified through practical
experience in at least one of the major areas: program
administration, teaching low-income
students, counseling, or admissions and financial aid. The
project director will report to the
provost, and they will meet monthly to discuss the progress of
the project.
Organization graphic:
Capacity Statement

15. BSU’s Teachers College has been in operation since 1918. At
its inception, the institution was
dedicated to the preparation of teachers and school leaders for
Americas K -12 schools. As the
institution expanded, so did TC as it evolved into an entity
providing masters and doctoral
degrees in addition to bachelor degrees. Program offerings
include early childhood education,
elementary education, secondary education, special education,
counseling psychology, adult and
community education, executive development for public service,
higher education, educational
psychology, school psychology, curriculum, foundations of
education, multicultural education,
educational administration and supervision, and several others.
Many of its graduate programs
are offered entirely online through distance learning. In
addition, TC operates two schools,
Burris – a K-12 school, and the Indiana Academy for Science,
Mathematics, and Humanities, a
statewide school for gifted and talented high school juniors and
seniors. The college also
authorizes 28 charter schools. Throughout its history TC has
been committed to
internationalizing its curriculum and expanding its relationships
globally. In recent years faculty
have worked on research, development, and teaching programs
in Afghanistan, Pakistan, South
Africa, China, Kuwait, Ethiopia, Russia, Georgia, England,
Germany, and Mexico, to name a

16. few. The college has welcomed a growing number of
international students completing advanced
degrees and visiting professors improving their knowledge and
skills.
Biographical Example (This is draft tailored for a state
department grant I’m currently working
on for a project working with faculty from Afghanistan).
Dr. David J. Roof, (Principle Investigator) is an associate
professor in BSU’s Department of
Educational Studies, Teachers College. He received his PhD in
Educational Policy Studies from
the University of Illinois Urbana-Champaign. He has experience
working in international
settings and has worked extensively in Pakistan and Afghanistan
on education development and
policy analysis. Dr. Roof has also conducted extensive research
in Afghanistan and Pakistan on
education policy, gender equality, development of quality
assurance systems, curriculum
development and other issues. This research has often benefited
from personal contacts made
from relationships built over time working in Afghanistan and
Pakistan. He has published
multiple articles in peer-reviewed journals on education in
Afghanistan and Pakistan. In 2013
and 2014 Dr. Roof spent months in Afghanistan working as a
curriculum specialist in higher

17. education. In this position he worked extensively with faculty in
Afghanistan on curriculum
enhancement, syllabi development and student centered
learning. He also completed extensive
research and wrote detailed reports on higher education
development for the World Bank. Since
2012, he has worked extensively with graduate students from
universities in Pakistan. In March
2016 with an invitation from the International Islamic Univers
ity, Islamabad (IIUI) he gave a
keynote speech at the International Conference on Innovation in
Teaching and Learning (ICITL)
in Islamabad, Pakistan. In addition to international work, Dr.
Roof has worked on domestic
education policy in the U.S. He worked for 3-years as a
consultant for President Obama’s Race
to the Top education initiative. He recently completed project
evaluation for the U.S. Department
of Education’s Educational Opportunity Centers program. In
2010/2011 he served as an external
evaluator for Early Reading First, which required a statewide
assessment of early literacy
programs with reporting to the U.S. Department of Education.