1 

Youth Preparedness

Funding Guide for Youth Preparedness Programs 
1 

Identify the Resources You Need������������������������������������������������������������������������������������������������������������������������������3


Create a Budget�����������������������������������������������������������������������������������������������������������������������������������������������������������5
 

Engage Potential Funders and Other Donors�����������������������������������������������������������������������������������������������������������6
 

Track Donations and Communication with Funders�������������������������������������������������������������������������������������������� 10
 

Intoduction ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 2
 

Securing Funding�������������������������������������������������������������������������������������������������������������������������������������������������������������������� 3
 

Maintaining the Program ���������������������������������������������������������������������������������������������������������������������������������������������������� 11
 

Conclusion����������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 11
 

Appendix A: Resources��������������������������������������������������������������������������������������������������������������������������������������������������������� 12
 

YOUTH PREPAREDNESS 

Funding Guide for Youth Preparedness Programs 

Contents 
INTRODUCTION
 

Youth preparedness is an integral component of building 

communities resilient to disaster, and developing a 

youth preparedness program is a valuable service to the 

community. Training children on preparedness empowers 

them to act more confidently during an actual emergency, 

encourages them to spread the message of preparedness 

to their families and communities, and helps to develop 

future generations of prepared adults. 

To create a successful program, you will need the 

proper resources—from training materials to instructors 

to a facility in which to hold your trainings/meetings. This 

Funding Guide outlines a comprehensive four-step approach 

to securing funding, including identifying the resources 

you need, engaging potential funders, and keeping 

records of donations. The document is intended for anyone 

operating or developing a youth preparedness program, 

whether or not the program is part of a larger organization. 

Much of the material in this document has been excerpted 

from the Federal Emergency Management Agency (FEMA) 

Community Emergency Response Team (CERT) document 

titled CERT Resource Development Guide1 and materials used 

for FEMA’s Implementing Youth Preparedness in Your Organization 

workshops, including the Youth Preparedness: Implementing a 

Community-Based Program document. That document and 

other resources are available from FEMA at 

http://www.ready.gov/kids/tools. Individuals starting or 

running youth preparedness programs are encouraged to 

refer to that document for more guidance on developing 

a program. Additional information about resource 

development and funding, including templates and sample 

documents, can be found in the CERT Resource Development 

Guide. Appendix A of this document also provides a 

variety of funding-related resources for youth 

preparedness programs. 

1 This document is not yet available online.

Youth Preparedness Funding Guide 2 
 

 

 

 

 

 

 

Resource 

Instructors 

Amount/ 

Quantity 

1 

Priority 

Must-have 

Source (Financial) Source (Non -Financial) 

Local volunteers, educators, 

or first responders 

Check FEMA’s Catalogue 

of Youth Disaster Preparedness 

Education Resources 

(available at http://www. 

ready.gov/kids/tools) for 

programs that can provide 

handouts 

Course material: 

handouts 25 Should-have Donation to do the printing 

Emergency supply 

kits (provided to each 

participant for free) 

Facility 

Recognition 

of completion 

(e.g., certificates) 

25 

1 

Nice-to-have 

Must-have 

Grants, fundraising In-kind donation(s) 

from local store(s) 

Local community center 

25 Nice-to-have In-kind printing donation 

 

SECURING FUNDING
 

The following four steps can help you identify and secure 

the resources your program needs. 

IDENTIFY THE RESOURCES YOU NEED 

Every program has resource needs—some are financial 

and some are not. Resources can include: 

•	 Personnel (for example, program manager, 

instructors, and administrative support) 

•	 Facilities (for example, space for training sessions 

and exercises) 

•	 Equipment, supplies, and training materials 

•	 Other goods and materials (for example, 

refreshments for events, promotional materials) 

Determine what you will need to start your program 

and keep it running. Or, if you have an existing program, 

envision where you would like it to be in five years, 

and identify the resources you will need to get it there. 

A good way to start is by completing the following 

sentence: “Wouldn’t it be great if ?” You can 

then identify the resources you will need to get to that 

envisioned state. 

Resources can be recorded in the first column of a table 

(such as Table 1) and the quantity or amount needed 

of each resource can be listed in the second column. 

Table 1 includes sample content. 

In addition to identifying the resource and amount/ 

quantity needed, you will want to assign a priority 

to each resource and record the priority in the table. 

Possible priority categories are as follows: 

•	 Must-have: This resource is essential for 

the program. 

•	 Should-have: The program can function without 

this resource, but not having it would decrease 

the efficacy of the program. 

•	 Nice-to-have: It would be good to have this 

resource, but it is not essential. 

TABLE 1: SAMPLE RESOURCE PRIORITY TABLE FOR NEW YOUTH PREPAREDNESS PROGRAMS 

3 
Once you have identified resources and their priorities, 

think through potential sources you can use to help with 

each item. These sources can provide financial or nonfinancial resources. In the table, identify some possible 

sources of support, at least at a high level. 

Examples could include: 

FINANCIAL RESOURCES 

•	 Federal or other grants 

•	 Local government 

•	 Private sector donations 

•	 Sponsorship
 

− Civic and service organizations
 

− Public interest groups 


− Foundations
 

− Unions 


− Local CERT
 

− Local Citizen Corps Council
 

•	 Fundraising 

NON-FINANCIAL RESOURCES 

•	 Personnel 

− Program manager 

- Educators 

- Parents 

− Instructors 

- First responders 

- Educators 

- Volunteers (such as CERT members, 

AmeriCorps participants, etc.) 

- Local Citizen Corps Council members 

− Administrators 

- Educators 

- Parents 

- Volunteers (such as CERT members, 

AmeriCorps participants, etc.) 

− Promoters 

- Local Citizen Corps Council members 

- Parents 

- Students 

•	 Existing materials/curricula (see box below about 

Leveraging Existing Materials) 

− Catalogue of Youth Disaster Preparedness Education Resources 

In-kind donations 

− Printing 

− Graphic design 

− Facilities/space for training sessions and exercises 

− Equipment 

− Emergency supply kits 

− Local ads/media placements 

− Volunteers’ donations of time 

•	 

LEVERAGING EXISTING MATERIALS 

Other organizations (especially national 

organizations) that promote youth preparedness may 

be willing to share materials and information at little 

or no cost. Using these resources can both decrease 

your budgetary requirements and ensure that the 

material taught by your program is in line with what 

other programs are teaching. FEMA has compiled a 

list of possible sources in the Catalogue of Youth Disaster 

Preparedness Education Resources. The Catalogue can be 

found at http://www.ready.gov/kids/tools. 

Youth Preparedness Funding Guide 4 
Resource 

Instructors 

Considerations for Year 1 Considerations for Year 5 

Emergency responders may be able 

to donate time to the program as part 

of their jobs. 

Private or government funding may be used 

to hire instructors. 

Program manager, 

administrative 

personnel 

The program manager may start 

the youth program as an add-on to 

other preparedness projects. Parents/ 

guardians may support the program 

in administrative roles. 

Private sector and/or federal funding 

may cover the program manager’s salary. 

Administrative support may also be 

included within the budget. 

Background checks Local police/sheriff may be willing to conduct background checks for free. 

Facility The program may be able to get space donated by government agencies, schools, 

or community and/or faith-based organizations. 

Course material: 

lesson materials, 

handouts, games, 

instructor guides 

Materials available from FEMA or other 

organizations can be used for free. 

Develop supplemental and/or more 

in-depth materials for the program. 

Emergency 

supply kits 

The program manager may choose not 

to provide kits the first year. 

A local store may be willing to donate 

the components of the kits. 

Technology: laptop 

and projector 

A parent/guardian or local school 

may be willing to lend a laptop 

and projector. 

The program manager may purchase 

a dedicated laptop and projector for 

the program. 

Social media can be leveraged for free. 

Posters may be used to advertise the 

program at local schools or community 

gathering places. A local newspaper may be 

willing to run a story about the program. 

Formal annual reports may be developed 

and disseminated to donors and sponsors. 

The program manager may run ads in a 

local newspaper, if the program is open 

to the public. 

Promotional materials 

An outside consultant could be hired to evaluate 

the program and its impact on the community. 

A local college or university also may be willing 

to conduct the evaluation. 

Evaluation tools Similar programs may be willing to share 

their resources. 

 

CREATE A BUDGET 

Once you have a good idea of your required resources, create 

a detailed budget that identifies the cost of each resource. 

Identify costs as closely as possible. Depending on the stage 

of program development, you may want to create a budget 

for the first year or five years from now (or both). If your 

goal is to expand the program, try to incorporate accurate 

growth projections into your planning for the fifth year. 

Check both online and at local stores to identify accurate 

costs when pricing materials. 

Provided in Table 2 are some considerations for how to 

approach resourcing over multiple years. For programs that 

are just starting out, it may be better to focus on low- or 

no-cost options for resources. If the goal is to expand the 

program, however, then it may be reasonable to anticipate 

more extensive resources and larger expenses by the 

fifth year. 

TABLE 2: BUDGET CONSIDERATIONS FOR YOUTH PREPAREDNESS PROGRAMS 

Youth Preparedness Funding Guide 5 
- 

-

- 

-

ENGAGE POTENTIAL FUNDERS AND OTHER DONORS 

Once you know the resources you will need and you have 

a general idea of the types of organizations or individuals 

that may be interested in contributing to the program, you 

need to develop an approach for reaching out to potential 

funders. If you are going to use fundraising as a component 

of your funding approach, you should decide how to 

organize the fundraiser, who to involve, and what goods 

or services (such as emergency supply kits, snacks, or car 

washes) to provide during the fundraiser. 

GRANTS 

Grants are funds that are given from one group 

to another and do not need to be paid back. 

The provider is generally a government 

department, private corporation, or foundation, 

while the recipient is often a non profit 

organization, an educational institution, or an 

individual. A grant is often targeted towards 

a specific cause, like emergency preparedness. 

You can find grant opportunities online,
 

but also consider talking to local and national
 

companies, non profits, foundations, or
 

government departments about possible
 

grant opportunities.
 

Please note that grant funding is temporary; 

you will have to secure permanent or ongoing 

funding to sustain your program long term. 

Having a diversified funding stream is key! 

More information about applying for grants can 

be found on page 47 of the CERT Resource Development 

Guide or via the resources found in Appendix A of 

this document. 

Grants are one type of funding source for you to consider. 

If you are awarded a grant, it can cover a significant portion 

of your start-up costs, though it may require significant 

time and resources to obtain. Bear in mind, however, 

that grants are often not available for ongoing funding. 

Sponsorship is another type of funding source that may 

be an option for your program. By finding sponsors, 

you may be able to fund all or a part of your program 

on an ongoing basis. 

SPONSORSHIPS 

Sponsorship refers to a relationship in which an 

organization provides funding or in kind donations 

to another organization, generally in return for 

recognition of those donations. An individual can 

also be a sponsor. The organization being sponsored 

often recognizes its sponsors in published materials, 

on banners at events, on branded materials, and/or 

in public statements. 

When approaching potential sponsors, keep in mind 

that you need to both identify sponsors that will 

reflect well on your program and articulate what the 

organization/individual will gain from sponsoring 

your program. In some cases, the sponsor may be 

looking for publicity or public recognition, while in 

other cases the sponsor may act out of goodwill or a 

desire for community involvement. Local businesses 

are often a good place to start when seeking 

sponsorship. When you approach potential sponsors, 

be sure to clearly explain for what you are asking, 

and set expectations for what a sponsorship would 

entail. Keep in mind that if you are looking for 

multiple sponsors, you want to make sure that you 

do not have sponsors that are competitors. 

Youth Preparedness Funding Guide 6
Before you move on to targeting specific potential funders, 

you should develop a standard pitch that includes general 

information about your program and why someone 

might want to contribute to or get involved with it. 

Think through why your program is valuable, what you 

intend to accomplish, what resources you need, and how 

you will evaluate success and report back to supporters, 

then document that information in a pitch. Having a 

standard pitch will allow you to be prepared any time you 

encounter a potential funder. Anyone involved with your 

program or who might be discussing the program should 

know the pitch as well, so they are prepared to discuss the 

program with potential funders whenever the opportunity 

arises. Provided below is a sample pitch. 

Sample Pitch 

Hi, my name is Mary, and I am the organizer of a youth preparedness program at our local community 

center. Our program educates youth in our community about disaster preparedness and response. 

We focus on skills like fire safety and basic medical operations. 

Children comprise approximately 25 percent of our nation’s population and are the future of our 

communities. They can play an important role in disaster preparedness and have the unique ability to help 

their communities be safer, stronger, and more resilient before, during, and after a disaster or emergency 

event. As such, we all have a vested interest in engaging and empowering youth to become active 

participants in individual, family, and community preparedness. Preparedness training helps: 

1. Prepare children to respond in an emergency or disaster situation, 

if they are ever in the position to need to do so; 

2. Spread the message of preparedness to parents and families; and 

3. Develop future generations of prepared adults. 

The main goal of our youth preparedness program is to train young people, ages 7-10, in disaster 

preparedness and basic disaster response. The kids learn about things like evacuating, sheltering in place, 

and family preparedness. We have been running this program for four years now, and we have had 236 

kids go through the training so far. Our goal is to train another 300 kids over the next three years. 

I really think this is possible, and, ultimately, it could help save lives in an emergency. 

There are, of course, some small costs associated with running a youth preparedness program. We need 

resources for training materials, instructors, and facilities. We ask that you join the preparedness movement 

and consider making a donation in the form of money, supplies, event space, or time. Through the youth 

preparedness program, we hope to equip youth participants with knowledge to last a lifetime—and this 

knowledge can make a difference in the safety of families, friends, and communities. 

Here is a brochure that explains more about our program, and one of my business cards so you can contact 

me with any questions. 

Thanks! 

7 
 

 

 

 

 

In addition to your standard pitch, you will want to develop 

tailored pitches for individual potential funders. 

Working off of your list of possible sources for financial 

and/or non-financial resources, identify the individuals 

or organizations most likely to assist you. You will want to 

research which individuals or organizations are most likely 

to be interested in supporting your program. Identify the 

point of contact within each organization, and determine 

the best way to reach that contact. 

Think about what might motivate each potential funder to 

contribute to your program. You can do some research to 

identify possible motivators, including checking potential 

funders’ websites to see whether their mission, goals, or 

values align with your program; reviewing former grant 

winners’ projects to see whether they indicate the grantor 

might be interested in a program like yours; or speaking 

with individuals affiliated with the potential funder 

(such as employees, if the potential funder is a business, 

or members, if the potential funder is an organization). 

Possible motivators could include: 

•	 Positive impact on the community 

•	 Increasing community preparedness, if that is part 

of the potential funder’s mission 

•	 Promoting resilience in youth, if that is part of the 

potential funder’s mission 

•	 Good publicity 

•	 Sustainable impact on the community, as your 

program is likely to have ongoing demand 

(and an ongoing impact on those who are trained) 

Record the potential motivators in a table like Table 3 

(you should make a separate table for each potential funder). 

Identify information or data you could use to align your 

pitch with the potential funders’ motivators. You will 

want to use both quantitative and qualitative data. If your 

program is just getting started, many of these types of data 

will not yet be available. However, you should consider 

your goals for the program and how you will be able to 

show the impact of the program to funders in the future. 

Types of information/data could include: 

QUANTITATIVE 

•	 Number of students trained 

•	 Pre-test/post-test scores 

•	 Survey data (for example, awareness of emergency 

preparedness among program participants 

and non-participants) 

QUALITATIVE 

•	 Testimonials and anecdotes (for example, increased 

confidence among participating youth or accounts 

of family or community impact) 

Record these types of data in the table. 

Outline the talking points intended for each potential 

funder and record them in the table as well. Be sure to 

highlight how your program will benefit the community, 

the ways in which your program aligns with the funder’s 

motivators, and a specific request for resources. Especially if 

you are looking for sponsorships, you may be able to ask for 

resources that would cover more than one year of program 

activities. Use your talking points to develop a tailored pitch 

for each potential funder. 

Youth Preparedness Funding Guide 8 
TABLE 3: SAMPLE POTENTIAL FUNDER TABLE FOR YOUTH PREPAREDNESS PROGRAMS 

Contact Information: Specific Resource/Amount Requesting: 

1� 

2� 

3� 

Potential Funder 

Motivators 

Data Corresponding to Motivators 

Talking Points 

Tailored Pitch 

9 
- 

-

-

-

- - 

- 

—

-

 

 

- - -

- - - -

-

1

Once your standard and tailored pitches are developed— 

practice, practice, practice! The more comfortable you 

become delivering the pitches, the more effectively you 

will be able to interact with potential funders. You may 

want to first approach a potential funder with an email, 

then follow up with a phone call. You also may want to be 

prepared with a 30 second “elevator pitch”—essentially, 

a condensed version of your standard pitch—that allows 

you to succinctly describe the program and your resource 

needs. You never know when you will meet someone who 

might be interested in contributing, and a quick pitch could 

lead to a longer conversation. 

TRACK DONATIONS AND COMMUNICATION WITH FUNDERS 

Once you have reached out to potential funders, keep track 

of who donates what to your program. It is also important 

to keep a list of those who decline to donate—this may 

help you better tailor future pitches, or may simply serve 

as a reminder not to expend further efforts in that 

direction. Develop a record-keeping system that will allow 

you to track donations and follow up with funders. 

All funders should be thanked within five business days 

of their donations. Beyond thanking them, make sure to 

maintain contact with your funders. Let them know about 

significant achievements in your program. You also may 

want to provide updates, as appropriate, to individual 

funders as to how their specific donation is being used 

and benefitting the program. Larger-scale communication 

is also a good way to establish a bond with funders. Some 

programs send newsletters, while others develop more 

complex donor stewardship programs. Holiday cards, 

online funder recognition, and gifts for major funders are 

all possible approaches for making funders feel appreciated 

by and connected with your program. You also want to be 

sure to publically acknowledge funders at events such as 

the first class and the graduation ceremony. 

If you are a 501(c)(3) organization, you also will need 

to track donations for tax purposes. 

WHAT IS A 501(C)(3) ORGANIZATION? 

If part of your funding strategy includes receiving 

donations from individuals, companies, or 

organizations, it may see greater success if you are 

eligible to receive tax -deductible donations. If you are 

eligible to receive tax -deductible donations, 

both monetary and in -kind donations, such as donated 

supplies, can be a tax write -off for the donor. 

Section 501(c)(3) of the Internal Revenue Code (IRC) 

identifies organizations that may, after proper application 

and processing, be eligible to receive tax deductible 

donations. These organizations are usually called 

charitable or non profit organizations. 

Organizations that may apply for 501(c)(3) status 

must exist to promote one (or more) of the following 

purposes: “charitable, religious, educational, scientific, 

literary, testing for public safety, fostering national or 

international amateur sports competition, and preventing 

cruelty to children or animals.”2 

Your youth preparedness program may be eligible 

to apply for 501(c)(3) status since it exists to 

enhance education. 

There are both benefits and drawbacks to becoming 

a 501(c)(3) organization. Being recognized as a 

non profit may allow you to apply for grants or other 

financial resources that are only available to 

non profits, and is likely to make your organization 

a more appealing group to which to donate. However, 

applying for, receiving, and maintaining 501(c)(3) 

status can be time consuming and resource intensive. 

It requires the establishment of a corporate structure for 

the organization and entails fees to and yearly filing with 

the Internal Revenue Service (IRS). Depending on the 

size and specifics of your youth preparedness program, 

the focus on acquiring and maintaining non profit status 

may substantially detract from your ability to effectively 

fulfill your core mission helping to prepare youth. 

If you do not want to become a 501(c)(3) organization, 

you may still be eligible for tax deductible donations if: 

•	 You coordinate the handling of donations 

through a local government Tax ID number or 

•	 You solicit a 501(c)(3) organization in the 

community or government to act as a fiscal 

agent for your program. 

For more information about becoming a 501(c)(3) 

organization, please see the IRS website at 

http://www.irs.gov/Charities & Non Profits/ 

Application for Recognition of Exemption and the 

CERT Resource Development Guide, pages 13 17. 

2

 Department of the Treasury, Internal Revenue Service. Instructions for Form 1023. http://www.irs.gov/pub/irs-pdf/i1023.pdf. Rev. June 2006. p. 7 

Youth Preparedness Funding Guide 0 
—

MAINTAINING THE PROGRAM
 

Once your youth preparedness program is up and running, 

you likely will have to address funding as an ongoing issue. 

If you used a grant to start the program, you will most likely 

need to develop a separate, ongoing funding strategy to 

maintain the program. If you have received a sponsorship, 

that relationship may provide ongoing funding. If you have 

chosen to pursue donations and/or fundraising, you will 

need to conduct those efforts on a continual basis. If you 

have become a 501(c)(3) organization, maintaining that 

status will be an ongoing effort. Remember that if you 

want to expand or enhance your program, you will need to 

identify the changes you would like to make and raise funds 

accordingly. Revisiting the steps outlined in this document 

on a periodic and ongoing basis will allow you to identify 

where you are, where you want to be, and how you are 

going to fund those changes. 

YOUR GREATEST RESOURCE—THE YOUTH IN 


YOUR PROGRAM
 

As you work through the process of securing funding, 

remember that you have a great resource at your 

disposal the youth in your program! Identifying 

the required resources and developing a budget can 

be a great educational activity to do in conjunction 

with your youth participants. Children and young 

adults also can be influential in reaching out to 

potential funders, and they should certainly be 

involved in thanking those who donate. Of course, 

any contact with potential or actual funders should 

be under supervision, and any youth involvement 

should be age appropriate. 

CONCLUSION 

The size of your program will determine the amount of 

effort needed to identify and acquire funding. If you are 

starting a program from scratch, try to leverage no- or 

low-cost resources whenever possible. As your program 

grows, however, you may need to allocate dedicated 

team members to focus on funding so that you can most 

effectively manage the resource aspect of your program. 

11 
 

 

APPENDIX A: RESOURCES
 

The following resources can provide additional information about funding youth preparedness activities. The following 

information and links to third party sites are provided for your reference only. FEMA does not endorse any non-government 

website, company, or application. 

GENERAL INFORMATION 

Girl Scout Council of the Nation’s Capital. Volunteer Essentials. 

http://www.gscnc.org/files/pdf/pubs/volunteeressentials.pdf 

National Parent Teacher Association (PTA). Fundraising. 

http://www.pta.org/about/content.cfm?ItemNumber=3054 

FEMA CERT. CERT Resource Development Guide. 

FEMA CERT. Teen CERT: Launching and Maintaining the Training. 

http://www.fema.gov/library/viewRecord.do?id=6218 

POTENTIAL FUNDING SOURCES 

Alcoa Foundation. 

http://www.alcoa.com/global/en/community/foundation/info_page/about_working_foundation.asp 

American Honda Foundation. 

http://corporate.honda.com/america/philanthropy.aspx?id=ahf 

Ashoka’s Youth Venture. Dream It Do It Challenge. 

http://www.youthventure.org/dream-it-do-it-challenge 

Bill & Melinda Gates Foundation. 

http://www.gatesfoundation.org/grantseeker/Pages/default.aspx 

Child Welfare Foundation. 

http://www.cwf-inc.org/index.php?q=grantseekers/overview 

Corporation for National & Community Service. 

http://www.nationalservice.gov/ 

DoSomething.org. 

http://www.dosomething.org/grants 

Foundation Center. 

http://www.foundationcenter.org and http://foundationcenter.org/pnd/specialissues/content.jhtml?id=4700158 

Grants.gov. 

http://www.grants.gov/ 

The Heinz Endowments. 

http://www.heinz.org/Interior.aspx?id=350 

National Education Association. 

http://www.nea.org/grants 

Youth Preparedness Funding Guide 12 
 

 

 

 

PeyBack Foundation. 

http://www.peytonmanning.com/peyback-foundation/grants 

Robert Wood Johnson Foundation. 

http://rwjf.org/en/about-rwjf.html 

Sprint Foundation. 

http://www.sprint.com/responsibility/ourcommunities/sprint_foundation/grant-guidelines.html 

The Starbucks Foundation Youth Leadership Grants. 

http://www.starbucks.com/responsibility/community/opportunity-youth/grant 

State Farm Youth Advisory Board. 

http://www.statefarmyab.com/apply/national-grants/ 

Usher’s New Look Foundation. Powered by Service. 

http://ushersnewlook.org 

Youth Service America. 

http://www.ysa.org/grants 

INFORMATION ABOUT WRITING GRANT PROPOSALS 

About.com. How to Write a Grant Proposal: From Summary to Budget. 

http://nonprofit.about.com/od/foundationfundinggrants/tp/grantproposalhub.htm 

Bourne, Philip E. and Leo M. Chalupa. PLOS Computational Biology. “Ten Simple Rules for Getting Grants.” February 2006. 

http://www.ploscompbiol.org/article/info:doi/10.1371/journal.pcbi.0020012 

Center for Injury Prevention Policy & Practice. Hints for Grant or Funding Applications. 

http://www.cippp.org/pubs/fundhints.htm and Tips for Successful Grant Writing. 

http://www.cippp.org/pubs/granttip.pdf 

Foundation Center. Learn about Proposal Writing. 

http://www.foundationcenter.org/getstarted/learnabout/proposalwriting.html 

National Education Association. Write a Grant. 

http://www.nea.org/home/10476.htm 

The University of North Carolina at Chapel Hill, The Writing Center. Grant Proposals (or Give me the money!). 

http://writingcenter.unc.edu/handouts/grant-proposals-or-give-me-the-money/ 

Western Sustainable Agriculture Research & Education. Grant Writing Tips. 

http://www.westernsare.org/Grants/Writing-a-Successful-Grant/Grant-Writing-Tips 

13 
 

 

 

 

SOURCES OF MATERIALS 

American Red Cross. Be Red Cross Ready. 

http://www.redcross.org/flash/brr/English-html/default.asp 

American Red Cross. Masters of Disaster. 

http://www.redcross.org/prepare/location/school/preparedness-education 

FEMA. Catalogue of Youth Disaster Preparedness Education Resources. 

http://www.ready.gov/kids/tools 

FEMA. Teen CERT. 

http://www.fema.gov/community-emergency-response-teams/teen-community-emergency-response-team 

and http://www.fema.gov/community-emergency-response-teams/training-materials 

FEMA. Youth Preparedness. 

http://www.ready.gov/kids/get-involved 

U.S. Department of Education, Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. 

http://rems.ed.gov/ 

This document is intended to be used in conjunction with Youth Preparedness: Implementing a Community-Based Program 

and the supplemental tools for youth preparedness programs. These materials are available at 

http://www.ready.gov/youth-preparedness. 

Youth Preparedness Funding Guide 14