Donna Davis | Professional Portfolio
Grant Cycle B Reviews
Spring 2025-LDTE-5700-40
Review of Michael Eubanks’ Grant Proposal:
Michael’s Cycle B grant proposal reflects a clear commitment to supporting vulnerable families. While his Cycle A proposal focused on co-parenting training for incarcerated parents, this initiative addresses teen substance use and delinquency. Both showcase a consistent and compassionate vision, reaching distinct yet closely connected populations. This proposal stands out for its specificity: it identifies who will benefit, how they’ll be reached, and what outcomes are expected.
One of the strongest aspects of this proposal is its use of an established evidence-based program combined with meaningful modernization. Updating scenarios to reflect teens’ lives in 2025 (e.g., vaping, screen time) shows an understanding of continuity and change in family dynamics. The partnership with Ohio University’s School of Film adds professional rigor to program delivery, while collaboration with the Ohio Department of Health ensures efficient, broad-based dissemination.
One suggestion to strengthen the proposal is to address engagement challenges and prepare for anticipated issues by outlining steps to support families throughout program completion. Retention is as crucial as enrollment, especially for gathering meaningful outcome data.
Overall, this proposal is well-structured and thoughtfully presented. Its clarity, compassion, and evidence-based approach make it a strong candidate for funding.
Review of Reva Lobatos’ Grant Proposal:
Reva’s proposal is a thoughtful, experience-driven initiative that addresses a critical early elementary education gap: the need for emotional regulation and intrinsic motivation instead of traditional behavior management systems. Drawing from her extensive background in K–12 education, Reva clearly understands what’s missing in today’s classrooms and how to meet students where they are developmentally.
This proposal is efficient because it uses accessible, ready-to-implement tools, such as a kid-friendly digital mindfulness platform and a classroom set of yoga mats, that integrate smoothly into daily routines without requiring major restructuring. The phased implementation is realistic and teacher-friendly, allowing mindfulness practices to be gradually and meaningfully introduced. Her approach not only aligns with social-emotional learning standards but also supports long-term student development in a manageable way.
The budget is tightly aligned with the project’s goals, and including a sustainability plan shows foresight in maintaining the program beyond the grant year. The proposal also outlines classroom routines that foster reflection and student voice, enhancing engagement and internalizing mindfulness practices.
One suggestion to strengthen the proposal would be to include a more structured plan for evaluating impact. While Reva notes that student reflections and observations will be used, adding a simple behavior tracking system or pre/post SEL assessments would provide measurable evidence of growth and support future expansion or funding opportunities.
Overall, this proposal reflects both professional insight and practicality. Reva’s deep understanding of classroom dynamics and her commitment to student welfare shine through in every aspect of this plan.