Grants:APG/Proposals/2013-2014 round1/Wikimedia Israel/Impact report form
Purpose of the report
FDC funds are allocated to improve the alignment between the Wikimedia movement's strategy and spending; support greater impact and progress towards achieving shared goals; and enable all parts of the movement to learn how to achieve shared goals better and faster.
Funding should lead to increased access to and quality of content on Wikimedia project sites – the two ultimate goals of the Wikimedia movement strategic priorities, individually and as a whole. Funded activities must be consistent with the WMF mission, must be for charitable purposes as defined in the grant agreement, must be reported to WMF, and must otherwise comply with the grant agreement. The WMF mission is "to empower and engage people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally."
Each entity that receives FDC funding will need to complete this report, which seeks to determine how the funding received by the entity is leading towards these goals. The information you provide will help us to:
- Identify lessons learned, in terms of both what the entity learned that could benefit the broader movement, and how the entity used movement-wide best practices to accomplish its stated objectives.
- Assess the performance of the entity over the course of the funded period against the stated objectives in the entity's annual plan.
- Ensure accountability over how the money was spent. The FDC distributes "general funds", for both ongoing and programmatic expenses; these funds can be spent as the entity best sees fit to accomplish its stated goals. Therefore, although line-item expenses are not expected to be exactly as outlined in the entity's proposal, the FDC wants to ensure that money was spent in a way that led to movement goals.
For more information, please review FDC portal/Reporting requirements or reference your entity's grant agreement.
- 1 Purpose of the report
- 2 Basic entity information
- 3 Overview of the past year
- 4 Financial summary
- 5 Progress against past year's goals/objectives
- 5.1 Strengthening our existing volunteer base.
- 5.2 Recruiting new volunteers
- 5.3 Towards the creation of comprehensive instruction tools
- 5.4 Organizational strengthening
- 5.5 Increasing the chapter’s resources
- 5.6 Creating long-term strategic partnerships
- 5.7 Education
- 5.8 Strengthen public awareness of Wikimedia and its mission of open data
- 6 Lessons learned
- 7 Stories of success and challenge
- 8 Additional learning
- 9 Compliance
- 10 Signature
Basic entity information
|Entity information||Legal name of entity||Wikimedia Israel|
|Entity's fiscal year (mm/dd–mm/dd)||1/1 - 12/31|
|12 month timeframe of funds awarded (mm/dd/yy-mm/dd/yy)||01/01/14 - 12/31/14|
|Contact information (primary)||Primary contact name||Itzik Edri|
|Primary contact position in entity||Chairperson|
|Primary contact username||itzike|
|Primary contact firstname.lastname@example.org|
|Contact information (secondary)||Secondary contact name||Michal Lester|
|Secondary contact position in entity||Executive Director|
|Secondary contact username||לסטר|
|Secondary contact email@example.com|
Overview of the past year
The purpose of this section is to provide a brief overview of this report. Please use no more than 2–3 paragraphs to address the questions outlined below. You will have an opportunity to address these questions in detail elsewhere in this report. Also, we encourage you to share photographs, videos, and sound files in this report to make it more interactive, and include links to reports, blog posts, plans, etc as these will add context for the readers.
- HIGHLIGHTS: What were 2–3 important highlights of the past year? (These may include successes, challenges, lessons learned. Please note which you are describing)Our highlights from the passing year:
- Community engagement - This year marks another significant improvement in the relationship with the Wikipedia community, as well as with other Wiki communities – most notably WikiWomen and WikiSource:
- Active involvement of Wikipedians in several of WMIL’s key initiatives, such as the education program, the WikiWomen community, and editors’ meetings
- WikiWomen Group collaborating with WMIL.
- The first ever Wiktionary community gathering, which started a course and a unique collaboration with the Academy of the Hebrew Language
- Collaboration and provision of regular support to the Hebrew Wikisource community, and the resulting strengthening of ties and dialogue between this community and WMIL staff.
- Moreover, we have continued to strengthen our collaboration with The Public Knowledge Workshop that has spun off an initiative to provide access to a repository of the Israeli legislation, and provided ongoing and multi-channeled support to our community (on-Wiki, in social networks, and by e-mail/phone). This has resulted in a greater assistance and support of chapter’s initiatives, a greater readiness to volunteer, a rise in the use of the chapter’s resources and infrastructure and the creation of a positive and constructive dialogue. We expect this trend to continue in 2015.
- Volunteerism spirit - The year of 2014 saw a stabilization of our chapter’s structure, allowing us to focus on what’s most important to us: our volunteer community. We have tuned most of our actions and programs, not only to achieve impact, but to recruit volunteers, and the results are evident:
- There is a significant increase in the number of active volunteers: 19 active, involved volunteers have joined the chapter in the past year. Some joined after the chapter reached out to new communities; others joined after having participated in editing workshops for the general public. Most of the new volunteers, however, are veteran Wikipedians whom we have successfully recruited as active volunteers in WMIL’s activities – we see this as a boon to the professionalism and effectiveness of our programs.
- At the end of 2014, WMIL has 60 chapter members, 40 of whom are active volunteers – a 100% increase compared to 30 volunteers in 2013 (and not all of them were active volunteers). Accordingly, chapter volunteers have put in 3,808 volunteer hours this year, compared to about 2,000 hours in 2013. Check out our “2014 in numbers” table below to see more great results.
- New Editors' Support System - We've established a system for support of, and follow-up on new editors which includes a range of support tools.
- SWOT: Reflecting on the context outlined for your entity in the FDC proposal, what were some of the contextual elements that either enabled or inhibited the plan? Feel free to include factors unanticipated in the proposal.
- Strengths: Organizational strengths that enabled the plan
- In 2014, we have succeeded in expanding the variety of options for in-kind donations. For instance, we have applied for and received the Google AdWords grant for nonprofits, - a $14,700 in AdWords on Google search result pages. In addition, we have received subsidized Microsoft software and tech support for NGOs, thereby saving $4,500 in computer software.
- The tracking and reporting mechanisms for workshops (both routine workshops and one-time workshops) have improved dramatically. The challenge now is to focus more thought and effort on encouraging volunteers to report back on their activities.
- Article-writing contests: following the PhysiWiki contest (in which articles were written in the fields of science and technology) we realized that these contests provide a relatively large amount of products and new editors. In 2015, we will endeavor to hold additional contests on a larger scale.
- Weaknesses: Organizational weaknesses that inhibited the plan
- Inefficient use of some of the volunteer hours: it has proven difficult to divert volunteers to activity areas to which they are not accustomed.
- Difficulty in the recruitment of skilled volunteers as instructors for editing workshops: although there are numerous volunteers active in different chapter projects, there are not enough volunteers who are skilled and/or trained to instruct and facilitate an editing workshop. Since many of our activities were centered on editing workshops, there is a major need for experienced volunteers in that area.
- Strengths: Organizational strengths that enabled the plan
- Opportunities: External opportunities that enabled the plan
- Partnering with the Ministry of Education: following a meeting between Jan-Bart de Vreede, Chair of the Wikimedia Foundation Board of Trustees (who attended the Wiki-Academy conference) and Rabi Shai Piron, Minister of Education, it was agreed that teachers in the fields of history, geography and science will participate in professional editing courses, which will enable them to teach their students on writing and editing in Wikipedia.
- Opportunities: External opportunities that enabled the plan
- Strengthening our collaboration with the Israel Antiquities Authority: At the beginning of 2014, we approached representatives of the Israel Antiquities Authority and suggested it supports and participates in the Wiki Loves Monument (WLM) photography contest. The Antiquities Authority helped to fund the contest and organized guided photography tours for the participants. This partnership has prospered after the contest and images, is sent routinely to a chapter volunteer. The Antiquities Authority also assists us in answering queries, and filling missing information in different Wikipedia initiatives. In addition, inspired by the WLM contest, the Antiquities Authority has held a prize-bearing contest for its employees. Following that, 130 new images of archeological sites and antiquity sites in Israel were released under a free license to Wiki Commons. The Antiquities Authority has also requested to join the Thousand Words photography project. In 2015, it plans to hold guided tours in Archeology sites for Wikipedians.
- Threats: Risks or threats that inhibited the plan
- Deletion of images from Wiki Commons-URAA. This damages the moral of volunteers and wastes valuable time.
- Low level of awareness to the concept and significance of free and open content among policy makers in Israel and the general public.
- Threats: Risks or threats that inhibited the plan
- WIKI-FOCUS: What Wikimedia projects was your entity focused on (e.g., Wiki Commons, French Wiktionary) this year?
- Hebrew Wikipedia, WikiSource, Wikisourse.
- GROWTH: How did your entity grow over the past year (e.g., Number of active editors reached/involved/added, number of articles created, number of events held, number of partipants reached through workshops)? And what were the long term affects of this growth (e.g. relationships with new editors, more returned editors, higher quality articles, etc)?
|No. of articles that were written or edited||351 new articles, 1278 articles improved||Not measured||N/A|
|No. of new editors||12||Not measured||N/A|
|Number of active volunteers||60||30||200%|
|No. of participants in the lectures||2050||Not measured||N/A|
|No. of participants in the workshops||1149||297||402%|
|Images uploaded to WikiCommons||6894||~7000||-2%|
|Text files uploaded to WikiSource||9||0||900%|
The FDC requires information about how your entity received and spent money over the past year. The FDC distributes general funds, so your entity is not required to use funds exactly as outlined in the proposal. While line-item expenses will not be examined, the FDC and movement wants to understand why the entity spent money in the way it did. If variance in budgeted vs. actual is greater than 20%, please provide explanation in more detail. This helps the FDC understand the rationale behind any significant changes. Note that any changes from the Grant proposal, among other things, must be consistent with the WMF mission, must be for charitable purposes as defined in the grant agreement, must be reported to WMF, and must otherwise comply with the grant agreement. The WMF mission is "to empower and engage people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally."
If you'd prefer to share a budget created in Google or another tool and import it to wiki, you can do so in the tables below instead of using wiki tables. You can link to an external document, but we ask that you do include a table in this form. We are testing this approach in this form.
See attached a link to the 2014 audited financial report.
Provide exchange rate used:
- 1$ = 3.6 NIS
Table 2 Please report all spending in the currency of your grant unless US$ is requested.
- Please also include any in-kind contributions or resources that you have received in this revenues table. This might include donated office space, services, prizes, food, etc. If you are to provide a monetary equivalent (e.g. $500 for food from Organization X for service Y), please include it in this table. Otherwise, please highlight the contribution, as well as the name of the partner, in the notes section.
Revenue source Currency Anticipated Q1 Q2 Q3 Q4 Cumulative Anticipated ($US)* Cumulative ($US)* Explanation of variances from plan Donations from individuals ILS 2,000 700 720 940 845 3,205 555 890 Membership fees ILS 800 400 60 80 500 1,040 222 288 Sponsors ILS 30,000 0 0 40,000 10,000 50,000 8,333 13,888 Israel Antiquities Authority ; Israel Ministry of Foreign Affairs Funds ILS 90,000 0 0 0 0 0 33,333 0 WMIL applied for funds from four foundations. All of our applications were rejected. Partnerships ILS 25,200 0 8,400 10,600 19,068 38,068 7,000 10,574 FDC ILS 709,000 413,583 0 297,509 0 711,092 196,944 197,525 TOTAL ILS 857,000 414,683 9,180 349,129 30,413 803,405 24,638 223,168 In kind ILS 50,000 11,733 31,567 22,680 555,115 621,095 13,888 172,526 WLM International Competition ILS 35,763 35,763 0 9,934
* Provide estimates in US Dollars
Table 3 Please report all spending in the currency of your grant unless US$ is requested.
- (The "budgeted" amount is the total planned for the year as submitted in your proposal form or your revised plan, and the "cumulative" column refers to the total spent to date this year. The "percentage spent to date" is the ratio of the cumulative amount spent over the budgeted amount.)
Expense Currency Budgeted Q1 Q2 Q3 Q4 Cumulative Budgeted ($US)* Cumulative ($US)* Percentage spent to date Explanation of variances from plan Community ILS 56,000 6,406 3,345 22,905 8,354 41,010 15,555 11,391 73% Most community activities began after filling the posion of a community coordinator in April 2014 and low demand for Microgrants Promoting free knowledge ILS 114,400 2,485 41,882 2,586 42,789 89,742 31,777 24,928 78% The mediawiki developers’ community didn't carried out Global engagement ILS 40,824 8,147 15,820 11,845 3,813 39,625 11,340 11,007 97% Management and Administration ILS 228,232 33,601 39,643 66,742 52,100 192,086 63,397 53,357 84% staf ILS 438,000 86,670 102,212 113,697 116,517 419,096 121,666 116,415 95% TOTAL ILS 877,456 137,309 202,902 217,777 223,573 781,562 243,737 217,100 89%
* Provide estimates in US Dollars
Progress against past year's goals/objectives
The FDC needs to understand the impact of the initiatives your entity has implemented over the past year. Because the FDC distributes general funds, entities are not required to implement the exact initiatives proposed in the FDC proposal; the FDC expects each entity to spend money in the way it best sees fit to achieve its goals and those of the movement. However, please point out any significant changes from the original proposal, and the reasons for the changes. Note that any changes from the Grant proposal, among other things, must be consistent with the WMF mission, must be for charitable purposes as defined in the grant agreement, must be reported to WMF, and must otherwise comply with the grant agreement. The WMF mission is "to empower and engage people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally."
Strengthening our existing volunteer base.
Recruiting new volunteers
Increasing the chapter’s resources
Creating long-term strategic partnerships
Strengthen public awareness of Wikimedia and its mission of open data
Lessons from the past
A key objective of the funding is to enable the movement as a whole to understand how to achieve shared goals better and faster. An important way of doing this is to identify lessons learned and insights from entities who receive funds, and to share these lessons across the movement. Please answer the following questions in 1–2 paragraphs each.
- 1. What were your in the past year, and how did you help to achieve movement goals?
- Wiki Women: our partnership with the Wiki Women group is one of our biggest accomplishments in 2014. This partnership helps to reduce the gender gap in Wikipedia. The Facebook group and the meetings in the chapter’s offices provide an empowering, safe and supporting venue for women who seek to contribute to Wikipedia. The meetings include a brief editing workshop and a lecture and editing session. The connections created in these meetings continue to prosper in the Facebook group. The group, established and led by Tzipi Eran. She was warmly welcomed in the Wikipedia community and among veteran editors. These editors provide online support and assistance in face-to-face meetings.
- WikiSource: The Community Coordinator invited the Hebrew WikiSource community to celebrate its 10th anniversary in the chapter’s offices. This was the first meeting of the editors of this community outside the virtual world in many years, and another meeting followed. Both meetings contributed significantly to the strengthening of social ties in the community, and the coordination of activities between editors and the chapter on a myriad of issues that the community is interested in promoting. The editors were introduced to the variety of support options in the chapter so they can expand their activities, such as the purchase of an OCR software for remote use.
- Partnership with the Ministry of Education: our ties with the Ministry of Education have enhanced the potential of Wikipedia as an educational tool, and have raised awareness for the concept of shared and open content. The online course we created for teachers allows us to reach many potential writers and readers, as every teacher can pass on his or her knowledge and newly-learned skills to numerous students. The positive attitude of the Ministry of Education to Wikipedia as a useful teaching tool, and its allocation of resources to promote the use of Wikipedia among teachers, contributes greatly to the positive image of Wikipedia among educators and the general public.
- 2. What were your in the past year (e.g., programs that were not successful)?
- Establishment of a media wiki developers’ community: after several attempts to establish a developers’ community, both among Wikipedia volunteers and outside of Wikipedia, we have reached the conclusion that we lack the professional and human resources to do so at present.
- Despite the fact that much time and effort was invested in fundraising from foundations, we have not succeeded in that endeavor. However, we have gained valuable experience and knowledge in the field, and hope to do better in that regard in 2015.
- 3. What (organizational, environmental) enabled your success?
- Our collaboration with the Ministry of Education: the commitment of the ministry to train teachers in the better use of Wikipedia and the editing workshops to gifted students.
- One of the main success factors is the increase in the number of new volunteers, who have put in many hours and a great deal of effort in the activities of the chapter. For instance, a volunteer who helps us in fundraising efforts; another who participates in the Public Figures Photography project and also photographs some of our meetings; a volunteer who invests time in tutoring new editors one-on-one and in small groups; and many more.
- An active board
- 4. What did you encounter and how did this affect what you were able to accomplish?
- We have encountered difficulty in eliciting information from the volunteers about their activities. It seems there is a gap between the activity and its administrative aspects involved. Consequently, the staffs spends valuable time in gathering information about number of volunteer hours, chasing reimbursement applications for travel costs, eliciting reports on products and follow up on participants.
- A more significant challenge is the lack of awareness to the significance of open content and freedom of information in Israeli institutions. The concept of free information and its release under free license is not yet internalized in Israel. Consequently, the process is frequently a long and complex one.
- 5. What are the that other entities can learn from your experience? Consider learning from both the programmatic and institutional (what you have learned about professionalizing your entity, if you have done so) points of view.
- Establishing the chapter page in Wikipedia has opened channels of communication and served to introduce our activities to the community, new editors and new potential collaborators. Wikipedians assist in maintaining and updating the page. For new editors, the page serves as a friendly gateway to Wikipedia and its interface, thereby assisting in a better onboarding process.
- Motivation and Recognition of volunteers: investment of time, resources and attention to our volunteers maintains their goodwill and encourages their continued engagement. Professional training is the one of the most significant tool in nurturing volunteers. During 2014, we held one of two planned training sessions to volunteers. During the Jewish New Year, WMIL awarded holiday merchandises to its most prominent volunteers, accompanied by a personal greeting.
- Relationship with new editors: the development of support system for new editors system assists us to foster our relationship with new editors and enables us to maximize the efficiency of one-time editing meetings.
Lessons for the future
The Wikimedia movement grows as each entity in the movement reflects and adapts its approaches to changing needs and contexts. The questions below encourage you to apply your thinking in the sections above of "how well have we done" and "what have we learned" to the development and execution of future organisational and program strategies. The questions below can be informed both by your own entities' learnings, as well as the learnings of other movement entities (e.g., adding a new program that appears to have caused significant impact in several other countries or communities).
- 1. What organisational or program strategies would you continue?
- WMIL will continue to foster ties with communities as well as nurture relations with existing groups and communities: Wikipedia, WikiWomen, Wiktionary and WikiSource.
- WMIL seeks to expand its activities with teachers, gifted students and academic institutions.
- WMIL will continue to develop instructional tools to answer the needs of different groups: tools for self-learners, lesson plans for teachers in academic institutions, tools for workshop instructors, and more.
- 2. What might you change in organisational and program strategies in order to improve the effectiveness of your entity?
In 2015, we will reduce the frequency of one-time editing workshops, in light of their low effectiveness. We plan to replace them with editing session for groups around specific subject matters. Our goal is to create a short course of three or four meetings, which will include instruction on editing and relevant content to specific target groups. In these courses, our goal is to produce as many articles as possible on a specific subject. We will also work on the social aspect and mutual support when editing in Wikipedia.
In addition, we are interested in developing and disseminating online tools for self-learning. These can be used by anybody who wishes to learn editing Wikipedia whether he or she takes part in WMIL training program or not.
- 3. Please create at least one learning pattern from your entity's experiences this year and link to it here.
Stories of success and challenge
Of all the accomplishments highlighted through this report, please share two detailed stories: one story of a success and one story of a challenge that your entity experienced over the past year in a few paragraphs each. Provide any details that might be helpful to others in the movement on the context, strategy, and impact of this initiative. We suggest you write this as you would tell a story to a friend or colleague. Please refrain from using bullet points or making a list, and rather focus on telling us about your organization's experience.
Case study: success
The Hebrew Wikitionary suffered in the recent years for low numbers of volunteers and therefor the Dictionary didn't prosper. Our goal is to give new life to the Wiktionary initiative and expand the number of active editors in the community. We created a technical and professional course in the subjects of lexicography, linguistics and writing in the Hebrew Wiktionary.
At the end of 2014, we began the process of creating a course in collaboration with the Academy of the Hebrew Language - the world’s premiere institution for the Hebrew language, and the final authority on linguistic matters in Israel.
WMIL did not have previous contact with the Wiktionary editors, a community comprising five to ten active editors. The Activity Coordinator approached Wiktionary editors. At the same time, we contacted the Academy of the Hebrew Language and met with a representative to talk over the concept of the project. After several attempts spanning two months, we located a Wiktionary volunteer who took on the project, and assisted in recruiting veteran volunteers. In the next stage, we met with all parties involved to develop the course: representatives of the Academy of the Hebrew Language, Wiktionary volunteers and a Wikimedian. The objective of the course is to enrich the Wiktionary initiative with new dictionary entries, and assist the course participants with technical tools and knowledge for a successful integration in the community of editors.
It was decided that the course will include ten weekly meetings, to be held in the chapter office and a celebratory meeting at the end of the course at the offices of the Academy of the Hebrew Language. We developed a schedule, gathered a team of volunteers, wrote the course syllabus and created a course page. We sought to enlist 16 participants, and published a call-for-action in social media, linguistics departments of different universities, among known linguistic experts in Israel, etc. We received hundreds of applications, and built criteria for admission, after which we held telephone interviews for those applicants who met the criteria.
These criteria were:
- Affinity to the concept of open content and shared writing.
- Affinity to the field of lexicography and linguistics.
- Computer literacy, internet proficiency.
- Commitment to fulfill all written requirements: 7 new articles + 3 significant expansions.
- A token fee.
After a month-long selection process, 16 participants were chosen and the course began.
Case study: challenge
Our efforts to reinstate inactive editors were led by a veteran Wikipedian who is a member of our audit committee. The rationale was that the reinstatement of veteran Wikipedians as active volunteers would be relatively easy, as they are acquainted with the community and the editing process. First, we mapped the editors who left to locate the most active and popular ones. The list was then sent to several active members of the community to get their opinion and blessing. Then, the Community Coordinator contacted each of the 20 Wikipedians on the list via email. Only a few responded, mostly from politeness or a sense of past commitment. None returned as active editors, and the contact with the Community Coordinator was broken.
After speaking to several community members, the main reasons Wikipedians left the community were past social conflict or life circumstances (studies, family, career, etc.). Those who quit for social reasons have a hard time coming back as long as the involved parties are still active in the community, and the management of the community remains unchanged. To improve the social atmosphere in the community, we initiated editors’ meetings. In future, we hope to invite editors who have left the community to editors meetings. Another way of action attempted was to form a group of retired editors who get along well, but we were unable to map editors who are interested in coming back as a group. The last option we gauged in 2014 was an informal approach by one of the community members to join a social gathering or an editing session. At this stage, the response to this kind of approach is more favorable than formal requests. We will be able to gauge its effectiveness in 2015.
- 1. What are some of the activities that are happening in your community that are not chapter-led? What are the most successful among these, and why?
- The chapter is unaware of activities in which it does not take part.
- 2. Provide any links to any media coverage, blog posts, more detailed reports, more detailed financial information that you haven't already, as well as at least one photograph or video that captures the impact your entity had this past year.
During 2014, there were 120 mentions – items and articles - in the media (print, internet, radio and TV).
Here are some of the most significant mentions:
- Mention of the PhysiWiki contest.
- Survey: 84% of the public trust Wikipedia: A survey done for the Wiki Academy conference.
- June 9th: Exclusive interview with Jan-Bart de Vreede (in English), i24news website.
- LIDAR GRAVÉ-LAZI Education Ministry and Wikipedia collaborate to write content for the internet site, The Jerusalem Post.
- Thia Barak: Interview with Michal Lester, Wikipedia ED, Lady Globes.
- Ynon Mills, Item on Wikipedia, The Magazine with Oshrat kotler, Channel 10.
- All media mentions regarding the Hebrew Wikipedia, the WMIL and the WMF are concentrated in this page.
- Israel’s Ministry of Education & Wikimedia Israel Agree On New, Unique Initiative, at the Wikimedia Blog.
- Wiki-Med: The Story of the First Full Wikipedia Course in Israel, at the Wikimedia Blog.
- June 2014, Israeli Ministry of Education and Wikipedia collaboration: teachers and students will be trained to write Wikipedia articles, Wikimedia Outreach.
- July 2014, Haifa University students write Wikipedia articles for academic credit, Wikimedia Outreach.
- October 2014, 9th grade students in Be'er Sheva, Israel conclude a year-long project on Wikipedia, Wikimedia Outreach.
Is your organization compliant with the terms defined in the grant agreement?
- 1. As required in the grant agreement, please report any deviations from your grant proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.
- There were no deviations to the grant agreement.
- 2. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement? Please answer "Yes" or "No".
- 3. Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Grant funds as outlined in the grant agreement? Please answer "Yes" or "No".
- 1. Report any Grant funds that are unexpended fifteen (15) months after the Effective Date of the Grant Agreement. These funds must be returned to WMF or otherwise transferred or deployed as directed by WMF.
- No unexpended FDC funds.
- 2. Any interest earned on the Grant funds by Grantee will be used by Grantee to support the Mission and Purposes as set out in this Grant Agreement. Please report any interest earned during the reporting period and cumulatively over the duration of the Grant and Grant Agreement.