Grant Impact Review Process
One of the primary roles of the SAC is to provide feedback from students about the effectiveness of CSF grants that directly impact their education.
- Each year, students collaborate with the CSF Board to identify grants to review based on their interests.
- Students work in small teams to analyze the impact and usage of the grant; gathering information about the grant and its impact. For larger grants, students analyze quantitative usage data and issue and analyze student and teachers surveys.
- Students present their preliminary work at a mid-year “Tollgate” to grantees and administrators to ensure accuracy of their work and receive feedback.
- Students incorporate ongoing feedback and collect additional data (if needed) for a final end of year presentation to the CSF Board.
Sample Reviewed Grants
- Horace Greeley HS: Innovative Classroom Redesign, Math Walls, 3D Printers, Art Department Technology, Science Equipment, Language Lab, ilab
- Bell MS: 3D Printers, Collaborative Research Center, Curious Inventor Coding Blocks, Lego Robots
- Seven Bridges MS: Gedney Brook Study, 21st Century Reading /Writing Workshop, Refugee Book Clubs
- Westorchard ES: Maker Project, MakerSpace Project, K/1 Smart Boards, 4th Grade Learning Commons
- Roaring Brook ES: MakerSpace Project, K1 Smart Table, Poster Maker
- Grafflin ES: MakerSpace Project, Alphabetter Standing Desks, Z Space Learning Platform, Ozobots
Impact Case Study: Innovative Classroom Redesign
Statement of Problem:
In a 2013 Horace Greeley survey, 88% of students said that the lecture format (teacher-directed) was the learning modality they encountered most often, but they said it does not promote retention of knowledge post-testing. Educational research suggested that a more interactive classroom configuration could improve teaching and learning.
English Classroom Before Redesign:
Summary of Grant Request
In 2015, a grant was requested to purchase furniture, as well as to install a wall with a write-on surface, that could be used to convert existing space at Horace Greeley HS into six innovative classrooms that would foster the development of 21st-century skills facilitate student collaboration.
Summary of Impact
The Innovative Classroom Redesign grant provided a more dynamic, flexible and collaborative learning environment in six classrooms for 700 students in grades 9-12 at Horace Greeley. These redesigned classrooms enabled more creativity, problem-solving, and multi-disciplinary projects; in-depth inquiry; task-based self-directed learning; and increased collaboration.
Select results from the April 2017 student and teacher surveys* are below:
- 89% of students (and 100% of teachers) prefer teaching/learning in a redesigned classroom compared to a traditional classroom.
- 71% of students (and 80% of teachers) agree or strongly agree that learning in a redesigned classroom fosters a student-centered environment in comparison to a traditional classroom.
- 77% of students (and 80% of teachers) believe learning a redesigned classroom improves the quality of class discussions compared to a traditional classroom.
*CSF SAC Student and teacher Surveys April, 2017
English Classroom After Redesign:
The survey comments below are a sample of the feedback provided by teachers and students who took courses in the Innovative Redesigned Classrooms.
“The smaller groups help because I traditionally don’t speak because there are so many people in the classroom. But, here I feel more comfortable voicing my opinions and answering questions.”
“It makes me engage more in class discussions and allows for more collaborative work.”
“It gives the opportunity to move around and feel more comfortable. It also helps people focus more.”
“The chairs which allow me to rotate and see my teacher when she is moving, and the whiteboards because we do a lot of group work on them and we can move the boards to the front of the classroom at the end to look at everyone’s work.”