• CS for All PI Data Collection Form

    In support of the 2024 PI Meeting held in Las Vegas

  • We are collecting data about your project that will inform efforts to understand the long term impact of the CS for All RPP program.

    If you're interested in seeing how the previous 2 years were reported out, visit www.sagefoxgroup.com/csforallpi2024-info for examples. 

    Please note: any data collected in this effort will be shared with NSF including non-responses to the form.

    If you have more than one award, please submit one form per award. A PDF copy of this form has been included in your invitation.

    If you have any questions about this data collection effort, please reach out to mchery-winder@sagefoxgroup.com.

  • To what CS for All Strand was your project submitted?*

  • To Help Us Describe Your Project - Descriptive Information

    Please note that the data collected in this section will likely be shared with the NSF and PI meeting attendees in aggregated form.
  • In what state(s) or territory is your project implementing, if any?*
  • Is this project supported by funding sources other than the original award?*
  • Which populations does your BPC-related project focus on?
  • Please check any types of organizations that are involved in your RPP
  • Rows

  • To Help Us Describe Your Project — K–12 Students

  • Students that have been directly reached are those who knowingly engaged in a defined program, event, or activity. Often direct impact is the easiest type of impact to understand and measure; for example you would know who to survey.

    Students that have been indirectly reached include people who may not be aware that they have benefited from an reform effort, program, event, or activity. For example, a student may not know their instructor went through professional development to improve their pedagogy. In some cases it could still be “easy” to identify who indirectly benefited (e.g. members of a class) but often it is more complicated.

  • Is your project reaching K–12 students (either directly or indirectly)?*

  • To Help Us Describe Your Project —  K–12 Students

  • In this section, you will be asked to describe K–12 students that you have reached directly or indirectly. If you do not have exact numbers, please estimate to the best of your ability. Examples of estimations include teacher training programs — it may be unfeasible to know exactly how many students a teacher has reached, particularly over time.

    Please note that the data collected in this section will likely be shared with the NSF and PI meeting attendees in aggregated form.

    Students that have been directly reached are those who knowingly engaged in a defined program, event, or activity. Often direct impact is the easiest type of impact to understand and measure; for example you would know who to survey.

    Students that have been indirectly reached include people who may not be aware that they have benefited from an reform effort, program, event, or activity. For example, a student may not know their instructor went through professional development to improve their pedagogy. In some cases it could still be “easy” to identify who indirectly benefited (e.g. members of a class) but often it is more complicated.

    Elementary generally includes grades K–5, middle 6–8, and high school 9–12.

    If your school uses different bands to describe the above, we will accept data that reflect local standards.

  • Could any of the counts that you are providing in this section contain duplicates?  For example, a student counted twice if they participate in multiple project offerings such as events, activities, or programs.
  • Rows

  • If your project cannot distinguish between preK–12 levels for some or all students, please provide the number of undistinguished preK–12 students that your project has indirectly reached in the last 12 months, if any.

    If you do not have the exact details at hand or your project has not finished implementation yet, please estimate to the best of your ability.

  • To Help Us Describe Your Project — K–12 Teachers/Administrators

  • Teachers/Administrators that have been directly reached are those who knowingly engaged in a defined program, event, or activity. Often direct impact is the easiest type of impact to understand and measure; for example you would know who to survey.

    Teachers/Administrators that have been indirectly reached include people who may not be aware that they have benefited from an reform effort, program, event, or activity. For example, a student may not know their instructor went through professional development to improve their pedagogy. In some cases it could still be “easy” to identify who indirectly benefited (e.g. members of a class) but often it is more complicated.

  • Is your project reaching K–12 Teachers/Administrators (directly or indirectly)?*
  • Did your project offer professional development/training to teachers to implement CS courses with students?
  • Did your project offer professional development/training to teachers to integrate CS and/or CT content into existing or a developed curriculum/curricula?

  • To Help Us Describe Your Project — K–12 Teachers/Administrators

  • In this section, you will be asked to describe K–12 teachers and/or administrators that you have reached directly or indirectly. If you do not have exact numbers, please estimate to the best of your ability. Examples of estimations include "train the trainer" programs - it may be unfeasible to know exactly how many other teachers a participating teacher has reached, particularly over time.

    Please note that the data collected in this section will likely be shared with the NSF and PI meeting attendees in aggregated form.

    Teachers/administrators that have been directly reached are those who knowingly engaged in a defined program, event, or activity. Often direct impact is the easiest type of impact to understand and measure; for example you would know who to survey.

    Teachers/administrators that have been indirectly reached include people who may not be aware that they have benefited from an reform effort, program, event, or activity. For example, a teacher being mentored by another teacher who has participated in a "train the trainer" program may not know that their mentor has participated in such a program. In some cases it could still be “easy” to identify who indirectly benefited (e.g. members of a class) but often it is more complicated.

  • Has your project provided K–12 teacher professional development in the last 12 months?
  • Could any of the counts that you are providing in this section contain duplicates?  For example, a student counted twice if they participate in multiple project offerings such as events, activities, or programs.
  • What type of K–12 teachers did your professional development reach in the last 12 months, if any?
  • Rows

  • Professional development/training to teachers to implement CS courses with students

  • Please name the course(s)
  • PD participant group(s)
  • PD grade band(s)
  • PD cost to participants
  • Modality
  • Synchronous vs Asynchronous
  • PD Length
  • Focus area(s)
  • Are there additional PD activities you would like to report?

  • Professional development/training to teachers to integrate CS and/or CT content into existing or a developed curriculum/curricula

  • PD participant group(s)
  • PD grade band(s)
  • PD cost to participants
  • Modality
  • Synchronous vs Asynchronous
  • PD Length
  • Focus area(s)
  • Are there additional PD activities you would like to report?

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