CS for All PI Data Collection Form

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.
Email*
example@example.com
NSF Award Number*
To what CS for All Strand was your project submitted?*

PreK-8High SchoolPathwaysResearchOther

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)?*

YesNo

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.

YesNoUnsure

Please use the table below to provide the number of students that your project has reached in each category, if any.

	Elementary School	Middle School	High School	Undistinguished preK–12	Are these counts exact or estimated?
Directly Reached (Last 12 Months)
Directly Reached (Cumulative)
Indirectly Reached (Last 12 Months)
Indirectly Reached (Cumulative)

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)?*

YesNo
Did your project offer professional development/training to teachers to implement CS courses with students?

YesNo
Did your project offer professional development/training to teachers to integrate CS and/or CT content into existing or a developed curriculum/curricula?

YesNo

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?

YesNo
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.

YesNoUnsure
What type of K–12 teachers did your professional development reach in the last 12 months, if any?

In-servicePre-service

Please use the table below to provide the number of teachers/administrators that your project has reached in each category, if any.

	In-Service K-12 Teachers	Pre-Service K-12 Teachers	K-12 Administrators	Are these counts exact or estimated?
Directly Reached (Last 12 Months)
Directly Reached (Cumulative)
Indirectly Reached (Last 12 Months)
Indirectly Reached (Cumulative)

Thank you for completing the form!

Please take a moment to verify your answers
Should be Empty:

	Number reached	Exact or estimate
School Districts
High Schools
Middle Schools
Elementary Schools
Schools that are Title 1
Class sections
Teachers supported

CS for All PI Data Collection Form

To Help Us Describe Your Project - Descriptive Information

To Help Us Describe Your Project — K–12 Students

To Help Us Describe Your Project — K–12 Students

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

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

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

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

Thank you for completing the form!