providing funds for the most

innovative, educational and developmental activities

created by BVSD teachers

Classroom Innovation Grants

Overview

Overview

The CIG program is designed to focus on instructional & learning innovation as the cornerstone of the program. Innovation is not limited to the use of technology. Innovation can be seen through incorporating creative, original, or out-of-the-box methods or practices in the classroom. CIG’s are available to Pre-K, elementary, middle, charter, and high schools in the Boulder Valley School District (BVSD). Along with individual grants, we offer collaborative grants! This is a competitive grant program designed to provide funds for the most innovative, educational and developmental activities created by BVSD teachers. This program is designed to encourage and foster the following:

  • Enhanced learning for students that participate in the CIG funded project
  • Closing the achievement gap
  • Innovation in instructional technologies

The CIG application, assessment, and reporting processes are available exclusively online via the Impact on Education web site. Questions regarding the CIG program should be directed to Tara Fosburgh.

Background & Overview

Impact on Education is an independent, non-profit, 501(c)(3) organization that has been committed to improving excellence, equity, and innovation in BVSD schools since 1983. Unlike many traditional education foundations, Impact on Education is not governed by the BVSD Administration or Board of Education. Through its independence, Impact on Education is able to pilot innovative programs for schools, support student equity through programs for at-risk students, engage community and business partners to support its mission.

Impact on Education does not discriminate on the basis of race, creed, color, gender, sexual orientation, national origin, age, religion, political affiliation, organizational membership, veteran’s status, disability in access to, employment in, or in the provision of any of Impact on Educations programs, benefits or activities.

Classroom Innovation Grant Focus

The Impact on Education CIG program is designed to:

  • inspire pre-k, elementary, middle, charter, and high school teachers to explore and create innovative instructional strategies
  • enhance learning for students
  • use clearly defined measurements

CIG’s are focused on but not limited to:

  • Instructional Innovation in Technology
  • Instructional Innovation in Literacy
  • Instructional Innovation in Science
  • Instructional Innovation in Math

Classroom Innovation Grant Process

BVSD teachers are invited to apply online from approximately the end of September through the end of October. In November community members volunteer to “blind read” and score applications. Throughout the fall, community members and businesses are invited to underwrite as many of these grants as possible. By late November, ClG recipients will be announced and funds will be distributed. At the end of the school year, all CIG recipients will submit a thank you letters to donors and a final report to Impact on Education.

Classroom Innovation Grant Funding

Impact on Education relies on the generosity of community members and business donors to provide the funding for the CIG program. Each grantee will receive up to $600.00 (up to $1,200.00 for a collaborative grant) to support their project. We ask that all BVSD school communities help raise awareness of the CIG program.

Classroom Innovation Grant Showcase

The purpose of this showcase event is to give teachers an opportunity to exhibit their innovative and creative projects, to share their projects with their peers around the district, and to showcase the work to our donors and school communities. This year, the showcase will be held in the spring. The showcase is open to all!.
Contact
Tara Fosburgh for more information.

 

Application

Application

The 2017-18 Classroom Innovation Grant Application is not yet open! 

Please read the instructions below to learn about our application process.

Before You Begin

Before you begin your online application process be sure that you have read and understand:

  1. Overview page
  2. Eligibility page
  3. Dates page

Below is a list of the required components of the application.

Please take some time to draft your application offline prior to beginning the online process. A number of the questions that you will need to answer have character count restrictions; for this reason, drafting prior to beginning your online application is highly encouraged. When our online link is live, you can easily copy and paste your text into your
online application.

Type of Grant

You will need to indicate whether your grant application is Individual (up to $600) or Collaborative (up to $1,200 and up to 4 teachers).

About You (Individual or Lead Teacher)

  1. First & Last Name
  2. E-mail Address (Only BVSD email addresses will be accepted)
  3. Phone Number
  4. School(s) or Location(s)
  5. Number of years employed as a teacher
  6. Number of years employed as a teacher in BVSD
  7. If application is Collaborative, names and email addresses of all co-applicants

About Your Project

(Important note: from this point on in your application, do not include your name, your school, personnel names at your school, or location – application evaluators will disqualify any applications that mention names, schools, personnel names, or locations.)

  1. Project Title (100 characters max.)
  2. Grade Level(s) (mark all that apply)
  3. Primary Area of Innovation
    • Technology
    • Literacy
    • Science
    • Math
    • Other
  4. Primary Content Area Mark all that apply from the list below. Your project must tie to your school’s curriculum.
    • Arts
    • Cultural Education
    • Green Education
    • Language Arts
    • Math
    • Music
    • Physical Education
    • Science
    • Social Studies
    • Special Education
    • Technology
    • Vocational
    • World Languages
    • Other
  5. Number of Students Impacted
  6. Abstract Describe your project in a clear and concise manner, highlighting its compelling, creative, and/or unique aspects. This abstract may be used in Impact on Education publications. (300 words max.)
  7. Goals List specific educational goals for this project. (1,000 words max.)
  8. Innovation Describe the innovative instructional methods, techniques,or technologies you plan to use to improve student learning. (1,000 words max.)
  9. Evaluation How will you measure the success of your project? How will you know if goals were met? (1,000 words max.)
  10. Plan Indicate your timeline and expected qualitative and quantitative outcomes for your project. (1,000 characters max.)
  11. Budget Items List items needed in the categories indicated. Do not include costs of items. Do not mention names, schools, or locations. Unacceptable items: Teacher release time, substitute teachers, expenses incurred prior to CIG approval, stickers, after-school programs.
    • Equipment and Materials
    • Fees
    • Honorarium
    • Transportation
  12. Budgets Costs List costs associated with the categories. If total cost exceeds $600 (individual) or $1,200 (collaborative), you will be asked to provide additional information.
  13. Budgets exceeding $600(individual)/$1,200(collaborative) You will need to indicate items costs covered by additional funding sources that you have secured or plan to receive. You also need to indicate funding source(s) and be sure to use generic names for institutions (e.g., “PTO” instead of “Douglass PTO”) so as not to identify/disqualify your application.


Apply Now

 

Dates

Important Dates

September 28th, 2017 Online applications open
October 30th, 2017 Online applications close
TBD Grant evaluations begin
TBD Grant evaluations close
TBD Grant recipients announced
TBD Thank you note due
TBD Showcase event at BVSD Education Center
TBD Online Final Report due & unused funds returned

 

Eligibility

Eligibility

Each applicant must be:

  • Actively employed as a teacher by the Boulder Valley School District (BVSD) during the 2017-18 school year.
  • In good standing with Impact on Education i.e.: if you have received a grant in previous years, you must have complied with all aspects of the grant.
  • Endorsed by their supervisor for the CIG application and project.

Qualified applicants should read and comprehend all CIG instructions. Applications and reports must be submitted online via the Impact on Education web site by deadlines indicated. Upon Submission of application, the applicant will be bound by its contents. In the event Impact on Education accepts the application, the applicant will fully comply with the conditions detailed below:

  1. CIG project creatively engages students and directly relates to curriculum.
  2. CIG General Information, Eligibility & Conditions, Important Dates & FAQ’s are fully understood and accepted.
  3. Only one application is permitted per person/group for this grant cycle.
  4. Budget items are integral in supporting the project. Budget items should not include: teacher release time, substitute teachers, expenses incurred before CIG approval, after school programs, or non-academic items.
  5. The CIG applicant is willing and prepared to initiate and complete all work outlined in their CIG description within the applicable time frame.
  6. The CIG applicant is willing and prepared to provide Impact on Education a comprehensive online Completion Report documenting project status and successes along with the Final Report. Any unused grant money will be returned to Impact on Education by the deadline stipulated for the Completion and Final Reports.
  7. The CIG applicant is willing and prepared to appear at Impact on Education events to present CIG project.
  8. The CIG applicant will attend Impact on Education’s Classroom Innovation Grant Showcase in the spring.
  9. Amendments to the CIG after awarding are permitted upon written request by the CIG applicant and agreement by the Impact on Education CEO.
  10. If the CIG applicant does not comply with the conditions of this program, the CIG applicant will be required to reimburse Impact on Education for grant funds, up to the total grant awarded.
  11. The CIG applicant understands that any non-compliance with terms and conditions of this grant will render the applicant ineligible for future grants applications.
  12. The CIG applicant has full support their supervisor for this project application and its implementation.

 

Samples

Samples

Below are Classroom Innovation Grant samples submitted and funded previously.

Collaborative Grant Sample

Project Title: I-GLAD
Grade Level(s): 2-3
Primary Area of Innovation: Instructional Innovation in Technology
Primary Content Area: Language Arts, Science & Social Studies
Number of students impacted: 130

Abstract
Children in 3 second grades and 3 third grades will be able to hear fiction and content related non-fiction that they are not yet able to read independently using iPod shuffles. Experienced readers will provide them with a model that will help them improve their fluency, phrasing, word accuracy and reading rate, components research has determined positively impacts comprehension. Content related texts will provide students with access to academic vocabulary and higher level concepts. Students who are learning English as a second language will be able to hear books read in English that will help them improve their English language proficiency, vocabulary development as well as access concepts difficult to attain in their second language.

Goals
The goal is always to have students enjoy reading and develop a love of literature. The specific goals of this program that are quantitative will be measured by the DRA 2 and the CELA. Students will improve expression, phrasing, accuracy and reading rate on the Developmental Reading Assessment 2 by hearing an accomplished reader read high interest books that are slightly above their independent reading level. By listening to recorded texts, all students will have an additional way to access content related information and academic vocabulary that they require for building background knowledge and understanding social studies and science concepts. English Language Learners will be exposed to the English language using a different modality. By hearing texts read by a native English speaker these students will hear the correct pronunciation of unfamiliar words, gain vocabulary and improve their English Language proficiency levels on the CELA. (Colorado English Language Assessment)

Innovation
There are many books that students can gain content knowledge and enjoyment from that they are unable to read independently. I-GLAD would provide students with access to texts so they are able to develop a deeper understanding of important concepts in each unit taught. The technologies used in the I-GLAD project will be iPod shuffles and Garage Band, an Apple recording program, as well as digital recordings of children’s literature and content related non-fiction. Students will be able to listen to experienced readers while simultaneously reading the text. This will improve student learning in a variety of ways. Students will be able to engage with high interest texts they would be unable to read independently. This allows all students to attain academic concepts as well as enjoy many forms of literature. English language learners will also be able to improve their spoken language and access needed academic vocabulary through hearing information delivered in a different context. An innovative technique will be to have teachers, literacy specialists, the principal, ESL teachers, librarian, parent volunteers and proficient readers from higher grade levels record both fiction and content related texts on Garage Band. These will be downloaded onto the iPod shuffles. The instructional methods will include appropriate use of the 4 shuffles that will be placed in each classroom. The shuffles with the correlating books will be located in the classroom library for easy student access. Students will be able to independently use iPod shuffles during our Daily Five literacy blocks.

Evaluation
The qualitative success of I-GLAD will be measured in a variety of ways. 2nd and 3rd grade teachers, literacy specialists, ESL teachers and special education teachers will participate in a survey to determine if the iPod shuffles were successful in helping students access texts that they were interested in, spend more time reading, develop fluency, attain academic vocabulary and improve comprehension. Students will complete a self-assessment about whether the iPod has helped them enjoy books more, improve their understanding of concepts, fluency and reading comprehension. Students will also complete a self-evaluation of their reading fluency on the pre and post recording of their reading. We will know if our I-GLAD goals were met quantitatively in several ways. Students’ reading level will be measured by improved scores on the DRA2 reading assessment. In addition, teachers will record each student to determine fluency levels before and after the use of the iPod shuffles. English language learners’ success will be measured on the listening and speaking portion of the CELA. Understanding of content vocabulary and concepts that are embedded in the I-GLAD reading program will be assessed by pre and post unit tests. In the spring, teachers will determine if I-GLAD was successful by analyzing the student and teacher surveys to discover if students used the resource effectively and independently. Pre and post recordings of students’ reading will be used to determine increased fluency, reading rate and accuracy.

Plan
In November, following the purchase of the iPods, lead teachers will organize the recording of books on garage band during collaborative meetings. Teachers will continue to record and add books to the listening library throughout the year. Students will begin to have access to recorded texts immediately. The texts will continue to be downloaded to correlate with various content being taught throughout the year. In April the DRA2 and the CELA are administered to students. The results of the assessments will indicate whether fluency, accuracy and reading rates and comprehension levels have improved. Student and Teacher surveys will be given in April to determine whether each group felt that the use of the iPod shuffles was successful.

Budget Items
Equipment – 24 iPod shuffles

Budget Costs
Equipment ($) – 1,200

 

Individual Grant Sample

Project Title: Project Runway Boulder: The Mathematics of Sewing
Grade Level(s): 5th
Primary Area of Innovation: Instructional Innovation in Math
Primary Content Area: Math
Number of students impacted: 24

Abstract
Students will apply concepts in geometry and measurement to construction of lounge pants of resourced fabric. They will take body measurements; estimate yardage; cut fabric parallel to grain; recognize symmetry; and sew seams in certain widths–following printed directions. Visual-spatial and fine motor skills are also developed. Students will model their garments.

Goals
Students will “use geometric concepts, properties, and relationships in one, two, and three dimensions to model and solve problems.” Parallel lines, transformation flips and symmetry are concepts in this process. They will “use a variety of measurement tools, techniques and systems to solve problems.” Students will take body measurements to the nearest quarter inch, determine sizing with a measurement table, measure yardage, and calculate elastic for waistbands. They will “comprehend and interpret a variety of texts” as they follow printed instructions.

Innovation
A traditional practice like sewing becomes new and engaging for this generation of students that is rarely exposed to the step-by-step process of manufacturing clothing. Students will take skills and concepts learned in mathematics to a real-world application that requires constant measurement and conceptualization of the finished piece. Students will use the human form for measuring and gain new skills in pinning, cutting, and sewing fabric. The process will be modeled by the teacher, using the document camera at the planning stage, and a cutting table during construction. Students will use power sewing machines under the supervision of the instructor and one-on-one parent volunteers. Students will model their garments in a runway-style stage show before family audience, and they will speak to their experience. This project also provides integration with the Social Studies study of industrialization and manufacturing that was driven in large part by cotton farming and the textile industry. This project cultivates a learning environment that promotes the taking of risks to engage in new experiences and extend skills.

Evaluation
The success of this project will be measured as the students meet each phase of construction. The teacher will evaluate student ability to use measuring tools and the measurement chart, ability to align pattern pieces parallel to grain of fabric, to sew seams of proscribed widths, and to follow printed directions throughout. The final garment will provide evidence of completion to requirements. The fashion show element will provide additional feedback for all involved in the project. Students will be asked to reflect on their experience and learning at the show, a la the popular television reality show, “Project Runway.” The boys and girls in this mathematics class have already been surveyed about this project, and they are uniformly enthusiastic about it. Success will also be measured in the ability of partners to work as teammates, sharing patterns and tools, and supporting each other in the process.

Plan
Week of 11/16 Grant awarded; volunteers requested for sewing machines loans and supervision. Science lab booked (for cutting tables and overhead power sources.) Week of 11/19 Supplies purchased over Thanksgiving break. Week of 11/26 Students take body measurements, study measurement tables on pattern envelopes, and cut paper pattern pieces. Week of 12/5 Students estimate required yardage, and lay out, pin, mark, and cut out pattern pieces following visual models in printed directions. Students follow directions to match and pin seamlines of fabric. Students sew seams and study transformation flips and symmetrical relationships of garment legs. Students match front and back sections and sew. Students measure elastic length and manually feed through casing of garment. Students measure, fold, and sew hems. Invitation sent to parents. Week of 12/12 Final catch-up and finish work. Students plan show outfit and make list of all supplemental clothing and accessories. Week of 12/19 Runway show on school stage with followup Q&A session.

Budget Items
Equipment – 12 sewing shears @ $12.95 each, 2 boxes of straight pins @ $3.29 each; 2 packets of sewing needles @ $1.99 each
Materials – 12 Simplicity Patterns @ $15.95, 24 yards of ¾” elastic @ $1.29/yard, 6 spools of thread at $2.79/spool

Budget Costs
Equipment ($) – 164.00
Materials ($) – 239.00
Total ($) – 403.00

Recipients

2016-17 Recipients

Angevine Middle

  • Robin Stone & Robert Stone Access for All: Math and Reading Interventions with Integrity
  • Jennifer Rosinski Let Me Move, Please

Arapahoe Ridge High

  • William Uttich & Sarah Flynn Art and Auto Meet On a Bowling Pin

BCSIS

  • Erin Koenig & Meaghan Lamond Mirrors and Windows- Innovation Through Anti-Bias Literature

Bear Creek Elementary

  • Lucy Ewing Ocean Explorers in Boulder Classroom

Boulder Prep

  • Kenneth Gillis & John McConachy Measuring Natural Frequencies Using Accelerometers

Boulder Universal

  • Sandy Wilder & Sarah Hargadine Using Social Robots to Teach Engineering, Programming, and Empathy

Centaurus

  • Janet Roberts, Beth Bogner & Nancy Piercy Literacy of Deaf Culture

Coal Creek Elementary

  • Julie Talty Electronic Circuits in Art

Creekside Elementary

  • Mary Strine 1,000+ Titles at Your Fingertips

Crest View Elementary

  • Erin Shea-Bower Colorado Shakespeare Festival’s Will Power Program 2016

Eldorado

  • Anne Wild, Kelly Saalwachter & Tiffany Baczek Makey-Makey: Collaboration with Technology, Science, Art, and Music
  • Amy Ambacher-White, Beth Chamberlain, Rebekah Leoni & Janine Mestas SPRK Elementary Students Interest in Robotics

Emerald Elementary

  • Dawn Ringenbach, Lucas Velasquez & Betsy Shehigian Hands On! From Physics Inspiration to Science Exploration- School 2

Fireside Elementary

  • Shannon Pischke & David Millard iPads for Collaboration: 2nd and 5th Tech Buddies
  • Amber Billington, Jennifer Haxton & Jill Ritchie Exploring Engineering though Maker Cafes

Foothill Elementary

  • Kathleen Stumpf Intensive Learning Center TEACCH box tools

Gold Hill Elementary

  • Christine Maedke, Natalie Littlefield & Chelsey Rubin Butterflies, Bats, and Bees, Oh My!

Kohl Elementary

  • Amilaka Sbrocca, Alan Gray & Betsy Shehigian Hands On! From Physics Inspiration to Science Exploration- School 1
  • Therese Lutkus & Lori Taylor Culture Through Cooking- A Tasty Passport to Learn About the World Around You!

Lafayette Elementary

  • Tiffany Hampton & Susan Grant Citizenship In Action
  • Karen Mackie & Julie Marquez Robot Buddies: Dash & Dot

Louisville Middle

  • Evan Williams Making the Impossible, Possible

Monarch K-8

  • Jodie Dawson & Anthony Muscatello Artwork and beyond; framing the art

Monarch High

  • Shane Stalter Problem Based Robotics
  • Tara Mason, Jennifer Cohen & Andrea Mann Using Google Expeditions to Facilitate ILC Adventures

Nederland Elementary

  • Randy Sachter & Jenny Lee Building Strong Minds with LEGOS

Nederland Middle/Senior

  • Heather Politi Micro:bit Makers!

New Vista

  • Cory Potash Find your Voice

Peak to Peak Charter

  • Michelle Eckstein & Marti Oliva Technology for Reading Fluency

Platt Middle

  • Bradford Keith Picture this! Oracy on the Big Screen
  • Lisa Kihn !Hola- Let’s Read!

Ryan Elementary

  • Molly Hayes, Kaitlin Rambow, Michael Symber & Teresa Himel Transatlantic Slave Trade Project: An Integrated Unit Engaging Students through the Study of Culture
  • Kaitlin Rambow, Molly Hayes, Steven Sanchez & Erika Arias Transatlantic Slave Trade Project: The Power of the Slave Narrative

Sanchez

  • Courtney Sakalosky, Erin Brennan & Adelaida Leptich Technology for All Learners!

Southern Hills

  • Karen Fennelly & Tera McClaskey The Makey Makey Invention Challenge
  • Deborah Crowell & Susan Taddeucci Self-Regulation Sensorimotor Tools for ILC Students

University Hill

  • Kathy Kotnour & Jana Krutsinger Rainbow Press Publishing Program
  • Sara Nelson & Queta Martinez Differentiated Inquiry Based Learning for Mathematics and English Language Arts

Whittier Elementary

  • Loran Lattes & Peter Mitchell Video Memoirs