Grant Review Guidelines

As of January 2022

HEF Grant Request: We welcome grants for all areas of the curriculum, including extra-curricular and co-curricular activities. Grants may also cover staff and curriculum development, including support for implementation. We cannot fund travel or meals. Coordination with the administration is essential and must be demonstrated in the grant application.

Guidelines for review of HEF Grants:

PHASE I (Individual Grant Review)

● Potential impact across grade, department, or school – The #students who will benefit from this project

● Integration into the school program -Project outcomes or activities align with the organizational vision and goals of the school & district. The project is supported and coordinated with the district.

● Demonstration of long-term benefits of the project -The project’s feasibility and sustainability. Is this project a one shot or long lasting. Can the project or its impact be sustained beyond the grant period, if the results warrant.

● Innovation and originality -The project uses a unique creative approach and or introduces a new idea or approach that will lead to increased love of learning and/ academic achievement for students in HOH schools. The potential benefits of this change are made clear within the project.Strength of overall need. Does the proposal make a good case for why this is a need. What problem does it solve? Or, what idea does it introduce and why is that important? Does the grant seek to provide resources to those who are under-resourced?

● Plan for evaluating effectiveness of project – Clear picture of how data will be collected and used to demonstrate degree to which outcomes are met.

● Budget – The budget is clearly explained and aligned with the proposed activities. Should this be a core budget item rather than a HEF grant?

● Diversity, Equity, Inclusion – Does the proposal directly or indirectly address DEI (as defined below) and/or culturally responsive teaching?

○ Diversity – Welcoming differences of race and ethnicity, gender and gender identity, sexual orientation, socioeconomic status, language, culture, national origin, religious commitment, age, (dis)ability status, and political perspective.

○ Inclusion – A commitment to ensuring that differences are welcomed, every person feels a sense of belonging, and everyone’s voice is valued and heard.

○ Equity – A commitment to fair and impartial opportunities for all, often through actively challenging and responding to bias, harassment, and discrimination.

○ Racial Equity – The Center for Social Inclusion defines racial equity as an outcome and a process. We are striving toward the outcome of everyone having what they need to thrive, regardless of their race or where they live. The process of becoming a more equitable society requires breaking down beliefs, systems, policies, and practices that support systemic racism and inequity. You may have seen the concept of race framed as a “social construct”, acknowledging that race is not a category defined by genetics or DNA, and instead is a result of society shaping our views of race and racial identity. This framework puts emphasis on the social, economic, and political implications that have contributed to racial inequity in the United States for hundreds of years.

○ NYS Culturally Responsive Sustaining Education Framework

● Writing Technique – Uses acceptable grammar and style.

● Repeat Grant? Has HEF or PTSA already given to this group in the past? And if so, why hasn’t it made its way into the budget?

PHASE II (Collective Grant Package) – Following all of the individual grant reviews we seek equity of distribution of grants across each school complex (i.e., ES, MS, HS, district-wide).


Source: 21 Day Equity Challenge