Designing, Implementing, Assessing, and Scaling Equitable, Integrated Computer Science Curricula in K-5 Classrooms

• In Event: Understanding and Supporting District Systems Change Around Computer Science Education

Abstract

Massachusetts issued Digital Literacy and Computer Science (DLCS) standards (MA DESE, 2016) and the Department of Elementary and Secondary Education developed related initiatives including a 5–12 DLCS License, and professional development and curriculum planning tools (Malyn-Smith, et al., 2017). Because district-focused strategies are more likely to succeed in a “local control” state, Springfield Public Schools (SPS), the second largest school district in Massachusetts, committed to a six-year plan to make computer science and computational thinking (CS/CT) available to every student, leading to a CSforAll Springfield Research-Practice Partnership of SPS administrators, academic leaders, teachers, UMass and Five-College researchers, and SageFox evaluators.
Sixty-one SPS schools serve over 25,000 diverse students (9.7% white, 83.7% high needs). The RPP focuses on the 34 K-5 serving schools where teachers can engage all students with CS/CT integrated in other standards-based subjects (Barr & Stephenson, 2011; Yadav, Hong & Stephenson, 2016). Elementary classroom teachers are expected to ensure their students are exposed to DLCS concepts and practices, but preliminary research identified a significant lack of awareness, skills, and expertise for implementing DLCS content and practices (Mazur & Woodland, 2018). This result, along with identified community, family, school, administrator, and technological barriers to equitable CS/CT teaching and learning, led to a strategy for empowering teachers through agile, iterative co-design of curriculum supported by high-quality, equity-focused professional development (Sullivan, et al., 2019).
Our study has three phases: pilots; early adoption; and full rollout. Quarterly modules of 5-8 lessons were piloted in eight classrooms at two grade levels each year (Kindergarten and 3rd in AY18-19, 1st and 4th in AY19-20, and 2nd and 5th planned for AY20-21). “Early Adopter” teachers expand the curriculum to more classrooms following the pilots with ongoing PD support to ensure equitable and inclusive instruction. In AY19-20, 57 teachers taught K & 3rd modules in 28 of the 34 schools to over 1,300 students. This approach created a cadre of teachers committed to, confident in, and capable of teaching DLCS concepts and practices and the capacity to support colleagues to deliver the modules (Sullivan, et al., 2019, Sullivan, et al., 2020, Vivian, et al., 2020). Our study saw growth in teacher efficacy and leadership, CS/CT pedagogical expertise, and engagement with classroom equity issues. We have observed a high level of student interest and engagement.
SPS moved to on-line instruction in March 2020 and the form of instruction for AY20-21 remains uncertain. Full rollout has been delayed, while early adoption continues. PD has been modified for virtual delivery. Teacher design teams are adapting existing and designing new modules for delivery in multiple contexts: as a standalone subject in the homeroom or as a “special;” integrated into other homeroom subject content; and for either in-person or remote delivery. The pandemic has exacerbated barriers and inequities in Springfield, so we broadened our focus on

understanding of race and equity across the project and on empowering students to understand how technology affects their lives as well to equip them to participate in the creation of technology.

Authors

• Rick Adrion

• Florence R. Sullivan, UMass, Amherst

• Rebecca H. Woodland, University of Massachusetts - Amherst

• Sneha Veeragoudar, university of massachusetts, amherst

• Paul Nathan Foster, Springfield Public Schools