Computational Thinking Pathways (CT Pathways) are system-wide, K-12 pathways supporting equitable participation in computational thinking that is consistent across classrooms, cumulative from year to year, and competency-based. This toolkit helps school and district leaders establish CT Pathways aligned with their internal initiatives and vision to create inclusive opportunities for all students, particularly students with identities marginalized in computing.
Resources within each section will help you to:
While the pathway creation process will begin at the plan stage, it is an iterative process. Feedback, evaluation, and observation tools are used for reflection and revision throughout the process.
Indian Prairie School District is a suburban school district with approximately 28,000 students across 31 schools. IPSD integrates computational thinking through partnerships between library media specialists and classroom teachers.
Iowa City Community School District is an urban school district with 14,500 students across 28 schools. ICCSD focuses on integrating computational thinking through elementary and middle school science.
Broward County Public Schools is a large urban district with around 270,000 students and 329 schools. While Broward had numerous K-12 CS and CT initiatives occurring throughout the district, mapping a pathway with K-12 teacher, building and district leaders gave the district the opportunity to identify particular sequences in the computing curricula, as well as recognize potential gaps in offerings between grade levels and schools.
Kettle Moraine School District is a 3,900 student suburban district in Wisconsin with 6 schools. Kettle Moraine has built capacity for integrating CT by leveraging library media specialists to provide robust professional learning opportunities for elementary teachers. The pathway seeks to connect this groundwork to learning opportunities in middle and high school.
North Salem Central School District is a small, suburban district with about 1,000 students and 2 schools in New York. North Salem seeks to integrate CT skills and practices into all disciplines in alignment with the New York State K-12 Computer Science and Digital Fluency Learning Standards. They have built capacity with professional learning cohorts and draw on teacher expertise to develop strong examples of CT integration.
This work was supported by the National Science Foundation under grant numbers #1837386 and #2219350. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.