CSTAR _ Computer Science Team Analytic Resource

Usage Guide What is CSTAR and why was it created? The Computer Science Team Analytic Resource (CSTAR) is a thinking tool developed by the elementary school team in the Computer Science department at Chicago Public Schools. We support 481 elementary schools in their journey toward providing CS4All – a thorough and comprehensive computer science education for every student, with an emphasis on doing so equitably and justly. Computer science education in Chicago is teeming with innovation. Every school community has unique needs, aspirations, areas of expertise, and areas for growth. Some of our schools are just starting their journey; some have been working at it for a number of years; some are figuring out where, when, and how to get started. We learned from our teachers and principals that there was a genuine desire for a thinking tool that could provide a structure to their discourse around computer science education, but maintain the flexibility to be useful to schools in a variety of contexts. This is not created as an evaluative guide or framework that lays out the “one true path” to CS4All. Our goals in producing this thinking tool are to: ✶ Empower school communities to have informed and organic conversations about computer science education ✶ Assist schools in identifying their current practices and priorities in computer science education, and ✶ Highlight connections between already-existing school goals and goals in computer science integration and expansion We are focused on taking a team approach to defining CS4All. The development of CSTAR was a team effort in itself. We have been learning from our experts – the teachers in Chicago Public Schools who continue to build their own understanding of computer science and use their learning to empower their students. We continue to lean on the expertise of our school communities and our research partners as we expand the foundations of our own thinking. The work of putting together this thinking tool was an exercise in openness, reflectiveness, and exploration. We want this to be a way for school communities to ask “where are we in terms of our students’ experiences with computer science? Where are we headed? Why are we structuring our work this way, and is that structure truly equitable? Who are we including, and why? Who are we excluding, and how do we fix it?” We hope that what we have created here affords schools the fluidity to define a path towards CS4All in a way that more orthodox or “traditional” frameworks cannot. For the sake of transparency and clarity, we want to emphasize that this tool is designed to serve the function of guiding school teams through honest and genuine self-evaluation and reflection for iterative growth. This thinking tool is not designed to be an instrument for assessing a school’s practice in teaching computer science content. CSTAR | 1

Reading and using the rubrics For every element and component that we explore, we have provided rubrics that your school community can use to gauge where you are in your CS4All journey. The element / component is joined with a “ big picture ” and four descriptors. Below is a sample rubric that outlines the different parts of the rubrics. Element or Component This box will contain the name of the element or component that the rubric describes The Big Picture This box will contain a guiding question that your team can consider as you self-assess where you are in your computer science journey. Formation This box describes the “formation” stage. This is a way of saying “we are interested in this, but do not yet feel prepared to begin incorporating our learning into our practice.” Adoption This box describes the “adoption” stage. This is a way of saying “we are exploring some different aspects of computer science education to determine what will work for our school community.” Adaptation This box describes the “adaptation” stage. This is a way of saying “we are trying different strategies to form a collective computer science identity.” Transformation This box describes the “transformation” stage. This is a way of saying “our focus is now on refining, sharing, and formalizing our practices in computer science education in different classrooms within our school.” Not all rubrics will have a section on the bottom. This section tells you where else in this document you can look to build upon ideas that you may have. Our rubrics are influenced by a number of different sources. These include the Technology Integration Matrix (TIM) developed by the Florida Center for Instructional Technology at the College of Education (University of South Florida), as well as the Strategic CSforAll Resource & Implementation Planning Tool (SCRIPT) rubrics developed by the CSforAll organization. The descriptors in our rubrics offer a sampling of different indicators that schools may refer to as a shared vocabulary in defining their self assessment, but schools are also free to add other indicators that the rubrics may not account for. The point of these rubrics is not to tell you what direction you “ should ” be moving in, or where your focus “ should ” be directed. Our hope is that this reflective process can empower your school community to design sustainable computer science programs that are reflective of your students and the caring adults in your community. CSTAR | 4

Shared Joy The Big Picture How are we cultivating an environment that supports the members of our school community in taking intellectual risks and participating in joyful experimentation? Formation We are grounding our work in the mindset that we want our students to practice when it comes to inclusiveness, celebrating effort, and keeping our work joyful. Adoption We are collaboratively building the frameworks that our school community will use to communicate our thinking with one another and share what is in our work that brings us joy. Adaptation We have built a community and established norms in which our students and staff can find and express joy – not only in the products we create, but in the process of creative computing. Transformation We find creative ways for our students and staff to find and share joy not only in the products that come from our work and the process of creative computing, but also in the sense of belonging to a collective of thinkers and tinkerers. We see ourselves as part of a larger global computing community. To explore the shared joy components of inclusive spaces, celebrating successes (and failures!), and The Four Ps (Projects, Passion, Peers, and Play), see pages 17 – 18. CSTAR | 7

✶ Sustainability & Growth Computer science is a dynamic field. The platforms and practices that we use today may be replaced in just a handful of years. Moreover, comprehensive Pre-kindergarten to 12th grade computer science education is a relatively new field – its “best practices” are still in development. Building your own school-wide culture of computer science will be important in building a strong foundation for your school that will be able to adapt to changes – changes both within the field of computer science education and changes that may occur at the school level, such as shifts in priorities and school goals. This thinking tool explores these four components of sustainability & growth: computer science identity · monitoring for progress ª places for incubation · partnerships for learning ✶ ✶ ✶ ✶ Computer Science Identity The Big Picture How are we developing a culture that acknowledges everybody’s potential to fully participate in computer science and be a computer scientist? Formation We are exploring how our already-existing school culture can be positively impacted by our learning around different aspects of computer science education. Adoption We are gathering the viewpoints of our students and staff to define, as a school, what computer science and computational thinking can look like in our particular school environment. Adaptation We are establishing school-wide vocabulary and habits around computational thinking as part of our commitment to the idea that every child has the capacity to fully engage in their computer science education. Transformation We have a school-wide culture that affirms everybody’s potential to fully engage in computer science, and we further encourage each classroom to establish their own culture of computational thinking. ✶ ✶ ✶ ✶ Monitoring for Progress The Big Picture How do we keep our focus on iteration and self-reflection while we monitor the progress of our shared work in computer science education? Formation We are keeping track of our progress in computer science education using methods we have already established for our work in other content areas. Adoption We are learning our community’s outlooks, perspectives, attitudes, and reactions to our implementation of computer science education in order to identify what we should measure, interpret, and iterate upon. Adaptation We are building unique monitoring systems for our work in computer science, based on the viewpoints of our school community. Transformation Our team shares an understanding of what metrics we use to monitor our work and why those metrics were chosen. Our metrics do not evaluate teachers or students, but rather let us know how we are doing as a community of learners. CSTAR | 10

Universal Opportunities for Learning The Big Picture How are we giving our school community opportunities to actively participate in learning and applying the concepts and practices of computer science education? Formation We are building a foundation for computer science education by concentrating our work on particular demographics of our school community (such as specific grade levels or content areas). We are seeking ways to sustainably expand computer science to other demographics of our school community. Adoption We are coordinating what we can offer our school community to ensure that everyone has the exposure and opportunity to engage with different aspects of computer science on a continuous basis, to go as far with computer science education as they want to. Adaptation Our staff has various ways to participate in building their knowledge of computer science (such as PDs, PLCs, and book groups), and our students have multiple avenues through which to engage in computer science education (in their homerooms, in enrichment classes, in out-of-school-time programs). Transformation We invite the whole of our school community to have a hand in determining the direction of our collective work in computer science. Our students are presented with access to different avenues through which they can exercise their computational thinking. ✶ ✶ ✶ ✶ Deconstructing Barriers to Learning The Big Picture How are we learning about the potential barriers to our community’s participation in computer science education, and modifying our approach to provide opportunities for our students to cultivate their unique gifts? Are we adapting our approach to computer science to meet the needs of our students rather than trying to change our students to meet the needs of our approach to computer science? Formation We recognize that each member of our school community brings unique gifts to our computer science work, and intend to learn about what barriers they may face in expressing their skills, talents, and interests. Adoption We recognize that our personal identities inform our perspectives on computer science. As a community, we are learning how to communicate what we would need in order to flourish. Adaptation We are developing strategies to break down systemic barriers that hinder full participation in computer science. We are making efforts to disrupt the homogeneity of computer science, using what we learn about the values and identities of our community members, and how the different parts of our identities impact how we understand ourselves as computer scientists. Transformation We are sensitive to the different kinds of barriers that members of our school community may face in expressing their skills and talents in computer science, and we have developed strategies to deconstruct these barriers We have provided two sample rubrics on the next page related to deconstructing barriers to learning – one focused supporting English Language Learners, and one focused on supporting Diverse Learners. English Language Learners and Diverse Learners are not the only members of your school community who will benefit from additional supports but we hope these sample rubrics can provide a starting point for your work in deconstructing barriers to learning. CSTAR | 13

Community Input The Big Picture How are we keeping the priorities, needs, and assets of our broader school community in mind when designing and orienting our school-wide computer science work? Formation We specifically and intentionally incorporate what we know are the needs of our broader community when we determine our school-wide goals in computer science education. Adoption We are deliberately learning from our community what their needs and assets are, and, based on that feedback, identifying what position we are poised to play in community engagement and collaboration. Adaptation We are taking the needs and assets that our broader community communicates to us and incorporating those needs and assets into our process of planning computer science experiences for our students.. Transformation We integrate our community’s needs and assets into our work and encourage our students to engage in finding computational solutions to community-based concerns. ✶ ✶ ✶ ✶ Community Collaboratives The Big Picture How are we providing opportunities for our broader community to participate in the kinds of learning that our students and staff are engaging in? Formation We are evaluating our current approaches to community engagement and finding opportunities where our established engagement practices and our developing computer science identity and culture can inform and influence one another. Adoption We are organizing “one-off” events where our students can show their learning to their families and our broader school community. We may also be exploring how we can act as a hub for our broader school community to engage in their own journey around learning computer science (such as parent workshops and open houses). Adaptation We are identifying the key elements of our computer-science-oriented community engagement events, with the intention to make them regular occurrences and deepen our collaborative energy with our community. Transformation The feedback that we receive from our broader school community directly influences and shapes the workshops and events that we organize for our broader community. Resources which may be helpful in planning out family and community engagement events include the Family Creative Learning Facilitator Guide written and designed by Ricarose Roque and Saskia Leggett at the University of Colorado Boulder and the Virtual Family Creative Coding Night Facilitation Guide , written by the CPS Computer Science Department in collaboration with the Scratch Foundation. CSTAR | 16

Common Threads Regardless of which element your computer science team chooses to focus on – whether it’s leadership, accessibility & equity, or shared joy – there are common threads of thought that run throughout this document. This section is an attempt to be a thought partner for these big overarching topics. ✶ ✶ ✶ ✶ Who is computer science “for”? Computer science takes many forms. Decomposing large problems into manageable ones is an aspect of computer science. Designing conceptual and algorithmic solutions to everyday problems is an aspect of computer science. Creating programs to perform complex calculations is an aspect of computer science. Analyzing data, strengthening privacy and security protocols which ensure usability, automating repetitive tasks, creating human-oriented interfaces – these are all aspects of computer science. These all fit under the umbrella of computer science because computer science is not a series of steps to be memorized, but rather a way of thinking about big problems. And since computer science is a way of thinking about problems we all have, computer science is for everyone. What does this mean in the context of your school? How can you ensure that access to a thorough and comprehensive system of computer science education is inclusive of everyone in your school community? How do you, as a team, ensure that the direction of computer science at your school is collaborative and informed by all the rich ideas that exist within your building and beyond it? New teachers as well as veteran teachers? SECAs and paraprofessionals? Principals and students? ✶ ✶ ✶ ✶ Where does computer science “fit”? Just as computer science exists in many forms, there are many ways to approach computer science education so that it works for your school and your students. Computer science can exist as a standalone course for every student. It can also be used as an integrated practice, where key concepts of computer science are taught alongside other content areas such as Mathematics or English Language Arts. We have seen schools experiment with offering computer science as an opt-in “elective” course or as an out-of-school-time program to foster a more experimental environment before bringing it into the classroom. Think about the way you want to bring computer science into your practice – what implications does it have for equity and accessibility in your work? If you offer computer science as an out-of-school-time program, how can you accommodate students who many have an interest in computer science but may not have the ability to be present before or after school? How can you accommodate your students who are interested in one aspect of computer science (such as data analysis) as well as your students who are interested in something else (such as digital media)? ✶ ✶ ✶ ✶ Keeping the joy in learning. There is a lot of room for play in education. In mathematics, we regularly encourage our students to “play with the numbers” when a shift in perspective allows for a reinvigorated understanding of how different concepts affect one another, and – in this play – find the joy in mathematics. To teach writing – especially creative writing – is to encourage students to “play with the language” CSTAR | 19

and communicate ordinary things in extraordinary ways, and find the joy that comes in self-expression. Computer science education, too, allows for – and encourages – different kinds of playful learning, not just in the way of a “Fun Friday,” but in a way that emphasizes the joy that comes from creating something. More importantly, computer science education easily lends itself to exploring the joy that comes from working together, because so much of computer science has to do with how we interact with one another in our current technological landscape. It is a given that you will keep your students in mind when establishing or expanding your computer science offerings. We hope that the process of collectively reflecting on what it means to participate in computer science will further bolster your own joy in working as a team. ✶ ✶ ✶ ✶ CS4All as a continuous journey. A truly equitable, thorough, and comprehensive program of computer science education that responds to the needs and aspirations of each member of a school community is not something that can be achieved in a day, or in a semester, or over the course of an academic year. Writing about previous movements in computer science and technology education, Jane Margolis points out that: In this country, K-12 schools and educational systems are among the institutions most significantly affected by technology, and they are also well positioned to directly address these inequalities. Yet K-12 school districts still succumb to the pressure that derives from the myth of technology as “the great equalized,” as they have paid more attention to populating schools with the latest tools than to support engaging and rigorous pathways of computer science for all students. 4 We learned from our school not to see “CS4All” as a static designation, but as a flexible process and continuous journey of learning that will look different at every school. It may even look different each year at the same school. To study computer science is to study how we relate to one another through our digital environment – and because our digital environment is always changing, so should our approaches to computer science education. The path to CS4All is one what will require intentional planning, iteration after successes and failures, and a lot of creativity. Do not get discouraged if it does not happen right away! 4 Margolis, Jane, Kimberly Nao, Jennifer Jellison Holme, Rachel Estrella. Stuck in the Shallow End: Education, Race, and Computing . Cambridge, MA.: The MIT Press, 2017: xi . CSTAR | 20

Last, but not Least This final section contains some information and resources which you may find helpful if you want to take a deeper dive into the thinking that went into creating the CSTAR thinking tool. ✶ ✶ ✶ ✶ About the Computer Science Department The Computer Science Department at Chicago Public Schools supports school staff, teachers, administrators, and students in their journey to bring computer science into their classrooms in a way that cultivates and develops the unique gifts of every student. With the ever-increasing role that new and different technologies play in our lives, and with the depth and breadth of skills and knowledge required to fully access these technologies, the question of who has access to a thorough computer science education is, to us, a question of social justice. Our work is guided by equity, inquiry, and computer science content. ✶ Our focus on equity directly impacts our efforts to provide meaningful educational opportunities to teachers, students, and communities who typically encounter barriers to accessing computer science and computer science education. ✶ Our focus on inquiry pushes us to engage students with questions designed to stimulate their curiosity about how our modern world works and came to be, rather than delivering prepackaged lectures. ✶ Our focus on computer science content lends itself to a holistic approach to computer science that goes beyond computer literacy and programming, and creates a welcoming environment for our students to engage with the opportunities of our digital and technological society. The dedicated teachers and school leaders we work with, the amazing students we support, and the innovating partners we collaborate with make it possible for us to help our young people become global citizens who understand the ubiquity of computing and use their knowledge to join the ranks of those who embrace technology. Our students can revolutionize their communities and have a direct hand in shaping the world in which they want to live. CSTAR | 21

Our case for Computer Science Education In the elementary school space, computer science – like science, civics, or the arts – is in a funny position. These are fields with few detractors – is there anyone who works in education who will argue that they are not important topics for our students to study? But these are also the fields that are often relegated to the category of subjects that “would be nice to teach, if only we had the time.” They are the content areas that teachers often have to find creative ways to “sneak” into the school day, and they are fields that frequently require new justification as to why they should be taught. The case for computer science is often tied to its stature in the labor market – the increasing career prospects it offers and the utility of computational thinking to any potential occupation. Those arguments do , in fact, carry water. Careers in, for example, computer and information research 5 and software development 6 have grown “much faster than average” and are projected to continue to do so. Labor markets change, however, and the demand for different skills ebbs and flows. So the question is: beyond the current labor market, why should we teach computer science to our young people? ✶ ✶ ✶ ✶ 1: Computer Science will only continue to grow in importance in our students’ lives. Computer science – and, specifically, the thinking it engenders – is and will continue to be an essential interdisciplinary tool in tackling the problems our students will face in their futures. It is difficult to think up a single occupation or field of study that is not in some way affected by the advances in computer science. Recognizing the impact that computing and computational thinking will have on all kinds of fields of knowledge, institutions of higher learning are forming CS + X programs. These programs include: the CS + Chemistry, CS + Linguistics, and CS + Music programs at the University of Illinois at Urbana Champaign and Northwestern University , the Digital Humanities minor at Stanford University , and the Digital Studies program at The University of Chicago Even if we do not consider the learning that happens in colleges and universities, our young people will increasingly be affected by advances in computer science. In her research, Jane Margolis summarizes the place of computer science in interdisciplinary work: Occupations, industries, and undertakings as diverse as HIV and Influenza research, air safety, psychological inquiry, the elimination of world hunger, studies of the world’s climate, and the Human Genome Project, just to name a few, would all be crippled without the benefit of computer science. On a grand scale, computer science is transforming knowledge and the scientific questions that can be investigated. It is not just science that is being transformed. In the creative arts, the changes brought on by computation are also sweeping. 7 Not only will a thorough understanding of computer science concepts and principles help our students become active participants in the 21st century, but computer science is and will 7 Margolis, 7. 6 Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook , Software Developers, at https://www.bls.gov/ooh/computer-and-information-technology/software-developers.htm (accessed May 11, 2021). 5 Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook , Computer and Information Research Scientists, at https://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm (accessed May 14, 2021). CSTAR | 22

continue to be a vital avenue through which we can help our young people understand why our world is the way it is, how it impacts us all, and how we can work together to influence its development. ✶ ✶ ✶ ✶ 2: We can use computer science education to interrogate our current practices in education While computer science is a far-reaching and impactful field of study, it is still relatively new in the arena of Prekindergarten to 12th grade education. Unlike more established content areas such as Mathematics or English Language Arts, the “best practices” in teaching computer science are still very much in development. What we have learned from our teachers is that the things which constitute “good teaching” in computer science are the same things that constitute “good teaching” across the board – namely, a focus on empowering students – but the novelty of computer science education affords us a lens through which to assess our practices in education more broadly. We know already that there exist significant opportunity gaps within and among school districts. We know, too, that to teach a new field without interrogating and resolving the contradictions in our existing ones only replicates the flaws in the new field. Do we want to replicate the inequalities that exist in Prekindergarten to 12th grade education into computer science – to have our young people internalize their position as “not a computer science person” the way we often hear it stated that they are “just not math people”? Or do we want to place equity at the center of our computer science work? Given the increasingly influential role that computer science will continue to have in our world and our students’ worlds, those who are locked out from fully participating in computer science education are essentially locked out from participating in our rapidly changing world. ✶ ✶ ✶ ✶ 3: By learning how our technological environment impacts our human interaction, we can learn about ourselves and about one another It is difficult to overstate the impact that these fields – computer science, civics, the arts – currently have and will continue to have on our students. We teach the sciences so that our students can come to understand the workings of the natural world; we teach civics and history to prepare them to engage with one another in communities; we teach the arts so that our students can share their inner worlds with one another. What do we teach computer science for? Historian Ira Berlin argues that “history is not about the past … history is about the arguments we have about the past. Because it is about arguments we have about the past, it is really about us, our times, and our problems.” 8 In the same way, we argue that computer science is not about computers; it’s about us – how we relate to one another through the medium of our technologies, how we share our thinking with one another in all of our wonderful ways. Computer science is often framed with the context of “how can we use the technology that we have to achieve the things we want to achieve?” But to study computer science is to become familiar with the systems that surround us all, digital or otherwise. What we want to ask, therefore, is “how do we – and how should we – interact with our technological environment and our digital world, and how do we use our technological environment to create a fairer and more equitable society that works for everyone?” 8 Berlin, Ira. The Long Emancipation: The Demise of Slavery in the United States . Cambridge, MA: Harvard University Press, 2015: 1. CSTAR | 23

CS4All: Teaching computer science for equity and inquiry We truly want this tool to be helpful – something that schools can use when developing their own unique paths toward offering a thorough and comprehensive program of computer science education for all their students. We want to work with schools on the question of “how do we – and how should we – interact with one another in our technological environment?” To that end, there are a few key ideas that we want to investigate. These key ideas are computational thinking, computational participation, and computational action . ✶ ✶ ✶ ✶ Computational Thinking has to do with “solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science.” 9 When somebody decomposes a large problem into smaller ones, or abstracts the solution to one problem so that it can be used to solve a different one, they are engaging in computational thinking. Computational Participation expands on the framework of computational thinking, and focuses on personal expression and societal participation. It has to do with how we engage in “solving problems with others, and learning about the cultural and social nature of human behavior through the concepts, practices, and perspectives of computer science.” 10 When somebody is empowered to engage in self-expression in a community of problem solvers, they are actively engaging in computational participation. Computational Action pulls the practices of computational computer science into the material world. Computational action proposes that “while learning about computing, young people should have the opportunity to do computing in ways that have direct impact on their lives and their communities.” 11 When somebody identifies a problem in their community, identifies what appropriate tools are available to them, and works with others to develop community-oriented solutions , they are engaging in computational action. ✶ ✶ ✶ ✶ Computational thinking, computational participation, and computational action are not links in a chain of progression – you don’t “graduate” to computational action and abandon what you learned about computational thinking. These are all essential parts of what we mean when we say computer science and computer science education . What does it mean to teach computer science in a way that is equitable to all students – to ensure that all students are supported in exploring their computational thinking; that all students’ approaches to computational participation are welcomed; that all students are encouraged to take computational action to solve community-based issues? What does it really mean to offer CS4All? Broadly, CSForAll is a movement to empower all students from kindergarten to high school to “learn computer science and be equipped with the computational thinking skills they need to be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world.” The mission of the CSForAll organization is to “make high-quality computer science an integral part of the educational experience of all K-12 students and teachers and to support pathways to college and career success.” 11 Tissenbaum, Mike, Josh Sheldon, and Hal Abelson. “From Computational Thinking to Computational Action.” Communications of the ACM 62, no. 3 . March 2019: 34 – 36. 10 Kafai, Connected Code , 128. 9 Wing, Jeanette M. “Computational Thinking.” Communications of the ACM 49, no. 3 . March, 2006: 33 - 35. CSTAR | 24

What does this mean in the context of Chicago Public Schools, the birthplace of CS4All? New and different technologies play an ever-increasing role in our lives. They require an intensive depth and breadth of new skills and forms of knowledge to fully access. Locking students out from learning to navigate these new systems essentially locks them out from understanding why our technology-driven world is the way it is and what can be done to make sure it is equitable and just. For that reason, the matter of who has access to programs of computer science education is a matter of pedagogical and social justice. CS4All means that our work is to ensure that every child has the early exposure to computer science necessary to take ownership of the technologies of our digital environment. Entire communities have been implicitly or explicitly shut out from participating in computer science on the basis of race, sex, gender identity, where they live, or how much money and social capital their families have. Our work is to fight against that. This does not mean that all of our students will want to become computer scientists – and that is ok! It means that it is on us to give all of our students what they need to understand and fully participate in the workings of our technological world, and allow them to take computer science as far as they want to, regardless of their ultimate occupation or field of study. The thinking skills that come out of computer science have the potential to build true communities of thinkers and tinkerers who can revolutionize their communities and build the world in which they want to live – to reinterpret old ways of thinking and work collaboratively to create new ones. That is what we owe to our young people. CSTAR | 25

References and Resources Throughout the CSTAR document, we mentioned (and linked to) different resources that inspired some of our thinking. Here is a collection of the resources that we referenced and linked to, as well as a few that we did not. Referenced Books and Articles Kafai, Yasmin B., and Quinn, Burke. Connected Code: Why Children Need to Learn Programming . Cambridge, MA.: The MIT Press, 2016, Margolis, Jane, Kimberly Nao, Jennifer Jellison Holme, Rachel Estrella. Stuck in the Shallow End: Education, Race, and Computing . Cambridge, MA.: The MIT Press, 2017. Resnik, Mitchel. Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play . Cambridge, MA.: The MIT Press, 2018. Tissenbaum, Mike, Josh Sheldon, and Hal Abelson. “From Computational Thinking to Computational Action.” Communications of the ACM 62, no. 3 : (March 2019) 34 – 36. Wing, Jeanette M. “Computational Thinking.” Communications of the ACM 49, no. 3 . (March, 2006): 33 – 35. Referenced Thinking Tools and Frameworks Chicago Public Schools. Chicago Public Schools (CPS) Equity Framework: Creating and Sustaining Equity at the Individual, School, and District Level . Chicago, Illinois: August, 2020. Chicago Public Schools Computer Science Department, and Scratch Foundation. Virtual Family Creative Coding Night: Facilitation Guide . Chicago, IL. and Boston, MA. Retrieved from http://bit.ly/virtualcreativecoding CSforAll. The SCRIPT: Strategic CSforAll Resource & Implementation Planning Tool for School Districts. Retrieved from https://drive.google.com/file/d/1J-OCxgX_yqcluXlOAKWnh0T6GJj8t3HA Florida Center for Instructional Technology. The Technology Integration Matrix . Retrieved from http://mytechmatrix.org Roque, Ricarose, and Saskia Leggett. Family Creative Learning Facilitator Guide . Boulder, CO. Retrieved from http://familycreativelearning.org/guide/FCLGuide-20170628.pdf Additional Resources Flapan, J., Hadad R., Shorall, C., & Twarek, B. (2020). CS Equity Guide: A K-12 education leader’s guide to designing, scaling, and sustaining equitable computer science in California . Los Angeles, California: University of California, Los Angeles. Moeller, Babette, and Heather Sherwood. The CT Integration Framework. New York, NY: Center for Children and Technology, Education Development Center. Retrieved from https://drive.google.com/drive/folders/12Si1kHwlqXELoBgD2Zrm2olTkqiRhgpy CSTAR | 26