IN1.1 Create a unified brand and logo representing CS in SMC.

IN1.2 Create a system of badging or awards to recognize districts for their implementation, along with a rubric to evaluate them.

IN1.3 Message that computing skills support SBAC testing, distance learning access, and college and career readiness.

IN3.1 Run workshops and Networked Improvement Communities assisting districts to develop their own CS implementation plans.

IN3.2 Implement CS in SMCOE’s Court & Community schools to empower vulnerable youth.

IN3.3 Maintain and promote the STEAM Center’s Lending Library inventory of physical computing equipment.

IN4.1 Develop pathways to expose K-12 students to computer science across all grade bands with rigor, intentional articulation, and choice. (K-2, 3-5, 6-8, 9-12).

IN4.2 Navigate master scheduling, course codes, and articulation.

IN4.3 Align pathways and articulation across feeder schools.

IN5.1 Coordinate with technology departments, SMCOE Instructional Technology Coordinator and Tech TOSAs to select, purchase and maintain devices.

IN5.2 Encourage sufficient internet access for families by cataloging and promoting resources for affordable wifi in the home, including 1:1 schools.

IN6.1 Recruit and support girls and students of color, those with disabilities, English Language learners, foster youth, homeless youth, students with disciplinary challenges, and other underrepresented populations to ensure equitable access to CS learning.

IN6.2 Recruit and retain teachers from these same groups at all levels of CS planning and implementation.

LE1.1 Convene a Computer Science Steering Committee to review a strategic plan regularly and revise it as needed.

LE1.2 Maintain a position for a Computer Science Coordinator.

LE2.1 Create a database of designated CS Coordinators, TOSAs, teacher leaders, coaches, and educational technologists who drive CS implementation in their district.

LE2.2 Run regular Communities of Practice in coordination with CSTA chapters.

PD1.1 Create, curate, and share professional development materials.

PD1.2 Coordinate with CTC to ensure PD fulfills requirements for the CS Supplementary Authorization.

PD1.3 Partner with experts in core content areas (Math, NGSS, VAPA, Whole Child, Civics, SEL, Env) to integrate CS standards into existing professional learning.

PD1.4 Provide ongoing coaching to TOSAs and teachers to support learning, unit planning, and subject-area integration through on-demand professional learning.

PD2.1 Connect educators through local and national professional organizations, such as the Computer Science Teachers Association (CSTA).

PD2.2 Continuously evaluate, curate, and disseminate a directory of external PD opportunities, including high quality resources for virtual learning modules and teleconferencing to remove geographical barriers.

CI1.1 Develop a list of curated Computer Science curriculum and pedagogy resources.

CI1.2 Create a county-specific implementation guide that offers multiple solutions for curriculum, pathways, assessment, training, and continued support, along with examples of these being used in schools, and ways to contact knowledgeable people.

DC1.1 Keep updated on State and local policy and funding changes through the CISC CS Subcommittee, CSforCA, and CSTA.

DC1.2 Disseminate information to stakeholders via STEAMCentric, CIS newsletters, superintendents’ communications, meetings of district administrators, COE website, CS Digest, and social media channels.

DC2.1 Attend and present at national and regional conferences to learn and share best practices.

DC2.2 Recruit district teams to exhibit excellent CS teaching and learning annually at The Next Big Think.

DC2.3 Highlight student achievement and projects in our communication channels.

DC3.1 Develop data collection tools, collect data regularly, and produce reports publicly.

DC3.2 Create a shared assessment tool for measuring student learning, that can be used for comparing implementation and instructional strategies across districts.

DC3.3 Conduct regular surveys on course access, teaching, and attitudes to compare with national statistics.

DC3.4 Contribute local data to state and national research and reports.

DC3.5 Publish a yearly report card tracking implementation of CS across all districts.

DC5.1 Create standards by which district implementations can be measured

DC5.2 Organize and collect data in a format that can be compared to other districts.

DC5.3 Survey teachers on what resources they need, and connect teachers to resources for improving instructional practices.

FP3.1 Partner with research institutions like WestEd, AIR, Digital Promise to fund and conduct networked improvement communities and research-practitioner partnerships.

FP3.2 Partner with CSTA, CSforALL, and CISC to evaluate curricula and align them to the CA K12 CS Standards.

FP4.1 Find and apply for grants and in-kind donations.

FP4.2 Build relationships with local industry to distribute funding, in-kind donations, volunteers, mentoring, and internships equitably across our districts.

FP4.3 Write CS into their LCAPs as a college and career readiness indicator under Priority 7: Course Access and designate funds.

FP4.4 Access Perkins Funding from grade 5 for CTE pathways.

FP5.1 Publish guidelines for families and community volunteers assisting with instruction, and create a centralized system for allocating volunteers equitably among schools.

FP5.2 Include families, paraeducators, educational technologists, counselors and informal education practitioners in professional learning opportunities and community events.