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Computer Science District Plan
A Living Document for Continuous Improvement
Description: Recommendations to support Computer Science Education for the Terrell County Charter School District
Authority Recipient: Terrell County Board of Education
Computer Science: The study of computational thinking, computing devices, and their respective impact on the world.
Due to the nature of the discipline and its prolific growth, Computer Science is becoming the bridge between Career, Technology and Agricultural Education (CTAE) and academic pathways.
Georgia Computer Science Plan
Program Organizers
Caitlin McMunn Dooley, Ph.D. Deputy Superintendent Teaching and Learning Georgia Department of Education [email protected]
Barbara M. Wall, Ed.D. Director Career, Technical, and Agricultural Education Georgia Department of Education [email protected]
Bryan Cox Program Specialist Computer Science Teaching and Learning Team Georgia Department of Education [email protected]
Delda L. Hagin Program Specialist Career, Technical, and Agricultural Education Business, Management & Administration Finance; Information Technology Georgia Department of Education [email protected]
Table of Contents
Terrell County Charter School District Computer Science Strategic Planning Team...1
Terrell County Charter School District Computer Science Partners.............................2
Computer Science Agency Affiliations..........................................................................2
Computer Science Bill 108...........................................................................................3
Computer Science Education Vision and Mission........................................................4
Summary of Computer Science Needs........................................................................5
Computer Science Education Principles.......................................................................6
Progression Implementation Timeline...........................................................................7
Computer Science Strategic Implementation Plan........................................................8
Executive Summary....................................................................................................20
Terrell County Charter School District Computer Science Strategic Planning Team
Name Employer Position
Douglas Bell Terrell County Board of Ed. Superintendent
Tonya Perkins Dr. Terrell County Board of Ed. Title I Director
Dr. Vivian Laster Terrell County Board of Ed. Principal
Stacy Glanton Terrell County Board of Ed. School Improvement Specialist
Valencia Gardner Terrell County Board of Ed. Principal
Latosha Peters Terrell County Board of Ed. Principal
Dr. Dee Price Terrell County Board of Ed. Academic Coach
Martha Stephens Terrell County Board of Ed. Counselor
Lisa White Terrell County Board of Ed. Teacher
Dorothy Bruce Terrell County Board of Ed. Teacher
Lisa Peeples Terrell County Board of Ed. Media Specialist
Laporsha Pollard Terrell County Board of Ed. Counselor
Blake Paul Terrell County Board of Ed. Technology Specialist
Tawana Hartman Terrell County Board of Ed. Counselor
Terrell County Charter School District Computer Science Local and Regional Partners
Partners Partner Description
Albany State University/Dual Enrollment Partner
Columbus State University
_____Technical College College/Dual Enrollment Partner
Georgia Southwestern University University/Dual Enrollment Partner
Golden Peanut Industry
Terrell County Chamber of Commerce
Local community
Computer Science Agency Affiliates
Computer Science Support and Professional Development Agencies
GADOE/CS4GA State
CSforAll National
TSYS - (Submitting membership request) State/
National
ISSA -Information Security (Submitting membership request) State and International
Amazon Future Engineers (Studying applications processes) National
Computer Science Senate Bill 108
SB 108 is a bill designed to improve teacher capacity in computer science education. By the 2024-2025 school years, all high schools and all middle schools in local school systems should offer a course in computer science and to show progressive implementation.
School Year By the beginning of the school year
2022-2023
High School: Each local system is required to have at least 1 high school offering a course in computer science
Middle School: All middle schools in the system are required to offer instruction in exploratory computer science
Elementary School: All in the system are recommended to offer instruction in exploration computer science
2023-2024 High School: At least 50% of the high schools in the system are required to offer a course in computer science
2024-2025 High School: All high school in the system are required to offer a course in computer science
High School Middle School
2022-2023
High School: Each local system is required to have at least 1 high school offering a course in computer science
Middle School: All middle schools in the system are required to offer instruction in exploratory computer science
Elementary School: All in the system are recommended to offer instruction in exploration computer science
2023-2024 High School: At least 50% of the high schools in the system are required to offer a course in computer science
Terrell County Charter School District Computer Science
Education Mission and Vision
Mission
The Terrell County Charter School District is committed to promoting equitable access to high-quality computer science education for all K to 12 students in preparation for postsecondary success.
Vision Statement
All Terrell County students engage in concepts and practices of computer science by applying computer science as a tool for learning and expression in a variety of disciplines and interests, to actively participate in a world that is increasingly influenced by technology.
Summary of Need
In today’s tech-based world, it is especially crucial that Terrell County Charter School System offer our young minds the skills they need to make them more successful when they enter the global workforce. The Terrell County Charter School System believes that the problem-solving process inherent in computer science, provides students with a mechanism for breaking down problems, recognizing patterns and developing creative solutions in logical steps that can be carried out by a computer. Computational thinking is an essential skill across every 21st century job and career and is an enabler of creative thinking and technological innovation. The study of computer science offers students opportunities to develop computational thinking skills that can be applied to problem solving in many disciplines as well as in activities of daily living. Computing occupations are the number one source of new wages in the United States and make up 58% of all projected Science Technology Engineering and Math (STEM) jobs. But only 10% of STEM graduates earn degrees in Computer Science. College Board statistics indicate that students exposed to computer science in high school are twice as likely to take a computer science class as part of their postsecondary education. Not every student will choose a career in computing or STEM, but the concepts and practices fundamental to computer science: logical and abstract thinking, creative problem solving, and collaboration are applicable to every occupation and career. Beyond the labor market, knowledge of computer science enables students to understand the role of computing and to critically engage in public discussions on important issues of national security and society in our digital world. Nationally, STEM jobs are growing faster than any other job segment in our national economy and 60% of all new STEM jobs are in computing while only 8% of STEM graduates are in CS. In 2015 there were 20,000 open computing jobs in Georgia. but Georgia only graduated 1,747 CS students from Georgia colleges which is less than 10%. Only 19% of the graduates were females. Last year, the number of open computing jobs rose to roughly 21,000 with an average salary of $90,000. This equates to $1.7 trillion in potential state incomes just in terms of salaries. In 2020, no high school computer science courses were offered in Terrell County High School. It is critical to students that doors in computer science are opened to them in preparation for world they now enter after high school. It is critical to middle school students that they have the exploratory courses needed to prepare them for success in high quality high school computer science courses. It is critical that elementary students experience the integration of computer science standards within their core subjects and in time, computer science exploratory classes.
Computer Science Education Principles
1. Every student and every teacher are capable of learning computer science.
2. Every student should have equitable access to high-quality computer science
curriculum and instruction aligned to Georgia’s K–12 computer science standards.
3. Every student should have continuous opportunities and multiple entry points to
engage in computer science education, including articulated pathways toward
college, careers, and community engagement.
4. Computer science instruction should involve real-world, engaging, meaningful, and
personally relevant activities for students that focus on problem-solving, critical
thinking, and creativity while emphasizing the ethical impacts of computing.
5. Computer science should align with Georgia’s K–12 Computer Science Standards
and be integrated, as appropriate, into other subject areas in grade bands
kindergarten through second grade (K–2), third through fifth grade, sixth through
eighth grade, and ninth through twelfth grade. Computer science should be offered
as standalone courses, from introductory to more advanced, in middle and high
school.
6. All Terrell County schools should have the infrastructure to support computer
science education (including hardware, software, and personnel).
7. Computer science content knowledge and relevant pedagogical practices should be
included in teacher preparation programs, differentiated by multiple subject and
single subject teaching credentials. The state budget should allocate funding for
teachers to participate in ongoing, high-quality, and differentiated professional
learning and support to assist them in implementing and integrating computer
science education in their classrooms.
8. Terrell County Schools should engage stakeholders including, but not limited to,
members from K–12 education, higher education, industry, local communities,
parent organizations, and policy makers to implement computer science statewide.
Terrell County Schools CS Strategic Implementation Plan
Progressive Implementation Timeline
Year School Course(s) Offered
2020-2021
High School None currently offered
Middle School Students currently participate in computer coding exploratory class.
2021-2022
High School
The following options will be offered:
• Introduction to Cybersecurity
• Computer Science Principles
Middle School The following option will be offered:
• Foundations of Secure Information Systems
2022-2023
High School
• Introduction to Cybersecurity
• Computer Science Principles
• Course needs will be determined by District Computer Science Committee with input from partners and 9-12 staff
• Due to funding availability, Terrell County High School and the Terrell County School District will partner with local Technical College(s) to offer additional courses in the Computer Science Pathways. This partnership will allow students to participate in the Dual Enrollment program and earn both high school and post-secondary credits. This partnership is critical for Terrell County students due to decreases in funds and teacher shortages.
•
Middle School
• Foundations of Secure Information Systems
• Course needs will be determined by District Computer Science Committee with input from partners and 6-12 staff
Elementary School
• Computer Science standards will be integrated and taught in the core content areas and in exploratory classes as funds are available.
Computer Science Strategic Implementation Plan
A Living Document Always Striving to Improve
Ensuring Access and Equity for All Students in Terrell County Schools
I. Build Collaborative Partnerships
Responsible Entity
Strategy Evidence of Success Time Frame
RESA, Institutions of Higher Education (IHEs), CTAE
Establish partnerships with institutes of higher learning {(IHEs) to recruit college students and new teachers to pursue credentials to teach computer science.
Increasing numbers of pre-service teachers who are student teaching in computer science classes or integrating computer science into other classes.
1 year
IHEs Offer credit-bearing computer science courses for teachers (content and/or pedagogy), particularly through community colleges. Community colleges establish memoranda of understanding for course articulation with approved teacher preparation programs.
Increasing number of community colleges offering credit-bearing computer science courses to teachers.
3–5 years
Terrell County Charter School District, LEAs, CTAE
Allocate or curate professional development programs that result in college credit that could be applied toward meeting the supplementary authorization in computer science.
Growth in participation of programs throughout the district, including at the local RESA Emergence of new computer science teacher preparation programs. Computer science classes for professional programs will transfer for lower division computer science courses.
1–5 years
Responsible Entity
Strategy Evidence of Success Time Frame
Terrell County School District, LEAs, Local School Governance Team
Engage industry in understanding the challenge of developing computer science teaching capacity and how that interacts with industry’s need for computing talent. Create bridge programs where computer scientists in industry can obtain pedagogical training to teach computer science. For example, create a visiting faculty permit, which would allow someone in industry to teach for a year and then apply for a CTE credential. Recruit and train industry professionals from the ICT sector to become CTE/ICT teachers for computer science.
Industry forms partnerships with local district to encourage industry members to support computer science education and participate in pre-service teacher education programs.
2–3 years
Terrell County Board of Education, Terrell County Charter School District, LEAs
Utilize the local RESA to establish a mechanism to disseminate information on external K-12 professional development opportunities.
Increased number of teachers who participate in and are credentialed in the computer science authorization in schools identified as underserved and rural.
2–3 years (in conjunction with establishing the computer science credential)
II. Build Academic Infrastructure
Responsible Entity
Strategy Evidence of Success Time Frame
District and/or (LEAs), Leadership Team, Governance Team
Adopt a high school graduation requirement for computer science, aligned to the 9–12 core computer science standards that can be satisfied through a variety of ways: standalone computer science courses, interdisciplinary courses, or a portfolio of computational artifacts.
Terrell County High School offers standards-based computer science courses to all students and monitors learning through tests, coursework, portfolio(s), or other demonstrations of skills.
4 years
District and/or LEAs, Local School Governance Team
Offer approved high school computer science course sequences that begin with an introductory level course and includes an Advanced Placement or college-level course.
High school offers a sequence of approved computer science courses. (https://docs.google.com/document/d/1QlvyE7NfkDoHTe78K1lnN6G6qFnVM6q5K_rt9Sxgv3c/edit#heading=h.93l6qlk3satt) GaDOE Web Page: (https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-IT.aspx )
5 years
Responsible Entity
Strategy Evidence of Success Time Frame
Terrell County Board of Education, Curriculum Director, CTAE
Ensure that the primary computer science courses expected to be offered districtwide have options for both core academic/general education and Career Technical Education (CTE) course codes.
Computer science courses are dual coded in both general education and CTE. The current, broader CTE course codes (specifically for Information and Communication Technology [ICT] courses) cover the primary computer science courses. This dual-coding option should be communicated to LEAs, along with where the primary computer science courses fit.
2 years
District LEAs, Curriculum Director
Create a new Curriculum and Instruction Steering Committee (CISC) sub-committee specific to computer science.
New CISC subcommittee is created and works with District LEAs to support priorities within the computer science implementation plan.
2 years
CTAE Advisory Council, Community Stakeholders
Review pathways, pathway clusters offered to ensure that industry needs and priorities are examined when determining courses and pathways offered.
Stakeholders are convened to review standards, partner recommendations, and data, to maintain relevant computer science plans.
2 years
Terrell County Board of Education, CTAE, LEAs
Develop criteria for local evaluation of computer science instructional materials.
Criteria for computer science instructional materials are available.
2 years
III. Build Teacher Capacity
Responsible Entity
Strategy Evidence of Success Time Frame
District and/or (LEAs), Leadership Team, CTAE
Provide professional development that explores the content knowledge and pedagogical practices in the Georgia computer science standards.
Increase teacher efficacy in delivering content aligned to the Georgia computer science standards
Yearly
District Board of Education, LEAs, CTAE
Prepare Georgia computer science standards awareness roll-out presentations and workshops for teachers. These presentations and workshops should improve teacher’s understanding of computer science, the importance of computer science, and alignment between computer science and other content standards, and graduation/university admission requirements.
In-person and virtual presentations and workshops held multiple times at various locations throughout the state to ensure every district/county has access to attend.
2 years
Terrell County Charter School System
Apply for grants and funding for CS endorsement for a high school, middle, and high school teacher.
Funding is secured for endorsements for two teachers per school (3) and courses are aligned to state CS standards and made available to all students.
4 years
Terrell County Charter School System, CTAE
Provide professional development and endorsement opportunities for current CTE teachers, middle school teacher, and an elementary to teach rigorous and relevant computer science courses.
Existing CTE teachers are identified and contacted through district coordinator. Increasing number of CTE teachers who teach computer science.
4 years
Responsible Entity
Strategy Evidence of Success Time Frame
District Personnel and LEAs
Create Communities of Practice with SWRESA or agencies to ensure teachers in the district have colleagues with whom to share in the region. Schedule collaboration time during the year to share practices on integrating computer science level in grade bands and vertical K-12 collaboratives.
Computer science teachers and teachers interested in integrating computer science into their discipline connect with professional colleagues with whom they can share information and experiences and learn from each other. Computer science teachers and other teachers integrating computer science into their discipline actively participate in the COPs.
2–4 years
District Personnel and LEAs
Engage teachers in excitement-generating, hands on experiences so they can see examples of activities they may want to do with students. Provide places and opportunities on sites or central locations for borrowing computer science materials.
Increased funding for computer science materials and professional development. Central locations for borrowing computer science materials are created and maintained.
2–4 years
Curriculum Director, Title I, CTAE, LEAs
Work collaboratively with GADOE and computer science associations to ensure that instructional leaders are well-prepared to offer equity-minded professional development to increase knowledge and confidence in teaching and/or integrating computer science and models of what this looks like in classrooms and provide the pedagogy so teachers can implement computer science confidently and effectively.
Increasing numbers of teachers attending professional learning opportunities. Self-efficacy surveys and/or administrator/peer observation to determine teachers’ implementation of and confidence with teaching computer science.
2–5 years
Responsible Entity
Strategy Evidence of Success Time Frame
Terrell County Charter School District
Develop computer science foundation toolkits for teachers in each grade band (i.e., K–2, 3–5, 6–8, 9–12) describing the Georgia computer science standards and principles and how they can integrate computer science by adapting current practice (adding onto or repackaging things they already do) to encourage implementation.
Computer science source materials are distributed to teachers and use is reported.
2–4 years
Terrell County School District, LEAs, CTAE
Develop face-to-face professional development opportunities including computer science content and pedagogy for teachers. Allocate online modules to increase access to computer science content and pedagogy for teachers when face-to-face programs are not accessible.
All teachers who want to learn computational thinking and computer science content and pedagogy have access to either face-to-face or online professional development opportunities. Modules and professional development opportunities are made available to teachers. Teachers regularly integrate the Georgia computer science standards in their classes as evidenced by student-developed artifacts or administrator/peer observations.
2–3 years
Terrell County Charter School District, LEAs
Develop and deliver flexible, accessible, and sustainable professional learning for school and district-based educators and educator preparation providers, to grow and sustain coherent, robust, standards-based K-12 Computer Science programs. Strengthen Teacher Pipeline
Increased number of teachers authorized to teach computer science. Increased experiences for students to gain awareness of computer science applications in careers.
2–5 years
Responsible Entity
Strategy Evidence of Success Time Frame
Terrell County Board of Education, Terrell County Charter School District, LEAs
Establish initial licensure as well as endorsement pathways to reflect statutory requirements to increase the number of educators well prepared to deliver computer science education. Build Capacity, Partnerships and Awareness
Increased number of teachers authorized to teach computer science. Increased experiences for students to gain awareness of computer science applications in careers.
2–3 years
Local School Governance Team, Advisory Council, Leadership Team, Stakeholders
Create four-year implementation and evaluation plans for helping all students achieve the K–12 standards (core for 9–12). Plans should be educator-driven and educator-focused, leveraging interest among teachers to pilot materials and disseminate information to colleagues rather than top-down mandates for all teachers to participate from the beginning.
Support for computer science education is written into district improvement plans. Plans developed are used as models to support computer science education implementation.
2 years
IV. Build Diversity in Computer Science Education
Responsible Entity
Strategy Evidence of Success Time Frame
Curriculum, LEAs, CTAE
Identify teachers and teacher leaders committed to improving access and equity in computer science education. Provide training materials and evidence-based professional development that prioritizes equity, engages diverse learners, and utilizes project-based activities with strong computer science content, collaborative learning, inquiry-based pedagogy, and culturally responsive teaching.
Teachers and teacher leaders committed to improving access and equity in computer science are identified. Training material addressing varied pedagogical techniques to engage diverse students that are culturally responsive are available to all teachers. District trains and provide continued support to teachers and teacher leaders at district and site levels. Materials for access and equity in computer science are made available on the District web site.
3 years
Districts and LEAs, CTAE
Provide access to resources and professional development for school counselors to help guide underrepresented students into various computer science pathways.
Training materials are developed for awareness of computer science standards and pathways to assist counselors in identifying and eliminating potential bias of guiding students into different computer science pathways.
3 years
Terrell County Charter School District, Curriculum Director, CTAE, Title I Leadership Team
Collect data on total enrollment, gender enrollment, pathway needs, and achievement in education.
A body of stakeholders come together to determine data collection options and collection methods. District data reported to the state accurately.
1 year
V. Build Funding
Responsible Entity
Strategy Evidence of Success Time Frame
CTAE Terrell County should review Perkins eligibility to follow the course content rather than a teacher’s credential.
All computer science courses receive Perkins funding based on the assigned teacher’s credential.
3 years
Terrell County Board of Education, District Leaders
Designate funding for a multi-faceted campaign to communicate the Terrell County Charter School District K–12 computer science standards and implementation plan to LEAs, families, and other stakeholders with an emphasis on the future of work, labor demand, and career opportunities requiring computer science.
Local leaders speak out about the importance of computer science education and how it can be implemented. Deliverables from communication campaign will be evident. Stakeholder organizations develop training materials based on state-provided data, to conduct further outreach within communities.
2-4 years
VI. Build Awareness for Computer Science Education
Responsible Entity
Strategy Evidence of Success Time Frame
District and/or (LEAs), Leadership Team
Develop K–8 pathways to prepare students for high school coursework in computer science.
All students have opportunities at each grade band (K–2, 3–5, and 6–8) to learn concepts and practices aligned to the Georgia K–12 computer science standards. Increased number of incoming ninth graders request high school computer science courses.
2-4 Years
Terrell County Charter School District, LEAs, Leadership Team
Provide ongoing professional development for site administrators and counselors to boost knowledge of what computer science is, why it is important, career and workforce demand, what effective computer science instruction involves, teacher certification requirements for computer science, equitable implementation practices, and ways they can support computer science education. Establish local practices so district and school level administrators and counselors communicate career opportunities, labor demands, computer science integration to staff, students, and parents.
Site, district office administrators, and counselors attend relevant computer science professional development to gain necessary knowledge to create and support effective computer science classes. Site administrators are knowledgeable of credential and authorization requirements for teaching computer science. Demonstrated distribution of information about career demands and labor opportunities related to computer science.
2–5 years
VII. Build District IT Infrastructure
Responsible Entity
Strategy Evidence of Success Time Frame
District and/or LEAs, CTAE
Define standards for networking, hardware, and software to ensure consistency across a district. Identify current hardware and software needs for computer science education, including identifying areas where bandwidth and/or Wi-Fi may need to be upgraded.
Standards for networking, hardware, and software are defined. Every student has a working environment at school (hardware/cloud, software, and infrastructure/network.
2 years
District and/or LEAs, CTAE
Define standards for the number and qualifications of Information Technology (IT) personnel for each district to ensure adequate maintenance for hardware and software. Develop a multi-tiered support plan that includes dedicated IT staff to address advanced issues.
There is sufficient dedicated IT staff to resolve technical issues in a timely manner.
Current
17
Recommendations of the Computer Science Strategic Implementation Plan
Executive Summary
Equitable access to high-quality education will provide every student with the
foundational skills needed to succeed in postsecondary fields of study and careers.
Computing and technology have become pervasive in our daily lives and must be
included on the list of foundational skills each student needs. These skills are also
driving job growth and innovation.
Equipping students with knowledge of computer science has become educationally and
economically imperative.
The Terrell County Charter School System is committed to promoting equitable and
expanded access to high-quality, standards-based computer science education for all
K-12 students in preparation for postsecondary success. To this end, the following
strategic goals have been established:
1. Develop and adopt rigorous Computer Science standards in all grades that provide a
framework for equitable access to a coherent K -12 Computer Science program for all
students.
2. Develop and deliver flexible, accessible, and sustainable professional learning for
school and district-based educators and educator preparation providers, to grow and
sustain coherent standards-based K-12 Computer Science programs.
3. Establish initial licensure, as well as endorsement pathways, to reflect statutory
requirements to increase the number of educators well prepared to deliver computer
science education.
4. Engage with families, community stakeholders, K-12 educators, institutions of higher
education, educator preparation providers, and members of the district board of
education to extend capacity, build and leverage key partnerships, and promote the
State plan’s long-term success.
5. Establish metrics for each of the goals, to allow for discussions regarding progress,
success, and remaining gaps. Ensure that the data collected can serve as a basis for
establishing the funding in each fiscal cycle.
These goals target policies deemed critical to supporting and sustaining the
implementation of coherent, standards-based K-12 Computer Science programs.
