CSforAll-Springfield is a research-practitioner partnership (RPP) of Springfield Public Schools (SPS), the University of Massachusetts Amherst, Five Colleges, and SageFox. Our goal was to diffuse computer science and computational thinking across 32 elementary schools in a diverse urban district. In two grades per year over three years, teacher design teams led by five RPP Teacher Coordinators co-designed, piloted, assessed, redesigned, and documented four (three in Grade 5) modules of 5-10 lessons for each grade K-5. The agile and teacher-centered curriculum co-design process integrated concepts and practices in the Massachusetts DLCS framework with other standards-based curricula. This CSforAll curriculum was handed over to “early adopter teachers” each year following the pilots. Covid disrupted plans to have the curriculum taught to most SPS elementary students by classroom teachers mentored and supported by the design and early adopter teachers.

The RPP began a phased "whole school" implementation in a planned 3 cohorts of approximately one third of the 32 elementary schools each year. Principals agreed for the curriculum to be taught in all classrooms and to all students including students on IEPs, involved in ELL, etc. Beginning with 11 schools in AY21-22, Lead Teachers for each school were selected and the district hired CS teachers for each school. CSforAll lessons were designed to be taught by classroom teachers, some were taught by the CS teachers, and some were co-taught. A new NSF grant (DRL-2219452) extended the RPP and nine Cohort B schools implemented the curriculum in AY22-23. Six Cohort C schools joined in 23-24 and three more Cohort D schools in 24-25.

The curriculum was continuously revised to incorporate more culturally responsive pedagogy, enhanced content and learning progressions, improved formatting, essential questions, objectives, and assessments. It now includes slide decks for each lesson and pacing recommendations. New forms of professional development were designed. PD for Leads included 2-day "train-the-trainer" PD, the Scaling Inclusive Pedagogy course, quarterly Lead PLC meetings, and 1:1 school coaching by the Teacher Coordinators. PD sessions for all teachers in each new cohort school were offered twice yearly with breakouts facilitated by Lead teachers. PLCs led by the Lead teachers are the primary ongoing support for classroom teachers. 

Dissemination  - Broader Ompacts

The RPP partners published journal papers and book chapters covering various aspects of the project. Researchers, Coordinators, and SPS leadership have attended, presented, and offered posters and workshops at national conferences and regional meetings. RPP leaders attended the CISE BPC PI meetings. The MA Department of Elementary and Secondary Education DESE) reviewed and recommended the CSforAll curriculum and posted a link on its website.

Findings  - Intellectual Merit

RPP projects were based on real problems of practice in the District, which contributed to making the RPP successful and sustainable. The RPP Teacher Coordinators turned out to be key to the project’s progress and success. They worked as a team supporting teachers in all of the PD and curriculum revisions. 

Researchers worked directly and in partnership with Teacher Coordinators, the design, early adopter, and Lead teachers to focus on collaboration. Effective protocols increased equitable participation, surfaced, addressed, and resolved disagreements, focused team conversations, increased teacher CS/CT knowledge and skills; and enabled RPP team members to effectively facilitate meetings and PLCs. The RPP observed a significant growth in teacher and coordinator confidence and leadership skills.

School-based PLCs are essential to the successful diffusion of the CSforAll curriculum and the RPP adapted the Team Collaboration Assessment Rubric (TCAR) to assess and reflect on the quality and outcomes of the CSforAll PLCs in place in the elementary schools. Over 50% of CS-focused PLCs reported that CS standards are frequently discussed. 75% of respondents attributed their improved ability to address both issues of equity and delivery of a high-quality CS curriculum to their PLC participation. 

The RPP used several approaches to measure student engagement and learning including the continuing reflection and feedback from teachers during meetings, classroom observations, teacher/student interviews, and student artifact interviews. An analysis of average daily attendance and performance on the state standardized assessment showed improvements in schools implementing the CSforAll curriculum relative to those that had not. 

The RPP held focus group interviews with school administrators, principals, and teachers, reviewed the curriculum, reviewed PD content, and analyzed data from the PLC survey to determine how administrators, principals, and teachers define equity and what equity in practice looks like in the classrooms. The RPP developed a more comprehensive understanding of equity in the classroom and incorporated Muhammad’s HILL (History, Identities, Literacy, and Liberation) model into PD and curriculum redesign.

An in-depth study suggests that for the curriculum to be sustained we need clear and concise lesson design and documentation, alignment with existing ELA, math, science, etc. standards, adaptations to address diverse learners, including SPED or EL students, robust teacher training and support, active PLCs, and collaborative learning approaches.

Last Modified: 03/07/2025
Modified by: William Richards Adrion