Three-step district pathway design sequence: Why, What, How¶

Design · All designs
Evidence · no claims cited

Description¶

The toolkit structures district CS/CT pathway design as a three-step sequence. Step 1 articulates the Why through vision, foundations, and strategic alignment; Step 2 defines and communicates the What by identifying core CT competencies for each grade band; Step 3 establishes the How by naming district leaders, planning professional learning, and setting measurements such as using look fors, surveys to benchmark progress in classrooms. Pilot districts' progress is tracked against these steps in a progress table.

Design Implications¶

Context¶

Requirements¶

District leadership engagement and a planning team

Constraints¶

Progress table shows districts at different stages, with several steps still in progress

Target Learners¶

K-12 students district-wide

Learning Goals¶

System-wide CT and CS learning pathways

Claims¶

Examples¶

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Key Sources¶

Quinn Burke, Jeremy Roschelle, Pati Ruiz, & Josh Weisgrau. (2021). Understanding and Supporting District Systems Change Around Computer Science Education. AERA Annual Conference, Division L Structured Poster Session. https://bit.ly/36szXLy

Page metadata

Field	Value
`type`	`design`
`id`	`why-what-how-pathway-design`
`title`	`Three-step district pathway design sequence: Why, What, How`
`description`	`The toolkit structures district CS/CT pathway design as a three-step sequence.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `quinn-burke-2021`

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