This poster introduces a curricular checklist designed to evaluate the quality of integrated computer science (CS) instructional materials, with a focus on ensuring equity and inclusivity in K-8 education. Early exposure to CS, especially through integrated learning in elementary and middle grades, can improve student outcomes and increase interest in CS, particularly among students from marginalized communities. However, implementing integrated CS lessons continues to face barriers such as the lack of high-quality instructional resources and limited guidance for educators.

Integrated Computer Science (CS) learning fosters the learning of CS concepts and skills within the context of a non-CS discipline, offering an avenue to expand equitable access to high-quality K-8 CS education. However, prior research has identified a lack of curriculum as a barrier to integrated CS implementation and in existing curriculum, gaps in CS concept coverage. This indicates a need for both refinement of existing and the creation of new integrated CS learning experiences.

The landscape of computer science (CS) education in the United States has experienced a significant shift, with a notable emphasis on moving beyond introducing CS courses at the high school level to providing K-8 CS learning experiences. Early exposure to CS fosters interest and the foundational knowledge and skills needed for students to pursue future CS opportunities. However, the concept of equitable access to CS education at the elementary and middle school levels is still relatively nascent. To address the issue, we provide an in-depth analysis of our collaborative endeavor with a local public school district to develop and iteratively refine a professional development experience to enable teachers to implement a CS-integrated lesson in their classrooms. In this paper, we expand on the structure of the educator training experience and highlight strategies for curating and adapting CS lessons. In addition, we critically reflect on the strengths and challenges of this program based on teacher surveys and focus groups, as well as propose potential iterations for the program.

Gender and racial/ethnic participation gaps in computing is a well-documented problem motivating several interventions aimed at attracting and retaining women and underrepresented students (Black or African American, Latinx, and Native American students) in this high-need area. One such effort is the College Board's Computer Science Principles (CSP) course, a survey course designed to engage students who have traditionally opted-out of computer science in secondary education. UTeach CSP is UTeach's Project-Based Learning (PBL) curriculum designed for the CSP course. Students learning from teachers implementing the UTeach CSP curriculum scored higher on the 2017 College Board AP CSP assessment, when compared with students taught with other curriculum. Scores were significantly higher for girls and Latinx students, even after adjustments were made to standardize the demographic characteristics of the schools where the UTeach CSP curriculum was implemented. This poster presents curriculum design research that suggests explanations for the higher results. The research can also provide CS teachers with ideas for moving beyond traditional lecture-based CS instruction for increased student performance and more diverse engagement. Handouts will be provided with a sample UT CSP project including lesson plan, student handout, video link, pacing guide, assessment, and rubric.