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'SOX for All' NSF‑funded program expands K–5 computational thinking in Ashland area schools
Summary
Teachers and researchers reported progress on a National Science Foundation program that created hundreds of computational thinking lessons, reached multiple local schools and received $1.3 million across two NSF grants; leaders warned the program’s sustainability depends on future funding and district support.
Presenters from Southern Oregon’s NSF‑funded computational thinking initiative, described at the March 13 board meeting as “SOX for All,” said the program has developed hundreds of lessons for K–5 classrooms, trained teachers across multiple districts and secured two National Science Foundation grants totaling about $1.3 million.
Program overview: Anne Colon and Trish Dorr (teachers involved in the program) described computational thinking (CT) as a set of problem‑solving practices — decomposition, abstraction, pattern recognition and algorithms — that can be taught across content areas. They said their work included lesson development, teacher professional development and a research‑practitioner partnership involving William & Mary, Southern Oregon University (SOU) and Oregon State University.
Grants and scale: presenters said the initiative received two NSF awards: an initial grant approximately $300,000 and a follow‑on grant of roughly $1,000,000, for a total of about $1,300,000. They told the board that between 2019 and early March of the current academic year the project cataloged about 313 CT lessons and had hosted summer institutes and K–5 in‑class implementations across Ashland, Phoenix‑Talent and one Lincoln County school.
Classroom practice and equity goals: teachers and researchers said the CT lessons are designed to be technology‑flexible (many K–5 lessons require little or no technology), to support executive function and to broaden participation of underrepresented students — particularly girls and students of color — in pathways to computer science. Presenters said 95% of their K–5 lesson designs are deliberately non‑tech or low‑tech to ensure equity of access.
Assessment and sustainability: presenters described pre/mid/post assessments used this year and said teachers were tracking cohort effects (students who had CT lessons in prior years versus those who had not). They also said longitudinal tracking remains limited and will require additional funding; the program is applying for further grants. “As our program develops… one of the things we’ve developed more this year is our assessments,” Colon said, adding that long‑term outcome evaluation will require future grants.
Why it matters: district staff and board members said the program positions Ashland and partner districts ahead of state roadmaps that will require computer science and computational thinking at multiple grade levels. Presenters urged continued district support for teacher stipends, time for collaboration and help seeking sustainable district funding once NSF grant money ends.
Ending: presenters invited board members and community to observe classrooms and asked for help planning for continuity after grant funding concludes; board members praised the work and asked staff to consider how the district might sustain and scale the initiative.
