Spartan News is a presentation of Mason County Central School District in partnership with Mason County Press.
SCOTTVILLE — Mason County Central Schools has launched its first-ever, districtwide computer science program during the 2025–26 school year. The program introduces structured instruction from all grade levels, kindergarten through 12, as part of a long-term effort to prepare students for a technology-driven and rapidly changing workforce.
The initiative marks a significant shift for the district, which previously did not offer a coordinated computer science curriculum. District leaders say the new program ensures all students—regardless of grade level or future career plans—develop foundational skills in problem solving, logical thinking, and responsible technology use.
The program was shaped through participation in the CSforALL SCRIPT (Strategic CSforALL Resource and Implementation Planning Tool) workshop, a structured planning process that brought together district administrators, teachers, counselors, and instructional staff to assess readiness and build a sustainable, districtwide approach.
During the workshop, MCC adopted a formal computer science vision:
“Mason County Central Schools will ensure every student gains equitable access to Computer Science education, empowering them with skills to innovate, solve problems, discover, and thrive in a digital world, while enjoying the process of learning.”
District planning documents emphasize that equity, continuity across grade levels, and long-term sustainability are central to the vision.
“When MCC thinks and plans around computer science, we first have to look at our strategic alignment,” said Angie Taylor, MCC director of state and federal programs. “That includes equity, workforce readiness, capacity-building, and sustainability.”
Rather than assigning computer science implementation solely to a technology department, a diverse leadership team was assembled to guide the work.
High School Principal Jeff Tuka said that the collaborative approach reflects best practices for student learning.
“By administration, teachers, and counselors attending the SCRIPT workshop, we learned how to implement these standards into our curriculum,” Tuka said. “Students benefit when educators collaborate. Students win with this approach.”
Superintendent Jeff Mount said the district’s goal is to prepare students for a future defined by constant change.
“We are preparing students for a future where most job titles don’t yet exist,” Mount said. “Preparation for such a future does not happen in a standalone high school elective. It happens by building a K–12 system that develops curiosity, ethics, adaptability, and problem-solving.”
From a statewide standpoint, MCC’s work also aligns with broader expectations for Michigan schools. Kathy Surd, a project coordinator at Grand Valley State University and a member of the Michigan Computer Science Collaborative, said districts that act now are positioning themselves ahead of upcoming requirements.
“From a practical perspective, all high schools in Michigan are expected to offer a computer science class by the 2027–28 school year,” Surd said. “Districts that prepare now can focus on building quality programs rather than rushing to meet a deadline.”
Surd added the urgency extends beyond policy compliance.
“Our K–12 students don’t know a world without technology,” she said. “It’s important for children to understand computer science so they can better navigate the technology tools that surround them. With the advent of artificial intelligence, this is even more important.”
She also pointed to MCC’s engagement during the SCRIPT process.
“It was impressive that the entire administrative team, including the superintendent, participated,” Surd said. “Having teacher representatives and the technology coach involved gave the team a boots-on-the-ground perspective. It was clear the district is committed to ensuring all students graduate with the computer science background they need to be successful.”
A key component of the rollout is sustained professional development. K–12 EdTech Coach Miguel Quinteros meets with the computer science teaching and support team every other month for four-hour professional development sessions focused on standards alignment, instructional strategies, and coherence across grade levels.
The SCRIPT framework identifies ongoing coaching and collaborative learning as essential to successful computer science implementation.
“With or without funding, SCRIPT gave us a framework of best practices and pathways to continue this districtwide commitment,” Taylor said.
In middle school classrooms, students are learning the foundations of computer science through hands-on projects. Certified teacher Michael Dilworth said seventh-grade students are already writing code and debugging problems.
“Students are using HTML (hypertext markup language) to build websites and learning about coding and debugging throughout the process,” Dilworth said. “They’re also programming Sphero robots using color sensors to control movement.”
At the high school level, computer science certified teacher Spence Riggs said instruction focuses on persistence and independent thinking rather than memorization.
“Being stuck is actually where the real learning starts,” Riggs said. “Students learn how to break a big problem into smaller steps and figure it out.”
High school student Chelsea “CJ” Hamilton said the class has changed how she approaches challenges.
“This class has helped me with problem-solving skills—what to do when you are stuck,” Hamilton said. “Sometimes you have to stop and think, restart, or check the work you’ve already done.”
Another student, Wyatt Herwig, said the course helped clarify his future plans.
“I’m planning on doing something related to computers, and this class has helped me find my way,” he said.
Elementary instructional assistants report that younger students are responding with enthusiasm and confidence. Heather Lensky, who supports computer science enhancement at Scottville Elementary (grades K-2), said collaboration is a noticeable outcome.
“Students are learning how to talk things through, share ideas, and help each other,” Lensky said. “They’re gaining confidence and learning that it’s okay to make mistakes.”
Upper elementary students echoed that sentiment. Third grader Stella Lobo said solving a difficult coding problem made her feel “so proud of myself,” while fourth grader Leanna Cormany described reviewing earlier steps to find solutions.
“When it does help, I feel great,” Cormany said.
Middle school students also reported a shift in perspective. Evelyn Talbert said learning about coding changed how she views everyday technology.
“I used to just hit ‘play,’ but now I’m looking at games and apps like a creator instead of just a fan,” she said.
High school guidance counselor Joan Vidak said computer science skills apply across industries.
“Computer Science teaches students how to deconstruct complex problems and think logically,” Vidak said. “Those skills apply whether a student goes into medicine, agriculture, the trades, or the arts.”
She added that early exposure helps students discover interests sooner and connect learning to future coursework, internships, and postsecondary opportunities.
District leaders say next steps include continued professional development, vertical curriculum mapping, and long-term staffing plans to support sustained growth.
“This isn’t random ‘fun with computers,’” said Upper Elementary instructional assistant George Peterson. “It’s intentional, standards-aligned learning that enhances what’s already showing up in classrooms.”
Photos submitted by MCC.
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