2025 OCSTA Summer SuperQuest: AI Palooza

Free, online professional development computer science courses for teachers

By Linda Barney, Barney and Associates

The Oregon Computer Science Teachers Association (OregonCSTA) is an organization of teachers training teachers in Oregon since 1984. OCSTA’s flagship SuperQuest program is a collaborative technology training series designed specifically for K-12 educators teaching computer science (CS) courses. 

The 2025 OCSTA Summer SuperQuest: AI Palooza program includes a variety of free online courses designed to empower educators with the skills and classroom tools to build hands-on technology learning directly into their classrooms or after school activities. “Free and relevant summer Professional Development has been the ‘flagship’ event for OCSTA to empower teachers to start the school year off strong. These sessions, in particular, bring the cutting edge of AI to the frontline teachers to empower their students to use the tools and see a clearer picture of our new AI universe,” states Terrel Smith, President Elect OCSTA.

The sessions count for Professional Development credits and teachers can attend as many as they want. There are 13 two-to-three hour online Zoom Professional Development sessions, all during the day, either at 10 AM or 2 PM during the weeks of 8/4-8/13. Click here to register for sessions. Click here to see more details about each session. 

OCSTA SuperQuest Sessions

AUGUST 4: 

• 10:00 AM — Fun Things to Do with AI (K–12)
  Creative AI for teaching, lesson planning, music, and more.

• 2:00 PM — Age-Appropriate AI: Guilt-Free Classroom Use(Grades 2–12)
  Responsible AI strategies, critical thinking prompts, and lessons.

AUGUST 5:

• 10:00 AM — Make Intro CS Count as Math (Grades 9–12)
  Align your CS curriculum to meet Oregon’s math credit standards.

• 2:00 PM — Hands-On AI: Google Gemini Gems(K–12)
  Build tailored AI assistants to support student learning.

AUGUST 6:

• 10:00 AM — My CS Journey (Grades 6–12)
  Insights from a CS educator’s personal and professional path.

• 2:00 PM — The PD Quizshow!(Grades 4–10)
  Gamified CS learning—fast, fun, and full of classroom-ready content.

AUGUST 7:

• 10:00 AM — AI for Elementary Educators (K–6)
  Discover tools and tips for using AI with younger learners.

• 2:00 PM — Inside the Black Box: AI & Energy(Grades 9–12)
  How AI works, its environmental impact, and practical teaching tips.

AUGUST 11:

• 10:00 AM — CAD & Digital Fabrication (Grades 6–12)
  Dive into 3D printing, laser cutting, and student project ideas.

• 2:00 PM — CS+X: Interdisciplinary Integration(K–12)
  Fuse computer science with ELA, STEM, and social studies.

AUGUST 12:

• 2:00 PM — AP Java: Boosting AP Scores(Grades 9–12)
  Proven strategies from an AP CS veteran.

AUGUST 13:

• 10:00 AM — AI: The Good, the Bad, the Ugly (K–12)
  Explore and evaluate ChatGPT, Gemini, NotebookLM & more.

• 2:00 PM — Arduino Programming & Circuits(Grades 6–12)
  Teach hands-on coding and hardware integration.

TechStart Supports OCSTA SuperQuest Training

“Tech education is critical to Oregon's future, and the Oregon Computer Science Teachers Association does more to enable tech education than any other organization. TechStart is proud to support OCSTA in their efforts to have teachers training teachers,” states Peter Steinfeld, TechStart Executive Director.

TechStart 2024 Rising Star Teacher of the Year Award Benefits K-12 High School Students in Woodburn, Oregon

Stephanie Partlow and Linda Barney, Barney and Associates

TechStart provides annual awards to K-12 computer science teachers and high school students. Each TechStart Technology Teacher of the Year awardee receives a cash award of $1,000 for their classroom to spend on tech education materials including hardware, software, services, or curriculum. In 2024, Stephanie Partlow received the TechStart Rising Star Technology Teacher of the Year for her computer science program at Woodburn High School in Woodburn, Oregon. Stephanie developed a computer science curriculum for students in an urban setting where many students need to learn English as a second language and have not been introduced to computer science concepts or opportunities. 

“TechStart was proud to give Stephanie this award. Teaching Computer Science at the high school level is important because it fosters problem-solving skills, teamwork, and creativity while making coding exciting and competitive. It challenges students to apply logic and algorithms to real-world problems, enhancing their computational thinking. There is no doubt that we live in a tech-driven world and these students are the future members of our technical workforce who earn six figure salaries. K-12 computer science programs such as the one Stephanie Partlow teaches are important to prepare students for the future,” states John Tortorici, TechStart Chair of the Board.

How Partlow Spent the TechStart Award to Aid Students

By Stephanie Partlow

First off, I want to thank TechStart again for this award. It came at the perfect time when I was just about to officially launch our Computer Science CTE program at Woodburn High School. This award put computer science on the radar of our students, district, and community and my enrollment doubled from around 50 students to about 100 students this year. Students start in Computer Science Intro which is both dual credit for CS160 through the Willamette Promise program and counts as a "plus 1" third- or fourth-year math class towards high school graduation requirements as it incorporates both high school math standards and college discrete math standards. After completing this Intro course, students can choose to take AP Computer Science A, Computer Science Capstone, or Web Page Design. 

I used the TechStart award of $1,000 to purchase a new iPhone 16 pro for my classroom. This year I piloted a Computer Science Capstone course focused on iOS app development with six students. The students had an absolute blast learning Apple's programming language and development tools. They worked with industry professionals to design and test an app and spent all of the second semester developing it. Four of these apps–FeelTrack, MotorBuddy, Style'Lynn, and GoalReach–are now available on the Apple iOS App Store! This year we got two classroom iPhones so students could test their apps. Next year I have over 20 students signed up so I will need more phones! I was able to splurge on an iPhone 16 pro with the TechStart grant that comes with a LiDAR scanner and the ability to take 3D video and photos. I have also been selected to receive an MWEC Project Grant for next year, which will be funded with Perkins V grant dollars (pending final Oregon Department of Education (ODE) approval this summer). The grant will support the purchase of a few Apple Vision Pros—Apple’s virtual reality goggles–and this iPhone 16 pro will enable our students to create 3D content for the Vision Pros as well as to continue to develop and test iOS apps. 

Caption: Woodburn High School student-developed apps (from left to right) FeelTrack, MotorBuddy, Style'Lynn, and GoalReach.

TechStart 2024 Award Benefits K-8 Students in Coos Bay, Oregon

Linda Barney, Barney and Associates

TechStart provides annual awards to three K-12 computer science teachers and a boy and girl high school student. Each TechStart Technology Teacher of the Year receives a cash award of $1,000 for their classroom to spend on tech education materials including hardware, software, services, or curriculum.

In 2024, Jacob Niebergall of Sunset School in Coos Bay, Oregon, received the Technology Teacher of the Year for grades K-8. He teaches a sixth-grade course which introduces students to Science, Technology, Engineering, Art, and Mathematics (STEAM) concepts in an interactive fun way. His curriculum introduces students to innovative computer science, artificial intelligence (AI), augmented reality (AR), and virtual reality (VR) concepts. Students get hands-on experience using tools such as computer aided design, game design, paper circuits, and robots to help them understand the concepts. In addition to his classroom work, Niebergall delivers workshops on using generative AI in education and is active in crafting public policies relating to the use of GenAI. 

The following video shows how Niebergall spent the 2024 cash award to aid his students. He used the funding to purchase equipment such as an Ozobot, cricut device, heat press, a laser cutter, a 3D printer, and 3D spools. “The donation from TechStart has resulted in $10,000 more funding from other organizations based on the legitimacy of the 2024 TechStart award,” states Niebergall.

2025 TECHSTART RISING STAR TECHNOLOGY TEACHER OF THE YEAR

Laura Delaney from Dallas High School named Rising Star Technology Teacher of the Year for high school. 

Laura Delaney teaches 9-12 grade students at Dallas High School in Dallas, Oregon with a student population of 856 students. She is a transformative leader and an extraordinary advocate for technology education at Dallas High School. In just two years, she redefined what is possible for students, establishing a dynamic and accessible Computer Science program that bridges the gap between the classroom and the demands of the technology industry. She helps teachers navigate tools like Canvas and PowerSchool to champion technology practices that enhance learning and operations.

As a member of the district-wide Technology Advisory Committee, she is a tireless advocate for the entire school community. Her wealth of industry knowledge has been the foundation for crafting courses that are not only rigorous but deeply relevant, equipping students with the skills and confidence to thrive in a rapidly evolving digital world.

Click here to see a complete list of the TechStart technology teachers and students who won TechStart 2025 awards. 

2025 TECHSTART TECHNOLOGY TEACHER OF THE YEAR

Steffan Ledgerwood of Liberty High School named Technology Teacher of the Year for high school. 

Steffan Ledgerwood teaches 9-12 grade high school students at Liberty High School in Hillsboro, Oregon with a student population of 1,450 students. Ledgerwood has been a teacher for 25 years and is an advocate for computer science and technology education through his course work and work with youth robotics. Ledgerwood teaches math classes and developed curriculum for several new Engineering and Computer Science Pathway courses based on high school and collegiate models. He works with FIRST Robotics acting as the lead mentor for First Tech Challenge (FTC) and First Robotics Competition (FRC) teams. His AEMBOT FRC robotics team won the Pacific Northwest Championship and finished fourth in their division in international competition. He recently began engaging with Oregon MESA in hopes of connecting more minority students with Engineering and Science, Technology, Engineering, and Math (STEM). 

Click here to see a complete list of the TechStart technology teachers and students who won TechStart 2025 awards.

2025 TECHSTART TECHNOLOGY TEACHER OF THE YEAR

Chris Winikka of Century High School named Technology Teacher of the Year for high school. 

Chris Winikka teaches 9-12 grade high school students at Century High School in Hillsboro, Oregon with a student population of 1,551 students. Winikka has been a teacher for 25 years and is an extraordinary advocate for computer science and a leader in computer science and technology education across Oregon. He teaches various computer science classes which implement the Exploring Computer Science (ECS) curriculum designed to develop students' ability to think critically and solve problems using computational tools and concepts. 

He is past President of the Oregon Computer Science Teachers Association (Oregon CSTA) and also participates in the Portland Area Career Technical Education Consortium (PACTEC). For the past 11 years, he has functioned as the after-school Science, Technology, Engineering, Arts, and Math (STEAM) club coaching clubs including Robotics (FTC), MESA, Software Entrepreneurs Club, Video Game Design, and Makerspace Clubs as well as promoting and supporting other after school STEAM-based programs run by other teachers. His teaching goal is to get more diverse and non-traditional students excited about computer science, who want to learn and use their passion to create and solve problems rather than just being consumers.

Click here to see a complete list of the TechStart technology teachers and students who won TechStart 2025 awards.

2025 TECHSTART GIRL TECHNOLOGY STUDENT OF THE YEAR

Kylin Elliott of Hood River Valley High School named Girl Technology Student of the Year for high school. 

Kylin is a student at Hood River Valley High School with approximately 1,100 students located in Hood River, Oregon. She has outstanding academic accomplishments and completed a variety of Advanced Placement courses. She is also actively involved in Science, Technology, Engineering, and Mathematics (STEM) activities and is a water polo champion at her high school. 

Kylin received student awards including outstanding student in the Rural and Small-Town Recognition Program, and two-time Hood River County School District Engineering Inspiration Award. She participated in First Lego League (FLL) and First FRC programs through First and Oregon Robotics Tournament (ORTOP) Outreach Program for the past eight years. Kylin states, “I served as the FRC Outreach Captain for my team for the last two years, worked with ORTOP to run four separate FIRST Lego League Tournaments for 15-20 teams each at my high school and have volunteered at other tournaments. In the last three years, I have worked with ORTOP and the Colombia Gorge STEM Hub to mentor and fund 34 First Lego League Robotics teams. I helped the STEM Hub with local STEM Fairs in the Columbia River Gorge. I also worked with Oregon State University (OSU) as a Teen STEM Mentor.” Click on this link to see examples of robotics activities and teams where Kylin volunteers. Kylin indicates she is accepted into the Biomedical Engineering program at the California Institute of Technology (Caltech). 

Click here to see a complete list of the TechStart technology teachers and students who won TechStart 2025 awards.

2025 TECHSTART BOY TECHNOLOGY STUDENT OF THE YEAR

Edward Lam of Century High School named Boy Technology Student of the Year for high school. 

Lam is a student at Century High School with approximately 1,551 students located in Hillsboro, Oregon. Edward is graduating with a 4.0 grade average and is recognized as an AP Scholar for exceptional performance on multiple AP exams. He has completed various computer science courses at Century High School and is involved in extra-curricular Science, Technology, Engineering, Math (STEM) activities. Edward states, “I designed a web application for real-time tracking of class schedules in my sophomore year. I continued managing it and successfully resolved issues for 1000+ students and teachers, earning widespread recognition for its impact.” He also received the Century Jag Fest Applied Web Design Award for facilitating the installation of NodeJS and NPM on all school devices, opening doors for students to excel further in web design. 

He is a Computer Science Career Pathway leader and stakeholder who promotes the pathway to elementary and middle school students, facilitates new initiatives and helps with career pathway events. Edward is a participant in NW codeORCreate, collaborating in a team to design a web platform using ReactJS and other libraries. He developed a minimalistic, cross-platform Integrated Development Environment (IDE) to simplify programming microcomputing to enhance accessibility for beginners and educators in embedded systems. In addition, he served as an MRI and MRS Data Analyst Intern at Oregon Health & Science University (OHSU) analyzing data from rat brains to support studies on alcoholism that could prevent 178,000 deaths annually. In addition, he volunteers for charity causes and enabled a Unity game solution to combat bullying and promote positive social change. Edward indicates he is accepted at Oregon State University and will be majoring in Electrical and Computer Engineering. 

Click here to see a complete list of the TechStart technology teachers and students who won TechStart 2025 awards. 

George Fox University 2025 High School Programming Contest

By Linda Barney, Barney and Associates

The 2025 High School Programming Contest, sponsored and run by George Fox University's Computer Science & Cybersecurity Programs, was held on April 12 at George Fox University (GFU) in Newberg, Oregon. The contest included an on-site contest at GFU along with a virtual competition held at the same time. The competition programming problem sets were the same whether a team competed on site or virtually. In-person teams only competed against other in-person teams and virtual teams only competed against other virtual teams.

High school programming teams at the George Fox University High School Programming Contest

Why is the Programming Contest Important for High School Students? 

“The high school programming contest is important because it fosters problem-solving skills, teamwork, and creativity while making coding exciting and competitive. It challenges students to apply logic and algorithms to real-world problems, enhancing their computational thinking. Competitions also build confidence, expose students to advanced concepts, and inspire interest in computer science as a possible career path. Students who participate learn to work under pressure, collaborate with peers, and gain recognition for their skills. Additionally, programming contests are also one way to help bridge the gender and diversity gap in tech by encouraging underrepresented groups to engage in programming. Overall, such events nurture future innovators and prepare students for academic and professional success in a tech-driven world,” states Dr. Brent Wilson, George Fox Professor of Computer Science & Cybersecurity, who organized the programming contest.

Why Did GFU Develop and Sponsor the Event?

Wilson indicates that, “The Oregon High School Programming Contest was started in 1986 at Oregon’s Willamette University by a dear friend named Dr. George Struble. Willamette hosted the contest for 30 years. At the time they were looking for a new host location, and with Dr. Struble's blessing, we moved the contest to George Fox University and it has been here for the past 9 years. We have expanded the contest to include beginning students by having three separate divisions based upon a student's skill level. This allows for students that are not Advanced Placement (AP) Computer Science students to also participate.”

Programming Contest Team Divisions

There were 23 on-site teams and 26 virtual teams in the programming competition. A single team includes two or three students. There are three divisions: Division I, II, and III:

Division III: Consists of students who are in the beginning stages of developing their algorithmic problem-solving skills. Division III teams may have competed before but probably only solved a small handful of problems.

Division II: Consists of teams who have been coding for at least a year and may have competed before. They probably would have completed over half of the problems but would have not previously placed 1st, 2nd, or 3rd in a similar division.

Division I: This division is a much harder division. The majority of the competition problems will be similar to programming contest problems at the college/university level. This division is truly for the advanced students who want to challenge themselves and "go for the glory."

TechStart Supports the High School Programming Challenge and K-12 Computer Science Education

“We at TechStart are very proud to have been involved with, and supported the High School Programming Contest, sponsored and run by George Fox University's Computer Science & Cybersecurity Programs. Geoge Fox graduates have leveraged their education for jobs at companies like Amazon, Nike, Boeing, McAfee, Microsoft, Intel, Oracle and more. This competition brought forty-nine high school student teams together both in person and remotely from all over Oregon even including two out of state remote teams, one from Texas and one from North Carolina. They all got first-hand experience on how to understand a problem and then write a computer program to solve the problem. Great experience for all, thank you George Fox,” states John Tortorici, TechStart Chair of the Board.

OCSTA K-12 Computer Science Education Spring 2025 Teachers Conference

Giving Oregon K-12 teachers tools for teaching computer science in the classroom

By Linda Barney, Barney and Associates

The Oregon Computer Science Teachers Association (OregonCSTA) is an organization of teachers training teachers in Oregon since 1984. OCSTA held their 2025 Spring Teacher’s Conference on April 12 at George Fox University in Newberg, Oregon. The conference provided professional development (PD) learning opportunities for teachers in Oregon teaching K-12 computer science classes. 

“The first in-person OCSTA professional development Conference since COVID exceeded our expectations. Brent Wilson, George Fox Professor of Computer Science & Cybersecurity, and George Fox University provided great support and professional development opportunities, and this conference was no exception. In fact, the success of this conference proves that high tech PD is needed and OCSTA is in a great position to provide it,” states Terrel Smith, President Elect OCSTA. 

Brent Wilson delivering the keynote speech at the OCSTA 2025 Conference at George Fox University

OCSTA Conference Sessions

Teachers attending the conference were from large and small school districts throughout Oregon. Conference sessions covered the following topics:

Computer science language and coding, Don Kirkwood: The Python language is used professionally and is also easy to learn for teachers and students. The Introduction to Python class covered introductory Python concepts along with lesson plans. The advanced session focused on sorting algorithms, searching and recursion.

K-5 High-Tech STEM Curriculum, Brenda Selby & Holly Phillips: Explored the foundations of Science, Technology, Engineering, and Math (STEM) learning, including how technology applications can be commonly practiced in a comprehensive K-5 curriculum. The session demonstrated how to implement STEM in both dedicated special education classes and integrated general education classrooms, ideally developing students prepared for further STEM learning in middle and high school.

All Things High School Computer Science Curriculum and “CS Pathways, Jason Galbraith & Cady Geer:

Provided strategies to strengthen Career and Technical Education (CTE) pathways, including structuring new classes and incorporating work-based learning, with examples from local schools.

Exploring Scratch & AI with Face Sensing, Maren Vernon: Scratch is a free, visual programming language used to create interactive stories, games, and animations designed to be easy for beginners, particularly children and young adults, to learn the fundamentals of coding and computer science. The session described the intersection of Scratch and artificial intelligence (AI) through hands-on activities involving face detection and generative AI tools to create interactive projects, games, and stories.

Hands-On AI, Jacob Niebergall: Focused on the latest and most effective ways to harness AI for specific applications including how educators can work smarter, not harder, by using AI tools tailored to classroom needs.

Smarter Learning with AI, Kiki Prottsman: Described how students can utilize AI for brainstorming, validating concepts, and debugging projects—without crossing into “cheating” territory. This session equips educators with classroom-friendly AI strategies that enhance learning and foster problem-solving.

Getting Started with Game Development, Lucas Haley: Provided an overview of major game development engines and tools, discussing their pros and cons, resources available, and potential first projects for high school curriculum.

Level Up Computer Science with MakeCode Arcade, Kiki Prottsman: Provided information on introducing students to retro arcade fun with the Microsoft MakeCode Arcade application. This session covered game design, multi-game kiosks, online multiplayer, and Xbox integration.

Code.org Curriculum and Resources, Lindsay Pierce: Provided an overview of all curriculum options from Code.org, highlighting how its resources can be integrated at all grade levels, including special education. This session covers K-12 options, including Advanced Placement (AP).

Common Sense Education Resources and Options, Lindsay Pierce: Described the Common Sense Education curriculum, AI resources and digital citizenship for all grades to meet social skills, emotional regulation, and executive function of students.

TechStart Supports OCSTA Teachers Training

“OCSTA’s focus on training hundreds of teachers to teach K-12 computer science since 1984 is unprecedented. There is no doubt that they have positively moved the needle for Oregon’s teachers and thousands of students’ careers and continue to do so. The dedicated volunteers who make this happen are truly knights in shining armor. Thank you to all who participate in this worthy endeavor, we look forward to supporting you and to your continued success,” states John Tortorici, TechStart Chair of the Board.

Summary

The conference ended with a Birds of a Feather High School Curriculum and Computer Science Initiative session where teachers discussed the current state of high school computer science. Attendees were able to share how they teach K-12 computer science classes and offer examples along with tips on what has worked in the classroom.

“With the support of TechStart and the National CSTA, OCSTA will continue to provide meaningful and relevant K-12 high tech PD for the foreseeable future. There will be an even greater need for high tech teacher training in the future as the state driven ‘CS Initiative’ is implemented. OCSTA will be including physical computing and engineering training in future conferences to expand the high tech PD opportunities,” states Smith.

Oregon Computer Science Teachers Association Spring Conference Providing K-12 Teacher Computer Science Training Sessions

Terrel Smith, OCSTA President Elect

The Oregon Computer Science Teachers Association (OCSTA) Spring Conference will be held on April 12, 2025 at George Fox University in Newberg, Oregon. This event is sponsored by the national Computer Science Teachers Association (CSTA). The OCSTA Spring Conference provides a day of educational sessions for K-12 computer science teachers that provide information and tools that teachers can use in their classrooms including:

• K-12 high-tech Science Technology Engineering and Math (STEM), computer science and Advanced Placement (AP) curriculum and resources

• Classroom ethics

• Various classes on artificial intelligence (AI)

• Cyber security

• Sessions on game development and using various tools, programming languages and applications such as Vernier Sensors, Python, Scratch, and MakeCode Arcade.

Subscribe to the OCSTA newsletter for upcoming announcements and events!

TechStart actively supports K-12 computer science education in Oregon and annually provides cash awards to K-12 computer science teachers and students. TechStart is a sponsor for the OCSTA Spring Conference. “The Oregon Computer Science Teachers Association does more for technical education than any other organization in Oregon. TechStart has worked hand in glove with OCSTA since our inception. We're proud supporters!” states Peter Steinfeld, TechStart Executive Director. 

“TechStart plays a significant role in OCSTA’s mission to increase high tech learning opportunities for all students,” states Smith.

OCSTA: Our History: Who we Are 

The Oregon Computer Science Teachers Association (OregonCSTA) is an organization of teachers training teachers in Oregon since 1984. Our main focus is professional development in the areas of computer science and engineering education for K-12 educators and extended program volunteers.

The Need that no one else fills in CS and Engineering: K-12 Teachers want to meet similar teachers and learn how they make their classrooms successful teaching CS and Engineering curriculum. We bring together K-12 teachers for the entire state and cross beyond the school district lines.

Our Mission and Vision: What we do and Why we do it: The mission of OregonCSTA is to increase the number of Computer Science and engineering programs in Oregon in order to give our students the opportunities for a work and college ready diploma upon graduation. This lofty goal requires partnerships with all who share this mission. The high-tech industry currently reports that there is a plethora of high-paying jobs available to Oregonians, yet only 50% of high schools offer a computer science program to prepare Oregon students to meet this demand. To meet industry expectations, funding resources from industry and government are critical.

Our Programs: How we do it: Our flagship program is SuperQuest, a highly collaborative technology training series designed specifically for K–12 teachers. Our goal is to empower educators with the skills and classroom tools to build hands-on technology learning directly into their classrooms or after school activities. Concepts covered during a SuperQuest workshop include three general tracks: Pedagogy, Programming and Physical Computing. We direct this curriculum for educators teaching K-6, middle school and high school and offer beginner, intermediate and advanced options. SuperQuest is unique from other professional development opportunities because...

• We don’t just bring you technology for the sake of technology. We focus on technology curriculum that is current and relevant to the changing needs and landscape of the K-12 educator.

• We don’t hire technology “experts” who haven’t stepped foot in a classroom since they were students. Our instructors are current and experienced educators who have successfully taught our coursework to K-12 students.

• Our instructors are not just talking heads. We encourage hands-on interaction and in-class discussion about teaching methods, pedagogy, appropriate curriculum materials and classroom management.

• The learning doesn’t end when your workshop is over. We understand that often the best learning comes from collaboration.      We enhance our training by providing opportunities outside the classroom to share best practices and collaborate with other educators.

We offer additional Professional Development opportunities annually at our Fall and Spring Conferences.

How to become involved:

1. Make a donation. It costs money to offer statewide professional development.

2. Join us at a SuperQuest, Fall or Spring Conference.

3. Contact us at oregoncsta1@gmail.com
   
   
   

Stoel Rives Provides Support for Oregon K-12 Computer Science Education

By Linda Barney, Barney and Associates

Impact of Computer Science Education

According to the 2023 Oregon Computer Science Education Statewide Implementation Plan, every Oregon student deserves the opportunity to learn computer science and critical thinking. The study of computer science supports developing collaboration and interdisciplinary skills and opens doors both to higher education and to high-wage, high-demand careers. However, disparities exist in access to computer science education particularly among female-identifying students, rural students, students of color, students with disabilities, and multilingual students. Oregon needs funding to help provide K-12 computer science education to all students across the state.

Stoel Rives Supports K-12 Computer Science Education in Oregon

The Stoel Rives law firm has operated in Oregon for more than 100 years. The firm was voted the “Most Admired Company” in the law category for 20 consecutive years. As part of their commitment to supporting important causes in Oregon, Stoel Rives answered the call to provide funding for K-12 computer science education in Oregon through generous donations in the past several years to TechStart programs. “Computer science education is critical to the preparation of our students for success in the workforce and to the economic health of our state. We are proud to partner with TechStart in advancing computer science education statewide,” states Steven Boender, TechStart board member and Partner with Stoel Rives.

Introducing TechStart

TechStart provides annual awards to K-12 computer science teachers and students.      

Teacher of the Year Awards

TechStart provides annual awards to three outstanding K-12 Oregon and SW Washington computer science teachers including:

• K-8 Technology Teacher of the Year

• High School Technology Teacher of the Year

• Technology Teacher Rising Star – Any Grade Level (K-12)

Each teacher receives a cash award of $1,000 for their classroom to spend on tech education materials including hardware, software, services, or curriculum. Click here to see the TechStart 2024 Teacher of the Year award winners. 

Sixth grade teacher Jacob Niebergall of Sunset School in Coos Bay, Oregon, was awarded the TechStart 2024 Technology Teacher of the Year for grades K-8.

Student of the Year Awards

TechStart recognizes a Student of the Year among high school juniors and seniors. In 2025, two           $2,000 scholarships      will be awarded, one to a Boy and Girl winner that can be applied to educational expenses and associated costs. In 2024, Dwayne Wallace from Warrenton High School was awarded the TechStart Student of the Year Award.

In addition to annual awards, TechStart also supports K-12 computer science teacher training programs. TechStart members are actively involved in extracurricular student programs in software development, game design, robotics, tech career exploration as well as in-class and after-school K-12 computer science learning activities.

Stoel Rives Generous Donation Aids K-12 Computer Science Education

“TechStart thanks Stoel Rives for their generous donations in 2024 and 2025 for TechStart K-12 computer science education programs. We encourage other organizations or individuals to volunteer for TechStart or to support K-12 computer science education with a donation,” states Peter Steinfeld, TechStart Executive Director. Click here to see more information on how to donate or volunteer. 

Students Participate in ORTOP 2024-25 Intel Oregon FIRST LEGO League Challenge Championship Tournament

By Linda Barney, Barney and Associates

Intel Oregon FIRST LEGO League (FLL) Challenge Tournament held in January 2025

The Oregon Robotics Tournament and Outreach Program (ORTOP) is a premier organization providing FIRST LEGO League (FLL). and other robotics programs that introduce Science, Technology, Engineering, and Math (STEM) to students through fun, exciting hands-on learning. ORTOP held the 2024-2025 Intel Oregon FIRST LEGO League Challenge Championship Tournament on January 18, at Liberty High School in Hillsboro, Oregon. FLL Challenge events are open to students in grades 4 – 8.

During the season, 188 Oregon FLL teams participated, competing at 14 qualifying tournaments across Oregon. The top 60 teams attended the championship. Click here for more information including a list of all the teams who participated and click here to see team awards. Congratulations to Team 27643 LEGO Legends who will be advancing to the international 2025 FIRST LEGO League World Festival to be held in Houston, Texas on April 16-19, 2025. 

Why STEM and Computer Science Education is Needed

In a recent article, research by the Brookings Institution found highly digital careers now account for more than 25% of all American jobs. In the Portland metro area, Computer, Engineering, and Management (CEM) jobs have increased 62% since 2010, and now command an average wage of $122,311. Portland-area job growth was 26.6% between 2010 and 2023. To help maintain a digital workforce, it is critical that K-12 students have access to programs and services to help grow their interest in Science, Technology, Engineering and Math (STEM).

Introducing ORTOP

ORTOP is the delivery partner in Oregon for FIRST® (For Inspiration and Recognition of Science and Technology). FIRST was founded to inspire young people’s interest and participation in science and technology as described in these stories. FIRST® builds a robotics community through accessible, innovative programs that motivate young people to pursue education and career opportunities in STEM while building self-confidence, knowledge, and life skills. Studies conducted by Brandeis University have found that students who participated in a FIRST program showed significant improvements in workforce skills and interest in STEM fields, interest in STEM careers, and STEM knowledge. According to Bruce Schafer, ORTOP Executive Director, “We believe all students have the potential to be scientists, technologists, engineers, leaders, and innovators. The ORTOP mission is to welcome, engage, educate, and inspire Oregon’s youth and their diverse communities through robotics programs.”

ORTOP Programs and Supporters

ORTOP engages over 2,500 students in these FIRST programs: 

• FIRST Lego League Explore for students in grades 2 -4 and FIRST Lego League (FLL) Challenge for grades 4-8

• FIRST Tech Challenge for students in grades 7 -12

• FIRST Robotics Competition for students in grades 9-12
  

ORTOP Encourages Volunteers

ORTOP collaborates with volunteers, and works alongside coaches and mentors who assist the organization with events attended by hundreds of spectators.

TechStart is Proud To Be Involved as ORTOP Volunteers

TechStart powers K-12 computer science education in Oregon. TechStart provides annual awards to K-12 computer science teachers in three categories. TechStart provides Student of the Year awards to both a boy and girl high school junior or senior. In addition to awards, TechStart members volunteer as trainers, judges, and assist in organizing ORTOP events as well as working with a variety of other K-12 computer science organizations. According to Peter Steinfeld, TechStart Executive Director, “ORTOP's robotics programs reach more kids than any other tech education program in the state. They teach kids programming, mechanics, research, and teamwork. TechStart is a proud supporter of ORTOP.”

ORTOP Encourages Volunteers

ORTOP team-based robotics projects and an annual challenge, help students learn about STEM. While working collaboratively to design and build robots students learn and practice real-world skills such as problem solving, project management, mechanical design, and programming. ORTOP is always looking for volunteers and appreciates financial support. 

“ORTOP couldn't put on events like the recent FIRST LEGO League Championship without volunteers from organizations like TechStart. They serve in a variety of roles including leadership, judging, refereeing and more. We're always looking for more volunteers with a variety of technical and non-technical backgrounds,” states Schafer.

To see how to volunteer for ORTOP, see the Volunteer information page. To donate to ORTOP or suggest a person or organization who might be interested in becoming a donor or sponsor, see the Support page.

The impact of computer science education on Oregon's economy

What if I told you that I know how to increase the future earnings of Oregon students by 8%?

A recent study from the University of Maryland shows a cause-and-effect relationship between taking a computer science course in high school and future earnings.  The study shows that students who took a computer science course earn 8% more money than other students.  Furthermore, the effect is greater for classically underrepresented communities.  Females showed a 10% increase in earnings, students from lower socioeconomic status showed a 14% increase, and Black students showed a 12% increase.

Here's how Maryland did it.

Maryland "has rapidly expanded CS course offerings over the last decade. A 2018 law further requires all Maryland high schools to offer at least one “high-quality” CS course aligned with rigorous K-12 CS standards. These “high-quality” courses include foundational courses such as Computer Science Essentials, AP courses such as AP Computer Science Principles, and more specialized programming courses. They are also closely aligned with Code.org’s definition of “foundational” CS courses."

Last year, researchers at the University of Maryland analyzed the impact of these measures by looking at the "rich longitudinal data from the Maryland Longitudinal Data System (MLDS) Center".  Their "study is among the first that offers causal evidence on how access to these “high-quality” CS courses in high school affects" future earnings.

In short, the state of Maryland recognized the importance of computer science education and took steps to provide more of it to their students.  And now, they're reaping objectively measureable benefits.

Let's do a thought experiment to translate Maryland's experiences to Oregon.  With respect to computer science education, Oregon is starting from almost ground zero.  Last year, Code.org published their 2023 report on the state of computer science education.   This report ranks each state on the number of policies that they implement that support computer science education.  Maryland ranks near the top, implementing 9 of the 10 recommended policies, while Oregon is dead last among the 50 states, implementing only 1 of 10 policies.  So it's conservative to estimate that we'll get a similar benefit from increased spending on computer science education.

The average annual salary in Oregon is $70,000, for which people pay an average of $13,290 in state taxes.  If that salary were increased by 8% to $75,600, the tax would be $15,012, an increase of $1,722 in tax revenue.  Since there are around 2.2 million Oregon taxpayers, the net increase to the state's revenue would be about $3.8 billion.  Admittedly, these calculations assume that every student takes a course in computer science.  But if only 1 of 50 students takes a computer science course, the Oregon revenue increase is still $76M.

According to the Oregon plan for computer science education, the annual cost to fully fund the plan, including teachers salaries, would be $25M.

People, we cannot afford not to spend the money on computer science education.

We've already taken significant steps towards improving computer science education.  In 2023, we published our first plan for computer science education.  The experts at the Oregon Department of Education (ODE), led by Andrew Cronk, are currently working on Oregon's first standards for computer science education.

But we still have a long way to go to get to where Maryland is:

• Oregon dedicates no money to training computer science teachers

• If someone wants to become a computer science teacher, there's no pathway to get certified in computer science education

• There are no statewide requirements that schools teach computer science

• There's no statewide policy to allow computer science to count towards a core graduation requirement

• There's no statewide policy to allow computer science to satisfy a college admission requirement

Our next step we must take is to pass the legislation we need to support computer science education.  Such legislation should:

• Require computer science learning opportunities be available to all public school students K-12.

• Fund and authorize permanent positions to support computer science education at ODE

• Establish computer science as a content area

• Allocate stable, long-term funding for computer science education

• Give control of that funding to the computer science education experts at ODE

The first step to creating this legislation is to create a legislative concept.  And the deadline for creating such a concept is September 27th, 12 days from now!

If you support computer science education, please let your representative and senator know.  Act today!

Bringing computer science education to Oregon's underserved communities

Last week, my wife showed me a great story in the Cedar Mill News about a remarkable group of Westview High School students who set up a non-profit called the NorthWest Data Science Collective "dedicated to democratizing data science education for underserved communities. Established in 2022 and based in Portland, Oregon, NWDSC targets low-income and minority students, providing them with free, virtual educational programs in programming, machine learning, and statistical applications. The courses focus on interactive and hands-on learning, culminating in capstone projects where students apply their skills to real-world problems."  NWDSC offers instruction in Data Science, Machine Learning, Programming, and Artificial Intelligence.  Their motto is "Empowering young students with the wonders of data science".

When I heard about NWDSC, my first thought was how great it is that a dedicated group of kids is helping prepare Oregon for the future by giving underprivileged students the technical skills they'll need to succeed.  According to the NWDSC website, they've reached over 100 students, a great achievement for the four members of the NWDSC team.

But, according to the Oregon Blue Book, the number of students in Oregon's public schools for kindergarten through 12th grade, is 571,018.  Shouldn't we be providing computer science education to all of them?

You might wonder why these altruistic volunteers decided on computer science education as their best opportunity to improve the futures of underserved communities.  Why, for example, did they not create a program focused on math, chemistry, or something else?

Perhaps the NWDSC team was aware of the sad reality that Oregon is the worst state in the country for computer science education, and they saw an opportunity to fill that need.  

You might be surprised that I say that Oregon is the worst state for computer science education.  But every year, Code.org produces a report on computer science education.  Code.org's 2023 State of Computer Science Education report ranks every state on 10 key policy initiatives.  Page 11 of the report has a map of the United States labeling each state with the number of policies that the state implements that promote computer science education.  Oregon is in last place since we only implement one out of the 10 policies.

The things we fail to do include:

• Oregon has no standards for computer science education

• Oregon dedicates no money to train teachers to teach computer science

• If someone wants to become a computer science teacher, there's no pathway to get certified in computer science education

• There are no statewide requirements that schools teach computer science

• There's no statewide policy to allow computer science to count towards a core graduation requirement

• There's no statewide policy to allow computer science to satisfy a college admission requirement

In short, we're not encouraging schools to offer computer science, teachers to teach computer science, or students to take computer science.  This is in stark contrast to the many other areas funded in Oregon's public schools -- math, English, chemistry, art, music, history, basketball, soccer, ...

People, we can do better than this.  If we want to prepare our children for a world where algorithms determine what information they see, robots are becoming omnipresent in their lives, and artificial intelligence is producing an increasing amount of the content that distract their attention; where technical knowledge is critical to getting a job -- any job, we must do better.

The good news is that Oregon published a Plan for Computer Science Education in December of last year.  Remarkably, the main goal of the plan is almost the same as NWDSC's goal -- to ensure that Oregon provides computer science education equitably to all of Oregon's students.  This plan lays out the specific steps we need to take to make computer science education a viable reality in Oregon.  

But this plan will go nowhere without funding, which means that we need to pass legislation to provide that funding.  And the first step to creating such a law is to create a legislative concept.  This legislative concept should contain three items:

1. Permanently fund a "CS Education Director", a position in the Oregon Department of Education to be responsible for computer science education

2. Allocate 1/2 of 1 percent of ODE's budget for computer science education

3. Give the CS Education Director complete control over how the money for computer science education is spent.

Oregon legislators, I'm talking to you.  I need someone to work with me to create a legislative concept and introduce it to the House of Representatives.  And the deadline for creating such a concept is September 27th, less than three weeks away!  Please step up to help fund this vital initiative.

Turning Oregon's girls into tech savvy women

Oregon has a crying need for more tech savvy people.  According to Code.org, Oregon averages 7,260 open computing jobs each month.  At the same time, fewer than 2,000 students are graduating with computer science degrees.

Where can we find the people to fill these jobs?

Looking at the demographics, our biggest opportunity is to educate our female student population.  Studies have shown that girls are just as capable as boys.  And yet women make up a small fraction of the people working in tech.  We need to change the way that we teach computer science to include girls and other underrepresented populations.

Luckily, one of the world's top experts on teaching computer science to underrepresented communities is our own Professor Joanna Goode, the Sommerville Knight Professor in the University of Oregon College of Education. She helped create Exploring Computer Science, a curriculum and professional development program used in schools across the country.  Professor Goode was recently interviewed by Oregon Public Broadcasting where she talks about Oregon's statewide plan for computer science education.

According to Code.org's report on the state of computer science education, Oregon is the worst state in the country for computer science education policies.  Please check out OPB's interview with Professor Goode to get a better idea of the challenges and opportunities that we face to implement this plan.

But having a plan is not enough.  The plan provides a roadmap, but we need to provide sustained funding to ensure its success.  The upcoming legislative session is our best opportunity to do that.  Please reach out to your representative and senator to let them know that you want them to take action to provide this funding.

Our future depends on it.

Pete Steinfeld
Executive Director
TechStart

Funding the Implementation of Oregon's Plan for Computer Science Education

Oregon is often referred to as the Silicon Forest and has traditionally been home to high technology companies such as Intel, Tektronix, and HP. These companies have spun off hundreds of other businesses. Oregon is also noted for our software and IT industry with companies specializing in design, digital & social media, financial solutions, open source, training, mobile applications, and health care. More than 5,300 software and IT companies were located in Oregon over the past 10 years.

Technology and software industries support high paying jobs that pay Oregon’s taxes. Oregon’s software industry pays an average S140,000 annually, more than double the average across all industries. However, software employment statewide is down 7,4% from its peak in 2022. 

It is critical that Computer Science and software remain vital Oregon industries. To help grow the software industry we need to train more programmers and software engineers starting with state-funded K-12 computer science education. 

Introducing the CODE.org Advocacy Coalition for Computer Science Education 

The Code.org Advocacy Coalition includes over 100 industry, nonprofit, and advocacy organizations with the goal of making computer science a fundamental part of K-12 education. Code.org’s 2023 State of Computer Science Education Report describes ten policy recommendations for K-12 computer science education (page 5 in report). States are graded on whether their K-12 computer science education programs implement the ten policy recommendations. 

Oregon is the worst state in the country, meeting only one of the policy recommendations (page 11 in report). 

Status of K-12 Computer Science Education in Oregon

Oregon already has a dedicated group of organizations and volunteers providing K-12 computer science education. Organizations with a long history of supporting K-12 computer science education include the Technology Association of Oregon (TAO), TechStart, Oregon Computer Science Teachers Association (OregonCSTA), Oregon Robotics Tournament and Outreach Program (ORTOP), and Saturday Academy. But Oregon has traditionally lacked a state-supported K-12 computer science plan and state funding.

Oregon Computer Science Education Statewide Implementation Plan and Funding

Oregon has a plan to change the dismal statistics on computer science education. In December 2023, the Oregon Department of Education published the Oregon Computer Science Education Statewide Implementation Plan. The goal of the statewide plan is to provide K-12 computer science education for all students. The implementation plan estimates an investment of $50M for the first biennium.  This will require legislation to be passed to become a reality. 

The Oregon Computer Science Education Statewide Implementation Plan states that every Oregon student deserves the opportunity to learn computer science and critical thinking. The study of computer science supports developing collaboration and interdisciplinary skills and opens doors both to higher education and to high-wage, high-demand careers. But disparities exist in access to computer science education particularly among female-identifying students, rural students, students of color, students with disabilities, and multilingual students. Computer science education should be based on a framework that guides students from computer users to computer literate creators who are proficient in the concepts and practices of computer science, as informed by national frameworks and standards.

Plan Outcome #3: Computer Science Education has Stable, Long-Term Funding

The recommended funding strategies in the Oregon CS Plan include:

• Strategy 3.1: Fund efforts to support and expand equitable access to culturally responsive and sustaining computer science education for Oregon students on an annual basis. 

• Strategy 3.2: Fund and authorize permanent positions at the Oregon Department of Education to support computer science education.

Take Action Now

Implementing the Oregon K-12 Computer Science Education requires the Oregon legislature to pass adequate, continued funding.

According to John Tortoricci, TechStart’s Chair Of The Board Of Directors, “Today it would be impossible to find anything in our lives that is not touched by technology and specifically by Computer Science. It’s a sad state of affairs to see Oregon falling so low on the list of states that support Computer Science in schools. Oregon’s ‘CS Plan’ can reverse this situation and bring us into the twenty-first century so that our companies can hire young people from Oregon rather than having to import qualified staff from other states.”