150 teachers, one state, zero CS mandates: the WySLICE story
In 2019, Wyoming did not have statewide computer science mandates for elementary or middle school. Most K-8 teachers in the state had no formal training in computer science. And yet, within three years, over 150 of those teachers had completed a year-long professional development program that enabled them to integrate computing concepts into their existing science, math, reading, and social studies curricula.
The program was WySLICE — Wyoming’s Schools and Libraries Integration of Computer Science in Education — funded by the National Science Foundation under the CS for All program (NSF Award #1923542). We designed it, ran it for three cohorts, published the results, and contributed over 200 teacher-created lesson plans to CxEdHub.
This is how it worked and why it matters for districts pursuing CS integration today.
The design
WySLICE was structured as a year-long experience in three phases.
Summer institute (five days, on-site). Teachers spent a week immersed in computing concepts — computational thinking, data collection, physical computing with micro:bits, algorithmic thinking — through hands-on activities facilitated by our team. Every activity was designed for integration: teachers worked in cross-disciplinary groups and were required to connect each computing concept to their own content area.
Academic-year implementation (ongoing, supported). Teachers returned to their classrooms and implemented at least two computing-integrated lessons with their students. Our team provided virtual coaching, peer collaboration sessions, and access to the growing CxEdHub lesson library.
Lesson contribution and peer review. Each participant designed and submitted at least one original, computing-integrated lesson plan to CxEdHub, where it was reviewed by peers and published for open access.
The key design decision was the target audience: we deliberately included teachers from all disciplines, not just science or math. Librarians participated alongside classroom teachers. Art and social studies teachers worked beside STEM specialists. The premise was that computing belongs everywhere, and the most effective integration happens when teachers from multiple disciplines design together.
Why it worked before mandates existed
WySLICE reached 150+ teachers in a state with no CS mandates at the time. The question we heard most often from other states was: “How did you get teachers to sign up when they were not required to?”
The answer was straightforward: teachers signed up because the PD was designed around their needs, not around compliance. We framed computing integration as a tool for solving problems teachers already had — engaging reluctant learners, connecting abstract concepts to tangible experiences, preparing students for a workforce that requires computational literacy. The value proposition was practical, not regulatory.
We also partnered with the Wyoming Department of Education and the Professional Teaching Standards Board from the beginning. Participants received professional development credit, and the program aligned with emerging state standards discussions. When Wyoming eventually adopted CS standards, the WySLICE teachers were already ahead of the curve.
The results
The quantitative results showed significant gains in teacher self-efficacy toward computing and CS instruction. The qualitative data told a richer story: teachers who entered the program saying “I am not a tech person” left saying “I can see how this fits in my classroom.” That shift — from perceived irrelevance to recognized opportunity — was the most consistent outcome across all three cohorts.
The lesson library tells its own story. The 200+ lessons contributed by WySLICE participants cover every grade band from kindergarten through eighth grade and span nine subject areas. The most heavily represented are computer science (naturally), science, and mathematics — but reading/language arts, social studies, and art are all present.
What it means for districts now
Many districts today face a version of the challenge WySLICE addressed: how to bring computing into elementary and middle school classrooms without dedicated CS teachers, without mandates (or with mandates but no implementation plan), and without a pre-packaged curriculum that fits their context.
The WySLICE model offers a tested blueprint: recruit across disciplines, train through hands-on immersion, support through the implementation year, and build a shared resource library that outlasts any individual PD event.
The program is finished, but the resources are not. Every lesson plan is still live on CxEdHub. The model is documented in our publications. And the approach transfers to any state, any district, and any content area.