# data[].attributes.body
Google Computational Thinking for Educators. (n.d.). What is computational thinking? Retrieved from https://computationalthinkingcourse.withgoogle.com/unit

Yadav, A., Hong, H. & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565-568.

# data[].attributes.body
In this scenario, Mrs. Boynton is able to  "identify[ing] the general principles that create the patterns" - campus guidelines, parent and student expectations, and state or federal law (Google Computational Thinking for Educators, n.d.). Through that, Mrs. Boynton can "transfer the problem solving process to similar problems", such as various other conflicting expectations among stakeholder groups (Yadav, Hong, & Stephenson, 2016).

# data[].attributes.body
Mrs. Boynton recognizes this process as transferrable to other parent concerns, such as selected classroom literature and Socratic Seminar topics. Mrs. Boynton can use the same or similar categories to analyze expectations and generate standard communications to keep parents appropriately informed and involved.

# data[].attributes.body
In this scenario, Mrs. Boynton was able to take identified patterns and "develop instructions to solve a problem" (Google Computational Thinking for Educators, n.d.). First, Mrs. Boynton established leadership buy-in by providing a comprehensive analysis of current club standards and campus club standards in the context of the privacy law.
Then, club members were consulted for their feedback. Based on common themes, a comprehensive communication newsletter can be implemented in line with privacy and administrative standards to holistically and proactively address the desired transparency in the context of administrative guidelines and law.

# data[].attributes.body
During pattern recognition, Mrs. Boynton was able to document commonalities between current club structure, campus club standards, and the Federal Equal Access Act. Additionally, through the informal and formal collection of data, Mrs. Boynton is able to "recognize and find patterns [and] trends" in the expectations of the Love Above All stakeholders (Google Computational Thinking for Educators, n.d.). In order to design a solution that meets the delicate balance of privacy and transparency needs, each category needs to be evaluated and cross-referenced. By sorting categorized requests by frequency, identifying common themes, and determining if the common themes are reflected in any process dictated by the club, the data can be analyzed in the context of current club processes and structure for future communication needs.

# data[].attributes.body
In this (true) scenario, Mrs. Boynton breaks down the problem of balancing parental and administrative demands with respecting student privacy "into more familiar/manageable sub-problems" - the concise expectations of the three stakeholder groups (Yadav, Hong, & Stephenson, 2016). Prior to unpacking the expectations of each group, the problem feels insurmountable, especially as it takes place in a heavily conservative community. However, in breaking down the problem, similarities amonst the different components readily present themselves.

# data[].attributes.body
Through recognizing the common themes across the three decomposed categories, Mrs. Boynton is able to develop an action plan that follows a series of steps to accomplish a solution that both addresses parent and student concerns and abides by guidelines set forth by campus administrators and federal law. By integrating the common pattern among the categories, Mrs. Boynton was able to appease all parties by creating a monthly informational newsletter to be sent out to all parents, not just those involved in the club, outlining discussion topics and general LGBTQ+ education pieces. Additionally, campus administrators will send a one-time newsletter to parents outlining each club available on campus so as to avoid singling out Love Above All, which would be out of compliance with the Federal Equal Access Act.

# data[].attributes.body
As Mrs. Boynton studies the data compiled across each category, she notes commonalities between them. She notices that, while not all expectations are identical, each category propogates the desire for effective communication. Parents want to be aware of topics discussed so they may also address them at home; students want members of the community, their parents included, to be better informed about what it means to identify as LGBTQ+ while still maintaining their own privacy; and, campus administrators desire information be proactively disseminated to reduce the "element of surprise" and resulting inflamed emotions of parents, but prioritize fair and equal treatment of the club, Love Above All.

# data[].attributes.body
To better understand and manage this problem, Mrs. Boynton establishes a comprehensive baseline assessment of three distinct categories: current club structure and processes, privacy guidelines as dictated by the law and campus administration, and the transparency needs of parents and students.

Privacy Guidelines
In the breakdown of privacy guidelines, Mrs. Boynton will review campus enforced standards for all clubs and become familiar with the right to privacy of the students afforded under the Federal Equal Access Act.

Current Club Structure
Mrs. Boynton will evaluate the Love Above All club agendas, structure, bylaws, mission statement, goals and objectives and document any inconsistencies with campus standards for club sponsorship.

Transparency Needs
To ascertain the communication needs of parents and the privacy of students while providing the level of transparency that is requested and balance with campus and legal guidelines, a review of all requests made by parents will be conducted and categorized. Additionally, student input will be gathered using Google Forms.

# data[].attributes.body
Mrs. Boynton sponsors the campus LGBTQ+ club, Love Above All, at the junior high in which she teaches. Mrs. Boynton and Love Above All are facing scrutiny and criticism from parents in the community. Parents believe they should be informed if their child is attending Love Above All and wish to be sent weekly updates on discussion points from each meeting. However, Mrs. Boynton wishes to respect the privacy of her students, and per the Federal Equal Access Act, cannot be required to disclose the names of students attending the club unless every other club on campus is also required to do so.