The demand to provide high-quality computer science (CS) ed- ucation to K-12 students across the United States continues to grow due to societal transformations driven by AI, data science, and cybersecurity. However, the impact of state-wide initiatives and mandates on local district leaders’ decision making remains an under-explored area in the literature that is leveraged in this study. In 2022, the authors began work in a Southeastern state in the United States, poised to enact CS education implementation strategies as part of a Research Practice Partnership (RPP). This study investigates the first eight school districts who participated in the Strategic CSforALL Resource and Implementation Planning Tool (SCRIPT) workshops in 2022 and 2023, setting 3-month goals based on the SCRIPT rubric and sub-components. The study takes a general qualitative approach underpinned by the Capacity, Access, Participation, and Experience (CAPE) Framework [ 12 ] to develop a coding scheme to analyze the districts’ related rubric scores and 3-month goals, and to investigate the impacts on equity indicators. The districts participated in three SCRIPT workshops held in No- vember 2022, February 2023, and May 2023, and this study sought to dive deeply into the initial goals which coincided with state-level legislation, as well as analyzing the ways the SCRIPT rubric aligned to the CAPE Framework to investigate how district leaders make decisions which impact teacher and student outcomes which lead to equitable high-quality CS education.