The New York State K12 Computer Science and Digital Fluency Learning Standards are currently in use in some schools and are expected to be implemented in all schools in the 2024/2025 school year. These standards include Digital Citizenship, Digital Fluency, and Computer Science. The Computer Science Standards are being aligned to the CS4All Blueprint to help teachers integrate computational literacy, algorithmic thinking, and problem-solving skills in every classroom and at all grade levels.
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
|---|---|---|---|---|---|
| Abstraction | Analyze | give examples of specific patterns in something I can see, do or touch. | describe how I might use patterns to express an idea. | explain patterns and characteristics of technology I use everyday. | explain why applications are built with components made by different groups of people. |
Prototype | describe different things I tried in order to achieve a goal. | explain why I chose to include the specific components of my prototype over others. | explain characteristics or patterns that informed a function or an interface I created. | describe how components of my prototype come from or can be shared with a community. | |
Communicate | explain how I might help others identify patterns. | explain why using patterns is necessary when creating with a computer. | explain how patterns and characteristics guide how people use technology. | discuss how technology developed by a community represents its characteristics. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
| Algorithms | Analyze | describe more than one set of instructions that might complete a task. | describe how instructions can have different outputs depending on inputs. | compare and contrast instructions for completing a task with algorithms for completing types of tasks. | explain the positive and negative impacts of an algorithm’s design on my family or my community. |
Prototype | explain why I used specific instructions to complete a task. | demonstrate the benefit of using an event, conditional or loop in my prototype. | explain how a function I prototyped can be used by someone else. | suggest changes to an algorithm that impacts my family or my community. | |
Communicate | compare and contrast my instructions with other instructions that complete the same task. | compare and contrast how conditionals or loops were used in classmates’ prototypes. | teach someone the difference between instructions and an algorithm. | research and defend an opinion about an algorithm’s impacts on my family or community. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
| Programming | Analyze | experiment with the commands of a programming language. | describe three ways a development environment helps me create a project. | describe tools and processes needed to collaborate on programming projects. | describe the communities that developed a programming language and why. |
Prototype | explain why I chose specific commands to communicate my instructions. | describe the changes I made after testing at least three parts of my program. | explain how I used or remixed someone else’s project in my prototype and give them credit. | describe how I used community research to make technical decisions in the creation of my prototype. | |
Communicate | discuss what can and cannot be done with a specific set of commands. | teach another person how to use a development environment and the basics of programming. | present the challenges, and benefits of using tools to program collaboratively. | discuss the impact on my family or community of access to programming skills. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
| Data | Analyze | provide examples of how sensors are used. | explain how a sensor can allow the user to interact with my project. | explain how to find, store, and use public or sensor data as part of a larger project. | discuss the impact on my family or community of data or sensors in a computing application. |
Prototype | select a sensor among many to achieve a goal and explain why I chose that sensor. | describe at least three reasons I chose a specific sensor or dataset for my prototype. | explain how I transformed data for use in my prototype application or visualization. | explain how my prototype meets or adapts to community needs using data. | |
Communicate | present potential uses of a sensor to others. | compare and contrast how sensors or datasets were used in classmates’ projects. | present a persuasive argument using data as evidence in my presentation. | discuss trade-offs of using technology with sensor and dataset inputs and feedback loops. | |
| Concept | Practice | Explorers can… | Creators can… | Innovators can… | Citizens can… |
| Networks | Analyze | identify the hardware used for computers to connect to the Internet. | explain what markup languages are and the role they play in creating websites. | explain how consent, privacy and security impact my trust in an application. | describe the groups who develop the protocols that govern the Internet. |
Prototype | explain the components of an Internet model that I made. | explain how I used at least three different markup tags to build a website. | describe how my application makes consent, privacy and security explicit to the user. | explain three Internet protocols that enable us to build and use a web applications. | |
Communicate | explain how information might travel over the hardware that connects us to the Internet. | present my thoughts, ideas, or interests through a website built using markup. | discuss how issues of trust might change the way we interact on the Internet. | make a persuasive argument for a new or revised Internet protocol. |