GUIDANCE ON TEACHING COMPUTER SCIENCE IN WASHINGTON STATE K–12 PUBLIC SCHOOLS
Authorizing legislation: HB 1577, SHB 5088
2020 GUIDANCE ON TEACHING COMPUTER SCIENCE IN WASHINGTON STATE K–12 PUBLIC SCHOOLS
2020
Kathe Taylor, Ph.D. Assistant Superintendent Learning and Teaching
Shannon Thissen Computer Science Program Supervisor
Prepared by:
Janet Gordon, Ed.D. [email protected] | 509-860-5273
TABLE OF CONTENTS
Executive Summary ...... 1 Introduction to the Guidance Document ...... 2 Background ...... 2 Washington State Definition of Computer Science ...... 3 Similarities and Overlaps between Computer Science and Educational Technology ...... 4 Foundational Knowledge for Computer Science...... 5 Washington State Learning Standards for Computer Science ...... 6 Varied Instructional Settings to Teach Computer Science...... 11 Computer Science Integration into Various Content Areas ...... 12 Next Steps ...... 12 Support to Implement Computer Science in Your School ...... 12 School Reporting of Computer Science Courses ...... 13 Assessment of Computer Science Courses ...... 14 Computer Science state Course Code Guidance ...... 15 Computer Science STATE Course Codes ...... 17 CTE CIP Codes and STATE Course Codes ...... 18 Course Descriptions ...... 24 Terms and Definitions ...... 24 Standards and Practices by Grade Band Guide ...... 36 Introduction ...... 36 K–2 Standards & Practices ...... 39 1. Fostering an Inclusive Computing Culture ...... 39 2. Collaborating around Computing ...... 40 3. Recognizing & Defining Computational Problems ...... 41 4. Developing & Using Abstractions ...... 42 5. Creating Computational Artifacts ...... 47 6. Testing and Refining Computational Artifacts ...... 49 7. Communicating About Computing ...... 50 Grades 3–5 CS Standards & Practices ...... 55 1. Fostering an Inclusive Computing Culture ...... 55 2. Collaborating around Computing ...... 57
3. Recognizing & Defining Computational Problems ...... 58 4. Developing & Using Abstractions ...... 60 5. Creating Computational Artifacts ...... 62 6. Testing and Refining Computational Artifacts ...... 64 7. Communicating About Computing ...... 67 Grades 6–8 Standards & Practices ...... 72 1. Fostering an Inclusive Computing Culture ...... 72 2. Collaborating Around Computing...... 73 3. Recognizing & Defining Computational Problems ...... 76 4. Developing and Using Abstractions ...... 77 5. Creating Computational Artifacts ...... 82 6. Testing and Refining Computational Artifacts ...... 85 7. Communicating About Computing ...... 88 Grades 9–10 Standards & Practices ...... 91 1. Fostering an Inclusive Computing Culture ...... 91 2. Collaborating Around Computing...... 93 3. Recognizing & Defining Computational Problems ...... 95 4. Developing and Using Abstractions ...... 97 5. Creating Computational Artifacts ...... 103 6. Testing and Refining Computational Artifacts ...... 108 7. Communicating About Computing ...... 111 Appendices ...... 116 Appendix A. Computer Science State Advisory Committee ...... 116 Appendix B. Frequently Asked Questions—Superintendent...... 117 Appendix C. Frequently Asked Questions—High School Principal...... 119 Appendix D. Frequently Asked Questions—K–8 Principal...... 121 Appendix E. Methodology used in the development of this document...... 123 Legal Notice ...... 124
EXECUTIVE SUMMARY “The rise of Google, the rise of Facebook, the rise of Apple I think are proof that there is a place for computer science as something that solves problems that people face every day.”1 One of the most exciting and important aspects of this state initiative in computer science (CS) is that all students will have the opportunity to gain tangible benefits from engaging in computer science and solution-based practices. Recent legislation in Washington State requires that all high schools offer CS courses, which should begin with foundational experiences in kindergarten. Elementary and middle schools are the ideal places to ensure that every student has access to high quality foundational CS instruction.
To assist in the implementation of this requirement, OSPI assembled subject matter experts from higher education, Career and Technical Education, K–12, business, and other knowledgeable state representatives to create a definition of computer science specifically for the K–12 environment. The definition was then piloted in several schools. The refined definition presented in this document, is grounded in state and national standards and provides clarity around the question, “What does computer science look like in my classroom?”
Schools are encouraged to leverage their existing strengths to provide integrated and stand-alone CS courses in varied instructional settings to attract students from widely diverse backgrounds. State and national organizations offer approaches that are attractive to many students’ interests, such as using CS to help their community or promote social justice around a particular need. Additionally, adaptive technologies can increase access to CS for students with disabilities and those served by a Section 504 plan. These solutions help students to achieve greater independence and productivity as well as expanded opportunities for positive social inclusion.
Under the legislation, high schools are required to report specific data, including the state course code, CIP code, and demographics of students enrolled in the courses. This comprehensive guide offers three documents to assist schools in implementing CS courses and reporting accurate data: (1) Computer Science Course Code Guidance; (2) Computer Science Course Descriptions; and (3) Computer Science Standards and Practices by Grade Band. Please continue to visit the OSPI website to keep up to date on information about the state initiative in computer science.
1 Eric Schmidt, former Chief Executive Officer of Google
| 1 INTRODUCTION TO THE GUIDANCE DOCUMENT The Office of Superintendent of Public Instruction (OSPI) offers this guidance to support schools to equitably teach computer science (CS) in Washington’s K–12 public schools. This will assist districts to deeply understand and gain clarification on the new definition of computer science adopted by OSPI. OSPI is dedicated to providing a realistic and relevant definition of CS to guide school districts in determining the extent to which CS is being taught and guide districts’ next steps. This definition will: (1) allow school districts the flexibility needed to accommodate their unique circumstances, (2) promote culturally responsive computing, (3) encourage the use of CS as a conduit to teach other content areas such as math and science, and (4) provide room for CS to evolve and include new technologies that have yet to be discovered. BACKGROUND In 2015, the Washington State Legislature directed the Superintendent of Public Instruction to adopt nationally recognized K–12 computer science standards (SHB 1813). The Computer Science K–12 Learning Standards Advisory Committee guided the selection and implementation of the K12CS.org framework and standards from the Computer Science Teachers Association (CSTA). OSPI’s process of adoption included a comprehensive bias and sensitivity review by the Equity and Civil Rights Office before the statewide implementation of the new framework and standards.
The framework has provided educators with a scope and sequential progression for students to learn the academic content in the standards. However, districts’ decision to teach computer science (CS) has been voluntary until the 2019 legislative session that required all high schools in Washington state to provide equitable access to CS and teach at least one CS course. Districts must also follow a structured method of reporting on students enrolled in the course, and guidance documents are attached.2
Working closely with a Computer Science Advisory Committee (Appendix A) assembled in 2019–20, Washington state developed a definition of CS to offer to districts that provide clarity around what qualifies as CS and what does not qualify as CS. Acknowledging that the spirit of the legislation is for all students to successfully engage with technology in both their personal and career life, the committee offered their expertise for districts to develop a healthy computer science “ecosystem” that offers access points to traditionally underserved and diverse students. This document offers the CS definition, guidance, and other informational resources for districts to comply with legislation and further support CS initiatives in every district across the state. Additionally, throughout this document, call-out boxes labeled “K–8 Focus” provide information to assist with elementary and middle school planning of CS instruction. There is also a Frequently Asked Questions section in the appendix for K–8 Principals. Lastly, the language used in this document is intentionally written to be accessible to a broad audience from novice to expert to meet the needs of districts across the state with a wide range of experience in CS instruction.
2 HB 1577 SHB 5088
| 2 WASHINGTON STATE DEFINITION OF COMPUTER SCIENCE The state definition of computer science includes, but is not limited to, the following ideas:
• The design of both computer equipment and digital systems, and the interface between the hardware and software required for these systems.
• How algorithms, data structures, and modules are used to implement computer software and hardware.
• Problem-solving skills for designing computer software and hardware such as pattern recognition, decomposition, debugging, and software troubleshooting.
• How hardware and software are used to implement computers, networks, and other digital systems.
• The use of computer programs to collect, analyze, store, transform, model, and visualize data.
• How networking devices enable communication and organization and increase the need for cybersecurity.
• Using computers to collect, analyze, transform and store data to create visualizations, models, and inferences.
• How the privacy and security of data can be protected with computers.
• How computers affect people and society.
| 3 Similarities and Overlaps between Computer Science K−8 FOCUS—The definition and Educational Technology above refers to computer science There are similarities and overlaps between the instruction at all grade levels. For definition of computer science and educational more specific application of this technology. Educational technology consists of definition to the K−8 setting, see educational technology literacy and its next level of Washington State Computer skill development, technological fluency. In contrast, computer science is focused on the creation of Science Standards and Practices, computing hardware and software and its impact on which details grade band society. Note that computer science does not include appropriate learning and computer literacy education, which focuses on the practices that can be applied in use of existing technologies (e.g., word processing). the classroom. Educational technology literacy is the ability to:
• Responsibly, creatively, and effectively use appropriate technology to communicate.
• Access, collect, manage, integrate and evaluate information.
• Solve problems and create solutions.
• Build and share knowledge.
• Improve and enhance learning in all subject areas and experience.
Educational technology fluency is demonstrated when students:
• Apply technology to real-world experiences.
• Adapt to changing technologies.
• Modify current and create new technologies.
• Personalize technology to meet personal needs, interests, and learning styles3.
3 Office of Superintendent of Public Instruction (2018). K−12 Educational Technology Learning Standards, 98 pp.
| 4 FOUNDATIONAL KNOWLEDGE FOR K−8 FOCUS—Early and consistent engagement in CS foundational COMPUTER SCIENCE practices across K−8 can boost Computer science instruction needs to start in confidence and enjoyment and the early grades. Similar to all content areas, prepare students to succeed in students need to acquire foundational high school and beyond. computer science knowledge in elementary school to prepare them for success in the middle- and high-school computer science courses. This foundational knowledge leads to mastery of skills and abilities by delivering content that is sequential and follows established learning progressions (CSTA, 2017).
Foundational computer knowledge includes using and maintaining computer technology in safe and secure ways such as password protection, internet security, and online responsibility. All students also need to learn the appropriate and responsible use of technology among users called digital citizenship (ISTE, 2016). The three principles of digital citizenship are 1) respect, 2) educate, and 3) protect. These principles are essential for students to practice in school and beyond to remain safe in the digital world.
In elementary school, students begin to develop computational thinking skills by being guided to think through the processes to formulate problems and design solutions. Computational thinking skills help design a solution that can be executed by computers. Computational thinking skills are essential for proficiency in the CS standards as students learn increasingly complex content in middle and high school.
Foundational knowledge of how to collect, analyze, transform, present, store, and distribute data are all key bridges to the Common Core and Next Generation Science Standards (NGSS) throughout K–12. Creating simple computational artifacts such as an image, graphic, or audio recording prepares students to develop later more complex artifacts such as a video, web page, or program code (applications, games, etc.). Similarly, using a computer program to manipulate data, such as spreadsheets, also sets the stage for learning scripting languages or other programming languages.
An awareness of human-computer interaction (HCI) is also considered foundational knowledge. This awareness leads to an understanding of how culture and diversity affect the design of user interfaces and user experiences. Critical thinking about HCI enables students to design solutions and code interfaces while considering factors such as cultural relevance and accessibility.
Boosting foundational knowledge and providing encouragement beginning in the early grades can increase young students’ confidence and enjoyment in computing. Gaining computer science knowledge early on can help dispel stereotypes and barriers related to diverse participation and engagement in computing and technology.
| 5 Washington State Learning Standards for Computer Science The Washington State definition of computer science is aligned to the Washington State Learning Standards for CS. The standards are an essential resource and provide examples of vertically aligned CS practices that build on foundational knowledge in kindergarten and become increasingly complex as students increase their depth of understanding. An OSPI companion document called Washington State Computer Science Standards and Practices by Grade Level Band helps provide clarity by translating the standards into a familiar everyday language free from technical terms. The document also provides the core concept and core practice for each standard as well as samples of student performance.
Five overarching core concepts represent the major content areas in the field of CS. The core concepts are the knowledge areas associated with computer science are:
• Computing Systems • Algorithms and Programming
• Networks and the Internet • Impacts of Computing
• Data and Analytics
Seven core practices describe the behaviors and ways of thinking that students use when working within the core concepts. They are:
• Fostering an inclusive computing • Developing and using abstractions culture • Creating computational artifacts • Collaborating around computing • Testing and refining computational • Recognizing and defining artifacts computational problems • Communicating about computing
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Figure 1: Five core concepts and seven core practices describe what students should know and do in CS.
Each CS learning standard consists of a core concept (what students need to do) and a core practice (how students need to do it). For middle and high school CS courses, examining the CS learning standards and aligning them to classroom instruction will guide K−8 FOCUS—Currently, K−6 districts through a process to choose an accurate Classification of grade levels may have a Instructional Programs (CIP) code. Choosing the correct CIP code and general state course code state course code is critical to support accurate reporting and tracking of student enrollment. assigned to a grade level without delineating specific K–8 FOCUS—Currently, K–6 grade levels may have a general state CS courses. However, course code assigned to a grade level without delineating specific CS courses. However, elementary schools should try to identify any CS elementary schools should instruction and practice that can integrate into core classes. Middle try to identify any CS Schools (grades 7–8) may also wish to more specifically define CS instruction and practice that instruction integrated into core classes and select state course codes can integrated into core that better align with the course descriptions at the end of this classes. document.
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This intersection provides a definition of CS that can be used and applied within K–12 education4 to teach and assess content (Figure ).
Many school districts are already teaching CS to a certain extent. Schools may already embed some aspects of foundational computer science content across multiple areas and courses. Examples of these areas and courses may include CTE technology courses, educational technology, digital citizenship, internet safety, and digital literacy. Computer science instruction does not need to occur in a stand- alone class with separate content, especially at the elementary level. Instead, computer science instruction may be a part of inter-related instruction taught within and across the examples of areas and courses.
Figure 2: Key practices expressed within concepts lead to students doing computer science.
4 K−12 Computer Science Framework. (2016). Retrieved from https://www.k12.cs.org
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Equity in Computer Science Education OSPI aims to equitably expand computer science education and broaden participation in computing across Washington State. To achieve this goal, we must first capture data that can be examined with a demographic breakdown including ethnicity, socioeconomic background, gender, etc. and evaluate (1) student access, (2) student participation, and (3) student outcomes and success with respect to CS education. CS must be offered equitably by deliberately engaging traditionally underrepresented students, including Latinx, African American, American Indian/Alaska Native, Pacific Islander, English Learners, girls, and students with disabilities. The ability to access a computer science course at a school is equity in its purest form. Some schools do not offer such a course yet; however, recent legislation requires that all high schools must offer a computer science course5.
Washington has experienced growth in the diversity of our student populations and is a source of strength in our classrooms. CS can be relevant and attractive to diverse students through culturally responsive course content that considers all students’ interests, experiences, and needs. Best practices for culturally responsive teaching include:
• Modify curriculum to be relevant to the lived experiences of the student.
• Use student strengths as a starting point and build on prior knowledge.
• Invest in and take personal responsibility for students’ success.
• Create and nurture cooperative and collaborative environments.
• Encourage relationships among schools and communities.
• Promote critical literacy and thinking.
• Make explicit the power dynamics of mainstream society.
• Share power in the classroom.
• Engage students in social justice work 6.
5 SHB 1577 SB 5088
6 Culturally Responsive Teaching, Region 10 Equity Assistance Center, 2009.
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Districts are encouraged to offer meaningful computing. Students who are engaged in real-life issues (i.e., environment, animal welfare, health, and nutrition) in the context of their own communities are more motivated and persistent in CS education. National organizations such as CSforAll, Girls that Code, National Center for Women in Technology (NCWIT), Black Boys Code, Black Girls Code, etc. all offer resources to help a district adapt and add course content that motivates and engages traditionally underserved students.
Bias and cultural sensitivity is a critical consideration when selecting, adapting, or modifying the CS curriculum and learning resources. OSPI’s Equity and Civil Rights Office has established guidelines to assist in the review of bias in learning resources (Table 1).
Table 1. OSPI Equity and Civil Rights Office guidelines for a review of bias in learning resources7. A Bias Review Should Consider the Following Elements Gender Race Ethnicity Sexual Orientation Religion Socio-Economic Status Gender Expression & Identity Physical Disability Age Family Structure Native Language Occupation Body Shape/Size Culture Geographic Setting
Equitable access to CS can improve for students with learning and attention disabilities. Educators can use a variety of tools and strategies to ensure that learners of all abilities are successful. These strategies can, when incorporated into the classroom, including pedagogical strategies and assistive and adaptive technologies that can enhance the educational experience of students with disabilities and those served by a Section 504 plan. These solutions help students to achieve greater independence and productivity as well as expanded opportunities for positive social inclusion.
7 Retrieved from https://www.k12.wa.us/policy-funding/equity-and-civil-rights/reviewing-instructional-materials- bias
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VARIED INSTRUCTIONAL SETTINGS TO TEACH COMPUTER SCIENCE There is a wide range of ways that CS can be offered in the K–12 environment to increase accessibility to traditionally underserved students. In middle and high school, CS can be offered as a unique course or may be taught in coordination with other areas of the curriculum, such as math, science, technology, and business. In the early grades, foundational skills may be offered through a variety of expanded learning opportunities (ELOs), including during the school day, in after-school programs, and inter- session programs. ELOs provide educational supports as well as enrichment across a wide range of social contexts that maybe school- or community-based.
As always, achieving equitable access to CS is the goal, and districts can help by mitigating barriers and providing the support needed for all students to participate. This requires districts to engage in K−8 FOCUS—The goal to deliberate strategies to increase the participation of increase equity in CS instruction underserved students, including girls, diverse in high schools is supported by ethnicities, low-income students, and students with disabilities, as well as involve family members. comprehensive CS instruction. Elementary and Middle Schools Schools are encouraged to leverage existing strengths are the ideal places to ensure and build on CS instruction that is already in place and set equity-based strategic goals to expand access to CS that every student has access to instruction to meet the state requirements. Schools may high quality foundational CS be positioned to expand current CS opportunities instruction. through a redistribution of resources in a manner that maximizes student access and meets the needs of all students. In many cases, this expansion can be accomplished by embedding CS as a conduit to teach other subjects within various academic disciplines. For example, a science class may include the use of instrumentation to collect data for lab experiments where the instrumentation may require programming. Large amounts of raw data may be generated that require manipulation and analysis to convert into usable information.
Additional ideas are located in the Next Generation Science Standards, where practices such as computational thinking are described within the standards8. CS courses may be offered as stand-alone elective credit or may be available for dual credit with instruction in other academic areas. The instructional settings to teach computer science can be varied; however, the content must be linked to standards and be mastery-based, with an assessment of learning.
8 https://www.nextgenscience.org/search/node/computational_thinking
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COMPUTER SCIENCE INTEGRATION INTO VARIOUS CONTENT AREAS CS integration is possible throughout K–12. For example, when students develop a simple programming game to practice math skills, they are learning both math and CS. When middle school biology students develop an algorithm to summarize data in a research project, they are learning about biology as well as the computational tools to analyze the data. These types of multi-discipline approaches to CS instruction can be essential components in the school’s CS curriculum.
A primary goal for schools is to offer multiple ways to attract students from a wide variety of cultural backgrounds so they can see that pursuing technology education and careers is within reach. For example, broadening participation to girls, and diverse students requires expanded learning opportunities that are relevant to them, such as using CS to help their community or promote social justice around a particular need (e.g., CSforgood.org). Also, CS can be scheduled in co-curricular settings such as Robotics Clubs and After School Projects. Schools can encourage students’ participation in competitions and exhibitions, a requirement in CTE courses. NEXT STEPS Support to Implement Computer Science in Your School OSPI, in partnership with the Education Service Districts (ESDs), offers assistance to schools for strategic planning to build and implement a cohesive, robust CS program. There are many approaches to strategic planning, one of which is the Strategic CSforALL Resource and Implementation Planning Tool (SCRIPT). SCRIPT is a framework and systematic process that engages school staff, community, and stakeholders in collaborative activities to identify the components needed to implement a CS program successfully. Through the SCRIPT process, the school is guided through five focused areas: (1) materials and curriculum selection and content refinement, (2) leadership, (3) teacher capacity and development, (4) partners, and (5) community.
In a reiterative cycle, participants in SCRIPT training identify where they are as a school district (novice, emerging, developing, highly developed) in the focused areas. In the first focused area, materials/curriculum selection and content refinement, participants discuss elements of high-quality computer science curriculum including inclusivity, multidisciplinary, scaffolded, and sequential with teacher supports such as formative/summative assessments.
SCRIPT trainers will facilitate discussions around the critical leadership needed to implement a CS program successfully. Success relies on leaders who can cast the vision, set goals, and plan how to carry the program out. Successful leaders can motivate others across the district to share the responsibility to reach their goals. School personnel such as librarians, special educators, and guidance counselors all bring different perspectives and can help reach out to parents and promote community engagement in the vision.
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Teacher capacity building and professional development is a significant determinant of successfully reaching district goals to deliver effective CS instruction. The SCRIPT process guides participants to incorporate teacher professional development into their school plan as well as local, state, and national partners that can help to bring high-quality CS courses and provide professional development to teachers. Lastly, SCRIPT training raises awareness of how the community plays an integral part in the development and sustainability of a CS program. This awareness can lead to improved school-to-family communication about partner opportunities, extracurricular activities, and in-school CS pathways. The community can also help inform the CS plan and pathways based not only for college but also for career readiness based on the local workforce needs. SCHOOL REPORTING OF COMPUTER SCIENCE COURSES As all schools begin to offer K–12 CS classes, OSPI is committed to building an understanding of the support that districts will need to offer CS classes successfully. This deeper understanding is dependent upon the accuracy of the information that school districts report. Schools must report CS courses offered, students enrolled, and staff instructors. The student-record system must include state course codes for CS and enrollment demographics. Teacher certification reports must include demographics regarding instructors for CS courses.
To increase reporting data accuracy, OSPI has developed documentation that offers CS course code guidance. This documentation can be found below in the next section. This resource aligns the core concepts and practices to CS course names, descriptions, and Classification of Instructional Programs (CIP) codes. This will assist districts in aligning course content to a course name, CIP code, and the number of credits. Choosing the correct CIP code is critical to support accurate reporting and tracking of enrollment demographics. The course data will be analyzed across the state to more deeply understand the support schools need to implement CS at the K–12 level.
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ASSESSMENT OF COMPUTER SCIENCE COURSES OSPI requires that a substantial percent of the Washington State Computer Science Learning standards are taught and assessed in each credit-bearing CS course. The CS standards may be taught through the integration of other content such as math, science, or K−8 FOCUS—Assessment of CS ELA. OSPI is currently working on developing the rules at the K−8 level is conducted for oversight of the assessments that award CS credit. In through locally developed addition, high schools must offer competency testing classroom assessments. These that demonstrates mastery of CS standards. CS assessments are used by competency exams must be able to award CS credit for skills acquired through vocational courses and work instructional staff to determine experience. student mastery of learning targets.
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COMPUTER SCIENCE STATE COURSE CODE GUIDANCE During the 2019–20 Legislative session, SHB 1577 concerning K–12 computer science education data was passed into law. Beginning June 30, 2020, and by June 30 annually after that, school districts must submit to the Office of the Superintendent of Public Instruction (OSPI), and the OSPI must post conspicuously on its website, a report for the preceding academic year that must include the following data: • Total number of computer science courses offered in each school and whether these courses are advanced placement classes. • Number and percentage of students who enrolled in a computer science program. • Disaggregated by gender, race and ethnicity, special education status, English learner status, eligibility for the free and reduced-price lunch program, and grade level. • Number of computer science instructors at each school, disaggregated by certification, if applicable, gender, and highest academic degree.
Data collection will be done through the Comprehensive Education Data and Research System (CEDARS), a longitudinal data system managed by the Office of the Superintendent of Public Instruction (OSPI) to collect, store, and report data related to students, courses, and teachers. The data collected is either mandated by state or federal law or approved by the Data Governance Group at the OSPI.
CEDARS contains a course catalog of all courses in each grade offered at each public school. Student- related information in CEDARS includes each student’s gender, grade level, demographics, eligibility for specific education programs, and a record of all courses attempted by the student. For students in grades 9 through 12, final grades and credit information for each course attempted and earned by the student are also stored in CEDARS. There is also information in CEDARS about the staff member teaching each course or assigned to a homeroom, including each staff member’s gender, academic degrees, and certification.
State Course Codes are reported within the Comprehensive Education Data and Research System (CEDARS) and were developed using the National Center for Educational Statistics (NCES) course codes. Reporting State Course Codes are required for all courses reported to CEDARS. Local education agencies (LEAs) determine the state course code most appropriate for each class offered. Course information is amended with data populated from CEDARS.
Data to fulfill the legislation will be directly retrieved from CEDARS. For the data to be accurate, school districts must code their Computer Science courses with the correct state course code. The following list is the courses that will count as Computer Science courses in fulfilling the legislative intent of SHB5088 requiring all comprehensive high schools to offer a Computer Science course by the 2022–23 school year.
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Table 1 of this document lists the state course codes that will meet the legislative requirement.
Table 2 contains the CTE CIP codes and recommended state course codes. If you are offering any courses using the following CIP codes, please review the State Course Code and Course Name in the table. Based on your framework submitted under that CIP code, please use the appropriate State Course Code according to the Course Name in the table. If done correctly, this will allow OSPI to report the requested data in above mentioned SHB 1577. So, if you are using any of the CIP codes listed and have an appropriate State Course code from this table, your district will meet the criteria of the legislation.
Table 3 contains the Course Descriptions to help determine where the course you are teaching the best fits.
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COMPUTER SCIENCE STATE COURSE CODES * New State Course Codes Starting 2021–22
Table 2: Computer Science State Course Codes
State State Course Course Name Course Course Name Code Code
10011 Computer Science Principles 10154 C++ Programming
10012 Exploring Computer Science 10155 Java Programming
10013 PLTW Computer Science Essentials* 10156 Computer Programming—Other Language
10014 PLTW Computer Science A* 10157 AP Computer Science A
10015 PLTW Computer Science Principles* 10159 IB Computer Science
10016 PLTW Cybersecurity* 10160 Particular Topics in Computer Programming
10019 AP Computer Science Principles 10197 Computer Programming Independent Study
10020 Cybersecurity* Computer Programming— Workplace 10198 Experience Database Management and Data 10052 Warehousing 10199 Computer Programming — Other
10053 Database Applications 10201 Web Page Design
10054 Data Systems/Processing 10203 Interactive Media
Management Information Systems— 10205 Computer Gaming and Design 10097 Independent Study 10206 Mobile Applications Management Information Systems— 10098 Workplace Experience 10251 Computer Technology
10099 Information Technology-Other* 10253 Information Support and Services
10101 Network Technology 10254 IT Essentials: PC Hardware and Software
Information Support Services Independent 10102 Networking Systems 10297 Study 10108 Network Security Information Support and Services— 10298 10109 Essentials of Network Operating Systems Workplace Experience
10148 Networking Systems—Workplace Experience 10301 Computer Forensics*
10149 Networking System – other
10152 Computer Programming
10153 Visual Basic (VB) Programming
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CTE CIP CODES AND STATE COURSE CODES * New State Course Codes ♦ Not Computer Science Starting 2021–22 Theses course are information technology courses
Table 3: CTE CIP Codes and State Course Codes
Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
10011 Computer Science Principles
10014 *PLTW Computer Science A
10015 *PLTW Computer Science Principles
10019 AP Computer Science Principles
10152 Computer Programming A course that focuses on the general writing and implementation of generic and customized programs to drive operating systems and that V070000 10153 Visual Basic (VB) Programming Computer generally prepares individuals to apply the V078000 Programming methods and procedures of software design and 110201 V141000 10154 C++ Programming programming to software installation and Preparatory V210100 Brainbench maintenance. Includes instruction in software V470110 10155 Java Programming design, low- and high-level languages and V521206 program writing; program customization and Computer Programming—Other 10156 linking; prototype testing; troubleshooting; and Language related aspects of operating systems and networks. 10157 AP Computer Science A
10159 IB Computer Science
Computer Programming— 10197 Independent Study
10199 Computer Programming— Other
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Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
A program that prepares individuals to apply the V070000 10205 Computer Gaming and Design knowledge and skills of design and computer V078000 programming to the development of computer Computer 110204 V141000 games. Includes training in character and story Game Preparatory V210100 development, computer programming, computer Programming V470110 graphics, game design, game physics, human- V521206 10253 Information Support and Services computer interaction, human-centered design, and usability.
10012 Exploring Computer Science
A program that focuses on computer theory, V07000 computing problems and solutions, and the design V07800 10013 *PLTW Computer Science Essentials Introduction to of computer systems and user interfaces from a 110701 V141000 Computer scientific perspective. Includes instruction in the Exploratory V210100 10152 Computer Programming Science principles of computational science, computer V521206 development and programming, and applications V470110 to a variety of end-use situations. Particular Topics in Computer 10160 Programming
A course that prepares individuals to apply HTML, 10201 Web Page Design XML, JavaScript, graphic applications, and other Webpage/ authoring tools to the design, editing, and Digital/ publishing (launching) of documents, images, V070000 Multimedia 10203 Interactive Media graphics, sound, and multimedia products on the V078000 and 110801 World Wide Web. Includes instruction in internet V100100 Information Preparatory theory; web page standards and policies; elements V470110 Design ♦ of web page design; user interfaces; vector tools; V521206 11151 Digital Media Technology special effects; interactive and multimedia CIW components; search engines; navigation; Foundations ♦Digital Media Design and morphing; e-commerce tools; and emerging web 11153 Production technologies.
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Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
A course that prepares individuals to design and Database Management and Data manage the construction of databases and related 10052 Warehousing software courses and applications, including the linking of individual data sets to create complex searchable databases (warehousing) and the use of Data Modeling V070000 analytical search tools (mining). Includes and Database 110802 V078000 instruction in database theory, logic, and 10053 Database Applications Administration Preparatory V470110 semantics; operational and warehouse modeling;
V521206 dimensionality; attributes and hierarchies; data MCDBA definition; technical architecture; access and security design; integration; formatting and extraction; data delivery; index design; 10054 Data Systems/Processing implementation problems; planning and budgeting; and client and networking issues.
A course that focuses on the software, hardware, 10202 ♦Computer Graphics and mathematical tools used to represent, display, and manipulate topologically, two and three- dimensional objects on a video screen and Video Game prepares individuals to function as computer V070000 10203 Interactive Media Design/Digital graphics/video game development specialists. V078000 Computer Includes instruction in graphics software and 110803 V100100 Animation for systems; computer programming; digital Preparatory V470110 Game Design multimedia; graphic design, video game design V480101 and development; graphics devices, processors, V521206 10205 Computer Gaming and Design Skill Connect and standards; attributes and transformations; Assessment projections; surface identification and rendering; color theory; algebra; geometry; trigonometry and introduction to various mathematical concepts 10206 Mobile Applications related to interactive computer and computer graphic-based applications.
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Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
10101 Network Technology A course that focuses on the design, implementation, and management of linked systems of computers, peripherals, and associated software to maximize efficiency and productivity, 10102 Networking Systems Computer and that prepares individuals to function as Systems network specialists and managers at various levels. V070000 Networking Includes instruction in operating systems and 110901 V078000 and applications; systems design and analysis; Preparatory V470110 10108 Network Security Telecommunic networking theory and solutions; types of V470101 ations networks; network management and control; Network + network and flow optimization; security; configuring; and troubleshooting. The second 180 hours of this course should lead to industry Essentials of Network Operating 10109 certification such as Cisco Certified Network Systems Associate (CCNA) certification.
A program that prepares individuals to assess the security needs of computer and network systems, 10016 *PLTW Cybersecurity recommend safeguard solutions, and manage the V070000 Computer and implementation, auditing, and maintenance of V078000 Information security devices, systems, and procedures. Includes 111003 V141000 Systems instruction in computer architecture, programming, Preparatory V210100 Security/Auditing and systems analysis; networking; V470110 /Information telecommunications; cryptography; security system V521206 Assurance auditing and design; applicable law and 10020 *Cybersecurity regulations; risk assessment and policy analysis; contingency planning; user access issues; investigation techniques; and troubleshooting.
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Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
A program that prepares individuals to develop Web/ 10201 Web Page Design and maintain web servers and the hosted web Multimedia pages at one or a group of web sites, and to Management V100100 function as designated webmasters. Includes and 111004 V470110 instruction in computer systems and editing; 10202 ♦Computer Graphics Webmaster Preparatory V070000 information resources management; web policy
V078000 and procedures; Internet applications of
information systems security; user interfacing and CIW usability research; and relevant management and 10203 Interactive Media Foundations communications skills.
A course that prepares individuals to analyze 10251 Computer Technology problems and research solutions; identify, test, and implement solutions; manage working relationships with customers; install, configure, and V070000 10253 Information Support and Services Computer test new operating and application software and 111006 V078000 Support software upgrades; operate a computer system and Preparatory V470110 IT Essentials: PC Hardware and Specialist run system applications; and monitor and analyze 10254 V521206 Software A+ system performance. Includes instruction in troubleshooting; facilitation and customer service; hardware and software installation, configuration, 10301 Computer Forensics and upgrades; and system operations, monitoring, and maintenance.
Management Information Systems— 10098 Workplace Experience
Networking Systems—Workplace Computer and A learning experience in which the student has 10149 Experience Information completed a Career and Technical Education Sciences and sequence in their T&I Pathway education prior to 118888 V600096 Computer Programming—Workplace Support the co-op experience or concurrently enrolls in a 10199 Exploratory V600097 Experience Services Career and Technical Education class at school and Cooperative works in a related occupation. WAC 392-410-315 ♦Media Technology—Workplace Worksite outlines regulations for granting credit for 10248 Experience Experience cooperative work-based learning experiences.
♦Information Technology— 10998 Workplace Experience
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Teacher Cert State Course CIP Code Course Name SUBJECT Course Description V-Code Code
A program that prepares individuals to apply basic engineering principles and technical skills in 10251 Computer Technology Computer support of professionals who use computer Technology/ systems. Includes instruction in basic computer 151202 V470110 Computer design and architecture, programming, problems Preparatory Systems of specific computer applications, component, and Technology system maintenance, and inspection procedures, 12053 Information Support and Services hardware and software problem diagnosis and repair, and report preparation.
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TERMS AND DEFINITIONS Washington State has adopted the following definitions for clarity and direction of courses and curriculum.
Computational Thinking: A way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science, a fundamental skill for everyone, not just computer scientists.
Computing Education: The study of computer science or related activities, includes the act of scripting, coding, web development, or computer programming. It does not include non-coding uses of computer technology to create artifacts (i.e., multimedia development, desktop publishing).
Digital Citizenship: Digital citizens recognize and value the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they engage in safe, legal, and ethical behaviors.
Digital Literacy: An individual’s ability to find, evaluate, and compose clear information through writing and other media on various digital platforms.
Educational Technology: Washington State’s EdTech Standards define technology literacy and its next level of skill development, technological fluency, in this way:
Technology Literacy is the ability to responsibly, creatively, and effectively use appropriate technology to:
o Communicate.
o Access, collect, manage, integrate, and evaluate information.
o Solve problems and create solutions.
o Build and share knowledge.
o Improve and enhance learning in all subject areas and experiences. Technology Fluency is demonstrated when students:
o Apply technology to real-world experiences.
o Adapt to changing technologies.
o Modify current and create new technologies.
o Personalize technology to meet personal needs, interests, and learning styles. Keyboarding: The goal of keyboarding is to enable proficient and accurate digital input. By grade 5, it is recommended that students should be able to key by touch. Key by touch is determined through proficiency, proper technique with associated keys and fingers, and not speed.
Media Literacy: The ability to access, analyze, evaluate, create, and act using a variety of forms of communication.
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Course Descriptions
* New State Course Codes Starting 2021–22
Table 4: Course Descriptions Course Computer Science Course Name Description Code Standards
Computer Science Principles courses provide students the opportunity use programming, computational thinking, and data analytics to CS topics include subjects create digital artifacts and documents and standards in these representing design and analysis in areas core areas: including the Internet, algorithms, and the 1. Computing Systems Computer Science 10011 impact that these have on science, business, 2. Networks & the Internet Principles and society. Computer Science Principles 3. Data & Analysis courses teach students to use computational 4. Algorithms & tools and techniques including abstraction, Programming modeling, and simulation to collaborate in 5. Impacts of Computing solving problems that connect computation to their lives.
Exploring Computer Science courses present students with the conceptual underpinnings of computer science through an exploration of CS topics include subjects human computer interaction, web design, and standards in these computer programming, data modeling, and core areas: robotics. While these courses include 1. Computing Systems Exploring programming, the focus is on the 10012 2. Networks & the Internet Computer Science computational practices associated with doing 3. Data & Analysis computer science, rather than just a narrow 4. Algorithms & focus on coding, syntax, or tools. Exploring Programming Computer Science courses teach students the 5. Impacts of Computing computational practices of algorithm design, problem solving, and programming within a context that is relevant to their lives.
Following Project Lead the Way’s suggested curriculum, PLTW Computer Science Essentials CS topics include subjects (formerly known as PLTW Introduction to and standards in these Computer Science) courses introduce students core areas: to computational thinking concepts, 1. Computing Systems *PLTW Computer 10013 fundamentals, and tools. Students will increase 2. Networks & the Internet Science Essentials their understanding of programming languages 3. Data & Analysis through the use of visual and text-based 4. Algorithms & programming. Projects will include the creation Programming of apps and websites to address real-life topics 5. Impacts of Computing and problems.
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Course Computer Science Course Name Description Code Standards
Following Project Lead the Way’s suggested curriculum to prepare students for the College CS topics include subjects Board’s Advanced Placement Computer Science and standards in these A exam, PLTW Computer Science A (formerly core areas: known as PLTW Computer Science 1. Computing Systems *PLTW Computer 10014 Applications) courses focus on extending 2. Networks & the Internet Science A students’ computational thinking skills through 3. Data & Analysis the use of various industry-standard 4. Algorithms & programming and software tools. In these Programming courses, students collaborate to design and 5. Impacts of Computing produce solutions to real-life problems.
Following Project Lead the Way’s suggested curriculum to prepare students for the College Board’s Advanced Placement Computer Science Principles exam, PLTW Computer Science CS topics include subjects Principles (formerly known as PLTW Computer and standards in these Science and Software Engineering) courses are core areas: designed to help students develop 1. Computing Systems *PLTW Computer 10015 computational thinking, and introduce students 2. Networks & the Internet Science Principles to possible career paths involving computing. 3. Data & Analysis These courses help students build 4. Algorithms & programming expertise and familiarity with the Programming Internet using multiple platforms and 5. Impacts of Computing programming languages. Course content may include application development, visualization of data, cybersecurity, and simulation.
Following Project Lead the Way’s suggested CS topics include subjects curriculum, PLTW Cybersecurity courses and standards in these introduce students to the tools and concepts of core areas: cybersecurity. In these courses, students are 1. Computing Systems *PLTW encouraged to understand vulnerabilities in 10016 2. Networks & the Internet Cybersecurity computational resources and to create 3. Data & Analysis solutions that allow people to share computing 4. Algorithms & resources while retaining privacy. These courses Programming also introduce students to issues related to 5. Impacts of Computing ethical computing behavior.
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Course Computer Science Course Name Description Code Standards
Following the College Board’s suggested curriculum designed to parallel college-level computer science principles courses, AP CS topics include subjects Computer Science Principles courses introduce and standards in these students to the fundamental ideas of computer core areas: science and how to apply computational 1. Computing Systems AP Computer thinking across multiple disciplines. These 10019 2. Networks & the Internet Science Principles courses teach students to apply creative 3. Data & Analysis designs and innovative solutions when 4. Algorithms & developing computational artifacts. These Programming courses cover such topics as abstraction, 5. Impacts of Computing communication of information using data, algorithms, programming, the Internet, and global impact.
Cybersecurity courses introduce students to the CS topics include subjects concepts of cybersecurity. These courses and standards in these provide students with the knowledge and skills core areas: to assess cyber risks to computers, networks, 1. Computing Systems 10020 *Cybersecurity and software programs. Students will learn how 2. Networks & the Internet to create solutions to mitigate cybersecurity 3. Data & Analysis risks. These courses may also cover the legal 4. Algorithms & environment and ethical computing behavior Programming related to cybersecurity. 5. Impacts of Computing
Database Management and Data Warehousing CS includes subjects and courses provide students with the skills standards in these core necessary to design databases to meet user areas: Database needs. Courses typically address how to enter, 3. Data & Analysis 10052 Management and retrieve, and manipulate data into useful 4. Algorithms & Data Warehousing information. More advanced topics may cover Programming implementing interactive applications for May include these areas: common transactions and the utility of mining 2. Networks & the Internet data.
Database Application courses provide students CS includes subjects and with an understanding of database standards in these core development, modeling, design, and areas: normalization. These courses typically cover 3. Data & Analysis Database 10053 such topics as SELECT statements, data 4. Algorithms & Applications definition, manipulation, control languages, Programming records, and tables. In these courses, students may use Oracle WebDB, SQL, PL/SQL, SPSS, and May include these areas: SAS and may prepare for certification. 2. Networks & the Internet
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Course Computer Science Course Name Description Code Standards
CS topics include subjects Data Systems/Processing courses introduce and standards in these students to the uses and operation of core areas: computer hardware and software and to the 3. Data & Analysis Data programming languages used in business 10054 4. Algorithms & Systems/Processing applications. Students typically use BASIC, Programming COBOL, and RPL languages as they write
flowcharts or computer programs and may also May include these areas: learn data-processing skills. 2. Networks & the Internet
Management Information Systems— CS topics include subjects Independent Study courses, often conducted and standards in these with instructors as mentors, enable students to core areas: Management explore topics related to management 3. Data & Analysis Information information systems. Independent Study 10097 4. Algorithms & Systems— courses may serve as an opportunity for Programming Independent Study students to expand their expertise in a
particular specialization, to explore a topic in May include these areas: greater detail, or to develop more advanced 2. Networks & the Internet skills.
Management Information Systems—Workplace CS topics include subjects Experience courses provide work experience in and standards in these fields related to management information Management core areas: systems. Goals are typically set cooperatively by Information 3. Data & Analysis the student, teacher, and employer (although 10098 Systems— 4. Algorithms & students are not necessarily paid). These Workplace Programming courses may include classroom activities as Experience well, involving further study of the field or May include these areas: discussion regarding experiences that students 2. Networks & the Internet encounter in the workplace.
Network Technology courses address the CS topics include subjects technology involved in the transmission of data and standards in these between and among computers through data core areas: lines, telephone lines, or other transmission 1. Computing Systems media, such as hard wiring, wireless, cable 2. Networks & the Internet Network networks, and so on. These courses may 10101 3. Data & Analysis Technology emphasize the capabilities of networks, 4. Algorithms & network technology itself, or both. Students Programming typically learn about network capabilities and
network technology, including the software, May include these areas: hardware, and peripherals involved in setting 5. Impacts of Computing up and maintaining a computer network.
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Course Computer Science Course Name Description Code Standards
Networking Systems courses are designed to provide students with the opportunity to CS topics include subjects understand and work with hubs, switches, and and standards in these routers. Students develop an understanding of core areas: LAN (local area network), WAN (wide area 1. Computing Systems network), wireless connectivity, and Internet- 2. Networks & the Internet Networking 10102 based communications (including cloud-based 3. Data & Analysis Systems computing), with a strong emphasis on network 4. Algorithms & function, design, and installation practices. Programming Students acquire skills in the design, installation, maintenance, and management of May include these areas: network systems that may help them obtain 5. Impacts of Computing network certification.
Network Security courses provide students with an understanding of network security principles and implementation. Course topics usually include authentication, the types of attacks and malicious code that may be used against CS topics include subjects computer networks, the threats and and standards in these countermeasures for e-mail, Web applications, 10108 Network Security core areas: remote access, and file and print services. These 1. Computing Systems courses may also cover a variety of security 2. Networks & the Internet topologies as well as technologies and concepts used for providing secure communication channels, secure internetworking devices, intrusion detection systems, and firewalls.
Essentials of Network Operating Systems courses provide students with an overview of multi-user, multi-tasking network operating systems. In these courses, students study the characteristics of operating systems, such as CS topics include subjects Linux, and various Windows network operating Essentials of and standards in these systems and explore a range of topics including 10109 Network Operating core areas: installation procedures, security issues, back-up Systems 1. Computing Systems procedures, and remote access. Advanced 2. Networks & the Internet topics may include network administration, including account management, training, evaluating new technology, developing system policies, troubleshooting, email and business communications and Web site management.
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Course Computer Science Course Name Description Code Standards
Networking Systems—Workplace Experience courses provide students with work experience CS topics include subjects in fields related to networking systems. Goals and standards in these core areas: Networking are typically set cooperatively by the student, Systems— teacher, and employer (although students are 2. Networks & the Internet 10148 3. Data & Analysis Workplace not necessarily paid). These courses may 4. Algorithms & Experience include classroom activities as well, involving further study of the field or discussion Programming regarding experiences that students encounter
in the workplace.
Networking System 10149 Other Networking Systems courses. – other
Computer Programming courses provide students with the knowledge and skills necessary to construct computer programs in one or more languages. Computer coding and CS topics include subjects program structure are often introduced with and standards in these the BASIC language, but other computer core areas: languages, such as Visual Basic (VB), Java, 1. Computing Systems Pascal, C++, and C#, may be used instead. 3. Data & Analysis Computer Students learn to structure, create, document, 10152 4. Algorithms & Programming and debug computer programs. Advanced Programming courses may include instruction in object-
oriented programming to help students May include these areas: develop applications for Windows, database, 2. Networks & the Internet multimedia, games, mobile and Web 5. Impacts of Computing environments. An emphasis is placed on design, style, clarity, and efficiency. In these courses, students apply the skills they learn to relevant authentic applications.
Visual Basic (VB) Programming courses provide CS topics include subjects an opportunity for students to gain expertise in and standards in these computer programs using the Visual Basic (VB) core areas: language. As with more general computer 1. Computing Systems programming courses, the emphasis is on how 3. Data & Analysis Visual Basic (VB) to structure and document computer programs 10153 4. Algorithms & Programming and how to use problem-solving techniques. Programming These courses cover such topics as the use of
text boxes, scroll bars, menus, buttons, and May include these areas: Windows applications. More advanced topics 2. Networks & the Internet may include mathematical and business 5. Impacts of Computing functions and graphics.
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Course Computer Science Course Name Description Code Standards
CS topics include subjects C++ Programming courses provide an and standards in these opportunity for students to gain expertise in core areas: computer programs using the C++ language. 1. Computing Systems As with more general computer programming 3. Data & Analysis courses, the emphasis is on how to write 10154 C++ Programming 4. Algorithms & logically structured programs, include Programming appropriate documentation, and use problem-
solving techniques. More advanced topics may May include these areas: include multi-dimensional arrays, functions, 2. Networks & the Internet sorting, loops, and records. 5. Impacts of Computing CS topics include subjects Java Programming courses provide students and standards in these with the opportunity to gain expertise in core areas: computer programs using the Java language. 1. Computing Systems As with more general computer programming 3. Data & Analysis 10155 Java Programming courses, the emphasis is on how to structure 4. Algorithms & and document computer programs, using Programming problem-solving techniques. Topics covered in the course include syntax, I/O classes, string May include these areas: manipulation, and recursion. 2. Networks & the Internet 5. Impacts of Computing Computer Programming—Other Language CS topics include subjects courses provide students with the opportunity and standards in these to gain expertise in computer programs using core areas: languages other than those specified (such as 1. Computing Systems Pascal, FORTRAN, Python, or emerging Computer 3. Data & Analysis languages). As with other computer 10156 Programming— 4. Algorithms & programming courses, the emphasis is on how Other Language Programming to structure and document computer
programs, using problem-solving techniques. May include these areas: As students advance, they learn how to utilize 2. Networks & the Internet best the features and strengths of the language 5. Impacts of Computing being used. Following the College Board’s suggested CS topics include subjects curriculum designed to mirror college-level and standards in these computer science courses, AP Computer core areas: Science A courses emphasize object-oriented 1. Computing Systems programming methodology with a focus on 3. Data & Analysis AP Computer problem solving and algorithm development. 10157 4. Algorithms & Science A These courses cover such topics as object- Programming oriented program design; program
implementation; program analysis; standard May include these areas: data structures; standard algorithms; and the 2. Networks & the Internet ethical and social implications of computing 5. Impacts of Computing systems.
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Course Computer Science Course Name Description Code Standards
IB Computer Science courses prepare students CS topics include subjects to take the International Baccalaureate and standards in these Computer Science exams. The courses core areas: emphasize system fundamentals, computer 1. Computing Systems organization, and networks, as well as the 3. Data & Analysis IB Computer fundamental concepts of computational 10159 4. Algorithms & Science thinking, the development of practical Programming computational solutions, and programming. IB
Computer Science courses also cover the May include these areas: applications and effects of the computer on 2. Networks & the Internet modern society as well as the limitations of 5. Impacts of Computing computer technology.
These courses examine particular topics in Particular Topics in computer programming other than those 10160 Computer already described elsewhere in this Programming classification system.
CS topics include subjects Computer Programming—Independent Study and standards in these courses, often conducted with instructors as core areas: mentors, enable students to explore topics 1. Computing Systems Computer related to computer programming. 3. Data & Analysis 10197 Programming— Independent Study courses may serve as an 4. Algorithms & Independent Study opportunity for students to expand their Programming expertise in a particular specialization, to explore a topic in greater detail, or to develop May include these areas: more advanced skills. 2. Networks & the Internet 5. Impacts of Computing
Computer Programming—Workplace CS topics include subjects Experience courses provide students with work and standards in these experience in fields related to computer core areas: programming. Goals are typically set 1. Computing Systems Computer cooperatively by the student, teacher, and 3. Data & Analysis Programming— 10198 employer (although students are not 4. Algorithms & Workplace necessarily paid). These courses may include Programming Experience classroom activities as well, involving further study of the field or discussion regarding May include these areas: experiences that students encounter in the 2. Networks & the Internet workplace. 5. Impacts of Computing
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Course Computer Science Course Name Description Code Standards
CS topics include subjects and standards in these core areas: 1. Computing Systems Computer 3. Data & Analysis 10199 Programming — Other Computer Programming courses. 4. Algorithms & Other Programming
May include these areas: 2. Networks & the Internet 5. Impacts of Computing
Web Page Design courses teach students how to design websites by introducing them to and refining their knowledge of site planning, page CS topics include subjects layout, graphic design, and the use of markup and standards in these languages—such as Extensible Hypertext core areas: Markup, JavaScript, Dynamic HTML, Document 1. Computing Systems Object Model, and Cascading Style Sheets—to 2. Networks & the Internet 10201 Web Page Design develop and maintain a web page. These 3. Data & Analysis courses may also cover security and privacy 4. Algorithms & issues, copyright infringement, trademarks, and Programming other legal issues relating to the use of the Internet. Advanced topics may include the use May include these areas: of forms and scripts for database access, 5. Impacts of Computing transfer methods, and networking fundamentals.
CS topics include subjects Interactive Media courses provide students with and standards in these the knowledge and skills to create, design, and core areas: produce interactive digital media products and 1. Computing Systems services. The courses may emphasize the 2. Networks & the Internet development of digitally generated and/or 10203 Interactive Media 3. Data & Analysis computer-enhanced media. Course topics may 4. Algorithms & include 3D animation, graphic media, web Programming development, and virtual reality. Upon
completion of these courses, students may be May include these areas: prepared for industry certification. 5. Impacts of Computing
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Course Computer Science Course Name Description Code Standards
CS topics include subjects Computer Gaming and Design courses prepare and standards in these students to design computer games by core areas: studying design, animation, artistic concepts, 1. Computing Systems digital imaging, coding, scripting, multimedia 2. Networks & the Internet Computer Gaming 10205 production, and game play strategies. 3. Data & Analysis and Design Advanced course topics include, but are not 4. Algorithms & limited to, level design, environment and 3D Programming modeling, scene and set design, motion capture, and texture mapping. May include these areas: 5. Impacts of Computing
CS topics include subjects and standards in these Mobile Applications courses provide students core areas: with opportunities to create applications for 1. Computing Systems mobile devices using a variety of commercial 2. Networks & the Internet Mobile 10206 and open source software. These courses 3. Data & Analysis Applications typically address the installation and 4. Algorithms & modification of these applications, as well as Programming customer service skills to handle user issues. May include these areas: 5. Impacts of Computing
CS topics include subjects and standards in these core areas: Computer Technology courses introduce 1. Computing Systems students to the features, functions, and design 3. Data & Analysis Computer 10251 of computer hardware and provide instruction 4. Algorithms & Technology in the maintenance and repair of computer Programming components and peripheral devices. May include these areas: 2. Networks & the Internet 5. Impacts of Computing
CS topics include subjects and standards in these core areas: Information Support and Services courses 1. Computing Systems Information prepare students to assist users of personal 2. Networks & the Internet 10253 Support and computers by diagnosing their problems in 4. Algorithms & Services using application software packages and Programming maintaining security requirements. May include these areas: 3. Data & Analysis 5. Impacts of Computing
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Course Computer Science Course Name Description Code Standards
IT Essentials: PC Hardware and Software CS topics include subjects courses provide students with in-depth and standards in these exposure to computer hardware and operating core areas: systems. Course topics include the functionality 1. Computing Systems of hardware and software components as well IT Essentials: PC 2. Networks & the Internet as suggested best practices in maintenance and 10254 Hardware and 4. Algorithms & safety issues. Students learn to assemble and Software Programming configure a computer, install operating systems
and software, and troubleshoot hardware and May include these areas: software problems. In addition, these courses 3. Data & Analysis introduce students to networking and often 5. Impacts of Computing prepare them for industry certification.
CS topics include subjects Information Support and Services— and standards in these Independent Study courses, often conducted core areas: with instructors as mentors, enable students to 1. Computing Systems Information explore topics related to computer information 2. Networks & the Internet Support and support and services. Independent Study 10297 4. Algorithms & Services— courses may serve as an opportunity for Programming Independent Study students to expand their expertise in a
particular specialization, to explore a topic in May include these areas: greater detail, or to develop more advanced 3. Data & Analysis skills. 5. Impacts of Computing
Information Support and Services—Workplace CS topics include subjects Experience courses provide students with work and standards in these experience in fields related to information core areas: Information support and service. Goals are typically set 1. Computing Systems Support and cooperatively by the student, teacher, and 2. Networks & the Internet 10298 Services— employer (although students are not 4. Algorithms & Workplace necessarily paid). These courses may include Programming Experience classroom activities as well, involving further study of the field or discussion regarding May include these areas: experiences that students encounter in the 3. Data & Analysis workplace. 5. Impacts of Computing
Computer Forensics courses address the CS topics include subjects preservation, identification, extraction, and standards in these documentation, and interpretation of computer core areas: data. Topics covered may include legal 1. Computing Systems *Computer concepts, evidence handling and preservation, 10301 2. Networks & the Internet Forensics file system structures, chain of custody, and 3. Data & Analysis identification and recovery of computer data. 4. Algorithms & These courses may also cover the need to Programming perform an investigation and how to collect 5. Impacts of Computing evidence and analyze data.
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STANDARDS AND PRACTICES BY GRADE BAND GUIDE Introduction Within the Washington State Learning Standards for Computer Science (CS) reside a description of CS practices that translates the standards into teacher classroom instruction. The practices are vertically aligned, building on foundational knowledge in kindergarten and becoming increasingly complex as students increase their depth of understanding. As students move through each grade band, they move from novice upward realizing improved skills and abilities. This movement upward is called a learning or practice progression. Computer science practices are listed in the table below.
Table 5: Practice Statements Practice Practice Statements 1.1 Include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational products. 1. Fostering and Inclusive 1.2 Address the needs of diverse end users during the design process to Computing Culture produce artifacts with broad accessibility and usability. 1.3 Employ self- and peer-advocacy to address bias in interactions, product design, and development methods. 2.1 Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities. 2.2 Create team norms, expectations, and equitable workloads to increase 2. Collaborating Around efficiency and effectiveness. Computing 2.3 Solicit and incorporate feedback from and provide constructive feedback to team members and other stakeholders. 2.4 Evaluate and select technological tools that can be used to collaborate on a project. 3.1 Identify complex, interdisciplinary, real-world problems that can be 3. Recognizing and solved computationally. 3.2 Decompose complex real-world problems into manageable subproblems Defining Computational that could integrate existing solutions or procedures. Problems 3.3 Evaluate whether it is appropriate and feasible to solve a problem computationally. 4.1 Extract common features from a set of interrelated processes or complex phenomena. 4.2 Evaluate existing technological functionalities and incorporate them into 4. Developing and Using new designs. Abstractions 4.3 Create modules and develop points of interaction that can apply to multiple situations and reduce complexity. 4.4 Model phenomena and processes and simulate systems to understand and evaluate potential outcomes.
Practice Practice Statements
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5.1 Plan the development of a computational artifact using an iterative process that includes reflection on and modification of the plan, taking into account key features, time and resource constraints, and user 5. Creating Computational expectations. Artifacts 5.2 Create a computational artifact for practical intent, personal expression, or to address a societal issue. 5.3 Modify an existing artifact to improve or customize it. Students should be able to examine existing artifacts to understand what they do. 6.1 Systematically test computational artifacts by considering all scenarios and using test cases. 6. Testing and Refining 6.2 Identify and fix errors using a systematic process. Computational Artifacts 6.3 Evaluate and refine a computational artifact multiple times to enhance its performance, reliability, usability, and accessibility. 7.1 Select, organize and interpret large data sets from multiple sources to support a claim. 7.2 Describe, justify, and document computational processes and solutions 7. Communicating About using appropriate terminology consistent with the intended audience and Computing purpose. 7.3 Articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution.
The practices are grounded in the belief that computer science offers unique opportunities to apply to other subjects. Figure 3 describes the intersection among practices in computer science, science and engineering, and mathematics. Explicit instruction is required to create the connections illustrated in the figure.
Teachers across the state assisted in translating the CS standards into a familiar everyday language free from technical terms. This Description is included in the tables below to provide clarity to teachers and students. The practice progression illustrates what CS looks like when describing and engaging in activities in each grade band. Provided in the guidance are samples of student performance and additional sub-concept information within each grade level band.
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Figure 3: Relationships between computer science, science and engineering, and math practices
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K–2 STANDARDS & PRACTICES Purpose: CS education for students in grades K–2 is focused on building a strong foundation of knowledge that supports continued CS learning, such as proper terminology, safety (passwords, internet), ethical responsibilities, and how computers are used to support and change our lives. Samples of student performance are provided for teachers and instructional staff to be better equipped to develop CS activities that align with the state standards. 1. Fostering an Inclusive Computing Culture
Practice Samples of student # Standards Description Sub-Concept Progression performance 1A-CS-01 People use 1.1 • A student, when asked to draw a Devices computing devices to picture, should be able to open Select and operate perform a variety of Students should and use a drawing app/program People use computing appropriate software tasks accurately and begin to differentiate to complete this task, or if asked devices to perform a variety to perform a variety quickly. Students their technology to create a presentation, they of tasks accurately and of tasks and should be able to preferences from the should be able to open and use quickly. Computing devices
recognize that users select the technology presentation software. interpret and follow the have different needs appropriate preferences of others. • Students may compare different instructions given literally. and preferences for app/program to use web browsers, or word
Practice 1 Practice the technology they for tasks they need to processing, presentation, or use. complete. drawing programs. • Students, with teacher guidance, should be able to compare and discuss preferences for software with the same primary functionality.
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2. Collaborating around Computing
Practice Samples of student # Standards Description Sub-Concept Progression performance 1A-IC-17 Online 2.1 • Students need to use their Social Interactions communication manners while using technology Work respectfully and facilitates positive Students should learn and while online. There should be Computing has positively and responsibly with interactions, such as strategies for working no bullying, and they should use negatively changed the way others online. sharing ideas with with team members friendly language. people communicate. People many people., but the who possess varying • Students in the classroom will can have access to public and individual strengths. work on their devices, use information and each other anonymous nature of For example, with appropriate manners, and will not instantly, anywhere, and at online teacher support, bully. any time, but they are at the
communication also students should • Students will be helpful and risk of cyberbullying and allow intimidating begin to give each cooperative to other students and reduced privacy. and inappropriate team member adults and also treat the behavior in the form opportunities to equipment with respect. Practice 2 Practice of cyberbullying. contribute and to • Students could share their work work with each other on blogs or in other collaborative as co-learners. spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify them with others. • Students could provide feedback to others about their work in a kind and respectful manner.
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3. Recognizing & Defining Computational Problems
# Practice Samples of student Standards Description Sub-Concept Progression performance 1A-AP-11 Decomposition is the 3.2 • Students could break down (or Modularity act of breaking down decompose) the steps needed to Decompose (break tasks into simpler Students should complete a task. Complex tasks can be broken down) the steps tasks. focus on breaking • Students could break down the down into simpler needed to solve a down simple steps needed to make a peanut instructions, some of which problem into a problems. For butter and jelly sandwich, to brush can be broken down even precise sequence of example, in a visual their teeth, to draw a shape, to further. Likewise, instructions instructions. programming move a character across the can be combined to environment, accomplish complex tasks. Practice 3 Practice screen, or to solve a level of a students could break coding app. down (or decompose), the steps needed to draw a shape.
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4. Developing & Using Abstractions
# Standards Description Practice Samples of student Sub-Concept Progression performance 1A-DA-05 All information stored 4.2 • Students use software to Storage and processed by a complete tasks on a computing Store, copy, search, computing device Just as a car hides device, and they will be Computers store data that can retrieve, modify, and referred to as data. operating details, manipulating data. be retrieved later. Identical delete information such as the copies of data can be made
Data can be images, using a computing text documents, mechanics of the and stored in multiple locations device and define the audio files, software engine, a computer for a variety of reasons, such as information stored as programs or apps, program’s “move” to protect against loss. Practice 4 Practice data. video files, etc. command relies on hidden details that cause an object to change location on the screen.
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# Standards Description Practice Samples of student Sub-Concept Progression performance 1A-DA-06 The collection and 4.4 • Students may draw pictures of Collection use of data about the sunrises and sunsets, or show the Collect and present world is a routine Students with stages in a process, such as Everyday digital devices the same data in part of life and guidance may draw brushing your teeth. collect and display data over various visual influences how pictures to describe a • Students may create an animation time. The collection and use formats. people live. The data simple pattern, such to model a phenomenon, such as of data about individuals and collected could then as sunrise and sunset, evaporation. the world around them is a be organized into or show the stages in • Students could collect data on the routine part of life and two or more a process, such as weather, such as sunny days influences how people live. visualizations, such as brushing your teeth. versus rainy days, the temperature a bar graph, pie They can also create at the beginning of the school day
chart, or pictograph. an animation to and end of the school day, or the model a inches of rain throughout a storm. phenomenon, such as • Students could count the number
Practice 4 Practice evaporation. of pieces of each color of candy in a bag of candy, using Skittles or 7.1 M&Ms. • Students should, with Students could create surveys of guidance, present things that interest them, such as basic data using favorite foods, pets, or TV shows, visual and collect answers to their representations, such surveys from their peers and as storyboards, others. flowcharts, and graphs.
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# Standards Description Practice Samples of student Sub-Concept Progression performance 1A-DA-07 Data can be used to 4.1 • Students could use a number Visualization & make inferences or chart to figure out what comes Transformation Identify and describe predictions about the Students should be next. patterns in data world. able to identify and • Students look at a pattern to play Data can be displayed for visualizations, such as describe repeated a game. communication in many charts or graphs, to sequences in data or • Students could analyze a graph or ways. People use computers make predictions. code through pie chart of the colors in a bag of to transform data into new analogy to visual candy or the averages for colors forms, such as graphs and patterns or physical in multiple bags of candy. Identify charts.
sequences of objects. the patterns for which colors are present, and then predict which colors will have most and least in
Practice 4 Practice a new bag of candy. • Students could analyze graphs of temperatures taken at the beginning of the school day and end of the school day, identify the patterns of when temperatures rise and fall, and predict if they think the temperature will rise or fall at a particular time of the day, based on the pattern observed.
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# Standards Description Practice Samples of student Sub-Concept Progression performance 1A-AP-08 An algorithm is the 4.4 • Students can make a list of steps Inference & Models combination of to show how to complete a task Model daily smaller tasks into Students with Example: How to line up for lunch Data can be used to make processes by creating more complex tasks. guidance can draw • Students can make a list of steps inferences or predictions and following Students could create pictures to describe a to show how to complete a task. It about the world. Inferences, algorithms (sets of and follow algorithms simple pattern, such can be introduced in the first few statements about something
step-by-step for making simple as sunrise and sunset, weeks of school and practiced that cannot be readily instructions) to foods, brushing their or show the stages in throughout the year. observed, are often based on complete tasks. teeth, getting ready a process, such as • Students have multiple routines observed data. Predictions, for school, brushing your teeth. that need to be followed; lining statements about future Practice 4 Practice participating in clean- up, getting ready for class, events, are based on patterns up time. walking to a meeting place, in data and can be made by packing to go home. looking at data visualizations, • Students can also create an such as charts and graphs. animation to model a phenomenon, such as evaporation.
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# Standards Description Practice Samples of student Sub-Concept Progression performance 1A-AP-09 Information in the 4.4 • Students create steps on a map to Variables real world can be find their treasure, using arrows to Model the way represented in Students with tell which direction to walk and Information in the real world programs store and computer programs. guidance can draw how many steps to take. can be represented in manipulate data by pictures to describe a • Students could use thumbs computer programs. using numbers or simple pattern, such up/down as representations of Programs store and
other symbols to as sunrise and sunset, yes/no, use arrows when writing manipulate data, such as represent or show the stages in algorithms to represent direction, numbers, words, colors, and information. a process, such as or encode and decode words images. The type of data
Practice 4 Practice brushing your teeth. using numbers, pictographs, or determines the actions and other symbols to represent letters attributes associated with it. or words. • Students may also create an animation to model a phenomenon, such as evaporation.
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5. Creating Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-AP-10 Programming is used 5.2 • Students pick which steps will Control as a tool to create help their robot get to the end of Develop programs products that reflect Students should be a puzzle. Computers follow precise with sequences and a wide range of able to choose from a • Students decide which comes sequences of instructions that simple loops, to interests. Control set of given first, second, third, and more to automate tasks. Program express ideas or structures specify the commands to create solve a task. execution can also be non- address a problem. order in which simple animated • Students could correctly sequence sequential by repeating instructions are stories or solve pre- a simple animated story. If the patterns of instructions and
executed within a existing problems. commands to program a robot using events to initiate program. are not in the correct order, the instructions. Sequences are the robot will not complete the task order of instructions desired. Practice 5 Practice in a program. • Students can use Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-AP-12 Creating a plan for 5.1 • Students, with the help of their Program Development what a program will teacher, create a plan to solve a Develop plans that do clarifies the steps Students, with the simple task. They work on the People develop programs describe a program’s that will be needed to help of teachers, steps for making it work. For collaboratively and for a sequence of events, create a program and should participate in example, how to make a peanut purpose, such as expressing goals, and expected can be used to check project planning and butter and jelly sandwich. ideas or addressing problems. outcomes. if a program is the creation of • Students practice using computer correct. brainstorming science vocabulary with their
documents. plans.
• Students could create a planning 7.2 document, such as a story map, a Students should use storyboard, or a sequential Practice 5 Practice language that graphic organizer, to illustrate articulates what they what their program will do. • are doing and Students at this stage may identifies devices and complete the planning process concepts they are with help from their teachers. using with correct terminology (e.g., program, input, and debug).
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6. Testing and Refining Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-AP-14 Algorithms or 6.2 • Students could try reordering the Program Development programs may not sequence of commands in a Debug (identify and always work correctly. Students could use program. People develop programs fix) errors in an Students should be trial and error to fix • Students find and identify collaboratively and for a algorithm or program able to use various simple errors. For patterns, sequences, and repletion purpose, such as expressing that includes strategies, such as example, a student in a set of commands. They can ideas or addressing problems. sequences and changing the may try reordering then use these patterns to help
simple loops. sequence of the the sequence of find and fix mistakes in their steps, following the commands in a commands. algorithm in a step- program. • Students practice debugging by
Practice 6 Practice by-step manner, or following instructions and identify trial and error to fix when there is a roadblock. They problems in then use the identified pattern to algorithms and fix the mistake. programs. • Students in a hardware context could try to fix a device by resetting it or checking whether it is connected to a network
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7. Communicating About Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-CS-02 A computing system 7.2 • Students in kindergarten could Hardware & Software is composed of be asked to: “Show me what you Use appropriate hardware and Students should use use to type the word “and,” or A computing system is terminology in software. The language that “Show me what you use to hear composed of hardware and identifying and hardware consists of articulates what they a sound.” software. The hardware describing the physical components. are doing and • Students in first grade could be consists of physical
function of common Students should be identifies devices and asked to: “Tell me and show me components, while the physical components able to identify and concepts they are how to type the word “and,” or software provides instructions of computing describe the function using with correct “Tell me and show me how to for the system. These systems (hardware). terminology (e.g., instructions are represented
Practice 7 Practice of external hardware, hear the sound.” such as desktop program, input, and • Students in second grade may be in a form that a computer can computers, laptop debug), and expected asked to: “1. Tell me how to type understand. computers, tablet outcomes of their the “and,” or “Tell me how to devices, monitors, solutions. hear the sound. keyboards, mice, and printers.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-CS-03 Problems with 6.2 • Students use basic computer Troubleshooting computing systems terms to describe problems they Describe basic have different causes. Students could use may have with hardware and Computing systems might hardware and Students at this level trial and error to fix software. not work as expected software problems do not need to simple errors. For • Students would be able to use because of hardware or using accurate understand those example, a student simple troubleshooting strategies, software problems. terminology. causes. Still, they may try reordering including turning a device off and Describing a problem is the should be able to the sequence of on to reboot it, closing and first step toward finding a communicate a commands in a reopening an app, turning on solution.
problem with program. speakers, or plugging in accurate terminology headphones. 7.2 (e.g., when an app or program is not Practice 7 Practice Students should use working as expected, language that a device will not turn articulates what they on, the sound does are doing and not work, etc.). identifies devices and concepts they are using with correct terminology (e.g., program, input, and debug).
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-NI-04 Learning to protect 7.3 • Students are not required to use Cybersecurity one’s device or multiple strong passwords. They Explain what information from Students should should appropriately use and Connecting devices to a passwords are and apply these concepts network or the Internet
unwanted use by protect the passwords they are why we use them, others is an essential to computational required to use. provides many benefits. Still, and use strong first step in learning ideas and creations. care must be taken to use passwords to protect about cybersecurity. authentication measures, Practice 7 Practice devices and such as strong passwords, to information from protect devices and unauthorized access. information from unauthorized access.
1A-AP-13 Using computers 7.3 • Students could credit artifacts that Program Development comes with a level of were created by others, such as Give attribution when responsibility. Proper Students should pictures, music, and code. Credit People develop programs
using the ideas and attribution at this apply these concepts could be given if presenting their collaboratively and for a creations of others stage does not to computational work orally to the class, or in purpose, such as expressing while developing require a formal ideas and creations. writing, if sharing work on a class ideas or addressing problems. Practice 7 Practice programs citation, such as in a blog or website. bibliography or works cited document.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-AP-15 At this stage, 7.2 • Students use computer science Program Development students should be vocabulary when writing or saying Using correct able to talk or write Students should use what steps they took. For People develop programs terminology, describe about the goals and language that example, I wrote a “program” to collaboratively and for a steps are taken and expected outcomes articulates what they find pictures in my story. purpose, such as expressing choices made during of the programs they are doing and • Students could describe outcomes ideas or addressing problems. the iterative process create and the identifies devices and by using coding journals, of program concepts they are Practice 7 Practice choices that they discussions with a teacher, class development. made when creating using with correct presentations, or blogs. programs. terminology (e.g., program, input, and debug).
1A-IC-16 Computing 7 • Students look at the technology Culture technology has that was around ten years ago Compare how people positively and Students with and try to find current technology Computing technology has live and work before negatively changed guidance, present to compares. positively and negatively and after the the way people live basic data through • Students hear stories about how changed the way people live implementation or and work. In the past, the use of visual people used to live. and work. Computing devices adoption of new if students wanted to representations, • Students create and share stories can be used for computing read about a topic, using language that about what it may look like in the entertainment and as technology. they needed access articulates what they future. productivity tools, and they to a library. are doing and • Students may view and read the can affect relationships and identifies devices and lifestyles. Practice 7 Practice information on the Internet about concepts they are a topic, or they can download e- using with correct books about it directly to a device. terminology while applying these concepts to computational ideas and creations.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1A-IC-18 People use 7.3 • Students should know not to Social Interactions computing share their username and Keep login technology in ways Students should password with other people. Computing has positively and information private, that can help or hurt apply these concepts • Students, when finishing using a negatively changed the way and log off devices themselves or others. to computational computer, should always logoff. people communicate. People appropriately Harmful behaviors, ideas and creations. Logging off will ensure people can have access to
such as sharing who use the computer after you information and each other private information are not able to see your instantly, anywhere, and at and leaving public documents. any time, but they are at the
Practice 7 Practice devices logged in, • Students show the teacher they risk of cyberbullying and should be recognized have logged off the computer. reduced privacy and avoided. • Students should know not to share usernames and passwords, and teachers can keep the information until students memorize it.
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GRADES 3–5 CS STANDARDS & PRACTICES Purpose: CS education for students in grades 3–5 is focused on the continued expansion and deepening of foundational knowledge, such as learning how hardware and software work in tandem to move data, communicating with data, and the added value of diverse perspectives. Examples of CS in 3rd–5th grade classrooms include using Excel to organize and create visual data representations to answer questions. Samples of student performance are provided for teachers and instructional staff to be better equipped to develop CS activities and courses that meet the state requirements. 1. Fostering an Inclusive Computing Culture Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-13 Planning is an 1.1 • Students outline key features, Program Development essential part of the time and resource constraints, and Use an iterative iterative process of Students should be user expectations. People develop programs process to plan the program presented with • Students could document the using an iterative process development of a development. perspectives from plan as, for example, a storyboard, involving design, program by including people with different flowchart, pseudocode, or story implementation, and review. others’ perspectives backgrounds, ability map. Design often involves reusing
and considering user levels, and points of existing code or remixing preferences. view. other programs within a community. People 5.1 continuously review whether Practice 1 Practice programs work as expected, Students with and they fix or debug, parts scaffolding should that do not. Repeating these gain greater steps enables people to independence and refine and improve programs sophistication in the planning, design, and evaluation of artifacts
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-IC-19 The development and 1.2 • Students may consider using Culture modification of both speech and text when they Brainstorm ways to computing Students should wish to convey information in a The development and improve the technology are driven consider the game. modification of computing accessibility and by people’s needs preferences of people • Students may also wish to vary technology are driven by usability of and wants and can who might use their the types of programs they people’s needs and wants technology products affect groups products. create, knowing that not and can affect groups for the diverse needs differently. everyone shares their tastes. differently. Cultural practices
and wants of users. Anticipating the can influence computing needs and wants of technologies diverse end-users Practice 1 Practice requires students to purposefully consider potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities.
1B-IC-20 Computing provides 1.1 • Students could seek feedback Social Interactions the possibility for from other groups in their class or Seek diverse collaboration and Students should be students from multiple sources for Computing technology allows perspectives for the sharing of ideas and presented with the purpose of improving for local and global
purpose of improving allows the benefit of perspectives from computational artifacts collaboration. By facilitating computational diverse Perspectives, people with different • Students, with guidance from communication and artifacts. another grade level, backgrounds, ability their teacher, could use video innovation, computing
Practice 1 Practice forums, or website levels, and points of conferencing tools or other online influences many social comments, view. collaborative spaces, such as institutions such as family, blogs, wikis, to gather feedback education, religion, and the from individuals and groups economy. about programming projects.
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2. Collaborating Around Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-16 Collaborative 2.2 • Students take turns in different Program Development computing is the roles during program Take on varying roles, process of Students take on development, such as note-taker, People develop programs with teacher performing a various roles, with the facilitator, program tester, or using an iterative process guidance, when computational task teacher guiding this “driver” of the computer. involving design, collaborating with by working in pairs or process by providing implementation, and review.
peers during on teams. Because it collaborative Design often involves reusing the design, involves asking for structures. For existing code or remixing implementation, and the contributions and example, students other programs within a review stages of may take turns in community. People
Practice 2 Practice feedback of others, program effective different roles on the continuously review whether development. collaboration can project, such as note- programs work as expected, lead to better taker, facilitator, or and they fix or debug, parts outcomes than “driver” of the that do not. Repeating these working computer. steps enables people to independently. refine and improve programs
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3. Recognizing & Defining Computational Problems Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-NI-05 Just as we protect our 3.1 • Students could discuss or use a Cybersecurity personal property journaling or blogging activity to Discuss real-world offline, we also need Students should ask explain, orally, or in writing about Information can be protected cybersecurity to protect our clarifying questions topics that relate to personal using various security problems and how devices and the to understand cybersecurity issues. measures. These measures personal information information stored whether a problem or • Students could choose discussion can be physical and digital.
can be protected. on them. Information part of a problem can topics based on current events can be protected be solved using a related to cybersecurity or topics using various security computational that apply to students, such as: measures. These approach. why is it necessary to back up Practice 3 Practice measures can be data to guard against loss; how physical and digital. to create strong passwords and the importance of not sharing passwords; or why we should install and keep anti-virus software updated to protect data and systems.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-11 Decomposition is the 3.2 • Students could decompose Modularity act of breaking down (break down) problems into Decompose (break tasks into simpler Students should smaller, manageable Programs can be broken down) problems into tasks. decompose larger subproblems to facilitate the down into smaller parts to smaller, manageable problems into facilitate their design,
program (coding or problem- subproblems to manageable smaller solving in other topics) implementation, and review. facilitate the program problems. For development process. Programs can also be created development example, young • Students could create an by incorporating smaller Practice 3 Practice process. students may think of animation by separating a story portions of programs that an animation as into different scenes. For each have been created. multiple scenes and scene, they would select a thus create each background, place characters, scene independently. and program actions.
1B-IC-18 New computing 3.1 • Students, with teacher guidance, Culture technology and could discuss topics that relate to Discuss computing existing technologies Students should ask the history of technology and the The development and technologies that are modified for clarifying questions changes in the world due to modification of computing have changed the many reasons, to understand technology. technology are driven by world, and express including to increase whether a problem or • Topics could be based on current people’s needs and wants how those their benefits, part of a problem can news content, such as robotics, and can affect groups technologies be solved using a differently. Computing Practice 3 Practice decrease their risks, wireless Internet, mobile influence, and are and meet societal computational computing devices, GPS systems, technologies influence and influenced by, needs. approach. wearable computing, or how are influenced by cultural cultural practices. social media has influenced social practices. and political changes.
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4. Developing & Using Abstractions Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-CS-02 For a person to 4.4 • Students, with scaffolded support, Hardware and Software accomplish tasks with can use the correct vocabulary to Model how computer a computer, both Students should talk about parts of a device that Hardware and software work hardware and hardware and understand that they can see (i.e., headphones, together as a system to software work software are needed. computers can model headphone jack, mouse, accomplish tasks, such as together as a system At this stage, a model real-world keyboard, power, on/off buttons, sending, receiving, to accomplish tasks. should only include phenomena, and they etc.). processing, and storing units should use existing • of information as bits. Bits the basic elements of Students could draw a model on a computer system, computer simulations paper or in a drawing program, serve as the basic unit of data such as input, output, to learn about real- program an animation to in computing systems and processor, sensors, world systems. For demonstrate it, or demonstrate it can represent a variety of Practice 4 Practice and storage. example, they may by acting this out in some way. information. use a preprogrammed model to explore how parameters affect a system, such as how rapidly a disease spread.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-NI-04 Information is sent 4.4 • Students can demonstrate their Network Communication & and received over understanding of this flow of Organization Model how physical or wireless Students should information by drawing a model information is broken paths, broken down understand that of the way packets are Information needs a physical down into smaller into smaller pieces computers can model transmitted or programming an or wireless path to travel to pieces, transmitted as called packets, which real-world animation to show how packets be sent and received, and packets through are sent phenomena, and they are transmitted or demonstrating some paths are better than multiple devices over should use existing others. Information is broken
independently and this through an unplugged networks and the reassembled at the computer simulations activity which has them act it out into smaller pieces, called Internet, and destination. to learn about real- in some way. packets that are sent reassembled at the world systems. For independently and
Practice 4 Practice destination. example, they may reassembled at the use a destination. Routers and preprogrammed switches accurately send model to explore packets across paths to their how parameters destinations. affect a system, such as how rapidly a disease spread.
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5. Creating Computational Artifacts Practice # Standards Description Samples of student performance Sub-Concept Progression
1B-AP-09 Variables are used to 5.2 • Students may use mathematical Variables store and modify operations to add to the score of a Create programs that Students should Programming languages
data. At this level, game or subtract from the number of use variables to store understanding how focus on artifacts of lives available in a game. provide variables, which are and modify data. to use variables is personal importance. • Students can use a variable as a used to store and modify sufficient. countdown timer is another example. data. The data type Practice 5 Practice determines the values and operations that can be performed on that data.
1B-AP-10 Control structures 5.2 • Students could write a program to Control specify the order explain the water cycle, and when a Create programs that (sequence) in which Students should specific component is clicked (event), Control structures, including include sequences, instructions are focus on artifacts of the program will show information loops, event handlers, and events, loops, and executed within a personal importance. about that part of the water cycle. conditionals, are used to conditionals. program and can be Conditionals allow for the execution of specify the flow of execution. combined to support a portion of code in a program when a Conditionals selectively the creation of more specific condition is true. execute or skip instructions
complex programs. • Students could write a math game that under different conditions. Events allow portions asks multiplication fact questions and of a program to run then uses a conditional to check
Practice 5 Practice based on a specific whether the answer that was entered is action. correct. Loops allow for the repetition of a sequence of code multiple times. • Students can in a program that produces an animation about a famous historical character; students could use a loop to have the character walk across the screen as they introduce themselves.
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Practice # Standards Description Samples of student performance Sub-Concept Progression
1B-AP-12 Programs can be 5.3 • Give credit where credit is due. Modularity broken down into Observe intellectual property rights Modify, remix, or smaller parts, which Students should and give appropriate attribution when Programs can be broken incorporate portions can be incorporated attempt to use creating or remixing programs. down into smaller parts to of an existing into new or existing existing solutions to • Students could modify prewritten code facilitate their design, program into one’s programs. accomplish the from a single-player game to create a implementation, and review. own work, to develop desired goal. For two-player game: with slightly different Programs can also be created something new or example, students rules; remix and add another scene to by incorporating smaller add more advanced could attach a portions of programs that Practice 5 Practice an animated story; use code to make a features. programmable light ball bounce from another program in a have already been created. sensor to a physical new basketball game, or modify an artifact they have image created by another student. created to make it respond to light.
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6. Testing and Refining Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-CS-03 Although computing 6.2 • Students should be able to Troubleshooting systems may vary, identify solutions to problems Determine potential common Students could use such as the device not Computing systems share solutions to solve troubleshooting trial and error to fix responding, no power, no similarities, such as the use of simple hardware and strategies can be simple errors. For network, app crashing, no sound, power, data, and memory. software problems used on all of them. example, a student or password entry not working. Common troubleshooting
using common may try reordering • Students could solve errors that strategies, such as checking troubleshooting the sequence of occur at school by using various that power is available, strategies. commands in a strategies: such as rebooting the checking that physical and program device; checking for power; wireless connections are Practice 6 Practice checking network availability; working, and clearing out the closing and reopening an app; working memory by making sure to turn speakers on; restarting programs or headphones are plugged in, and devices, are effective for making sure that the caps lock many systems. key is not on, to solve these problems, when possible.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-08 Different algorithms 6.3 • Students should be able to look at Algorithms can achieve the same different ways to solve the same Compare and refine result, though Students’ progress, task and decide which would be Different algorithms can multiple algorithms sometimes one the process of the best solution. achieve the same result. for the same task and algorithm might be evaluation, and • Students could use a map and Some algorithms are more determine which is most appropriate for refinement should plan multiple algorithms to get appropriate for a specific the most appropriate. a specific situation. focus on improving from one point to another. They context than others. performance and could look at routes suggested by reliability. For mapping software and change the
example, students route to something that would be could observe a better, based on which route is robot in a variety of shortest or fastest or would avoid
Practice 6 Practice lighting conditions to a problem. determine that a light • Students might compare sensor should be less algorithms that describe how to sensitive. get ready for school. Another example might be to write different algorithms to draw a regular polygon and determine which algorithm would be the easiest to modify or repurpose to draw a different polygon.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-15 As students develop 6.1 • Students should be able to debug Program Development programs, they simple errors in programs created Test and debug should continuously Students should test by others successfully. People develop programs (identify and fix test those programs computational • Students, in a hardware context, using an iterative process errors) a program or to see that they do artifacts by could try to fix a device by involving design, algorithm to ensure it what was expected considering potential resetting it or checking whether it implementation, and review. runs as intended. and fix (debug), any errors, such as what is connected to a network Design often involves reusing errors. will happen if a user existing code or remixing enters invalid input. other programs within a community. People 6.2 continuously review whether
Practice 6 Practice programs work as expected, Students could use and they fix or debug, parts trial and error to fix that do not. Repeating these simple errors. For steps enables people to example, a student refine and improve programs. may try reordering the sequence of commands in a program
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7. Communicating About Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-CS-01 Computing devices 7.2 • Students describe how internal Devices often depend on and external parts of computing Describe how internal other devices or Students should devices function (Input, Process, Computing devices may be and external parts of components. identify the goals and Store, Output) to form a system. connected to other devices or computing devices Students should be expected outcomes For example, a robot depends on components to extend their function to form a able to describe how of their solutions a physically attached light sensor capabilities, such as sensing system. devices and to detect changes in brightness, and sending information.
components interact whereas the light sensor depends Connections can take many using correct on the robot for power. forms, such as physical or terminology. • Students could describe how wireless. Together, devices
Practice 7 Practice keyboard input, or a mouse click and components form a could cause an action to happen system of interdependent or information displayed on a parts that interact for a screen; this could only happen common purpose. because the computer has a processor to evaluate what is happening externally and produce corresponding responses.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-DA-06 Raw data has little 7.1 • Students use technology to Collection meaning on its own. organize and present collected Organize and present Data sorted or Students should, with data visually to show relationships People select digital tools for collected data visually grouped to provide guidance, present and support a claim. the collection of data based to highlight additional clarity. basic data using • Students use data to tell or view a on what is being observed relationships and Organizing data can visual process, supporting an idea and how the data will be support a claim. make interpreting representations, such visually. It can be expanded to used. For example, a digital and communicating it as storyboards, say: why a result happens, thermometer is used to to others more flowcharts, and acknowledging the owner of the measure temperature, and a
accessible. The same graphs. idea or knowledge. GPS sensor is used to track data could be • Students may use a data set of locations. manipulated in sports teams that could be sorted Visualization & Practice 7 Practice different ways to by wins, points scored, or points Transformation emphasize aspects or allowed, and a data set of weather parts of the data set. information could be sorted by People select aspects and high temperatures, low subsets of data to be temperatures, or precipitation. transformed, organized, clustered and categorized to provide different views and communicate insights gained from the data.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-DA-07 The accuracy of data 7.1 • Use data to highlight or propose Inference & Models analysis is related to cause-and-effect relationships, Use data to highlight how realistically data Students should, with predict outcomes, or The accuracy of inferences or propose cause- is represented. guidance, present communicate an idea. and predictions is related to and-effect Inferences or basic data with visual • Students could refer to data when how realistically data is relationships, predict predictions based on representations, such communicating an idea. For represented. Many factors outcomes, or data are less likely to as storyboards, example, to explore the influence the accuracy of communicate an be accurate if the flowcharts, and relationship between speed, time, inferences and predictions, idea. data is not sufficient graphs. and distance, students could such as the amount and or if the data is operate a robot at a uniform relevance of data collected.
incorrect in some speed, and at increasing time way. intervals to predict how far the robot travels at that speed.
Practice 7 Practice • Students could record the temperature at noon each day as a basis to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly or at different times of the day, the data would be incomplete, and the ideas communicated could be inaccurate.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-AP-14 Intellectual property 5.2 • Students could identify instances Program Development rights can vary by of remixing, when ideas are Observe intellectual country, but Students should borrowed and iterated upon, and People develop programs property rights and copyright laws give focus on artifacts of credit the original creator. using an iterative process give appropriate the creator of a work personal importance. Students should also consider involving design, attribution when a set of rights that common licenses that place implementation, and review.
7.3 creating or remixing prevents others from limitations or restrictions on the Design often involves reusing programs. existing code or remixing copying the work and Students should use of computational artifacts, other programs within a using it in ways that identify instances of such as images and music community. People Practice 7 Practice they may not like. remixing, when ideas downloaded from the Internet. • continuously review whether are borrowed and Students’ attributions should be programs work as expected, iterated upon, and written in the format required by and they fix or debug, parts give proper the teacher and should always be that do not. Repeating these attribution. included in any programs shared online. steps enables people to refine and improve programs.
1B-AP-17 People communicate 7.2 • These explanations could manifest Program Development about their code to themselves as in-line code Describe choices help others Students should comments for collaborators and People develop programs made during understand and use identify the goals and assessors, or as parts of a using an iterative process program their programs. expected outcomes summative presentation, such as a involving design, development using Another purpose of of their solutions. code walk-through or coding implementation, and review. code comments, communicating one’s journal. Design often involves reusing presentations, and design choices is to existing code or remixing demonstrations. other programs within a Practice 7 Practice show an understanding of community. People one’s work. continuously review whether programs work as expected, and they fix or debug, parts that do not.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
1B-IC-21 Ethical complications 7.3 • Students should consider the Safety Law & Ethics arise from the licenses on computational Use public domain or opportunities Students should artifacts that they wish to use. For Ethical complications arise creative commons provided by identify instances of example, the license on a from the opportunities media, and refrain computing. The ease remixing, when ideas downloaded image or audio file provided by computing. The from copying or of sending and are borrowed and may have restrictions that prohibit ease of sending and receiving
using material receiving copies of iterated upon, and modification, require attribution, copies of media on the created by others media on the give proper or prohibit use entirely. Internet, such as video, without permission. Internet, such as attribution. photos, and music, creates the opportunity for
Practice 7 Practice video, photos, and music, creates the unauthorized use, such as opportunity for online piracy, and disregard unauthorized use, of copyrights, such as lack of such as online piracy, attribution. and disregard of copyrights.
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GRADES 6–8 STANDARDS & PRACTICES Purpose: CS education for students in grades 6–8 is focused on gaining a more in-depth understanding that computers simply execute instructions, that the quality of data varies, and that data can be misrepresented. Samples of student performance are provided for teachers and instructional staff to be better equipped to develop CS activities and courses that meet the state requirements. 1. Fostering an Inclusive Computing Culture Practice Samples of student # Standards Description Sub-Concept Progression performance
2-IC-21 Students should test 1.2 • Students can discuss issues of bias Culture and discuss the and accessibility in the design of Discuss issues of bias usability of various Students should be existing technologies. Advancements in computing and accessibility in technology tools able to evaluate the • Students can discuss facial technology change people’s the design of existing (e.g., apps, games, accessibility of a recognition software that works everyday activities. Society is technologies and devices) with the product to a broad better for lighter skin tones was faced with tradeoffs due to teacher’s guidance. group of end-users, likely developed with a the increasing globalization
such as people with homogeneous testing group and and automation that various disabilities. could improve by sampling a computing brings. more diverse population.
Practice 1 Practice • Students discussing accessibility may notice that allowing a user to change font sizes and colors will not only make an interface usable for people with low vision but also benefits users in various situations, such as in bright daylight or a dark room
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2. Collaborating Around Computing Accessible Samples of student # Standards Practice Progression Sub-Concept language performance
2-DA-07 Data representations 4 • Students could represent the Storage occur at multiple same data in multiple ways, Represent data using levels of abstraction, Students should extract using different methods. Applications store data as a multiple encoding from the physical common features from • Students could represent the representation. schemes. storage of bits to the more complex same color using binary, RGB Representations occur at arrangement of phenomena or values, hex codes (low-level multiple levels, from the information into processes. Students representations), as well as arrangement of information organized formats should begin to forms understandable by into organized formats (such (e.g., tables). understand the people, including words, as tables in software) to the advantages of and be symbols, and digital displays of physical storage of bits. The comfortable using the color (high-level software tools used to access existing functionalities representations). information translate the low- (abstractions), including level representation of bits • Students should be able to technological resources identify common features in into a form understandable created by other people, multiple segments of code and by people. such as libraries and substitute a single segment that Practice 2 Practice application uses variables to account for the programming interfaces differences. In a procedure, the (APIs). variables would take the form of parameters. Within an object- • Students could be able to oriented programming design systems of interacting context, module design modules, each with a well- may include defining the defined role that coordinates to interactions among accomplish a common goal. objects, combining both data and procedures, and documented for reuse in other programs.
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Accessible Samples of student # Standards Practice Progression Sub-Concept language performance
2-AP-15 Development teams 2.3 • Students should begin to seek Program Development that employ user- diverse perspectives throughout Seek and incorporate centered design Students should engage the design process to improve People design meaningful feedback from team create solutions (e.g., in active listening by their computational artifacts. solutions for others by members and users programs and using questioning skills • Students should consider the defining a problem’s criteria to refine a solution devices) that can and should respond end-user may include usability, and constraints, carefully
that meets user have a significant empathetically to others. accessibility, age-appropriate considering the diverse needs needs. societal impact, such As they progress, content, respectful language, and wants of the community as an app that allows students should be able user perspective, pronoun use, and testing whether criteria to receive feedback from and constraints are met.
Practice 2 Practice people with speech color contrast, and ease of use. difficulties to multiple peers and translate hard-to- should be able to understand differentiate opinions. pronunciation into understandable language.
2-AP-18 Collaboration is a 2.2 • Students could assume pre- Program Development common and crucial defined roles within their teams Distribute tasks and practice in Students should become and manage the project People design meaningful maintain a project programming less dependent on the workflow using structured solutions for others by timeline when development. Often, teacher assigning roles timelines. With teacher defining a problem’s criteria
collaboratively many individuals and and become more adept guidance, they will begin to and constraints, carefully developing groups work on the at assigning roles within create collective goals, considering the diverse needs computational interdependent parts their teams. For example, expectations, and equitable and wants of the community artifacts. of a project together. they should decide workloads. and testing whether criteria Practice 2 Practice together how to take • Students may divide the design and constraints were met. turns in different roles. stage of a game into planning the storyboard, flowchart, and different parts of the game mechanics. They can then assign deadlines.
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Accessible Samples of student # Standards Practice Progression Sub-Concept language performance
2-IC-22 Crowdsourcing is 2.4 • Student groups could combine Social Interactions gathering services, animations to create a digital Collaborate with ideas, or content Students should also community mosaic. They could People can organize and many contributors from a large group of begin to make decisions also solicit feedback from many engage around issues and through strategies people, especially about which tools would people through the use of topics of interest through such as from the online be best to use and when online communities and various communication
crowdsourcing or community. It can be to use them. electronic surveys. platforms enabled by surveys when done at the local computing, such as social 5.2 creating a level (e.g., classroom networks and media outlets.
Practice 2 Practice computational These interactions allow or school) or global Students expressions artifact. issues to be examined using level (e.g., age- should become more multiple viewpoints from a appropriate online complex and of diverse audience. communities, like increasingly broader Scratch and significance Minecraft).
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3. Recognizing & Defining Computational Problems Practice Samples of student # Standards Description Sub-Concept Progression performance
2-CS-01 The study of human- 3.3 • Students could make Devices computer interaction recommendations for existing Recommend (HCI) can improve the Students should devices (e.g., a laptop, phone, or The interaction between improvements to the design of devices, systematically tablet) or design components or humans and computing design of computing including both evaluate the interface (e.g., create controllers) devices presents advantages,
devices, based on an hardware and feasibility of using by considering usability through disadvantages, and analysis of how users software. Including computational tools several lenses, including unintended consequences. interact with the consideration of to solve given accessibility, ergonomics, and The study of human- devices. problems or computer interaction can
Practice 3 Practice usability through learnability several lenses, subproblems, such as • Students can research, assistive improve the design of devices including through a cost- devices capabilities such as and extend the abilities of accessibility, benefit analysis. scanning written information and humans. ergonomics, and converting it to speech. learnability.
2-AP-13 Students should 3.2 • Students as part of program Modularity break down problems development focus on one piece Decompose into subproblems, Students should at a time (e.g., getting input from Programs use procedures to problems and which can be further break down a the user, processing the data, and organize code, hide subproblems into broken down into program into sub- displaying the result to the user). implementation details, and parts to facilitate the smaller parts. goals getting input • Students can work on different make code easier to reuse. design, from the user, parts of a problem at the same Procedures can be implementation, and processing the data, repurposed in new programs. Practice 3 Practice time, and animations can be review of programs. and displaying the decomposed into multiple scenes, Defining parameters for result to the user. which can be independently procedures can generalize developed. behavior and increase reusability.
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4. Developing and Using Abstractions Practice Samples of student # Standards Description Sub-Concept Progression performance
2-AP-14 Students should 4.1 • Students can create a procedure Modularity create procedures to draw a circle, which involves Create procedures and functions that Students should many instructions, but all of them Programs use procedures to with parameters to are used multiple extract common can be invoked with one organize code, hide organize code and times within a features from more instruction, such as “drawCircle.” implementation details, and make it easier to program to repeat complex phenomena By adding a radius parameter, the make code easier to reuse. reuse. groups of or processes. user can easily draw circles of Procedures can be instructions. These different sizes. repurposed in new programs. 4.3 procedures can be • Students should be able to Defining parameters for generalized by identify common features in procedures can generalize
Students should be behavior and increase defining parameters able to design multiple segments of code and reusability. that create different systems of substitute a single segment that outputs for a wide interacting modules, uses variables to account for the Practice 4 Practice range of inputs. each with a well- differences. In a procedure, the defined role that variables would take the form of coordinates to parameters. • accomplish a Students may design module, common goal. with objects that include defining the interactions among objects. At this stage, these modules, which combine both data and procedures, can be designed and documented for reuse in other programs.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-NI-04 Protocols are rules 4.4 • Students could model how data is Network Communication & that define how sent using protocols to choose Organization Model the role of messages are sent Students should the fastest path, to deal with protocols in between computers. model phenomena as missing information, and to Computers send and receive transmitting data They determine how systems, with rules deliver sensitive data information based on a set of across networks and quickly and securely governing the • Students could devise a plan for rules called protocols. the Internet. information is interactions within resending lost information or for Protocols define how transmitted across the system. Students interpreting a picture that has messages between networks and the should analyze and missing pieces. computers are structured and Internet, how to evaluate these • Students might create a simple sent. Considerations of
handle errors in models against real- producer-consumer ecosystem security, speed, and reliability transmission. The world observations. model using a programming tool. are used to determine the priority at this grade best path to send and receive Practice 4 Practice level is understanding data. the purpose of protocols and how they enable secure and errorless communication. Knowledge of the details of how specific protocols work is not expected.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-NI-06 Encryption can be as 4.4 • Students could encode and Cybersecurity simple as letter decode messages using a variety Apply multiple substitution or as Students should of encryption methods, and they The information sent and methods of complicated as model phenomena as should understand the different received across networks can encryption to model modern methods systems, with rules levels of complexity used to hide be protected from the secure used to secure governing the or secure information. unauthorized access and transmission of networks and the interactions within • Students could secure messages modification in a variety of
information. Internet. the system. Students using methods such as Caesar ways, such as encryption to should analyze and ciphers or steganography (i.e., maintain its confidentiality evaluate these hiding messages inside a picture and restricted access to
Practice 4 Practice models against real- or other data). They can also maintain its integrity. Security world observations. model more complicated measures to safeguard online methods, such as public-key information proactively encryption, through unplugged address the threat of activities. breaches to personal and • Students might create a simple private data. producer-consumer ecosystem model using a programming tool.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-AP-10 Complex problems 4.1 • Students might express an Algorithms are problems that algorithm that produces a Use flowcharts would be difficult for Students should recommendation for purchasing Algorithms affect how people and/or pseudocode students to solve extract common sneakers based on inputs such as interact with computers and to address complex computationally. features from more size, colors, brand, comfort, and the way computers respond. problems as Students should use complex phenomena cost. Testing the algorithm with a People design algorithms that algorithms. pseudocode and or processes. wide range of inputs and users are generalizable to many flowcharts to allows students to refine their situations. Readable 4.4 organize and recommendation algorithm and algorithms are more comfortable to follow, test, sequence an Students should to identify other inputs they may and debug. algorithm that model phenomena as have initially excluded. addresses a complex • Students might create a simple Practice 4 Practice systems, with rules problem, even governing the producer-consumer ecosystem though they may not interactions within model using a programming tool. • program the the system. Students Students could identify common solutions. should analyze and features in multiple segments of evaluate these code and substitute a single models against real- segment that uses variables to world observations. account for the differences. In a procedure, the variables would take the form of parameters.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-AP-16 Building on the work 4.2 • Students should use portions of Program Development of others enables code, algorithms, and/or digital Incorporate existing students to produce Eventually, students media in their programs and People design meaningful code, media, and more interesting and should understand websites. At this level, they may solutions for others by libraries into original powerful creations. the advantages of also import libraries and connect defining a problem’s criteria programs, and give Students should give and be comfortable to web application program and constraints, carefully attribution. attribution to the using existing interfaces (APIs). considering the diverse needs original creators to functionalities • Students in creating a side- and wants of the community acknowledge their (abstractions), scrolling game may incorporate and testing whether criteria contributions. including portions of code that create a and constraints were met.
technological realistic jump movement from resources created by another person’s game, and they other people, such as may also import Creative
Practice 4 Practice libraries and Commons-licensed images to use application in the background. programming interfaces (APIs).
7.3
Students should also recognize the contributions of collaborators.
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5. Creating Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
2-CS-02 Collecting and 5.1 • Students can use both hardware Hardware & Software exchanging data and software to design a project Design projects that involves input, Students should that shares data Hardware and software combine hardware output, storage, and systematically plan • Students can choose components determine a computing and software processing. When the development of a for a mobile app that could system’s capability to store components to possible, students program or artifact include accelerometer, GPS, and and process information. The
collect and exchange should select the and intentionally speech recognition. The choice of design or selection of a data. hardware and apply computational a device that connects wirelessly computing system involves software components techniques, such as through a Bluetooth connection multiple considerations and decomposition and potential tradeoffs, such as
Practice 5 Practice for their project versus a physical USB connection designs by abstraction, along involves a tradeoff between functionality, cost, size, speed, considering factors with knowledge mobility and the need for an accessibility, and aesthetics. such as functionality, about existing additional power source for the cost, size, speed, approaches to artifact wireless device accessibility, and design. aesthetics.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-AP-12 Control structures 5.1 • Students can, when programming Control can be combined in an interactive story, use a Design and iteratively many ways. Nested Students should compound conditional within a Programmers select and develop programs loops are loops systematically plan loop to unlock a door only if a combine control structures, that combine control placed within loops. the development of a character has a key AND is such as loops, event handlers, structures, including Compound program or artifact touching the door. and conditionals, to create nested loops and conditionals combine and intentionally more complex program compound two or more apply computational behavior. conditionals. conditions in a logical techniques, such as
relationship (e.g., decomposition and using AND, OR, and abstraction, along NOT), and nesting with knowledge conditionals within about existing Practice 5 Practice one another allows approaches to artifact the result of one design. conditional on 5.2 leading to another. Students’ expressions should become more complex and of increasingly broader significance.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-DA-09 A model may be a 5.3 • Students may predict how far a Inference & Models programmed ball will travel based on a table of Refine computational simulation of events Students should data related to the height and Computer models can be models based on the or a representation of attempt to use angle of a track. The students used to simulate events, data they have how various data is existing solutions to could then test and refine their examine theories and generated. related. To refine a accomplish the model by comparing predicted inferences, or make model, students need desired goal. For versus actual results and predictions with either a few to consider which example, students considering whether other factors or millions of data points. data points are could attach a are relevant (e.g., size and mass of Computer models are programmable light abstractions that represent Practice 5 Practice relevant, how data the ball). points relate to each sensor to a physical • Students could refine game phenomena and use data and other, and if the data artifact they have mechanics based on test algorithms to emphasize key is accurate. created to make it outcomes to make the game features and relationships respond to light. more balanced or fair. within a system. As more data is automatically collected, models can be refined.
2-AP-11 A variable is like a 5.1 • Students should use naming Variables container with a conventions to improve program Create clearly named name, in which the Students should readability. Examples of Programmers create variables variables that contents may change, systematically plan operations include adding points to store data values of represent different but the name the development of a to the score, combining user input selected types. A meaningful data types and program or artifact identifier is assigned to each
(identifier) does not. with words to make a sentence, perform operations When planning and and intentionally changing the size of a picture, or variable to access and on their values. developing apply computational adding a name to a list of people. perform operations on the programs, students techniques, such as value by name. Variables Practice 5 Practice should decide when decomposition and enable the flexibility to and how to declare abstraction, along represent different situations, and name new with knowledge process different sets of data, variables. about existing and produce different approaches to artifact outputs. design.
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6. Testing and Refining Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
2-DA-08 As students continue 6.3 • Students could transform data to Collection Visualization & to build on their remove errors, highlight or expose Transformation Collect data using ability to organize Students’ evaluation relationships, and make it easier computational tools and present data and refinement for computers to process. Data can be transformed to and transform the visually to support a should become an • Students could clean data, which remove errors, highlight, or data to make it more claim, they will need iterative process that is an essential transformation for expose relationships, and useful and reliable. to understand when also encompasses ensuring consistent format and make it easier for computers and how to transform making artifacts more reducing noise and errors (e.g., to process. data for this purpose. usable and removing irrelevant responses in a accessible. For survey). example, students Practice 6 Practice • Students can transform collected can incorporate data into something meaningful, feedback from a preferably visual. An example of a variety of end-users transformation that highlights a to help guide the size relationship is representing males and placement of and females as percentages of a menus and buttons in whole. a user interface
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-CS-03 Since a computing 6.2 • Students could use checklists to Troubleshooting device may interact troubleshoot problems with Systematically with interconnected Students’ progress, aircraft systems or use a similar, Comprehensive identify and fix devices within a they should become structured process to troubleshooting requires problems with system, problems more adept at troubleshoot problems with knowledge of how computing computing devices may not be due to debugging programs computing systems and ensure devices and components and their the specific and begin to that potential solutions are not work and interact. A components. computing device consider logic errors: overlooked. systematic process will
itself but to devices cases in which a • Students could use identify the source of a connected to it. program works, but troubleshooting strategies to problem, whether within a not as desired. In this include following a device or in a more extensive way, students will troubleshooting flow diagram, system of connected devices. Practice 6 Practice examine and correct making changes to the software their thinking. to see if the hardware will work, checking connections and settings, and swapping in working components. • Students could step through their program, line by line, to identify a loop that does not terminate as expected.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-AP-17 Use cases and test 6.1 • Students should begin to test Program Development cases are created and programs by considering Systematically test analyzed to meet the Students testing potential errors, such as what will People design meaningful and refine programs needs of users better should become a happen if a user enters invalid solutions for others by using a range of test and to evaluate deliberate process input (e.g., negative numbers and defining a problem’s criteria
cases. whether programs that is more iterative, 0 instead of positive numbers). and constraints, carefully function as intended. systematic, and considering the diverse needs At this level, testing proactive. and wants of the community and testing whether criteria
Practice 6 Practice should become a deliberate process and constraints were met. that is more iterative, systematic, and proactive than at lower levels.
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7. Communicating About Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
2-IC-20 Advancements in 7.2 • Students could describe the Culture computer technology positive and negative impacts of Compare tradeoffs are neither wholly Students should computers that affect daily life Advancements in computing associated with positive nor negative. provide and career options technology change people’s computing However, the ways documentation for • Students should consider current everyday activities. Society is technologies that that people use end-users that events related to broad ideas, faced with tradeoffs due to
affect people’s computing explains their artifacts including privacy, communication, the increasing globalization everyday activities technologies have and how they and automation. For example, and automation that and career options. tradeoffs. function, and they driverless cars can increase computing brings. should both give and convenience and reduce Practice 7 Practice receive feedback. For accidents, but they are also example, students susceptible to hacking. The could provide a emerging industry will reduce the project overview and number of taxi and shared-ride ask for input from drivers but will create more users. software engineering and cybersecurity jobs.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-IC-23 Sharing information 7.2 • Students can describe the Safety Law & Ethics online can help importance of keeping your Describe tradeoffs establish, maintain, Students should information secure. Example There are tradeoffs between between allowing and strengthen provide questions: What are some of the allowing information to be information to be connections between documentation for possible outcomes of having your public and keeping public and keeping people. end-users that data compromised? What are information private and information private explains their artifacts some methods for maintaining it secure. People can be tricked and secure. and how they securely? into revealing personal
function, and they • Students could research artists information when more should both give and and designers that display their public information is available receive feedback. For talents and reach a broad about them online.
Practice 7 Practice example, students audience. However, security could provide a attacks often start with personal project overview and information that is publicly ask for input from available online. Social users. engineering is based on tricking people into revealing sensitive information and can be thwarted by being wary of attacks, such as phishing and spoofing.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
2-NI-05 Information that is 7.2 • Students could research digital Cybersecurity stored online is security measures, which include Explain how physical vulnerable to Students should secure router admin passwords, The information sent and and digital security unwanted access. provide firewalls that limit access to received across networks can measures protect Examples of physical documentation for private networks, and the use of a be protected from electronic security measures to end-users that protocol such as HTTPS to ensure unauthorized access and information. protect data include explains their artifacts secure data transmission. modification in a variety of keeping passwords and how they ways, such as encryption to hidden, locking function, and they maintain its confidentiality should both give and and restricted access to Practice 7 Practice doors, making back- up copies on external receive feedback. For maintain its integrity. Security storage devices, and example, students measures to safeguard online erasing a storage could provide a information proactively device before it is project overview and address the threat of reused. ask for input from breaches to personal and users. private data.
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GRADES 9–10 STANDARDS & PRACTICES Purpose: CS education for students in 9th and 10th grade is focused on deepening understanding of why and how computing technologies work and then to build upon that conceptual knowledge by creating computational artifacts. Samples of student performance are provided for teachers and instructional staff to be better equipped to develop CS activities and courses that meet the state requirements. 1. Fostering an Inclusive Computing Culture Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-24 Computing may 1.2 • Students could evaluate the Culture improve, harm, or accessibility of a product to a Evaluate the ways maintain practices. Students should broad group of end-users, such as The design and use of computing impacts Equity deficits, such become aware of people who lack access to computing technologies and personal, ethical, as minimal exposure professionally broadband or who have various artifacts can improve, worsen, social, economic, and to computing, access accepted accessibility disabilities. or maintain inequitable cultural practices. standards and should • access to information and to education, and Students could begin to identify training be able to evaluate potential bias during the design opportunities. opportunities, are computational process to maximize accessibility related to larger, artifacts for in product design. Practice 1 Practice systemic problems in accessibility. Students • Students can test an app and society. should also begin to recommend to its designers that identify potential bias they respond to verbal commands during the design to accommodate users who are process to maximize blind or have physical disabilities. accessibility in product design.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-25 Biases could include 1.2 • Students should begin to identify Culture incorrect potential bias during the design Test and refine assumptions Students should process to maximize accessibility The design and use of computational developers have become aware of in product design and become computing technologies and artifacts to reduce made about their professionally aware of professionally accepted artifacts can improve, worsen, bias and equity user base. Equity accepted accessibility accessibility standards to evaluate or maintain inequitable deficits. standards and should access to information and
deficits include computational artifacts for minimal exposure to be able to evaluate accessibility. opportunities. computing, access to computational • Students can test an app and education, and artifacts for recommend to its designers that Practice 1 Practice training accessibility. Students they respond to verbal commands opportunities. should also begin to to accommodate users who are identify potential bias blind or have physical disabilities. during the design process to maximize accessibility in product design.
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2. Collaborating Around Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-22 Collaborative tools 2.4 • Students might work as a team to Program Development could be as develop a mobile application that Design and develop complicated as the Students should use addresses a problem relevant to Diverse teams can develop computational source code version different the school or community, programs with a broad artifacts working in control system or as collaborative tools selecting appropriate tools to impact through careful review team roles using simple as a and methods to establish and manage the project and by drawing on the collaborative tools. collaborative word solicit input from not timeline; design, share, and revise strengths of members in processor. Team roles only team members graphical user interface elements; different roles. Design in pair programming and classmates but and track planned, in-progress, decisions often involve
are driver and also others, such as and completed components tradeoffs. The development navigator but could participants in online of complex programs is aided be more specialized forums or local by resources such as libraries communities. and tools to edit and manage
Practice 2 Practice in larger teams. As programs grow more parts of the program. complex, the choice Systematic analysis is critical of resources that aid for identifying the effects of program lingering bugs. development becomes increasingly important and should be made by the students.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-27 Many aspects of 2.4 • Students could explore different Social Interactions society, especially collaborative tools and methods Use tools and careers, have been Students should use used to solicit input from team Many aspects of society, methods for affected by the different members, classmates, and others, especially careers, have been collaboration on a degree of collaborative tools such as participation in online affected by the degree of project to increase communication and methods to forums or local communities. communication afforded by
connectivity of afforded by solicit input from not • Students could compare ways computing. The increased people in different computing. The only team members different social media tools could connectivity between people cultures and career increased and classmates but help a team become more in different cultures and fields. also others, such as different career fields has
Practice 2 Practice connectivity between cohesive people in different participants in online changed the nature and cultures and different forums or local content of many careers. career fields has communities. changed the nature and content of many careers.
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3. Recognizing & Defining Computational Problems Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-NI-06 Security measures may 3.3 • Students could systematically Cybersecurity include physical security evaluate the feasibility of using Recommend security tokens, two-factor Students should computational tools to solve Network security depends measures to address authentication, and include more factors given problems or subproblems, on a combination of various scenarios biometric verification. in their evaluations, such as through a cost-benefit hardware, software, and based on factors such Potential security such as how analysis. practices that control access as efficiency, problems, such as efficiency affects • Students should begin to to data and systems. The feasibility, and ethical denial-of-service attacks, feasibility or whether include more factors in their needs of users and the impacts. ransomware, viruses, a proposed approach evaluations, such as how sensitivity of data determine
worms, spyware, and raises ethical efficiency affects feasibility or the level of security phishing, exemplify why concerns whether a proposed approach implemented. sensitive data should be raises ethical concerns.
Practice 3 Practice securely stored and transmitted. The timely and reliable access to data and information services by authorized users, referred to as availability, is ensured through adequate bandwidth, back-ups, and other measures.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-DA-10 People make choices 3.3 • Students could evaluate whether Storage about how data a chosen solution is most Evaluate the tradeoffs elements are organized Students should appropriate for a problem. Data can be composed of in how data elements and where data is stored. include more factors Students might consider the multiple data elements that are organized and These choices affect in their evaluations, cost, speed, reliability, relate to one another. For where data is stored. such as how example, population data
cost, speed, reliability, accessibility, privacy, and accessibility, privacy, and efficiency affects integrity tradeoffs between may contain information integrity. feasibility or whether storing photo data on a mobile about age, gender, and a proposed approach device versus in the cloud height. People make Practice 3 Practice raises ethical choices about how data concerns elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity.
3A-AP-17 At this level, students 3.2 • Students could create an app to Control should decompose solve a community problem by Decompose complex problems into Students encounter connecting to an online Programmers consider problems into smaller manageable complex real-world database through an application tradeoffs related to components through subproblems that could problems that span programming interface (API). implementation, readability, systematic analysis, potentially be solved multiple disciplines or and program performance using constructs such with programs or social systems, and when selecting and as procedures, procedures that already they should combining control modules, and/or exist. decompose complex structures. objects. problems into Practice 3 Practice manageable subproblems that could potentially be solved with programs or procedures that already exist.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-26 Computation can share 3.1 • Students could be able to Culture features with disciplines identify real-world problems Demonstrate ways a Students should be The design and use of
such as art and music by that span multiple disciplines, given algorithm algorithmically able to identify real- such as increasing bike safety computing technologies applies to problems translating human world problems that with new helmet technology, and artifacts can improve, across disciplines. intention into an artifact. span multiple and that can be solved worsen, or maintain Practice 3 Practice disciplines and can inequitable access to be solved information and computationally. opportunities.
4. Developing and Using Abstractions Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-CS-01 Computing devices 4.1 • Students might select an Devices are often integrated embedded device such as a car Explain how with other systems, Students, when stereo: identify the types of data Computing devices are often abstractions hide the including biological, working with data, (radio station presets, volume integrated with other underlying mechanical, and should be able to level) and procedures (increase systems, including biological, implementation social systems. The identify important volume, store/recall saved station; mechanical, and social
details of computing creation of integrated aspects and find mute) it includes and explain how systems. These devices can systems embedded in or embedded patterns in related the implementation details are share data. The usability, everyday objects. systems is not an data sets such as hidden from the user. dependability, security, and
Practice 4 Practice expectation at this crop output, • Students might select a medical accessibility of these devices, level. fertilization methods, device that can be embedded and the systems they are and climate inside a person to monitor and integrated with, are essential conditions. regulate his or her health, a considerations in their design hearing aid (a type of assistive as they evolve. device) can filter out specific frequencies and magnify others.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-CS-02 At its most basic 4.1 • Students could compare how text Hardware & Software level, a computer is editing software interacts with the Compare levels of composed of physical Students, when operating system to receive input Levels of interaction exist abstraction and hardware and working with data, from the keyboard, convert the between the hardware, interactions between electrical impulses. should be able to input to bits for storage, and software, and user of a application software, Multiple layers of identify important interpret the bits as readable text computing system. The most system software, and software are built aspects and find to display on the monitor. common levels of software hardware layers. upon the hardware patterns in related • Students could compare system that a user interacts with
and interact with the data sets such as software that is used on many include system software and layers above and crop output, different types of devices, such as applications. System software below them to fertilization methods, smart TVs, assistive devices, virtual controls the flow of reduce complexity. and climate components, cloud components, information between Practice 4 Practice System software conditions. and drones. hardware components used manages a • Students may explore the for input, output, storage, computing device’s progression from voltage to and processing. resources so that binary signal to logic gates to software can interact adders and so on. Knowledge of with hardware. specific, advanced terms for computer architecture, such as BIOS, kernel, or bus, is not expected at this level.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-NI-04 Each device is 4.1 • Students could use online Network Communication & assigned an address network simulators to experiment Organization Evaluate the that uniquely Students, when with these factors. scalability and identifies it on the working with data, Network topology is reliability of network. Routers should be able to determined, in part, by how networks, by function by identify important many devices can be describing the comparing IP aspects and find supported. Each device is relationship between addresses to patterns in related assigned an address that
routers, switches, determine the data sets such as uniquely identifies it on the servers, topology, pathways packets crop output, network. The hierarchy and and addressing. should take to reach fertilization methods, redundancy enable the Practice 4 Practice their destination. and climate scalability and reliability of Switches function by conditions. the Internet in networks. comparing MAC addresses to determine which computers or network segments will receive frames.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-DA-09 Data is represented 4.1 • Students could convert Storage by binary, hexadecimal color codes to Translate between hexadecimal, Students, when decimal percentages, Data can be composed of different bit hexadecimal color working with data, ASCII/Unicode representation, multiple data elements that representations of codes, decimal should be able to and logic gates relate to one another. For real-world identify important example, population data
percentages, phenomena, such as ASCII/Unicode aspects and find may contain information characters, numbers, representation, and patterns in related about age, gender, and and images. logic gates data sets such as height. People make choices Practice 4 Practice crop output, about how data elements are fertilization methods, organized and where data is and climate stored. These choices affect conditions. cost, speed, reliability, accessibility, privacy, and integrity.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-DA-11 People transform, 4.4 • Students could model Collection Visualization & generalize, simplify, phenomena as systems, with rules Transformation Create interactive and present large Students could governing the interactions within data visualizations data sets in different progress to creating the system, and evaluate these Data is continuously collected using software tools ways to influence more complex and models against real-world or generated through to help others better how other people realistic interactions observations. For example, automated processes that are understand real- interpret and between species, flocking behaviors queueing, or not always evident, raising world phenomena. understand the such as predation, life cycles. Google Fusion Tables privacy concerns. The
underlying competition, or can provide access to data different collection methods information. symbiosis, and visualization online. and tools that are used evaluate the model • Students could create software influence the amount and
Practice 4 Practice based on data tools or programming to create quality of the data that is gathered from powerful, interactive data observed and recorded. nature. visualizations and perform a range People transform, generalize, of mathematical operations to simplify, and present large transform and analyze data. data sets in different ways to Examples include visualization, influence how other people aggregation, rearrangement, and interpret and understand the application of mathematical underlying information. operations.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-DA-12 Computational 4.4 • Students could analyze and Inference & Models models make evaluate these models against Create computational predictions about Students could real-world observations. For The accuracy of predictions models that processes or progress to creating example, students might create a or inferences depends upon represent the phenomena based on more complex and simple producer-consumer the limitations of the relationships among selected data and realistic interactions ecosystem model using a computer model and the data different elements of features. between species, programming tool. the model is built. The
data collected from a such as predation, • Students could model amount, quality, and diversity phenomenon or competition, or phenomena as systems, with rules of data and the features process. symbiosis, and governing the interactions within chosen can affect the quality
Practice 4 Practice evaluate the model the system. of a model and the ability to based on data • Students could progress to understand a system. gathered from creating more complex and Predictions or inferences are nature. realistic interactions between tested to validate models. species, such as predation, competition, or symbiosis, and evaluate the model based on data gathered from nature. 3A-AP-14 Data is stored in 4.1 • Students should be able to Variables multiple ways that identify common features in Use lists to simplify support the solution Students, when multiple segments of code and Information in the real world solutions, of computational working with data, substitute a single segment that can be represented in generalizing should be able to computer programs.
problems. uses lists (arrays) to account for computational identify important the differences. Programs store and problems instead of aspects and find manipulate data, such as repeatedly using patterns in related numbers, words, colors, and
Practice 4 Practice simple variables. data sets such as images. The type of data crop output, determines the actions and fertilization methods, attributes associated with it. and climate conditions.
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5. Creating Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-13 A prototype is a 5.2 • Students create artifacts that are Algorithms computational personally relevant or beneficial Create prototypes artifact that Students should to their community and beyond. People evaluate and select that use algorithms demonstrates the engage in the • Students could develop artifacts algorithms based on to solve core functionality of a independent, in response to a task or a performance, reusability, and
computational product or process. systematic use of computational problem that ease of implementation. problems by Prototypes are useful design processes to demonstrates the performance, Knowledge of common leveraging prior for getting early create artifacts that reusability, and ease of algorithms improves how Practice 5 Practice student knowledge feedback in the solve problems with implementation of an algorithm. people develop software, and personal design process and social significance by secure data, and store interests. can yield insight into seeking input from information. the feasibility of a broad audiences. product.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-15 Implementation 5.2 • Students might compare the Control includes the choice of readability and program Justify the selection programming Students should performance of iterative and Programmers consider of specific control language, which engage in the recursive implementations of tradeoffs related to structures when affects the time and independent, procedures that calculate the implementation, readability, tradeoffs involve effort required to systematic use of Fibonacci sequence. and program performance implementation, create a program. design processes to when selecting and readability, and Readability refers to create artifacts that combining control structures. program how clear the solve problems with performance, and program is to other social significance by explain the benefits programmers and seeking input from and drawbacks of can be improved broad audiences. choices made. through
documentation.
The discussion of performance is
Practice 5 Practice limited to a theoretical understanding of execution time and storage requirements; a quantitative analysis is not expected. Control structures at this level may include conditional statements, loops, event handlers, and recursion.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-16 In this context, 5.2 • At previous levels, students have Control relevant learned to create and call Design and iteratively computational Students should procedures. Here, students design Programmers consider develop artifacts include engage in the procedures that are called by tradeoffs related to computational programs, mobile independent, events implementation, readability, artifacts for practical apps, or web apps. systematic use of • Students might create a mobile and program performance intent, personal Events can be user- design processes to app that updates a list of nearby when selecting and expression, or to create artifacts that combining control structures. Practice 5 Practice initiated, such as a points of interest when the device address a societal button press, or solve problems with detects that its location has been issue by using events system-initiated, such social significance by changed to initiate as a timer firing. seeking input from instructions. broad audiences.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-18 Computational 5.2 • Students could incorporate Modularity artifacts can be computer vision libraries to Create artifacts by created by combining Students should increase the capabilities of a robot Complex programs are using procedures and modifying engage in the or leverage open-source designed as systems of within a program, existing artifacts or independent, JavaScript libraries to expand the interacting modules, each combinations of data by developing new systematic use of functionality of a web application with a specific role, and procedures, or artifacts. Examples of design processes to coordinating for a common independent but computational create artifacts that overall purpose. These interrelated artifacts include solve problems with modules can be procedures programs. programs, social significance by within a program, seeking input from combinations of data and
simulations, visualizations, digital broad audiences. procedures, or independent animations, robotic but interrelated programs. systems, and apps. Modules allow for better Practice 5 Practice management of complex The focus at this level tasks. is understanding a program as a system with relationships between modules. The choice of implementation, such as programming language or paradigm, may vary.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-19 Examples of 5.1 • Students might create a user Modularity programs could satisfaction survey and brainstorm Systematically design include games, Students should be distribution methods that could Complex programs are and develop utilities, and mobile capable of reflecting yield feedback from a diverse designed as systems of programs for broad applications. on and, if necessary, audience, documenting the interacting modules, each audiences by Students at lower modifying the plan to process they took to incorporate with a specific role, incorporating levels collect accommodate end selected feedback in product coordinating for a common feedback from users. feedback and revise goals. revisions. overall purpose. These programs. At this modules can be procedures within a program, Practice 5 Practice level, students should do so through a combinations of data and systematic process procedures, or independent that includes but interrelated programs. feedback from broad Modules allow for better audiences. management of complex tasks.
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6. Testing and Refining Computational Artifacts Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-CS-03 Troubleshooting 6.2 • Students develop complex Troubleshooting complex problems troubleshooting strategies include Develop guidelines involves the use of Students should resolving connectivity problems, Troubleshooting complex that convey multiple sources progress to using adjusting system configurations problems involves the use of systematic when researching, more complex and settings, ensuring hardware multiple sources when troubleshooting evaluating, and strategies for and software compatibility, and researching, evaluating, and strategies that others implementing identifying and fixing transferring data from one device implementing potential
can use to identify potential solutions. errors, such as to another. solutions. Troubleshooting and fix errors. Troubleshooting also printing the value of • Students could create a flow chart, also relies on experience, relies on experience, a counter variable a job aid for a help desk such as when people Practice 6 Practice such as when people while a loop is employee, or an expert system. recognize that a problem is recognize that a running to determine similar to one that they have problem is like one how many times the seen before or adapt that they have seen loop runs. solutions that have worked in before or adapt the past. solutions that have worked in the past.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-NI-07 Security measures 6.3 • Students might discuss computer Network Communication & may include physical security policies in place at the Organization Compare various security tokens, two- Student’s evaluation local level that present a tradeoff security measures, factor authentication, and refinement between usability and security, Network topology is considering tradeoffs and biometric should become an such as a web filter that prevents determined, in part, by how between the usability verification, but iterative process that access to many educational sites many devices can be and security of a choosing security also encompasses but keeps the campus network supported. Each device is computing system. measures involves making artifacts more safe. assigned an address that tradeoffs between usable and accessible uniquely identifies it on the the usability and (P1.2). For example, network. The hierarchy and students can redundancy enable the Practice 6 Practice security of the system. The needs of incorporate feedback scalability and reliability of users and the from a variety of end- the Internet in networks. sensitivity of data users to help guide determine the level the size and of security placement of menus implemented. and buttons in a user interface.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-21 Testing and 6.3 • Students could respond to the Program Development refinement are the changing needs and expectations Evaluate and refine deliberate and Students’ evaluation of end-users and improve the Diverse teams can develop computational iterative process of and refinement performance, reliability, usability, programs with a broad artifacts to make improving a should become an and accessibility of artifacts. impact through careful review them more usable computational iterative process that • Students could incorporate and by drawing on the and accessible. artifact. This process also encompasses feedback from a variety of end- strengths of members in includes debugging making artifacts more users to help guide the size and different roles. Design (identifying and fixing usable and accessible placement of menus and buttons decisions often involve errors) and (P1.2). For example, in a user interface. tradeoffs, the development of students can complex programs aided by Practice 6 Practice comparing actual outcomes to incorporate feedback resources such as libraries intended outcomes. from a variety of end- and tools to edit and manage users to help guide parts of the program. the size and Systematic analysis is critical placement of menus for identifying the effects of and buttons in a user lingering bugs. interface.
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7. Communicating About Computing Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-NI-05 Network security 7.2 • Students might reflect on case Network Communication & depends on a studies or current events in which Organization Give examples to combination of Students should governments or organizations illustrate how hardware, software, incorporate clear experienced data leaks or data Network topology is sensitive data can be comments in their determined, in part, by how
and practices that loss because of these types of affected by malware control access to data product and attacks. many devices can be and other attacks. and systems. The document their • Students could give examples of supported. Each device is needs of users and process using text, potential security problems, such assigned an address that Practice 7 Practice the sensitivity of data graphics, as denial-of-service attacks, uniquely identifies it on the determine the level presentations, and ransomware, viruses, worms, network. The hierarchy and of security demonstrations. spyware, and phishing, present redundancy enable the implemented. threats to sensitive data. scalability and reliability of the Internet in networks.
3A-NI-08 Network security 7.2 • Students should be able to Cybersecurity depends on a describe, justify, and document Explain tradeoffs combination of Students should choices they make using Network security depends on when selecting and hardware, software, incorporate clear terminology appropriate for the a combination of hardware, implementing and practices that comments in their intended audience and purpose. software, and practices that
cybersecurity control access to data product and • Students could debate issues control access to data and recommendations. and systems. The document their from the perspective of diverse systems. The needs of users needs of users and process using text, audiences, including individuals, and the sensitivity of data graphics, determine the level of
Practice 7 Practice the sensitivity of data corporations, privacy advocates, determine the level presentations, and security experts, and government. security implemented. of security demonstrations. implemented. Every security measure involves tradeoffs
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-AP-20 Examples of software 7.3 • Students might consider two Program Development licenses include software libraries that address a Evaluate licenses that copyright, freeware, Students should similar need, justifying their Diverse teams can develop limit or restrict use of and many open- consider common choice based on the library that programs with a broad computational source licensing licenses that place has the least restrictive license. impact through careful review artifacts when using schemes. At previous limitations or and by drawing on the resources such as restrictions on the strengths of members in
levels, students libraries. adhered to licensing use of computational different roles. Design schemes. At this level, artifacts. For example, decisions often involve they should consider a downloaded image tradeoffs, the development of Practice 7 Practice licensing implications may have restrictions complex programs aided by for their work, that prohibit resources such as libraries especially when modification of an and tools to edit and manage incorporating image or using it for parts of the program. libraries and other commercial purposes. Systematic analysis is critical resources. for identifying the effects of lingering bugs.
3A-AP-23 Complex programs 7.2 • Students development of complex Program Development are designed as programs aided by resources such Document design systems of Students should as libraries and tools to edit and Diverse teams can develop decisions using text, interacting modules, incorporate clear manage parts of the program programs with a broad graphics, each with a specific comments in their impact through careful review
presentations, and/or role, coordinating for product and and by drawing on the demonstrations in a common overall document their strengths of members in the development of purpose. These process using text, different roles. Design Practice 7 Practice complex programs. modules can be graphics, decisions often involve procedures within a presentations, and tradeoffs. Systematic analysis program, demonstrations. is critical for identifying the combinations of data effects of lingering bugs. and procedures.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-28 Laws govern many 7.3 • Students could explain the laws Safety Law & Ethics aspects of that mandate the blocking of Explain the beneficial computing, such as Students should some file-sharing websites may Laws govern many aspects of and harmful effects privacy, data, consider common reduce online piracy but can computing, such as privacy, that intellectual property, licenses that place restrict the right to access data, property, information, property laws can information, and limitations or information. Firewalls can be used and identity. These laws can have on innovation. identity. These laws restrictions on the to block harmful viruses and have beneficial and harmful can have beneficial use of computational malware but can also be used for effects, such as expediting or and harmful effects, artifacts. For example, media censorship. delaying advancements in
such as expediting or a downloaded image • Students should be aware of computing and protecting or delaying may have restrictions intellectual property laws and be infringing upon people’s advancements in that prohibit able to explain how they are used rights. International Practice 7 Practice computing and modification of an to protect the interests of differences in laws and ethics protecting or image or using it for innovators and how patent trolls have implications for infringing upon commercial purposes. abuse the laws for financial gain. computing. people’s rights. International differences in laws and ethics have implications for computing.
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Practice Samples of student # Standards Description Sub-Concept Progression performance
3A-IC-29 Data can be collected 7.2 • Students could explain Safety Law & Ethics and aggregated surveillance video used in a store Explain the privacy across millions of Students should to track customers for security or Laws govern many aspects of concerns related to people, even when incorporate clear information about purchase computing, such as privacy, the collection and they are not actively comments in their habits or the monitoring of road data, property, information, generation of data engaging with or product and traffic to change signals in real- and identity. These laws can through automated physically near the document their time to improve road efficiency have beneficial and harmful
processes that may data collection process using text, without drivers being aware. effects, such as expediting or not be evident to devices. This graphics, Methods and devices for delaying advancements in users. automated and non- presentations, and collecting data can differ by the computing and protecting or Practice 7 Practice evident collection can demonstrations. amount of storage required, level infringing upon people’s raise privacy of detail collected, and sampling rights. International concerns, such as rates differences in laws and ethics social media sites have implications for mining an account computing. even when the user is not online.
3A-IC-30 Laws govern many 7.3 • Students might review case Safety Law & Ethics aspects of studies or current events which Evaluate the social computing, such as Students should present an ethical dilemma when Laws govern many aspects of and economic privacy, data, consider common an individual’s right to privacy is computing, such as privacy, implications of licenses that place data, property, information,
property, at odds with the safety, security, privacy in the context information, and limitations or or wellbeing of a community and identity. These laws can of safety, law, or identity. International restrictions on the have beneficial and harmful ethics. differences in laws use of computational effects, such as expediting or Practice 7 Practice and ethics have artifacts. For example, delaying advancements in implications for a downloaded image computing and protecting or computing. may have restrictions infringing upon people’s that prohibit rights. modification.
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Attribution The Computer Science Teaching Association (CSTA) K-12 Computer Science Standards are licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. The K–12 Computer Science Framework, led by the Association for Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative in partnership with states and districts, is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
License
Except where otherwise noted, original content in the Washington State Computer Science Standards and Practices by Grade Band Guide by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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APPENDICES Appendix A. Computer Science State Advisory Committee In November 2019, OSPI assembled an Advisory Committee representing a broad group of CS experts to discuss aspects of the implementation of the previously described legislative bills. They assembled in three sessions that generated rich qualitative information that was analyzed using the methodology outlined in Appendix E. The Advisory Committee members and their affiliations are listed below.
Name Affiliation STEM Coordinator & Grant Supervisor Doug Dowell Central Kitsap School District Director of Career- and College-Ready Initiatives Linda Drake WA State Board of Education Science, Environmental and Sustainability Director Dr. Ellen Ebert Learning & Teaching, OSPI Senior Learning Designer, Interaction Design Team Doug Ferguson AVID Center Digital Learning Specialist Karen Hickenbottom Monroe School District Director of STEM Initiatives and Strategic Partnerships Dr. Sue Kane North Central Educational Service District Assistant Director of Career & Technical Education Greg Kilpatrick South Kitsap School District Associate Professor, Informatics Program Chair Dr. Amy Ko University of Washington Instructional Specialist – CTE Juan Lozano Highline Public Schools Principal Brock Maxfield Hoquiam High School Executive Director of Research Strategy for Broad Impact Dr. Ann McMahon Office of Research, University of Washington Director of Data Governance Center for the Improvement of Student Emily Rang Learning, OSPI Educational Technology Director Dennis Small Information Technology Services, OSPI Middle School Teacher Dean Smith Prosser School District Business and Marketing Program Supervisor Lance Wrzesinski Career & Technical Education (CTE, OSPI)
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Appendix B. Frequently Asked Questions— Superintendent.
Role: Superintendent / School Board
Focus: Budget and Compliance
1. What is the practical way to get started with CS requirements?
Review the CS instruction already in place. Consider whether the high school in your district offers CS credit and whether the credit-bearing course(s) is/are open to all students. Review CS instruction at the K–8 level. Are elementary and middle schools teaching the CS skills needed for all students to access meaningful participation in a high school credit-bearing course?
2. What are other schools offering?
Each ESD has a staff person represented on the ESD CS Leadership Team. This ESD representative will be familiar with courses and instruction in many schools in your region and throughout the state.
3. Do course offerings vary according to the size of the school district?
Two important factors in determining the scope of CS instruction, especially at the high school level, are the availability of teachers with appropriate certification and the flexibility of the master schedule. In smaller school districts, both of these factors may limit options for CS instruction. Distance learning opportunities can help to overcome these limitations.
4. What’s the minimum our school must do to meet state compliance?
Senate Bill 5088 requires all school districts that operate a high school to offer at least one elective course in CS that is available for all students by the 2022–23 school year. The law also allows a process approved by OSPI, which will permit students to demonstrate CS competency in lieu of completion of such a course beginning in the 2019–20 school year. Board policy must identify the credit in math or science to be awarded for all AP Computer Science courses.
Substitute House Bill 1577 further requires that all schools report the number of CS courses offered, whether the course is an advanced placement course and the number of students enrolled in CS courses. Demographic information about enrolled students is also required. Student enrollment data is reported through the school’s student record system. Schools must also report the teachers that instruct CS courses and their demographic information. Teacher participation is compiled through teacher certification records and reports. This CS course, student and teacher information is required beginning in June of 2020.
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For more specific detail regarding state law, please visit the Computer Science Laws and Regulations page of the OSPI website. URL: https://www.k12.wa.us/student-success/resources-subject-area/computer-science/computer- science-laws-and-regulations
5. What funding is available?
Courses offered for CS credit are funded as any other basic education course, except that some (but not all) CS courses may qualify for CTE funding, in which case the course is funded by the formula of other CTE courses in the school. At this time, CS courses are not required to qualify for CTE funding, nor do they automatically do so.
6. What are the costs associated with CS courses?
Computer Science courses require hardware, software, curriculum, and teachers. These costs are typically covered by more than one single budget. Hardware is often included in the school district’s overall technology plan. Software and curriculum may be locally developed or purchased from one or more third-party vendors. Instruction may be provided by a local teacher or through video or online courses. OSPI and regional ESD computer science personnel are familiar with options and services to be considered in the budgeting process.
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Appendix C. Frequently Asked Questions—High School Principal.
Role: High School Principal/Academic Counselor
Focus: Courses, credits, credentials, schedules
1. What is a Computer Science course?
At the high school level, a CS course will typically be an elective course offered as a full year spanning one or more semesters/trimesters. The course will offer Computer Science credit, although dual credit options may also be available (i.e., computer science/math, business, communications, etc.)
2. What requirements must our school put in place to meet state compliance?
Senate Bill 5088 requires all school districts must provide all students with the opportunity to take at least one elective course in CS by the 2022–23 school year. Board policy must identify the credit in math or science to be awarded for all AP Computer Science courses.
Substitute House Bill 1577 further requires that all schools report the number of CS courses offered, whether the course is an advanced placement course and the number of students enrolled in CS courses. Student-related information required to be reported students’ gender, grade level, demographics, eligibility for specific education programs, and a record of all courses attempted by the student. Schools must also report the teachers that instruct CS courses and their demographic information. Teacher participation is compiled through teacher certification records and reports. This CS course, student and teacher information is required beginning in June of 2020.
For more specific detail regarding state law, please visit the Computer Science Laws and Regulations page of the OSPI website. URL: https://www.k12.wa.us/student-success/resources-subject-area/computer-science/computer- science-laws-and-regulations
3. What training and certification must teachers have to teach a CS course?
Refer to the Professional Educators Standards Board and OSPI certification websites for current requirements for CS teacher certification.
Continually emerging scholarship in the area of CS makes ongoing professional development for CS teachers essential. The district’s Title II and Title IV funding may be possible sources for this training. Local professional development plans should include CS training for all teachers as the integration of CS with every academic discipline is an increasing priority.
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4. Do CS courses qualify as CTE courses?
Some, but not all, CS courses may meet CTE requirements. At this time, CS courses are not required to meet CTE standards, nor do they automatically do so. Districts must comply with CTE rules, including submission and approval of course Frameworks and meeting teacher certification requirements.
5. What credit do students enrolled in CS courses receive?
High school level CS courses provide computer science credit as elective credit. Integrated courses that focus on both CS and math or science may offer credit in both CS and that subject. However, students must determine the subject area for which they apply the credit for the class (i.e., they cannot receive double credit for one class).
6. What are the CS curriculum options available?
Schools may offer a locally developed curriculum aligned to the state CS standards. The College Board has approved CS endorsed providers that offer multiple CS course curriculums and professional development. Video supported instruction can also be contracted through 3rd party vendors (e.g., TEALS). Online instruction may also be an option for some schools.
7. What factors should be considered to ensure that all high school students have access to a CS course?
The following students may lack meaningful access to a CS course unless their unique needs are considered:
• High Achieving students for whom other college preparatory classes may crowd out options for a CS class.
• Students that have not had an earlier interest in CS – ensure that an entry-level course does not require pre-requisites.
• Students with disabilities – plan for accommodations to increase student access and success.
• Students with “non-traditional” academic history (e.g., highly capable but underachieving students) – ensure that a low GPA does not automatically preclude enrollment.
• Students with scheduling difficulties or with significant CS experience outside the classroom.
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Appendix D. Frequently Asked Questions—K–8 Principal
Role: K–8 Principal / Academic Counselor
Focus: Courses, credits, credentials, schedules
1. What is a Computer Science course?
At the K–8 level, CS will sometimes be offered as a unit or project. In this case, the district is not likely to report such instruction as a course. However, when substantial CS standards are embedded in integrated instruction that is sustained for a quarter/semester/trimester at the K–8 level, districts may choose to report this instruction as a CS course.
2. What requirements must our school put in place to meet state compliance?
Because one or more CS courses are required at the high school level, and this course(s) must be accessible for all students, students must develop the foundational skills needed beginning in elementary school in order to succeed in high school CS instruction. This is best accomplished by a systematic program of instruction throughout the K–8 learning experience.
To ensure that state reports reflect the CS instruction at the K–8 level, schools may consider defining course descriptions for CS instruction and encoding this instruction through their student record system. For more specific detail regarding state law, please visit the Computer Science Laws and Regulations page of the OSPI website. URL: https://www.k12.wa.us/student-success/resources-subject-area/computer-science/computer- science-laws-and-regulations
3. How can K–8 schools fit computer science courses into tight schedules?
Schools must plan for multiple curriculum requirements and often find it challenging to teach curriculum standards in isolation. The state CS standards are appropriate for the inclusion of other content areas such as math and science. The integration of CS into related disciplines will optimize classroom scheduling and support CS instruction for all students. Instruction in the use of computer technology can be expanded to include CS foundations as well. Science classes could embed CS with a focus on the design of data collection and data analysis using digital technology; literature and communication classes could embed CS standards with an emphasis on digital communication, the impacts of social media, and the responsible use of materials created by others.
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4. What training and certification must teachers have to teach a CS course?
Refer to the Professional Educators Standards Board and OSPI certification websites for current requirements for CS teacher certification.
Continually emerging scholarship in the area of CS makes ongoing professional development for CS teachers essential. The district’s Title II and Title IV funding may be possible sources for this training. Local professional development plans should include CS training for all teachers as the integration of CS with every academic discipline is an increasing priority.
5. Where can our school find support in designing the K–8 CS curriculum?
Each ESD has a staff person that can help districts with CS. This ESD representative will be familiar with courses and instruction in many schools in your region and throughout the state.
6. What factors should be considered to ensure that all our students are prepared for success in CS courses in high school and beyond?
The following students may lack meaningful access to a CS course unless their unique needs are considered:
• Any student who does not express an interest in Computer Science – make instruction student-centered to allow students to connect a personal interest with CS instruction.
• Students with disabilities – plan for accommodations to increase student success.
• Students with “non-traditional” academic history (e.g., highly capable but underachieving students) – these students often need encouragement and flexibility to make a “hands on” connection to CS.
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Appendix E. Methodology used in the development of this document. A mixed-methods approach informed the development of this guidance document and supporting resources. First, an environmental scan and literature review was conducted to ground the work in research and in the learned experiences of states across the Nation. The summarized information from this task was presented in a brief and on slides to provide rich contextual background for the Advisory Committee members.
A total of three Advisory Committee meetings occurred (one in-person and two virtual) from November 2019 to April 2020. The first half-day Advisory Committee in-person meeting generated rich quantitative and qualitative data using targeted protocols with the whole group and small group divided by grade level band. In addition to discussions between the Advisory Committee members, several state leaders connected virtually with the group to shared essential learnings from the implementation of their state computer science plan. Discussions were recorded, transcribed, and uploaded into Dedoose, a software package designed for qualitative narrative analysis. Emerging themes from the analysis influenced the design of the draft guidance document. Advisory Committee members received the draft guidance document to review and provide feedback and comments.
The second Advisory Committee meeting occurred virtually in January 2020. Over two hours, each Advisory member shared their feedback and comments on the first draft document. The meeting was recorded, transcribed, and uploaded into Dedoose for qualitative narrative analysis resulting in a second draft of the guidance document.
The development team had planned to pilot the draft document on-site with three to five schools; however, the COVID-19 pandemic occurred, and the schools closed. Schools accepted an invitation for a virtual pilot, and a two-hour focus group ensued. The focus group protocol systematically walked participants through the draft guidance document allowing sufficient time for each person to respond to open-ended non-biased questions. Focus group participants included a building administrator, a records assistant, and a classroom teacher. They provided valuable information that was incorporated into the draft to increase utility to school staff and educators carrying out the work. Pilot participants represented the K–8 perspective, thus adding clarity about the requirements relative to non-high schools.
The last Advisory Committee member engagement occurred as a review and response opportunity in March 2020. Members reviewed the third draft and again provided comments that were reviewed with OSPI and other stakeholders. The final draft circulated among state leaders for review. Slight revisions were made, and the first version published in May 2020 with the acknowledgment that this is a living document that will be revised as legislation is implemented.
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LEGAL NOTICE
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License.
Alternate material licenses with different levels of user permission are clearly indicated next to the specific content in the materials. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If this work is adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos. Provide the following attribution: “This resource was adapted from original materials provided by the Office of Superintendent of Public Instruction. Original materials may be accessed at Computer Science Guidance page (https://www.k12.wa.us/student-success/resources-subject-area/computer-science/guidance). OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at 360-725-6162 or PO. Box 47200 Olympia, WA 98504-7200. Download this material in PDF at the Computer Science Guidance page (https://www.k12.wa.us/student-success/resources-subject-area/computer-science/guidance). This material is available in alternative format upon request. Contact the Resource Center at 888-595- 3276, TTY 360-664-3631. Please refer to this document number for quicker service: xx-xxxx.
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All students prepared for post-secondary pathways, careers, and civic engagement.
Chris Reykdal | State Superintendent Office of Superintendent of Public Instruction Old Capitol Building | P.O. Box 47200 Olympia, WA 98504-7200
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