1 of 52

An Introduction to the

New York State Computer Science and Digital Fluency Standards and Their Relationship to NY State’s Portrait of a Graduate Attributes and Project Based Learning Elements��

Presenter Notes:

The intent of this workshop is to build awareness of the NYS CS/DF standards and overlaying those over NY State’s Portrait of a Grad initiative as well as the Gold Standard Elements of a Project Based Learning (PBL) instructional model. The target audience is K-12 teachers and administrators who are not familiar with or have a “passing knowledge” of the standards and/or the attributes of POG. The 6-hour workshop will provide participants with an opportunity to learn about each of the 5 concept areas, their alignment to POG and PBL principles and then select 1-2 of the CS/DF standards to “dig deeper”. In doing so, they will become familiar with the language of the standards and the organizational structure. Additional work will need to be done in order to gain expertise.

2 of 52

Welcome & Introductions

Materials: Found in the shared drive you’ve been given access to.

3 of 52

Today’s Conversation

What are the CS/DF standards?
How do the standards align to the core attributes defined by NYS’s POG & PBL?
What support is needed to implement the standards?

4 of 52

The Why….

5 of 52

6 of 52

Top 10 �Skills of 2025

Source: Future of Jobs Report 2020, World Economic Forum

7 of 52

Job Landscape

Growing Job Demand

Decreasing Job Demand

Data Analysts & Scientists
Al & Machine Learning Specialists
Big Data Specialists
Digital Marketing & Strategy Specialists
Process Automation Specialists
Business Development Professionals
Digital Transformation Specialists
Informational Security Analysts
Software & Applications Developers
Internet of Things Specialists

Data Entry Clerks
Administrative & Executive Secretaries
Accounting, Bookkeeping & Payroll Clerks
Accountants and Auditors
Assembly and Factory Workers
Business Services & Administrative Managers
Client Information & Customer Service Workers
General & Operations Managers
Mechanics & Machinery Repairers
Material Recording & Stock-Keeping Clerks

Source: Future of Jobs Report 2020, World Economic Forum

By 2025, new jobs will emerge and others be displaced by a shift in the division of labor between humans and machines affecting:

8 of 52

More reasons why . . .

9 of 52

What’s AI Got to do with it?

Technology trends and our students’ future

10 of 52

What about AI?�Half of all US Employees Now Use AI

Gallup, 2026

Daily Users

Frequent Users

All Users

11 of 52

12 of 52

13 of 52

14 of 52

Refocus and Amplify Classrooms with AI

Have to - 85%

Curriculum Design
Unit Planning
Lesson Planning
Standards Alignment
Assessment
State Testing
Discipline & Behavior

Want to - 15%

Student-Centered Instruction
Mental Health & Well Being (Student & Self)
Relationship Building
Equity for Students
Technology as Tools for Learning

Source: Western NY Consortium - AI Discussion

What if we could flip this?

15 of 52

How does this translate into career demand?

16 of 52

17 of 52

How will you prepare your students for the future????

18 of 52

Cons of AI?

19 of 52

Energy Consumption and Greenhouse Gas Emissions:

AI, especially generative AI, demands significant computing power, leading to high energy consumption. �

Training and running AI models require vast amounts of electricity, contributing to greenhouse gas emissions.

The energy-intensive nature of AI, particularly image generation, is a major concern.

Training large language models like GPT-3 produced 626,000 pounds of carbon dioxide, equivalent to approximately 300 round-trip flights between New York and San Francisco, according to The Sustainable Agency.

Water consumption
Data centers, which house AI servers, require substantial water for cooling and construction.
Global AI demand is expected to consume 4.2-6.6 billion cubic meters of water by 2027, surpassing Denmark's total annual water withdrawal, according to UNRIC.

3. Raw Material Extraction and E-waste:

AI development relies on the extraction of rare earth minerals, which can lead to environmental degradation.
Equipment used to train and run generative AI models could produce up to 5 million tons of e-waste by 2030, according to MIT Technology Review.

4. Potential Mitigation Strategies:

Developing more efficient AI algorithms and data center designs can reduce energy and water consumption. �

Utilizing renewable energy sources to power data centers can mitigate the carbon footprint of AI.

Implementing recycling and reuse programs for AI hardware can help reduce e-waste.

4. Potential Mitigation Strategies:

Developing more efficient AI algorithms and data center designs can reduce energy and water consumption. �

Utilizing renewable energy sources to power data centers can mitigate the carbon footprint of AI.

Implementing recycling and reuse programs for AI hardware can help reduce e-waste.

5. AI's Role in Sustainability:

AI can also be used to improve energy efficiency, optimize resource management, and monitor environmental conditions, potentially offsetting some of its negative impacts.
AI can be used to predict climate change impacts and develop mitigation strategies

20 of 52

Water Consumption

Data centers, which house AI servers, require substantial water for cooling and construction.
Global AI demand is expected to consume 4.2-6.6 billion cubic meters of water by 2027, surpassing Denmark's total annual water withdrawal, according to UNRIC.

Raw Material Extraction and E-waste:

AI development relies on the extraction of rare earth minerals, which can lead to environmental degradation.
Equipment used to train and run generative AI models could produce up to 5 million tons of e-waste by 2030, according to MIT Technology Review.

21 of 52

Potential Mitigation Strategies:

Developing more efficient AI algorithms and data center designs can reduce energy and water consumption.
Utilizing renewable energy sources to power data centers can mitigate the carbon footprint of AI.
Implementing recycling and reuse programs for AI hardware can help reduce e-waste.

AI's Role in Sustainability:

AI can also be used to improve energy efficiency, optimize resource management, and monitor environmental conditions, potentially offsetting some of its negative impacts.
AI can be used to predict climate change impacts and develop mitigation strategies

22 of 52

Stop and Talk….what are you seeing in your district with respect to the use of technology and AI?

23 of 52

So let’s get started. What is the organizational framework of the standards?

24 of 52

Five Key Concepts with Multiple Standards in Each

Presenter Notes:

The CS/DF standards are divided into 5 concept areas. Share a brief explanation of each. (Note, in subsequent activities, participants will be given a chance to learn more in depth about each standard. The purpose of this slide is to provide an overview from which the remaining work will be grounded.

Impacts of Computing: Focuses on understanding how computing affects individuals, society, and the world.
Computational Thinking This concept area develops students' ability to approach complex problems in logical, structured, and creative ways.
Networks and System Design This concept area focuses on helping students understand how computing devices, systems, and networks are structured and function together.
Cybersecurity This concept area equips students with the knowledge and skills to protect data, systems, and individuals in the digital world.
Digital Literacy This concept area prepares students to navigate, evaluate, and create information in a digital world.

25 of 52

Concepts are divided into sub concept areas:

Presenter Notes:

Review the sub concept areas associated with each concept and note the number of standards in each.

Impacts of Computing: 4 sub concepts, 7 standards

Society: Examines how computing technologies influence and are influenced by social structures and behaviors.
Ethics: Encourages ethical thinking in the design, use, and consequences of computing systems.
Accessibility: Promotes awareness of equity and inclusion in computing.
Career Paths: Introduces students to careers in computing and how these roles impact society.

Computational Thinking: 4 sub concepts, 10 standards

Modeling and Simulation: Focuses on using models and simulations to represent real-world systems and test ideas.
Data Analysis and Visualization: Involves collecting, organizing, and interpreting data to support problem-solving and decision-making.
Abstraction and Decomposition: Teaches students to simplify and break down complex problems into more manageable parts.
Algorithms and Programming: Covers designing and implementing step-by-step solutions using code or logical instructions.

Networks and System Design: 2 sub concepts, 5 standards

Hardware and Software: Focuses on understanding the physical and digital components of computing systems and how they work together.
Networks and the Internet: Covers how data is transmitted and shared through networks and the internet.

Cybersecurity: 3 sub concepts, 5 standards

Risks: Focuses on identifying potential threats and vulnerabilities in digital environments.
Safeguards: Emphasizes strategies and tools used to protect data, devices, and networks.
Response: Teaches how to recognize, report, and respond to cybersecurity incidents.

Digital Literacy: 2 sub concepts, 7 standards

Digital Use: Focuses on the effective and responsible use of digital tools and resources.
Digital Citizenship: Emphasizes ethical, safe, and responsible behavior in digital environments

26 of 52

Computer Science and Digital Fluency Standards for All Learners

DIGITAL EQUITY
ENGLISH LANGUAGE LEARNERS
STUDENTS WITH DISABILITIES
EARLY LEARNING

Presenter Notes:

The CS/DF standards also incorporate four overarching themes across all concept areas.�

DE - As with all facets of the work of the NYSED, Equity has been a Guiding Principle during the Standards development process. The Executive Committee, Authoring Workgroup, and Review Panels reviewed every standard through a lens of equity and diversity. The Standards were crafted to allow for engagement by all students and provide flexibility in how students may demonstrate proficiency.

ELL - ELLs, language minority learners, and students acquiring academic English often struggle to access the language, and therefore the knowledge, that fills the pages of academic texts, despite their linguistic assets. In turn, these students are over-represented among students identified with disabilities. Instruction needs to not only meet, but exceed standards, and provide multiple ways for students to demonstrate understanding and skills, as part of system-wide initiative to promote equal access to learning for all students while capitalizing on linguistic and cultural diversity.

SWD -One of the fundamental tenets guiding educational legislation (the No Child Left Behind Act, and the Every Student Succeeds Act) and related policies over the past 15-years, is that all students, including students with disabilities, can achieve high standards of academic performance. A related trend is the increasing knowledge and skill expectations for PreK-Grade 12 students required for success in postsecondary education and 21st Century careers. Each student’s IEP must be developed in consideration of the State learning standards and should include information for teachers to effectively provide supports and services to address the individual learning needs of the student as they impact the student’s ability to participate and progress in the general education curriculum. Supports and services for special education must include instruction that is adapted, as appropriate, the content, methodology or delivery of instruction to address the unique needs that result from the student’s disability.

EL - The standards should be implemented with careful understanding of child development and developmentally appropriate practice, especially for our youngest learners. As these standards are implemented, it is important to meet the needs of the “whole child,” recognizing that a well-rounded education, positive learning environment, strong home-school connection, and high expectations all contribute to student success.

27 of 52

28 of 52

29 of 52

Digging Deeper via an Elevator Pitch�

Presenter Notes:

Participant Activity

This is an opportunity for participants to dig deeper into each concept area. Participants should be divided into groups of 2-3 and assigned a concept area. Depending on the number of participants, you can further divide groups and assign sub concept areas. Each group will do a close read of the concept they’ve been assigned (pp 12-17 in Full Document), noting defining characteristics of the concept. From there, groups will create an elevator pitch, explaining the concept and providing possible examples for how this might look in a classroom. Supporting materials and examples are on the following slides.

What is an elevator pitch?

An elevator pitch is a brief (think 30 seconds!) way of introducing yourself, getting across a key point or two, and making a connection with someone or to something. It's called an elevator pitch because it takes roughly the amount of time you'd spend riding an elevator with someone.

30 of 52

31 of 52

Example: Computational Thinking

The Pitch

Computational thinking is breaking processes into smaller steps, using critical thinking to solve problems, and many times having several iterations or debugging opportunities to solve problems or create a process.

The standards promote development of foundational skills, knowledge, and experience to solve problems by creating solutions that utilize computational thinking concepts and practices.

32 of 52

Computational Thinking

What does this look like in practice?

Decomposition: Break a problem into parts or steps

ELA example: Break down the analysis of a poem into analysis of meter, rhythm, imagery, structure, tone, diction and meaning.

Pattern Recognition: Recognize and find patterns or trends

Economics: Find cycle patterns in the rise and drop of the country's economy.

Algorithm Design: Develop instructions to solve a problem or steps for a task

Culinary Arts: Write a recipe for others to use.

Abstraction: Generalize patterns and trends into rules, principles or insights

Mathematics: Figure out the rules for factoring 2nd-order polynomials.
Chemistry: Determine the rules for chemical bonding and interactions.

33 of 52

Your Turn

In your group:

Develop an Elevator Pitch about the Standard Concept.
Use the Google Slideshow to complete the slides for your group.
Give examples of what this standard may look like in practice.
Present your slides to the whole group

Groups:

Impacts of Computing:
Digital Literacy:
Networks and System Design:
Cybersecurity:

34 of 52

Your Turn

35 of 52

36 of 52

Unpacking the Standards

Working in your same standard groups:

Review each standard within your concept area
Have a conversation about what your staff may already be doing to meet the standard

You may focus on one or multiple grade bands

Take notes and be prepared to share out.

37 of 52

Share….what are you already seeing?

38 of 52

Some examples from the Smart Start Project�https://bit.ly/4jamgme

Presenter Notes:

This spreadsheet, Examples of Integration Ideas, is located in the Resource folder for this workshop.https://docs.google.com/spreadsheets/d/1FmAR7kTqrLw3qZY83lthJkvJveCKpFsV/edit?usp=drive_link&ouid=112278936813304922523&rtpof=true&sd=true It was developed as part of a grant to Monroe 1 BOCES where teachers attended a weeklong summer workshop. Here they learned about the standards and developed lesson plans that aligned to each. This spreadsheet is a compilation of that work where, after learning about each concept area, participants were asked to brainstorm ways they may incorporate these in their classrooms.

Display spreadsheet on screen. Note the tabs at the bottom of the spreadsheet. These correspond to the individual concept areas. Given participants a few minutes to access the spreadsheet from the session shared folder.

39 of 52

Exploring the Frameworks: How can we use these to integrate technology and elevate instruction?

Vs.

40 of 52

Discuss/Reflect -

How can we use these frameworks to integrate technology and elevate instruction?
Which framework appeals to your teaching style and why?

41 of 52

42 of 52

How familiar are you with the Portrait of a Grad attributes?

What attributes?
I’ve seen a few memos about them so I know they exist.
I’m familiar but my district is waiting on more guidance from the state.
My district has created their own definition of POG and/or we’re starting to collect evidence of where we’re already covering them.
I have led PD on POG.

43 of 52

�NY Inspires & Portrait of a Grad

Academically Prepared
Creative Innovator
Critical Thinker
Effective Communicator
Global Citizen
Reflective and Future Focused

Presenter Notes:

As you see in this slide there are 6 attributes that the state has defined in its portrait of a grad these are the aspirational goals we have for all our students exiting or graduating from our high schools. Based on this definition the state would like to see students academically prepared being creative innovators critical thinkers and effective communicators. in addition they should be good global citizens and be reflective and future focused.

Review each attribute.

Academically Prepared

Demonstrates a strong foundation in the NYS learning standards and is equipped with the knowledge and skills necessary to achieve success in college, careers, civic engagement, service, and life.

Creative Innovator

Utilizes imagination, curiosity, and flexible thinking to solve problems creatively, and develop new ideas and products, while adapting to evolving circumstances and challenges.

Critical Thinker

Analyzes information thoughtfully, evaluates evidence critically, and identifies patterns and connections between different pieces of information (across multiple content areas) to address complex issues and navigate the world with insight.

Effective Communicator

Articulates ideas clearly and confidently through speaking, writing, and the use of different types of media for various purposes, while engaging with diverse audiences and actively listening to different perspectives.

Global Citizen

Acts responsibly and ethically within local, global, and digital communities, employing civic knowledge, skills, and mindsets to promote global sustainability and contribute positively to a culturally diverse, democratic society.

Reflective and Future Focused

Engages in self-reflection to identify strengths and areas for growth, sets meaningful goals, uses social awareness to maintain supportive relationships, and demonstrates responsible decision-making that prioritizes social, emotional, and mental well-being

If a number of the participants in the workshop scored under 4 on the Fist to Five Activity, rovide time to explore the resources listed on the next slide.

44 of 52

Your Turn

In order to better acquaint you with New York Inspires and the Portrait of a Graduate plans, spend some time reviewing the following materials:

45 of 52

Review the crosswalk between POG attributes and the CS/DF standards.��What are you seeing in your district/building?�

46 of 52

What about PBL?�Where does it fit?��PBL is not an “add-on” to CS/DF—it is one of the best delivery models for it.��CS/DF provides the skills and practices, PBL provides the instructional structure, Portrait of a Graduate defines the outcomes ��👉 Together, they form a coherent instructional system�

47 of 52

�Take a minute to study the complete crosswalk.��Reflect: �What do you notice?

What do you wonder?��

48 of 52

Your Turn!

Work with a new partner:

1.Select one of the provided lessons

2.Use the lesson plan template to the lesson to include the alignment of 2-3 different sub-concepts (Note: These can be across multiple concept areas). Include at least 1 POG attribute in the lesson design.

⮚Identify standard(s)

⮚Describe how students meet the standard(s) during the lesson

⮚Highlight lesson adaptations that illustrate how the lesson was changed to meet the standards.

49 of 52

Your Turn

50 of 52

Additional Resources Available to Participants

Presenter Notes: graphic organizer; https://docs.google.com/document/d/1LJQArvP8Dp_C_SXaYI9WK8RGJH4NXhXorw3Y0cAdakA/edit?usp=sharing

These resources are available to educators across New York State. They have been developed by the participants of the Monroe 1 BOCES Smart Start grant to include:

Lesson Ideas: There are over 200 lessons that have been developed by grant participants spanning K-12, all content areas. They have been developed and aligned to all of the CS/DF standards.
Scope and Sequence: Provides a suggested trajectory for districts on when and how to embed the standards. Lessons which correspond to sequence are linked accordingly.
Digital Books: There are five books, each corresponding to a concept area. Books include a description of each standard, links to lessons and other resources, suggested vocabulary and, where applicable, a career connections video.
Career Connections videos: Over a dozen videos have been developed as part of this grant, highlighting various careers and the connection each has to the use of technology.

Used in conjunction with one another, all of these resources will assist a district in implementing the NYS CS/DF standards.

Activity:

Divide the group of participants into four groups. Assign one set of resources/group. Allow 15-30 minutes for each group to explore, completing one graphic organizer/group.

When complete, reorganize the groups in a jigsaw fashion and have them share out. OR, have each group just share out to the whole group.

51 of 52

What is your role?

52 of 52

Final Thoughts and Questions