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Last updated on October 19, 2016

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First some terminology

Framework

High level, conceptual guide of concepts and practices
ex: NRC K-12 Science Framework, K-12 CS Framework

Standards

Specific, Measurable, Performance expectations
ex: NGSS, Common Core

Curriculum framework

guides topics and sequence for a curriculum
ex: CS Principles framework

Curriculum

what and how to teach a topic
ex: lesson plans

A general definition of “Framework”: a basic structure underlying a system or concept

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What the framework is used for

(pick one)

standards
curriculum
professional development
district guidance

(pick one)

states
districts
orgs (ex: CSTA)

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The framework of concepts and practices will inform the development of ___________ by _________.

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Takeaways

To do’s

The framework is a high-level guide describing CS for all students
At its center are core concepts and practices of CS
It is a community effort and a rallying point for CS education

Sign up for updates at k12cs.org
Use and promote the framework

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The framework is just a first step...

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What is the K-12 CS Framework?

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Vision

A framework that will empower students to…

be informed citizens who can critically engage in CS-related discussions
develop as learners, users, and creators of CS knowledge and artifacts
better understand the role of computing in the world around them
learn, perform, and express themselves in other subjects and interests

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Guiding Principles

Broaden participation in computer science.
Focus on the essential.
Do not reinvent the wheel.
Inform with current research and guide future research.
Align to nationally recognized frameworks.
Inspire implementation.�

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Core Concepts

and Practices

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Multiple concepts and practices fit together to create meaningful experience in computer science.

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Core Practices

+ Computational Thinking

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Practices 1, 2, and 7:

General practices of CS that support computational thinking

Practices 3-6:

Computational thinking practices

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Core Concepts and Practices

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Core Concepts:

Computing Systems
Networks and the Internet
Data and Analysis
Algorithms and Programming
Impacts of Computing

Crosscutting Concepts:

Abstraction
System Relationships
Human-Computer Interaction
Privacy and Security
Communication and Coordination

Core Practices:

Fostering an Inclusive Computing Culture
Collaborating Around Computing
Recognizing and Defining Computational Problems
Developing and Using Abstractions
Creating Computational Artifacts
Testing and Refining Computational Artifacts
Communicating About Computing

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Reading the Framework

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Practice Statements

(by end of Grade 12)

K–12 progression narrative

Subconcept

Core Concept

Concept statement

Description

Crosscutting concept

Connections

Core Practice

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Inputs and Precedent

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Inputs into the K-12 CS framework

CS education research
International standards (e.g., UK programme of study)
CSTA 2011 standards
ACM CS 2013 (higher ed body of knowledge)
AP CS Principles course framework
Math and Science frameworks and standards

Many researchers have been invited to attend the framework meetings to provide their input.

The UK folks who created their national standards are reviewers of our work.

The ACM CS 2013 details what should be taught in higher ed programs. While the framework isn’t designed to articulate to a CS major, CS 2013 is an input as it describes a possible reality for some students going through the K-12 CS framework.

The AP CS Principles framework is a course framework of more than 300 knowledge statements that should be covered by HS students in an AP level course. It is comprehensive and designed to describe what every college student should know about CS.

Special attention is being given to align to not only the structure, but the ideas in recent science and math frameworks and standards to support interdisciplinary learning.

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Precedent

The model for the K-12 CS framework

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NRC Framework led to NGSS standards

NRC K-12 Science Framework Statements:

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

People’s needs and wants change over time, as do their demands for new and improved technologies.

Possible solutions to a problem are limited by available materials and resources (constraints ). The success of a designed solution is determined by considering the desired features of a solution (criteria ). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

An NGSS Standard:

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Guidance for Standards Developers

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Framework to standards

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The Framework is not standards

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Concepts and practices are not as prescriptive or measurable as performance standards.
They do not address individual grade level granularity (instead they address grade bands).
There are much fewer statements in the framework than in a standards document. The focus of the framework is a minimum set of concepts and practices that form a baseline literacy in CS.
To create standards, a state would combine concepts and practices into measurable performance standards and enact as policy statements.

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Concepts, Practices, and Standards

Concepts

Concepts are what a student should UNDERSTAND or know.

Baseline level of competency in CS exiting 2^nd, 5^th, 8^th, and 12^th grade.
General, high-level, core content expectations.
Address high-level transferable knowledge and CS as a literacy for all students

Practices

A practice is a WAY of doing things: a computer scientist decomposes problems as part of doing design.

Students can’t fully understand the core concepts without engaging in these practices.
Similarly, students can’t develop or demonstrate growth in these practices without the context of core concepts.
A learning progression for practices describes how to develop these practices in the major areas of CS.

Standards

Standards reflect what a student should know and be able to do.

Describe student performance expectations based on combination of concepts and practices.
Grade-by-grade granularity
Specific, measurable, describe explicit level of rigor

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Guidance for Standards Developers

Recommendations for high-quality CS standards
Examples of standards built off framework
Exercises for writers (ex: practices checklist)

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K-12 CS Framework and other K-12 Standards

The framework was considered as an input for the CSTA standards process.
States use the framework as an organizing structure to create their own standards by using or adapting standards from the CSTA and other states.

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Standards from AR, MA, FL, IN, WA, etc.

Q: What is the relationship between the K-12 CS framework and the Computer Science Teachers Standards (CSTA) standards?

The framework provides overarching, high-level guidance per grade bands, while the standards provide detailed student performance expectations at particular grade levels. The framework was considered as an input for the standards development process.

Q: How can the K-12 CS framework and CSTA standards be used together to create state standards? (note: all of the below are examples or recommendations versus prescribed uses)

States may use the framework as an organizing structure or foundation to create their own standards by using or adapting specific examples of standards from the CSTA and other states.
A state will decide how much of any input they use, and is not necessarily expected to adopt any set of standards as a whole.
States should consider their own factors such as their local economy, history of CS implementation, and education system’s goals.

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Additional Guidance Chapters

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Implementation

Guidance

There are multiple pathways states, districts, and schools can take to K–12 Computer Science for all students.

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CS in Early Childhood Education

Four powerful ideas are embedded within core content areas and the fifth, social and emotional learning, frames it all. These five ideas are based in play.

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Review and Community Engagement

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Development

Process

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Who wrote the framework?

27 Writers diversified by:

gender - 14 men, 13 women
grade band experience - 15 ES, 10 MS, 17 HS, 12 Higher ed
role - 8 current teachers, 9 state/district, 8 research/higher ed, 1 non-profit
state - each lead state contributed a writer

Note: Diversity built into the content of the framework (not an add-on)

Concept: Impacts of Computing
Practice: Fostering an Inclusive Computing Culture

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Who else was involved?

States and districts

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Industry: Google, Amazon, Microsoft, Apple...
Organizations: College Board, PLTW, Achieve, CCSSO, NGA, ISTE, NAF...
25 advisors from the CS ed community

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Arkansas California Georgia Idaho Indiana	Iowa Maryland Massachusetts Nebraska Nevada	New Jersey North Carolina Utah Washington	Districts: Charles County Public Schools Chicago Public Schools NYC Dept of Ed San Francisco Unified

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Who has endorsed the framework?

...plus many other organizations and individuals.

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Review

Three public review periods
Special Design Teams: PreK, Computational Thinking, Interdisciplinary
Focus groups
Reviewers include:

20+ States
Industry: Google, Microsoft, Amazon
Researchers: SRI, PNNL, ACCESS CS10K, ECEP
Organizations: PLTW, WA STEM, Achieve, Museum of Science, ASSM
Curriculum and PD providers: Codesters, CodeCombat
International: CA, UK, NZ, DE, PL, Slovenia (really)

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Review

“This is incredibly hard work and there will be lots of criticism and conflicting suggestions, but starting is the hardest part and will help all of us move forward in the challenging task of catching up in CS education.”

- from review period 1

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Review

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Takeaways

To do’s

The framework is a high-level guide describing CS for all students
At its center are core concepts and practices of CS
It is a community effort and a rallying point for CS education

Sign up for updates at k12cs.org
Use and promote the framework

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Email: info@k12cs.org

Sign up at k12cs.org

Questions?