| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | ||
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1 | Topic Area | Subtopic | Grade | Identifier | Standard - Draft 2 | Action | Revised Standard - end of Writing Meeting 4 (July 8) | Temp ID | Rationale | Comments | Revised Standard - by Aug. 11 | Notes for Substantive Changes and/or Technical Writing | Bloom's Verb | Bloom's Level | Bloom's Number | Pillar(s) | Practice(s) | Disposition(s) | |
2 | Algorithms and Design | Algorithm Fundamentals | PK/K | EK-ALG-AF-01 | Identify algorithms in daily activities. | Minor edit | Carry out algorithms in daily activities. | 1 | Consolidation, Balancing Bloom’s levels | see EK-ALG-PS-03 | Carry out algorithms in daily activities. | Carry out | Applying | 3 | Computational Thinking | | | ||
3 | Algorithms and Design | Algorithm Fundamentals | 1 | E1-ALG-AF-01 | Create algorithms that include step-by-step instructions to complete a daily task. | Remove | Consolidation | | | | |||||||||
4 | Algorithms and Design | Algorithm Fundamentals | 1 | E3-ALG-PS-03 | Decompose a problem or task into smaller components to develop an algorithm. | Move to a different topic area or subtopic, Move to a different grade, Minor edit | Decompose a problem or task into individual parts to develop an algorithm. | 1 | Consolidation, Public feedback | Parts in math language used in 1st | Decompose a problem or task into individual parts to develop an algorithm. | Decompose | Analyzing | 4 | Computational Thinking | | | ||
5 | Algorithms and Design | Algorithm Fundamentals | 2 | E2-ALG-AF-01 | Model daily processes by creating and following algorithms that include sequence, events, and iteration to complete tasks. | Minor edit | Create algorithms that include sequence, events, and iteration to complete tasks. | 1 | Public feedback | Create algorithms, individually or collaboratively, that include sequence, events, and iteration to solve a problem or express ideas. | Updated "to info" for consistency. Added ", individually or collaboratively, " b/c there were no standards for AL.8 | Create | Creating | 6 | Computational Thinking | | | ||
6 | Algorithms and Design | Algorithm Fundamentals | 3 | E4-ALG-AF-01 | Create visual representations for algorithms that include sequence, events, iteration, and selection to solve a problem or complete a task. | Move to a different grade | Create visual representations for algorithms that include sequence, events, iteration, and selection to solve a problem or complete a task. | 1 | Public feedback | Swap w/ Gr. 3; Suggested swap | Create algorithms, individually or collaboratively, that include sequence, events, iteration, and selection to solve a problem or express ideas. | Updated to make progressions better | Create | Creating | 6 | Computational Thinking | | | |
7 | Algorithms and Design | Algorithm Fundamentals | 4 | E3-ALG-AF-01 | Write the steps in algorithms that include sequence, events, iteration, and selection to complete a task or solve a problem, using everyday language. | Move to a different grade | Write the steps in algorithms that include sequence, events, iteration, and selection to complete a task or solve a problem, using everyday language. | 1 | Public feedback | Swap w/ Gr. 4; Suggested swap | Plan , individually or collaboratively, the steps of algorithms, using everyday language, that include sequence, events, iteration, and selection to solve a problem or express ideas. | Updated to make progressions better | Plan | Creating | 6 | Computational Thinking | | | |
8 | Algorithms and Design | Algorithm Fundamentals | 5 | E5-ALG-AF-01 | Create visual or textual representations of algorithms that include sequence, events, iteration, selection, and variables to solve a problem or complete a task. | Minor edit | Create visual or textual representations of algorithms that include sequence, events, iteration, selection, and variables that could be used in program development. | 1 | Other | Tie to programming standards | Construct , individually or collaboratively, visual representations of algorithms that include sequence, events, iteration, and selection to solve a problem or express ideas. | Updated to make progressions better. Added ", individually or collaboratively, " b/c there were no standards for AL.8 | Construct | Creating | 6 | Computational Thinking | | | |
9 | Algorithms and Design | Algorithm Fundamentals | MS | MS-ALG-AF-01 | Optimize visual representations of algorithms. | Remove | Public feedback, Consolidation | Replacing with HS-ALG-AF-05 | | | | ||||||||
10 | Algorithms and Design | Algorithm Fundamentals | MS | MS-ALG-AF-02 | Describe how data is taken in (as input), stored, processed, and then produced as a result (as output) in a computational solution. | Remove | Consolidation, Other | Does not seem to fit algorithm fundamentals; Agreed w/ Justin | | | | ||||||||
11 | Algorithms and Design | Algorithm Fundamentals | HS | HS-ALG-AF-01 | Develop algorithms that include variables, data, and storage, using authentic, real-world data. | Remove | Other | overlays w/ HCD & programming; writing team noted "move to a different grade" | | | | ||||||||
12 | Algorithms and Design | Algorithm Fundamentals | MS | NEW | Add | Develop algorithms that include variables, data, and storage, using authentic, real-world data. | 1 | | Develop algorithms, individually or collaboratively, that include variables, data, and storage. | Added ", individually or collaboratively, " b/c there were no standards for AL.8 | Develop | Creating | 6 | | | | |||
13 | Artificial Intelligence | Specialty I | Specialty I | HS-ALG-AF-02 | Describe the differences between deterministic algorithms and probabilistic algorithms. | Move to a different grade | Public feedback | Move to specialty, something with AI focus | | | | ||||||||
14 | Algorithms and Design | Algorithm Fundamentals | MS | HS-ALG-AF-03 | Justify the use of sequence, selection, or iteration while creating an algorithm. | Move to a different grade | Justify the use of sequence, selection, or iteration while creating an algorithm. | 2 | Public feedback, Other | Move to middle school; Other: Justin agreed | Removed - We don't think this needs to be a separate standard. | | | | |||||
15 | Algorithms and Design | Algorithm Fundamentals | HS | HS-ALG-AF-04 | Design procedures that include sequence, selection, and iteration. | Keep as-is | Design procedures that include sequence, selection, and iteration. | 1 | Other | good progression from -03 | Design algorithms, individually or collaboratively, that include procedures containing sequence, selection, and iteration, using real-world data. | Feedback from CSTA2025 and added "individually or collaboratively" b/c there were no standards for AL.8 | Design | Creating | 6 | Computational Thinking | | | |
16 | Algorithms and Design | Algorithm Fundamentals | MS | HS-ALG-AF-05 | Model a computational algorithm, using a flowchart. | Move to a different grade | Model a computational algorithm, using a flowchart. | 3 | Consolidation, Other | Move to middle school; Other: Justin agreed | Create a flowchart or pseudocode to model a complex computational algorithm that includes a combination of sequence, events, iteration, selection, and variables. | Feedback from CSTA2025 suggested moving to 5th, however, we felt learning pseudocode and flowcharts is important in MS. We also added some complexity and upped the Blooms level | Create | Creating | 6 | Computational Thinking | | | |
17 | Algorithms and Design | Problem Solving | PK/K | EK-ALG-PS-03 | Identify the individual parts that make up a whole object (e.g., a car has a body, windshield, doors, and wheels). | Remove | Consolidation | clarifying on how to meet this standard for EK-ALG-AF-01 should include decomposition | | | | ||||||||
18 | Algorithms and Design | Problem Solving | 1 | E1-ALG-PS-03 | Describe the function of individual parts within a whole object or system. | Remove | Consolidation | | | | |||||||||
19 | Algorithms and Design | Problem Solving | 2 | E2-ALG-PS-03 | Modify algorithms with repeating patterns to use iteration instead of repeated instructions. | Remove | Consolidation | | | | |||||||||
20 | Algorithms and Design | Problem Solving | 4 | E4-ALG-PS-03 | Assess an algorithm's effectiveness in solving a problem. | Remove | Public feedback | | | | |||||||||
21 | Algorithms and Design | Problem Solving | 5 | E5-ALG-PS-03 | Analyze algorithms for efficiency and accuracy, improving them with iteration and selection where appropriate. | Remove | Public feedback | | | | |||||||||
22 | Algorithms and Design | Problem Solving | MS | MS-ALG-PS-05 | Demonstrate the correctness of algorithms for given inputs. | Minor edit | Verify the correctness of algorithms for given inputs. | 4 | Public feedback | Verify the correctness of algorithms for given inputs. | Verify | Evaluating | 5 | Computational Thinking | | | |||
23 | Algorithms and Design | Problem Solving | MS | MS-ALG-PS-06 | Verify whether an algorithm can or cannot help solve a problem. | Remove | Public feedback | combine w/ MS-ALG-PS-05 | | | | ||||||||
24 | Algorithms and Design | Problem Solving | MS | MS-ALG-PS-07 | Hypothesize about internal processes and functions of opaque (black-box) systems to explain how outputs are produced. | Major revision | Make informed predictions about the hidden processes and functions of opaque (black-box) systems that lead to their outputs. | 5 | Public feedback | appears to be a nod to AI. This needs rewording in some way to be understandable for teachers -- BT reworded slightly from "Hypothesize about internal processes and functions of opaque (black-box) systems to explain how outputs are produced." | Make informed predictions about the hidden processes and functions of AI and other complex systems that lead to their outputs. | Feedback from CSTA2025 was that there were no AI standards until HS so they didn't see the AI connection here so we reworded to call our AI. Also questioned if MS should do this; we think they should: it ties in to what they're doing in math - probability and algebra - and into troubleshooting | Make | Creating | 6 | Computational Thinking | | | |
25 | Algorithms and Design | Problem Solving | MS | HS-ALG-PS-07 | Determine how variables and constants affect an algorithm’s results. | Move to a different grade | Determine how variables and constants affect an algorithm’s results. | 6 | Public feedback | Move to middle school | Determine how variables and constants affect an algorithm’s results. | Determine | #N/A | #N/A | Computational Thinking | | | ||
26 | Algorithms and Design | Problem Solving | HS | HS-ALG-PS-08 | Evaluate algorithms for efficiency, correctness, and clarity, using defined metrics or test cases. | Keep as-is | Evaluate algorithms for efficiency, correctness, and clarity, using defined metrics or test cases. | 2 | Public feedback | check glossary for terms | Evaluate algorithms for efficiency, correctness, and clarity, using defined metrics or test cases. | Evaluate | Evaluating | 5 | Computational Thinking | | | ||
27 | Algorithms and Design | Problem Solving | HS | HS-ALG-PS-09 | Optimize the design of algorithmic solutions, using abstractions such as procedures, modules, lists, and/or objects. | Keep as-is | Optimize the design of algorithmic solutions, using abstractions such as procedures, modules, lists, and/or objects. | 3 | Public feedback | Optimize the design of algorithmic solutions, using abstractions such as procedures, modules, lists, and/or objects. | Optimize | Evaluating | 5 | Computational Thinking | | | |||
28 | Algorithms and Design | Problem Solving | HS | HS-ALG-PS-10 | Contrast different types of probabilistic algorithms and models, noting the strengths and limitations of their reasoning. | Remove | Public feedback | make sure glossary defines probabilistic algorithms | | | | ||||||||
29 | Algorithms and Design | Problem Solving | HS | S1-AIN-CD-02 | Move to a different grade | Apply foundational knowledge and computational thinking skills in prompt engineering to generate outputs from AI models to solve a computational problem. | 4 | Public feedback | over half of reviewers indicated it should be moved to foundational | Apply foundational knowledge and computational thinking skills to generate and evaluate outputs from AI models to assist in solving a computational problem. | Feedback from CSTA 2025 | Apply | Applying | 3 | | | | ||
30 | Algorithms and Design | Human-Centered Design | PK/K | EK-ALG-HD-02 | Identify ways that technology might help others. | Remove | | | | | |||||||||
31 | Algorithms and Design | Human-Centered Design | 1 | E1-ALG-HD-02 | Design an improvement to a technology to solve a problem for someone else. | Remove | | | | | |||||||||
32 | Algorithms and Design | Human-Centered Design | 2 | E2-ALG-HD-02 | Discuss how human problems might be solved with the assistance of algorithms or programs. | Remove | | | | | |||||||||
33 | Algorithms and Design | Human-Centered Design | 3 | E3-ALG-HD-02 | Design an algorithm or program that solves a problem for and meets the needs of someone else. | Remove | | Moved from 1st grade - Invent an improvement to a technology to improve accessibility. | | | | ||||||||
34 | Algorithms and Design | Human-Centered Design | 4 | E4-ALG-HD-02 | Modify an algorithm or program, based on feedback, to better meet the needs and requirements of others. | Remove | | Modify an algorithm that solves a problem for and meets the needs of someone else. | | | | ||||||||
35 | Algorithms and Design | Human-Centered Design | 5 | E5-ALG-HD-02 | Develop an algorithm to solve a problem, using a process that considers the needs, requirements, and feedback of others. | Remove | | Design an algorithm, using an iterative process, to better meet the needs and requirements of others. | | | | ||||||||
36 | Algorithms and Design | Human-Centered Design | MS | MS-ALG-HD-03 | Design algorithms, using human-centered design principles such as empathy, user needs and requirements, and accessibility. | Keep as-is | Design algorithms, using human-centered design principles such as empathy, user needs and requirements, and accessibility. | 7 | Public feedback | Design algorithms, using human-centered design principles such as empathy, user needs and requirements, and accessibility. | Design | Creating | 6 | Human-Centered Design | | | |||
37 | Algorithms and Design | Human-Centered Design | MS | MS-ALG-HD-04 | Refine algorithms iteratively through user feedback to improve usability, accessibility, and user experience. | Keep as-is | Refine algorithms iteratively through user feedback to improve usability, accessibility, and user experience. | 8 | Public feedback | Remove because refinement (modification) is in MS.10 and MS.7 should also include refinement as part of using HCD principles; May want to add clarification about this explicitly. | | | | ||||||
38 | Algorithms and Design | Human-Centered Design | HS | HS-ALG-HD-06 | Design algorithms for diverse audiences by incorporating feedback, evaluating effectiveness, and identifying potential harms or unintended consequences. | Minor edit | Design algorithms for diverse audiences by incorporating feedback, evaluating effectiveness, and identifying potential harms or consequences. | 5 | ASICS expert feedback, Public feedback | would like to incorporate the idea of "real-world" or purpose | Develop algorithms for diverse audiences by researching user needs and requirements, exploring solutions, and identifying potential consequences. | Feedback from CSTA2025 suggested splitting into 2 standards since it seemed to be about both designing an algorithm and incorporating feedback. We just felt the wording was awkward and wanted to change the verb to allude to an iterative process. | Develop | Creating | 6 | Human-Centered Design | | | |
39 | Algorithms and Design | Impacts of Algorithms | PK/K | EK-ALG-IM-04 | Identify how algorithms might influence everyday activities and outcomes. | Major revision | Articulate how people make algorithms. | 2 | Public feedback, ASICS expert feedback | Make sure to clarify this can be unplugged | Articulate how people make algorithms. | Articulate | Analyzing | 4 | Impacts and Ethics | | | ||
40 | Algorithms and Design | Impacts of Algorithms | 1 | E1-ALG-IM-04 | Identify how changes to algorithms might lead to different outcomes. | Minor edit | Illustrate how changes to algorithms lead to different outcomes for people. | 2 | | Illustrate how changes to algorithms lead to different outcomes for people. | Illustrate | Applying | 3 | Impacts and Ethics | | | |||
41 | Algorithms and Design | Impacts of Algorithms | 2 | E2-ALG-IM-04 | Compare how different algorithms for solving the same problem may affect people differently. | Keep as-is | Compare how different algorithms for solving the same problem may affect people differently. | 2 | | Describe how algorithms might impact peers in varied situations. | Swapped 2nd & 3rd based on CSTA2025 feedback and makes more sense for progression. | Describe | Understanding | 2 | Impacts and Ethics | | | ||
42 | Algorithms and Design | Impacts of Algorithms | 3 | E3-ALG-IM-04 | Describe how algorithms might impact peers in varied situations. | Keep as-is | Describe how algorithms might impact peers in varied situations. | 2 | | Compare how different algorithms for solving the same problem may affect people differently. | Swapped 2nd & 3rd based on CSTA2025 feedback and makes more sense for progression. | Compare | Analyzing | 4 | Impacts and Ethics | | | ||
43 | Algorithms and Design | Impacts of Algorithms | 4 | E4-ALG-IM-04 | Evaluate how different algorithms may affect outcomes, situations, and people with a wide range of needs. | Keep as-is | Evaluate how different algorithms may affect outcomes, situations, and people with a wide range of needs. | 2 | | Evaluate how different algorithms may affect outcomes, situations, and people with a wide range of needs. | Evaluate | Evaluating | 5 | Impacts and Ethics | | | |||
44 | Algorithms and Design | Impacts of Algorithms | 5 | E5-ALG-IM-04 | Examine different perspectives, abilities, and points of view when designing algorithms and programs. | Keep as-is | Examine different perspectives, abilities, and points of view when designing algorithms and programs. | 2 | | Examine different perspectives, abilities, and points of view when designing algorithms and programs. | Examine | Analyzing | 4 | Impacts and Ethics | | | |||
45 | Algorithms and Design | Impacts of Algorithms | MS | MS-ALG-IM-08 | Describe common societal impacts, ethical issues, and biases of deterministic and probabilistic algorithms. | Minor edit | Describe societal impacts, ethical issues, and biases of deterministic and probabilistic algorithms. | 9 | ASICS expert feedback | Describe societal impacts, ethical issues, and biases of artificial intelligence algorithms encountered in daily life. | CSTA 2025 feedback Be explicit about AI | Describe | Understanding | 2 | Impacts and Ethics | | | ||
46 | Algorithms and Design | Impacts of Algorithms | MS | MS-ALG-IM-09 | Modify an algorithm to address a specific societal impact, ethical issue, or bias. | Keep as-is | Modify an algorithm to address a specific societal impact, ethical issue, or bias. | 10 | ASICS expert feedback | ASICS recommended atts (?) version but we think it's too close to HS HCD Standard | Modify an algorithm to address a specific societal impact, ethical issue, or bias. | Modify | Applying | 3 | Impacts and Ethics | | | ||
47 | Algorithms and Design | Impacts of Algorithms | HS | HS-ALG-IM-11 | Evaluate the societal impacts, ethical implications, potential biases, and unintended consequences of both deterministic and probabilistic algorithms. | Minor edit | Evaluate the societal impacts, ethical implications, potential biases, and consequences of both deterministic and probabilistic algorithms. | 6 | Public feedback, ASICS expert feedback | ASICS recommended breaking apart but usually done in tandem. Potential opportunity for call-to-action | Evaluate the societal impacts, ethical implications, potential biases, and consequences of both deterministic and probabilistic algorithms. | Evaluate | Evaluating | 5 | Impacts and Ethics | | | ||
48 | Algorithms and Design | Impacts of Algorithms | HS | NEW | Add | Articulate the values embedded in the design of algorithm systems. | 7 | ASICS expert feedback | Note from Aleata - need to ask team what grade level they wanted this at | Articulate the values embedded in the design of algorithmic systems. | Articulate | Analyzing | 4 | | | | |||
49 | Algorithms and Design | Impacts of Algorithms | HS | S2-AIN-HE-15 | Move to a different grade | Analyze the ethical implications of AI, including bias, fairness, transparency, and accountability. | 8 | Public feedback | moved from specialty (AI) based on reviewer feedback -- over half indicated it should be foundational | Analyze the ethical implications of AI, including bias, fairness, transparency, and accountability. | Analyze | Analyzing | 4 | | | | |||
50 | Programming | Programming Fundamentals | PK/K | EK-PRO-PF-01 | Choose the code that accurately matches an algorithm that includes sequence. | Remove | Consolidation | | | | |||||||||
51 | Programming | Programming Fundamentals | PK/K | EK-PRO-PF-02 | Create programs that include a sequence to complete a task. | Minor edit | Create code that includes a sequence to complete a task. | 3 | Other | consistency of terms | Removed - Topic of conversation to ensure this is covered within algorithms | | | | |||||
52 | Programming | Programming Fundamentals | 1 | E1-PRO-PF-01 | Create code from an algorithm that includes sequence and events to express ideas or complete a task. | Keep as-is | Create code from an algorithm that includes sequence and events to express ideas or complete a task. | 3 | | Create code from an algorithm that includes sequence and events to express ideas or complete a task. | Create | Creating | 6 | Computational Thinking | | | |||
53 | Programming | Programming Fundamentals | 2 | E2-PRO-PF-01 | Create code from an algorithm that includes sequence, events, and iteration to express ideas or complete a task. | Keep as-is | Create code from an algorithm that includes sequence, events, and iteration to express ideas or complete a task. | 3 | | Create code from an algorithm that includes sequence, events, and iteration to express ideas or complete a task. | Create | Creating | 6 | Computational Thinking | | | |||
54 | Programming | Programming Fundamentals | 3 | E3-PRO-PF-01 | Develop code from a student-created algorithm that includes sequence, events, iteration, and selection to express ideas or complete a task. | Keep as-is | Develop code from a student-created algorithm that includes sequence, events, iteration, and selection to express ideas or complete a task. | 3 | | Develop code from a student-created algorithm that includes sequence, events, iteration, and selection to express ideas or complete a task. | Develop | Creating | 6 | Computational Thinking | | | |||
55 | Programming | Programming Fundamentals | 4 | E4-PRO-PF-01 | Develop code from a student-created algorithm that includes sequence, events, iteration, and selection to express ideas or complete a task. | Remove | Public feedback, Consolidation | | | | |||||||||
56 | Programming | Programming Fundamentals | 5 | E5-PRO-PF-01 | Develop code from student-created algorithms that include sequence, events, iteration, selection, and variables to express ideas, complete a task, or solve a problem. | Remove | Consolidation | | | | |||||||||
57 | Programming | Programming Fundamentals | 4 | E3-PRO-TR-04 | Create alternative versions of a program to solve the same problem or complete the same task. | Move to a different grade, Move to a different topic area or subtopic, Major revision | Evaluate different solutions to the same problem based on efficiency. | 3 | Consolidation, Public feedback | Move to Grade 4 Programming Fundamentals to replace E4-PRO-PF-01; Note Clarifying statement should describe what is meant by efficiency and may include readability | Compare different solutions to the same problem based on correctness and clarity. | May be difficult to "evaluate for efficiency" at this stage (based on previous standards) and Alg&Des focus on the impact on people, as opposed to process. | Compare | Analyzing | 4 | Computational Thinking | | | |
58 | Programming | Programming Fundamentals | 5 | E5-PRO-TR-04 | Create a unique program by modifying other programs or incorporating portions of other programs into one’s own work to develop something new or add more advanced features. | Minor edit, Move to a different topic area or subtopic | Create a program by modifying other programs or incorporating portions of other programs into one’s own work to develop something new. | 3 | Consolidation | Move to programming fundamentals, replace E5-PRO-PF-01 | Create a program by modifying other programs or incorporating portions of other programs into one’s own work to develop something new. | Create | Creating | 6 | Impacts and Ethics | | | ||
59 | Programming | Programming Fundamentals | MS | MS-PRO-PF-01 | Analyze how a segment of code works by identifying and describing the roles of key components (e.g., variables, conditionals, loops, functions). | Minor edit | Analyze how a segment of code works, identifying the roles of variables, selection, and iteration. | 11 | Other | Consistency w/ elementary | Analyze how a segment of code works, identifying the roles of variables, selection, and iteration. | Analyze | Analyzing | 4 | Computational Thinking | | | ||
60 | Programming | Programming Fundamentals | MS | MS-PRO-PF-02 | Develop code from algorithms that include variables, data, and storage. | Minor edit | Use procedures without parameters to structure code for clarity and reusability. | 12 | ASICS expert feedback | Clearer progression to HS | Use procedures without parameters to structure code for clarity and reusability. | Use | Applying | 3 | Computational Thinking | | | ||
61 | Programming | Programming Fundamentals | MS | MS-PRO-PF-03 | Compare how programming languages with differing syntaxes or semantics influence the coding process and problem-solving strategies. | Minor edit | Compare how programming languages with differing syntaxes or semantics influence the coding process and problem solving strategies. | 13 | Balancing Bloom’s levels, Public feedback | More accessible to all MS Corey made a comment: Consider using language of use case (JavaScript for Web dev, Java for app, etc.) instead of coding process and problem-solving. | Compare how programming languages with differing syntaxes or semantics influence the coding process and problem solving strategies. | Compare | Analyzing | 4 | Computational Thinking | | | ||
62 | Programming | Programming Fundamentals | HS | HS-PRO-PF-01 | Convert an algorithm written in pseudocode into a program that uses sequence, selection, iteration, procedures with parameters, and lists. | Minor edit | Convert an algorithm written in pseudocode into a program that uses sequence, selection, iteration, procedures with parameters, and data structures. | 9 | Public feedback | Greater consistency & specificity of terms | Convert an algorithm written in pseudocode into a program that uses variables, sequence, selection, iteration, procedures, parameters, and/or data structures. | Revised wording | Convert | Understanding | 2 | Computational Thinking | | | |
63 | Programming | Programming Fundamentals | HS | HS-PRO-PF-02 | Analyze the purpose of a segment of code. | Minor edit | Analyze the purpose and structure of code segments, including the role of variables, selection, iteration, and procedures. | 10 | Public feedback | Greater consistency & specificity of terms, improved progression from elementary | Analyze the purpose and structure of code segments, including the role of variables, sequence, selection, iteration, procedures, parameters, and/or data structures. | Revised wording | Analyze | Analyzing | 4 | Computational Thinking | | | |
64 | Programming | Data Handling | PK/K | EK-PRO-DH-03 | Identify gestures and symbols (e.g., restroom signs, arrows for directions, thumbs up) in everyday life that represent information used to make binary choices. | Minor edit | Identify gestures and symbols in everyday life that represent information used to make choices. | 4 | Public feedback | suggest e.g. moves to clarifying ("(e.g., arrows for directions, thumbs up)"), can suggest embodied activities in clarifying | Identify gestures and symbols in everyday life that represent information used to make choices. | Identify | Remembering | 1 | Computational Thinking | | | ||
65 | Programming | Data Handling | 1 | E1-PRO-DH-02 | Identify terms that refer to values that change over time in everyday life (e.g., today’s date). | Minor edit | Identify terms that refer to values that change over time in everyday life. | 4 | Other | suggest e.g. moves to clarifying ("e.g., today’s date"); changing wording for consistency | Identify terms that refer to values that change over time in everyday life. | Identify | Remembering | 1 | Computational Thinking | | | ||
66 | Programming | Data Handling | 2 | E2-PRO-DH-02 | Label different representations of information (e.g., day of the week, line leader, your birthday) with a name and whether its value is constant or changes. | Minor edit | Label different representations of information with a name and whether its value is constant or changes. | 4 | Other | suggest e.g. moves to clarifying (e.g., day of the week, line leader, your birthday); changing wording for consistency | Label different representations of information with a name and whether its value is constant or changes. | Label | Remembering | 1 | Computational Thinking | | | ||
67 | Programming | Data Handling | 3 | E3-PRO-DH-02 | Identify the variables being stored and manipulated in a program. | Keep as-is | Identify the variables being stored and manipulated in a program. | 4 | Other | Include "e.g.,s" in clarifying statement; choosing to keep variables introduced here as a scaffold to using/creating variables in grade 5 | Identify the variables being stored and manipulated in a program. | Identify | Remembering | 1 | Computational Thinking | | | ||
68 | Programming | Data Handling | 4 | E4-PRO-DH-02 | Trace how data flows through and alters values in an existing program, using variables. | Keep as-is | Trace how data flows through and alters values in an existing program, using variables. | 4 | | Trace how data flows through and alters values in an existing program, using variables. | Trace | Analyzing | 4 | Computational Thinking | | | |||
69 | Programming | Data Handling | 5 | E5-PRO-DH-02 | Use different types of variables to store, compare, and modify data, based on user input or program logic. | Minor edit | Use variables to store, compare, and modify data. | 4 | Other | clarifying statement could explain some of what comparing looks like (score < 5); wordsmithing | Use variables to store, compare, and modify data within a program. | Use | Applying | 3 | Computational Thinking | | | ||
70 | Programming | Data Handling | 5 | Solve binary to decimal and decimal to binary conversions to practice the way information is stored in a computational innovation. | Remove | | There is value to discussing data representation but this seems like a singleton without progression | | | | |||||||||
71 | Programming | Data Handling | MS | MS-PRO-DH-04 | Represent data, using appropriate data structures, including variables and collection types. | Minor edit | Use appropriate data structures to store related data and iterate over them to process elements. | 14 | Public feedback | Avoiding language specific terminology | Use appropriate data structures to store related data and iterate over them to process elements. | Use | Applying | 3 | Computational Thinking | | | ||
72 | Programming | Data Handling | MS | MS-PRO-DH-05 | Use appropriate data types (e.g., integers, text, Boolean) to store, update, and evaluate data within a program. | Minor edit | Use appropriate different data types (limited to integers, strings, Boolean move to an scope/exclusion statement?). | 15 | Other | separated into two skills | Use appropriate different data types to store and update data within a program. | limited to integers, strings, Boolean move in an scope/exclusion statement | Use | Applying | 3 | Computational Thinking | | | |
73 | Programming | Data Handling | MS | MS-PRO-DH-06 | Use iteration (e.g., loops) to access, update, and process elements in a collection. | Major revision | Use variables to store and update data within a program. | 16 | Other | Standard 5 split | Removed - Combined with Use appropriate different data types to store and update data within a program. | Computational Thinking | | | |||||
74 | Programming | Data Handling | HS | HS-PRO-DH-03 | Perform operations on collections of data of the same type, using appropriate structures (e.g., lists, tables, or dictionaries) to solve problems. | Major revision | Generalize solutions by using data structures and iteration. | 11 | Public feedback | Greater specificity of terms | Removed | Computational Thinking | | | |||||
75 | Programming | Data Handling | HS | HS-PRO-DH-04 | Create programs that use collections to generalize solutions instead of repeatedly using simple variables. | Keep as-is | Create programs that use appropriate data structures to store, access, and manipulate data. | 12 | | Create programs that use appropriate data structures to store, access, and manipulate data. | Create | Creating | 6 | Computational Thinking | | | |||
76 | Programming | Data Handling | HS | HS-PRO-DH-05 | Compare and contrast fundamental data types (e.g., integer, text, float) and their uses. | Minor edit | Compare and contrast fundamental data types and their uses. | 13 | Other | E.g. in clarifying statement | Compare and contrast fundamental data types and their uses. | Compare | Analyzing | 4 | Computational Thinking | | | ||
77 | Programming | Program Development | MS | MS-PRO-PD-07 | Modify existing programs that incorporate sequence, selection, and iteration. | Minor edit | Critique programs using sequence, selection, and iteration. | 17 | ASICS expert feedback | Better progression from Elementary | Removed - Combined with "Analyze by examining how variables, sequence, selection, and iteration are used." | Computational Thinking | | | |||||
78 | Programming | Program Development | MS | MS-PRO-PD-08 | Create modular programs that incorporate sequence, selection, and iteration. | Minor edit | Decompose programs to break down code into reusable procedures. | 18 | ASICS expert feedback | Better term clarity | Use reusable procedures to organize and simplify programs. | Revised wording | Use | Applying | 3 | Computational Thinking | | | |
79 | Programming | Program Development | MS | MS-PRO-PD-09 | Utilize reference documentation, online resources, and programming tools to assist in writing, debugging, and improving code. | Minor edit | Use reference documentation and online resources to assist in debugging and improving programs. | 19 | Balancing Bloom’s levels | Blooms verb, wordsmith | Use reference documentation and online resources to assist in debugging and improving programs. | Use | Applying | 3 | Computational Thinking | | | ||
80 | Programming | Program Development | MS | MS-PRO-PD-10 | Simulate program development roleplay to evaluate team decisions, considering potential harms such as data privacy, bias, or negative societal impacts. | Major revision | Discuss potential societal and ethical impacts of programs, including bias and privacy concerns. | 20 | Public feedback, ASICS expert feedback | Too much in the standard, too prescriptive of pedagogy | Discuss potential societal and ethical impacts of programs, including bias and privacy concerns. | Discuss | Understanding | 2 | Inclusive Collaboration | | | ||
81 | Programming | Program Development | HS | HS-PRO-PD-06 | Assess opportunities to incorporate external code, utilizing documentation, libraries, APIs, development tools, and online resources. | Minor edit | Use documentation, libraries, APIs, and development tools to assist in writing, debugging, and improving programs. | 14 | Other | Better progression | Use documentation, libraries, APIs, and development tools to assist in writing, debugging, and improving programs. | Use | Applying | 3 | Computational Thinking | | | ||
82 | Programming | Program Development | HS | HS-PRO-PD-07 | Evaluate the societal impacts, ethical implications, potential biases, and unintended consequences of using AI tools for program development. | Remove | Consolidation | Better situated in Human Centered Design | | | | ||||||||
83 | Programming | Program Development | HS | HS-PRO-PD-08 | Create modular programs that incorporate sequence, nested selection, nested iteration, and lists. | Major revision | Create modular programs using procedures, modules, or objects to improve reusability and readability. | 15 | Consolidation | Combined 8 & 9 | Create modular programs using procedures, modules, or objects to improve reusability and readability. | Create | Creating | 6 | Computational Thinking | | | ||
84 | Programming | Program Development | HS | HS-PRO-PD-09 | Adapt programs to improve modularity, using constructs such as procedures, modules, and/or objects. | Remove | Consolidation | Combined 8 & 9 | | | | ||||||||
85 | Programming | Testing and Refining Code | HS | HS-PRO-TR-13 | Assess the accuracy, efficiency, and ethical considerations of computer-generated code. | Remove | Consolidation | Overlaps with HS-PRO-TR-02 and HS-PRO-PM-03. The “computer-generated code” portion is relevant in AI contexts but can be treated as a clarification/example under these broader standards, especially for minimum HS expectations. | | | | ||||||||
86 | Programming | Program Development | PK/K | EK-PRO-PM-05 | Articulate how one has completed a task or solved a problem that takes multiple steps. | Minor edit | Articulate how code has completed a task. | 5 | Other | wordsmithing | Articulate how code has completed a task. | Articulate | Analyzing | 4 | Inclusive Collaboration | | | ||
87 | Programming | Program Development | PK/K | EK-PRO-PM-06 | Create a programming sequence to complete a task, working with a partner. | Remove | Consolidation | duplicated in E1-PRO-PM-05 | | | | ||||||||
88 | Programming | Program Development | 1 | E1-PRO-PM-04 | Explain the function of a code segment. | Minor edit | Explain the function of code. | 5 | Other | consistency w/ language in progr. fundamentals | Explain the function of code that includes sequence and events. | Revised based on suggestions from Alg&Design | Explain | Understanding | 2 | Inclusive Collaboration | | | |
89 | Programming | Program Development | 2 | E1-PRO-PM-05 | Collaborate with a partner to develop a program that expresses an idea or solves a problem. | Keep as-is | Collaborate with a partner to develop a program that expresses an idea or solves a problem. | 6 | | would like to update collaboration standards to be consistent with other subject areas | Collaborate with a partner to develop a program that expresses an idea or solves a problem. | Shifted from 1 to 2 to make room for discussing how programs may affect others (introduced in grade 1). | Collaborate | Creating | 6 | Inclusive Collaboration | | | |
90 | Programming | Program Development | 2 | E2-PRO-PM-04 | Document the steps taken and choices made during program development, recognizing the contributions of others in the process. | Minor edit | Explain the steps taken during program development, recognizing the contributions of others in the process. | 5 | Balancing Bloom’s levels | Suggest "recognizing the contributions of others in the process" separate into a separate standard | Explain the steps taken during program development, recognizing the contributions of others in the process. | Explain | Understanding | 2 | Inclusive Collaboration | | | ||
91 | Programming | Program Development | 3 | E2-PRO-PM-05 | Use structured constructive feedback from a peer to improve a programming project. | Minor edit | Use structured constructive feedback from a peer to improve a programming. | 6 | Other | Consistent language | Use structured constructive feedback from a peer to improve a program. | Fixed typo; Shifted from 2 to 3 | Use | Applying | 3 | Human-Centered Design | | | |
92 | Programming | Program Development | 3 | E3-PRO-PM-05 | Articulate the function of a specific aspect of a program. | Minor edit | Articulate the function of a specific code segment of a program relative to the overall program purpose. | 6 | Public feedback | clarifying dif. from grade 1 | Articulate the function of a specific code segment of a program relative to the overall program purpose. | Articulate | Analyzing | 4 | Inclusive Collaboration | | | ||
93 | Programming | Program Development | 4 | E3-PRO-PM-06 | Collaborate with a team to create a program, ensuring that all team members have a role and contribute equally. | Keep as-is | Collaborate with a team to create a program, ensuring that all team members have a role and contribute equally. | 7 | | same feedback as E1-PRO-PM-5 | Collaborate with a team by offering a meaningful contribution to creating a program. | Clarifying statement can discuss equity and roles; Shifted from 3 to 4 | Collaborate | Creating | 6 | Inclusive Collaboration | | | |
94 | Programming | Program Development | 4 | E4-PRO-PM-05 | Document a program, using embedded or external comments, to clarify its functions for others. | Minor edit | Document a program to clarify its functions. | 5 | Public feedback, ASICS expert feedback | wordsmith; attempt to minimize confusion of terms | Document a program to clarify its functionality. | Revised based on suggestions from Alg&Design | Document | Applying | 3 | Inclusive Collaboration | | | |
95 | Programming | Program Development | 5 | E4-PRO-PM-06 | Construct individual components of a program that are collaboratively assembled into a working project. | Keep as-is | Construct individual components of a program that are collaboratively assembled into a working project. | 6 | | Construct individual components of a program that are collaboratively assembled into a working project. | Shifted from 4 to 5 | Construct | Creating | 6 | Inclusive Collaboration | | | ||
96 | Programming | Program Development | 5 | E5-PRO-PM-05 | Create embedded or external documentation of a programming project, including explanations of code functionality, choices made, and attribution for the contributions of others. | Minor edit | Create embedded or external documentation of a programming project. | 5 | Other | Consistency; Move this to clarifying statement: , including explanations of code functionality, choices made, and attribution for the contributions of others | Create embedded or external documentation for a programming project. | Clarifying statement that defines embedded and external ~ in line comments, etc | Create | Creating | 6 | Inclusive Collaboration | | | |
97 | Programming | Program Development | 5 | E5-PRO-PM-06 | Collaborate with peers to design, implement, document, and review a programming project that expresses an idea or solves a problem. | Remove | Consolidation | | | | |||||||||
98 | Programming | Program Development | 1 | NEW | Add | | Discuss how a program might affect different users. | ADDED to branch the divide between the lack of "impact on users" that is discussed in Alg&Des | Discuss | Understanding | 2 | | | | |||||
99 | Programming | Program Development | MS | MS-PRO-PM-14 | Explain the importance of attribution and intellectual property in programming. | Keep as-is | Explain the importance of attribution and intellectual property in programming. | 21 | | Explain the importance of attribution and intellectual property in programming. | Explain | Understanding | 2 | Impacts and Ethics | | | |||
100 | Programming | Program Development | MS | MS-PRO-PM-15 | Apply inclusive collaboration practices to support all stages of programming, from planning to testing. | Keep as-is | Apply inclusive collaboration practices to support all stages of programming, from planning to testing. | 22 | | Apply inclusive collaboration practices to support all stages of programming, from planning to testing. | Apply | Applying | 3 | Inclusive Collaboration | | |