Common Planner
K–12 Standards

High School

Other Colorado Computer Science sets

Computational Thinking

  • 1

    Develop, utilize and evaluate algorithms, to model and solve problems.

    1. 1

      Computational thinking is used to create algorithmic solutions to real-world problems.CS.HS.1.1

      1. a

        Identify and create different types of algorithms (sort, search, etc.).CS.HS.1.1.a

      2. b

        Predict the outcome of different types of algorithms.CS.HS.1.1.b

      3. c

        Create or adapt algorithms to solve problems for multiple purposes (e.g., personal interests, stakeholder needs).CS.HS.1.1.c

      4. d

        Use an algorithm that involves mathematical operations and functions to solve problems.CS.HS.1.1.d

      5. e

        Use an iterative approach to utilizing and/or developing an algorithm.CS.HS.1.1.e

      6. f

        Recognize problems that cannot be solved computationally.CS.HS.1.1.f

      7. g

        Identify and describe algorithms that exist within their personal lives.CS.HS.1.1.g

    2. 2

      Algorithms can be represented and used in different ways (e.g., languages, diagrams, pseudocode).CS.HS.1.2

      1. a

        Illustrate the flow of execution of an iterative algorithm (e.g., recursion).CS.HS.1.2.a

      2. b

        Explain the value of heuristic algorithms to model ways to solve problems. CS.HS.1.2.b

      3. c

        Adapt algorithms used in one problem to solve a related or different problem.CS.HS.1.2.c

      4. d

        Use multiple methods to represent an algorithm (e.g., diagram, programming 4 language, unplugged).CS.HS.1.2.d

    3. 3

      Algorithm development and use is an ongoing process that involves adapting, critiquing and troubleshooting programs and/or processes.CS.HS.1.3

      1. a

        Describe pros and cons of the performance of algorithms for the same task.CS.HS.1.3.a

      2. b

        Use an iterative approach to developing an algorithm.CS.HS.1.3.b

      3. c

        Test and troubleshoot so that algorithms produce reasonable results.CS.HS.1.3.c

  • 2

    Systematically analyze a problem using decomposition and abstraction to formulate a solution.

    1. 4

      Large, complex problems can be broken down into smaller, more manageable components.CS.HS.1.4

      1. a

        Demonstrate how the process of decomposition is iterative and used to solve problems.CS.HS.1.4.a

      2. b

        Formulate possible solutions based on the decomposition of a problem.CS.HS.1.4.b

    2. 5

      Abstraction is used to reduce complexity of larger problems by focusing on main ideas.CS.HS.1.5

      1. a

        Describe how abstraction is central to computational thinking.CS.HS.1.5.a

      2. b

        Identify and prioritize the most relevant parts of a problem while filtering out extraneous details.CS.HS.1.5.b

      3. c

        Demonstrate different ways to represent key problem components.CS.HS.1.5.c

  • 3

    Represent and analyze data in order to generate new knowledge and capability.

    1. 6

      Data can be represented in different ways for storage and exchange.CS.HS.1.6

      1. a

        Identify different types of data that are exchanged and produced by computers (e.g., protocols).CS.HS.1.6.a

      2. b

        Evaluate the trade-offs for how data elements are organized and where data are stored (e.g., PNG/GIF, structured/unstructured).CS.HS.1.6.b

      3. c

        Compare and contrast various data structures/techniques for storing and processing data (e.g., arrays, lists, tables).CS.HS.1.6.c

    2. 7

      Many problems appropriate for solving with a computer are organized around patterns.CS.HS.1.7

      1. a

        Provide multiple versions of data visualization in order to deepen problem analysis.CS.HS.1.7.a

      2. b

        Interpret and analyze data to make informed decisions.CS.HS.1.7.b

    3. 8

      Data from a computer program can be visually presented to better understand and articulate solutions to a problem.CS.HS.1.8

      1. a

        Analyze computer output in different forms (e.g., plain text, CSV, graphs, images). CS.HS.1.8.a

      2. b

        Design visualizations using the appropriate tool(s) with the end user in mind. CS.HS.1.8.b

      3. c

        Provide multiple versions of data visualization in order to deepen problem analysis.CS.HS.1.8.

Computing Systems and Networks

  • 4

    Use systems thinking to describe networks and common software and hardware components.

    1. 1

      Communication between computers (and over the internet) can be configured in many different ways and consist of several hardware and software components.CS.HS.2.1

      1. a

        Describe key protocols and underlying processes of internet-based services, (e.g., https) and discuss impact of technology change on communication protocols.CS.HS.2.1.a

      2. b

        Illustrate and describe the basic components and various network types and topologies (e.g., personal, local, metropolitan, and wide).CS.HS.2.1.b

      3. c

        Explain the difference between decimal, hexadecimal, octal and binary number formats and how they are used in computing environments.CS.HS.2.1.c

    2. 2

      Computer hardware, the lowest level of a computer system, consists of many different parts, each providing a specialized function.CS.HS.2.2

      1. a

        Explain the difference between memory and disk storage, internal and external storage, Random Access Memory (RAM), flash, cloud.CS.HS.2.2.a

      2. b

        Explain how to maintain safety when working on PCs, e.g., electromagnetic precautions.CS.HS.2.2.b

      3. c

        Describe how computing devices are engineered for fault tolerance and reliability, and identify potential sources of weakness (e.g., redundant power supplies, RAID, SAN/NAS connections). CS.HS.2.2.c

    3. 3

      Computer software is written for specific purposes.CS.HS.2.3

      1. a

        Identify and differentiate between different kinds of software (e.g., operating systems vs. applications) and their purposes.CS.HS.2.3.a

      2. b

        Explain what an operating system is, and why it is important for a computer or computing device (e.g., Linux, Windows, iOS).CS.HS.2.3.b

      3. c

        Describe how software interacts with hardware to complete tasks.CS.HS.2.3.c

    4. 4

      Systems thinking is a way of holistically examining the various components and use cases that go into a given design. CS.HS.2.4

      1. a

        Explain the integration of hardware, software and network communications components to create a networked system.CS.HS.2.4.a

      2. b

        Summarize security approaches using a systems approach perspective.CS.HS.2.4.b

  • 5

    Develop systems solutions from a set of specifications to complete a design process.

    1. 5

      Stakeholder considerations drive system design.CS.HS.2.5

      1. a

        Identify stakeholder’s problems/needs.CS.HS.2.5.a

      2. b

        Articulate design requirements back to the stakeholder.CS.HS.2.5.b

      3. c

        Illustrate options for considerations and develop conceptual model.CS.HS.2.5.c

      4. d

        Perform system analysis based on stakeholder considerations.CS.HS.2.5.d

  • 6

    Recognize and analyze security concepts. 

    1. 6

      Robust computing systems require multiple methods of recovery.CS.HS.2.6

      1. a

        Describe elements of an effective backup system.CS.HS.2.6.a

      2. b

        Compare backup systems for computer users, or a network. CS.HS.2.6.b

      3. c

        List the various backup methodologies (e.g., full, differential), and why one would pick one over the other, or use all.CS.HS.2.6.c

      4. d

        Explain the ways an organization would continue to operate in light of a systems failure.CS.HS.2.6.

    2. 7

      Robust computing systems require data protection.CS.HS.2.7

      1. a

        Identify examples of threats to systems and data.CS.HS.2.7.a

      2. b

        Describe the process by which intruders gain entry into a production system (e.g., reconnaissance). CS.HS.2.7.b

      3. c

        Describe and compare methods to test/validate how well systems and data are protected.CS.HS.2.7.c

      4. d

        Investigate different career pathways relating to systems security.CS.HS.2.7.d

Computer Programming

  • 7

    Design and create programs, individually and collaboratively, for a variety of disciplines.

    1. 1

      The creation of a computer program requires a design process.CS.HS.3.1

      1. a

        Analyze and apply a design methodology to identify constraints and requirements of an identified problem. CS.HS.3.1.a

      2. b

        Utilize tools and resources such as pseudocode, flowcharts, wireframes, etc., as part of the design process.CS.HS.3.1.b

      3. c

        Determine and use graphical or text-based languages.CS.HS.3.1.c

      4. d

        Understand and apply core programming concepts.CS.HS.3.1.d

    2. 2

      The process of programming involves solving computational problems.CS.HS.3.2

      1. a

        Write code per selected design.CS.HS.3.2.a

      2. b

        Create code comments to communicate to other developers and ensure documentation of code.CS.HS.3.2.b

      3. c

        Use various troubleshooting and debugging techniques to improve code.CS.HS.3.2.c

      4. d

        Create appropriate variables to store and retrieve data.CS.HS.3.2.d

    3. 3

      Collaborative tools, methods and strategies can be used to design, develop and update computational artifacts.CS.HS.3.3

      1. a

        Integrate collaborative strategies to improve programming outputs.CS.HS.3.3.a

      2. b

        Identify and analyze a variety of collaborative tools (e.g., commenting, development repositories) in order to determine the appropriateness for intended use.CS.HS.3.3.b

      3. c

        Identify strategies such as peer reviews to test and refine artifacts in development.CS.HS.3.3.c

      4. d

        Determine when to use standard software tools like APIs, libraries, version control repositories, etc.CS.HS.3.3.

    4. 4

      Stakeholder-based design requirements and feedback are essential to a quality computational product or service.CS.HS.3.4

      1. a

        Understand and apply principles of stakeholder-based design.CS.HS.3.4.a

      2. b

        Guide/advise stakeholders on strategies and solutions best suited for their problem (i.e., type of platform).CS.HS.3.4.b

      3. c

        Construct effective methods for gathering feedback from stakeholders.CS.HS.3.4.c

      4. d

        Respond to feedback from stakeholders to improve computing solutions.CS.HS.3.4.d

      5. e

        Create and share product support documentation for potential users.CS.HS.3.4.e

      6. f

        Articulate lessons learned as a result of the design and creation process.CS.HS.3.4.f

  • 8

    Create computational artifacts that consider security from tampering, malicious or otherwise.

    1. 5

      Computing solutions can have impacts (personal, ethical, social, economic and cultural) based on their use.CS.HS.3.5

      1. a

        Investigate and understand privacy, security and protection laws.CS.HS.3.5.a

      2. b

        Articulate the importance of securing personal data information on encrypted storage systems.CS.HS.3.5.b

      3. c

        Identify and analyze current events to ensure the safety, security and well-being of all potential stakeholders and end users.CS.HS.3.5.c

      4. d

        Identify influential computing innovations, and identify the beneficial and harmful effects they have had, or could have, on society, economy and culture.CS.HS.3.5.d

      5. e

        Discuss and explain how diversity of design and issues of accessibility impact a wide range of users.CS.HS.3.5.e

      6. f

        Demonstrate ways to improve the accessibility of computational technologies and artifacts.CS.HS.3.5.f

    2. 6

      Security and software licensing can present constraints and restrictions in computational design and development.CS.HS.3.6

      1. a

        Describe how software licensing influences program development.CS.HS.3.6.a

      2. b

        Investigate and develop solutions that discourage online software piracy.CS.HS.3.6.b

      3. c

        Explore and integrate security measures such as encryption, authentication and verification strategies to secure developed computer programs.CS.HS.3.6.c

      4. d

        Research and abide by intellectual property laws and patents.CS.HS.3.6.d

Cybersecurity

  • 6

    Recognize and analyze security concepts.

    1. 1

      Confidentiality, integrity, and availability (CIA) are core principles of cybersecurity.CS.HS.4.1

      1. a

        Define confidentiality, integrity and availability in the context of cybersecurity, and share a basic example of each.CS.HS.4.1.a

      2. b

        Analyze real-life scenarios to identify which of the core principles are at risk or have been compromised and explain why.CS.HS.4.1.b

      3. c

        Critically analyze case studies of cyber security incidents and identify where breaches in CIA have occurred. CS.HS.4.1.c

      4. d

        Research real-world examples of cyber security breaches and share their findings, focusing on how CIA principles were impacted.CS.HS.4.1.d

    2. 2

      Encryption is fundamental to data security and privacy and is important in cybersecurity. CS.HS.4.2

      1. a

        Compare and contrast applications based on their privacy policies and permissions, evaluating the impact on individuals and society.CS.HS.4.2.a

      2. b

        Synthesize understanding of privacy practices to inform peers on healthy vs harmful practices.CS.HS.4.2.b

      3. c

        Explain the individual risks of a data breach to an organization housing personal data. (Department of Homeland Security (DHS) through CISA Grant given to Cyber.org, 2021)CS.HS.4.2.c

      4. d

        Compare and contrast the harms and benefits between ensuring privacy and enabling convenience and usability (Dark, Daugherty, Emry, Massey, & Peyrot, 2021)CS.HS.4.2.d

      5. e

        Compare and contrast situations where one would want to be anonymous vs. identifiable and provide an example where one party desires anonymity but the other party desires clear identification.CS.HS.4.2.e

      6. f

        Discuss and/or give an example of how privacy decisions made today may have negative implications in the future. CS.HS.4.2.f

      7. g

        Describe one or more systems used on a regular basis which reveals information about a user’s pattern of life.CS.HS.4.2.g

      8. h

        Explain why trying every possible combination (a brute force attack) will always break encryption if given enough time.CS.HS.4.2.h

      9. i

        Describe ways encryption is used today.CS.HS.4.2.i

      10. j

        Evaluate strengths and weaknesses of an encryption method in context.CS.HS.4.2.j

  • 9

    Create a security risk profile that recognizes and analyzes security concepts.

    1. 3

      Anticipate, identify and understand cyber security threats from the prospective adversary (attacker) and incorporate this into a security risk profile that takes into consideration the potential damage of a compromise vs the cost and inconvenience of implementing security.CS.HS.4.3

      1. a

        Build a list of common threats students face and explain how an adversary may try to exploit those threats (adversarial thinking). CS.HS.4.3.a

      2. b

        Analyze real-life scenarios to identify which of the core principles are at risk or have been compromised and explain why. (This covers “Demonstrate adversarial thinking for a given problem. example: attack trees”)CS.HS.4.3.b

      3. c

        Explain how social behaviors and human factors can impact the cybersecurity of a system design. (Dark, Daugherty, Emry, Massey, & Peyrot, 2021)CS.HS.4.3.c

      4. d

        Evaluate digital habits and practices to identify potential risks and predict how an adversary might seek to exploit vulnerabilities.  CS.HS.4.3.d

      5. e

        Analyze the motives of threat actors (Dark, Daugherty, Emry, Massey, & Peyrot, 2021)CS.HS.4.3.e

      6. f

        Explain the variety of ways in which a security vulnerability could be created and exploited (for example: system error, social engineering, or input by an adversary).CS.HS.4.3.f

      7. g

        Explain the difference between protecting against a random failure versus protecting against an intentional attack.CS.HS.4.3.g

      8. h

        Give an example of a system where the risk of a potential incident requires a high degree of security and an example where the risk of a potential compromise requires only a minor degree of security.CS.HS.4.3.h

Artificial Intelligence (AI)

  • 10

    Use AI tools to analyze and understand the world and to create and inspire ideas. 

    1. 1

      AI tools are used for solving real-world problems.CS.HS.5.1

      1. a

        Explain the evolution of AI, the scope and limitations of current AI and the future of AI.CS.HS.5.1.a

      2. b

        Describe the purpose of different AI tools.CS.HS.5.1.b

      3. c

        Explain the potential ethical dilemmas and biases in developing, training, and using AI tools.CS.HS.5.1.c

      4. d

        Distinguish between AI and general computer programming.CS.HS.5.1.d

      5. e

        Describe real-world applications of AI, such as personal assistants, recommendation systems, advertising systems, and autonomous vehicles.CS.HS.5.1.e

      6. f

        Examine the differences between narrow AI and general AI, and their implications.CS.HS.5.1.f

      7. g

        Discuss the use of the term “learning” with respect to specific AI tools and techniques. CS.HS.5.1.g

      8. h

        Evaluate the kinds of data that can be used for AI problems and how they are used to train AI models.CS.HS.5.1.h

      9. i

        Evaluate, select and use appropriate AI technology to solve a problem. CS.HS.5.1.i

    2. 2

      AI tools can be applied to produce novel creations and inspire creativity.CS.HS.5.2

      1. a

        Develop and evaluate an AI-based solution to address a real-world objective.CS.HS.5.2.a

      2. b

        Describe how AI can create novel outcomes by identifying patterns in data from the domain of interest.CS.HS.5.2.b

  • 11

    Evaluate the uses of AI.

    1. 3

      Using AI tools requires evaluation of their results and assessment of their appropriateness for specific applications. CS.HS.5.3

      1. a

        Explain the potential limitations of AI; for example, insufficient or inaccurate data inputs, inability of the system to recognize its own errors, and flaws in the underlying algorithms.CS.HS.5.3.a

      2. b

        Evaluate the results produced by an AI tool before using it.CS.HS.5.3.b

      3. c

        Discuss challenges and considerations of AI with respect to personal privacy.CS.HS.5.3.c

      4. d

        Evaluate the implications of AI on job markets and its role in automation and productivity. CS.HS.5.3.d

      5. e

        Recognize the importance and challenges of human oversight in AI decision-making.CS.HS.5.3.e

      6. f

        Recognize the purpose and suitability of AI tools for achieving specific outcomes.CS.HS.5.3.f

    2. 4

      The development of AI systems can create ethical and legal dilemmas that will need to be resolved.CS.HS.5.4

      1. a

        Identify arguments regarding the dilemmas created by advances in artificial intelligence. CS.HS.5.4.a

      2. b

        Explain why computational artifacts can be attributed to an AI system rather than its initial programmers. CS.HS.5.4.b

      3. c

        Describe the "Turing Test" and its implications for distinguishing human and artificial intelligences.CS.HS.5.4.c

      4. d

        Articulate arguments against "artificial intelligence" qualifying as "actual intelligence" and counterarguments that refute those specific arguments.CS.HS.5.4.d

Digital Citizenship

  • 13

    Practice responsible, ethical, and safe use of computing technology and the Internet.

    1. 1

      Digital citizenship involves multiple practices intended to promote safety, well-being respectful discourse, ethical use of information, and positive relationships.CS.HS.6.1

      1. a

        Describe how active and passive social media use can lead to positive and negative feelings.CS.HS.6.1.a

      2. b

        Identify research trends related to the health impact of screen time.CS.HS.6.1.b

      3. c

        Brainstorm strategies for navigating challenging relationships in a digital environment.CS.HS.6.1.c

      4. d

        Learn strategies for civil discourse in a digital environment and apply them to a scenario involving uncivil discourse.CS.HS.6.1.d

      5. e

        Define "digital reputation," and identify examples of social media posts that can have a positive or negative effect.CS.HS.6.1.e

      6. f

        Explain why you should ask permission before posting pictures or information about someone else. CS.HS.6.1.f

      7. g

        Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies and terms of service.CS.HS.6.1.g

      8. h

        Define "misinformation" and explore the consequences of spreading misinformation online.CS.HS.6.1.h

      9. i

        Explore examples of confirmation bias, particularly related to news and online information.CS.HS.6.1.i

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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