Common Planner
K–12 Standards

Extension 9th-12th Grades

Other North Dakota Computer Science and Cybersecurity sets

Network & InternetES.NI

  • 1

    Examine the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.ES.NI.1

  • 2

    Explain how the characteristics of the Internet influence the systems developed on it. ES.NI.2

  • 3

    Develop solutions to security threats. (CYSEC)ES.NI.3

  • 4

    Give examples to illustrate how sensitive data can be affected by malware and other attacks. (CYSEC)ES.NI.4

  • 5

    Describe the issues that impact network functionality (e.g., bandwidth, load, delay, topology).ES.NI.5

  • 6

    Compare ways software developers protect devices and information from unauthorized access. (CYSEC)ES.NI.6

Hardware & SoftwareES.HS

  • 1

    Categorize and describe the different functions of operating system software.ES.HS.1

  • 2

    Categorize the roles of operating system software.ES.HS.2

  • 3

    Demonstrate familiarity and knowledge of the programming environment.ES.HS.3

TroubleshootingES.T

  • 1

    Continued growth.ES.T.1

Algorithms & ProgrammingES.AP

  • 1

    Design algorithms to solve computational problems using a combination of original and existing algorithms.ES.AP.1

  • 2

    Implement searching and sorting algorithms to solve computational problems.ES.AP.2

  • 3

    Evaluate algorithms in terms of their efficiency.ES.AP.3

  • 4

    Evaluate key qualities of a program through a process, such as code review, program tracing, and/or critical data testing.ES.AP.4

  • 5

    Demonstrate knowledge of the different types of programming errors.ES.AP.5

  • 6

    Identify and correct different types of programming errors using a systematic approach.ES.AP.6

VariablesES.V

  • 1

    Use data structures to represent information.ES.V.1

  • 2

    Compare and contrast fundamental data structures and their uses.ES.V.2

Control StructuresES.CS

  • 1

    Design computational artifacts using single and multi-way conditional statements.ES.CS.1

  • 2

    Design computational artifacts using pretest and/or posttest repetitions.ES.CS.2

  • 3

    Design computational artifacts using fixed and/or variable length repetitions.ES.CS.3

  • 4

    Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue.ES.CS.4

  • 5

    Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance.ES.CS.5

  • 6

    Demonstrate the flow of execution of a recursive algorithm.ES.CS.6

ModularityES.M

  • 1

    Analyze a large-scale computational problem and identify generalizable patterns or problem components that can be applied to a solution.ES.M.1

  • 2

    Decompose problems into smaller subproblems through systematic analysis. ES.M.2

  • 3

    Construct solutions to problems using student-created components, such as procedures, modules, and/or objects.ES.M.3

  • 4

    Demonstrate code reuse by creating programming solutions using libraries or APIs.ES.M.4

Program DevelopmentES.PD

  • 1

    Iteratively evaluate and refine a computational artifact to enhance its performance, reliability, usability, and/or accessibility.ES.PD.1

  • 2

    Document decisions made during the design process using text, graphics, presentations, and/or demonstrations in the development of complex programs.ES.PD.2

  • 3

    Develop and use a series of test cases to verify that a program performs according to its design specifications.ES.PD.3

  • 4

    Modify an existing program to add additional functionality and discuss intended and unintended implications.ES.PD.4

  • 5

    Explain security issues that might lead to compromised computer programs.ES.PD.5

  • 6

    Internally document coding structures.ES.PD.6

Access: Conduct basic searches to gather information from teacher provided digital sources.ES.A

  • 1

    Continued growth.ES.A.1

Evaluate: Evaluate information sources based on purpose. Recognize when the purpose of content is to inform or to influence actions.ES.E

  • 1

    Continued growth.ES.E.1

Create: Products are used to share information with others.ES.C

  • 1

    Evaluate the ability of models and simulations to test and support hypotheses.ES.C.1

Impacts of Computing: The past, present, and possible future impact of technology on society. People use many types of technologies in their daily work and personal lives.ES.IC

  • 1

    Continued growth.ES.IC.1

Social Interactions: Communication with peers, teachers, and others using technology.ES.SI

  • 1

    Continued growth.ES.SI.1

Safety, Law, and Ethics: Positive and negative social and ethical behaviors for using technology.ES.SLE

  • 1

    Evaluate computational artifacts to maximize their beneficial effects and minimize harmful effects on society.ES.SLE.1

Responsible Use: Safe and ethical behaviors in the digital world.ES.RU

  • 1

    Continued growth.ES.RU.1

Privacy: Personal privacy concepts.ES.P

  • 1

    Continued growth.ES.P.1

Frequently asked questions

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

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Computer Science and Cybersecurity