YourStateStandards

New York K–6 technology standards

New York writes its own technology standards. They are published as New York Computer Science & Digital Fluency (2020-), adopted 2020 and are not a version of a national framework. Every one is matched to a national standard.

Framework
New York Computer Science & Digital Fluency (2020-)
Adopted
2020
Source last checked
July 22, 2026
Read the official document

98 standards, kindergarten through 6th grade

  • K-1.CT.1K–1

    Identify and describe one or more patterns (found in nature or designed) and examine the patterns to find similarities and make predictions.

  • K-1.CT.2K–1

    Identify different kinds of data that can be collected from everyday life.

  • K-1.CT.3K–1

    Identify ways to visualize data, and collaboratively create a visualization of data.

  • K-1.CT.4K–1

    Identify a problem or task and discuss ways to break it into multiple smaller steps.

  • K-1.CT.5K–1

    Recognize that the same task can be described at different levels of detail.

  • K-1.CT.6K–1

    Follow an algorithm to complete a task.

  • K-1.CT.7K–1

    Identify terms that refer to different concrete values over time.

  • K-1.CT.8K–1

    Identify a task consisting of steps that are repeated and recognize which steps are repeated.

  • K-1.CT.9K–1

    Identify and fix (debug) errors within a simple algorithm.

  • K-1.CT.10K–1

    Collaboratively create a plan that outlines the steps needed to complete a task.

  • K-1.CY.1K–1

    Identify reasons for keeping information private.

  • K-1.CY.2K–1

    Identify why it is important to keep your account secure.

  • K-1.CY.4K–1

    Decode a word or short message using a simple code.

  • K-1.CY.5K–1

    Identify when it is appropriate to open and/or click on links or files.

  • K-1.DL.1K–1

    Identify and explore the keys on a keyboard.

  • K-1.DL.2K–1

    Communicate and work with others using digital tools.

  • K-1.DL.3K–1

    Conduct a basic search based on a provided keyword.

  • K-1.DL.4K–1

    Use a least one digital tool to create a digital artifact.

  • K-1.DL.7K–1

    Identify actions that promote good digital citizenship, and those that do not.

  • K-1.IC.1K–1

    Identify and discuss how tasks are accomplished with and without computing technology.

  • K-1.IC.2K–1

    Identify and explain classroom and home rules related to computing technologies and digital information.

  • K-1.IC.3K–1

    Identify computing technologies in the classroom, home and community.

  • K-1.IC.4K–1

    Identify public and private spaces in our daily lives.

  • K-1.IC.6K–1

    With teacher support, identify different ways people interact with computers and computing devices.

  • K-1.IC.7K–1

    Identify multiple jobs that use computing technologies.

  • K-1.NSD.1K–1

    Identify ways people provide input and get output from computing devices.

  • K-1.NSD.2K–1

    Identify basic hardware components that are found in computing devices.

  • K-1.NSD.3K–1

    Identify basic hardware and/or software problems.

  • K-1.NSD.4K–1

    Identify how protocols/rules help people share information over long distances.

  • K-1.NSD.5K–1

    Identify physical devices that can store information.

  • 2-3.CT.12–3

    Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.

  • 2-3.CT.22–3

    Identify and describe data collection tools from everyday life.

  • 2-3.CT.32–3

    Present the same data in multiple visual formats in order to tell a story about the data.

  • 2-3.CT.42–3

    Identify multiple ways that the same problem could be decomposed into smaller steps

  • 2-3.CT.52–3

    Identify the essential details needed to perform a general task in different settings or situations.

  • 2-3.CT.62–3

    Create two or more algorithms for the same task.

  • 2-3.CT.72–3

    Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.

  • 2-3.CT.82–3

    Identify steps within a task that should only be carried out under certain precise conditions.

  • 2-3.CT.92–3

    Identify and debug errors within an algorithm or program that includes sequencing or repetition.

  • 2-3.CT.102–3

    Develop and document a plan that outlines specific steps taken to complete a project.

  • 2-3.CY.12–3

    Compare reasons why an individual should keep information private or make information public.

  • 2-3.CY.22–3

    Compare and contrast behaviors that do and do not keep information secure.

  • 2-3.CY.32–3

    Identify why someone might choose to share an account, app access, or devices.

  • 2-3.CY.42–3

    Encode and decode a short message or phrase.

  • 2-3.CY.52–3

    Identify unusual activity of applications and devices that should be reported to a responsible adult.

  • 2-3.DL.12–3

    Locate and use the main keys on a keyboard to enter text independently.

  • 2-3.DL.22–3

    Communicate and work with others using digital tools to share knowledge and convey ideas.

  • 2-3.DL.32–3

    Conduct basic searches based on student identified keywords.

  • 2-3.DL.42–3

    Use a variety of digital tools and resources to create digital artifacts.

  • 2-3.DL.52–3

    * Standard begins in Grade Band 4-6.

  • 2-3.DL.62–3

    Describe ways that information may be shared online.

  • 2-3.DL.72–3

    Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

  • 2-3.IC.12–3

    Identify and analyze how computing technology has changed the way people live and work.

  • 2-3.IC.22–3

    Compare and explain rules related to computing technologies and digital information.

  • 2-3.IC.32–3

    Discuss and explain how computing technology can be used in society and the world.

  • 2-3.IC.42–3

    Identify public and private digital spaces.

  • 2-3.IC.52–3

    Identify and discuss how computers are programmed to make decisions without direct human input for daily life.

  • 2-3.IC.62–3

    Identify and discuss factors that make a computing device or software application easier or more difficult to use.

  • 2-3.IC.72–3

    Identify a diverse range of roles and skills in computer science.

  • 2-3.NSD.12–3

    Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output).

  • 2-3.NSD.22–3

    Explain the function of software in computing systems, using descriptive/precise language.

  • 2-3.NSD.32–3

    Describe and attempt troubleshooting steps to solve a simple technology problem.

  • 2-3.NSD.42–3

    Recognize that information can be communicated using different representations that satisfy different rules.

  • 2-3.NSD.52–3

    Describe and navigate to various locations where digital information can be stored.

  • 4-6.CT.14–6

    Develop a computational model of a system that shows changes in output when there are changes in inputs.

  • 4-6.CT.24–6

    Collect digital data related to a real life question or need.

  • 4-6.CT.34–6

    Visualize a simple data set in order to highlight relationships and persuade an audience.

  • 4-6.CT.44–6

    Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.

  • 4-6.CT.54–6

    Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.

  • 4-6.CT.64–6

    Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task

  • 4-6.CT.74–6

    Identify pieces of information that might change as a program or process runs.

  • 4-6.CT.84–6

    Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.

  • 4-6.CT.94–6

    Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.

  • 4-6.CT.104–6

    Describe the steps taken and choices made to design and develop a solution using an iterative design process.

  • 4-6.CY.14–6

    Explain why different types of information might need to be protected.

  • 4-6.CY.24–6

    Describe common safeguards for protecting personal information.

  • 4-6.CY.34–6

    Describe trade-offs between allowing information to be public and keeping information private and secure.

  • 4-6.CY.44–6

    Model and explain the purpose of simple cryptographic methods.

  • 4-6.CY.54–6

    Explain suspicious activity of applications and devices.

  • 4-6.DL.14–6

    Type on a keyboard while demonstrating proper keyboarding technique.

  • 4-6.DL.24–6

    Select appropriate digital tools to communicate and collaborate while learning with others.

  • 4-6.DL.34–6

    Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.

  • 4-6.DL.44–6

    Use a variety of digital tools and resources to create and revise digital artifacts.

  • 4-6.DL.54–6

    Identify common features of digital technologies.

  • 4-6.DL.64–6

    Describe persistence of digital information and explain how actions in online spaces can have consequences.

  • 4-6.DL.74–6

    Identify and describe actions in online spaces that could potentially be unsafe or harmful.

  • 4-6.IC.14–6

    Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

  • 4-6.IC.24–6

    Explain how laws impact the use of computing technologies and digital information.

  • 4-6.IC.34–6

    Explain current events that involve computing technologies.

  • 4-6.IC.44–6

    Explain who has access to data in different digital spaces.

  • 4-6.IC.54–6

    Explain how computer systems play a role in human decision-making.

  • 4-6.IC.64–6

    Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.

  • 4-6.IC.74–6

    Identify a diverse range of role models in computer science.

  • 4-6.NSD.14–6

    Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.

  • 4-6.NSD.24–6

    Model how computer hardware and software work together as a system to accomplish tasks.

  • 4-6.NSD.34–6

    Determine potential solutions to solve hardware and software problems using common troubleshooting strategies.

  • 4-6.NSD.44–6

    Model how data is structured to transmit through a network.

  • 4-6.NSD.54–6

    Describe that data can be stored locally or remotely in a network.

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