Wisconsin Standards for Computer Science

Wisconsin Department of Public Instruction

WISCONSIN STANDARDS FOR

Wisconsin Department of Public Instruction

Computer Science

WISCONSIN STANDARDS FOR

Computer Science

Wisconsin Department of Public Instruction

Tony Evers, PhD, State Superintendent

Madison, Wisconsin

Wisconsin Standards for Computer Science ii

This publication is available from:

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53703

(608) 266-8960

http://dpi.wi.gov/computer-science

June 2017 Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin,

ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America

and other designated youth groups.

Wisconsin Standards for Computer Science iii

Table of Contents

Foreword ......................................................................................................................................................................................................................................... iv

Acknowledgements .................................................................................................................................................................................................................... v

Section I: Wisconsin’s Approach to Academic Standards .................................................................................................................................. 1

Purpose of the Document .............................................................................................................................................................................. 2

What Are Academic Standards?.................................................................................................................................................................. 3

Relating the Academic Standards to All Students ................................................................................................................................ 4

Ensuring a Process for Student Success ................................................................................................................................................... 5

Section II: Wisconsin Standards for Computer Science ........................................................................................................................................ 7

What is Computer Science Education? .................................................................................................................................................... 8

Computer Science Education in Wisconsin ............................................................................................................................................ 8

Standards Structure ........................................................................................................................................................................................ 10

Section III: Standards ............................................................................................................................................................................................................. 13

Algorithms and Programming (AP) ............................................................................................................................................................ 14

Computing Systems (CS) ................................................................................................................................................................................ 26

Data and Analysis (DA) ................................................................................................................................................................................... 31

Impacts of Computing (IC) ............................................................................................................................................................................. 36

Networking and the Internet (NI) ............................................................................................................................................................... 43

Section IV: Disciplinary Literacy: Literacy for Learning in Computer Science ............................................................................................. 47

What is Disciplinary Literacy? ...................................................................................................................................................................... 48

Why is Disciplinary Literacy Important? ................................................................................................................................................. 48

Wisconsin Foundations for Disciplinary Literacy ................................................................................................................................ 50

What Research and Resources Are Available?...................................................................................................................................... 51

Section V: Connecting Computer Science to Other Wisconsin Academic Disciplines ............................................................................ 58

Connecting Computer Science .................................................................................................................................................................... 59

Literacy in All Subjects: The Shift ............................................................................................................................................................... 60

Connecting to Other Content Area Standards ..................................................................................................................................... 61

Wisconsin Standards for Computer Science iv

Foreword

Computer science education introduces students to topics from programming to being creators of

technology. Students engaged in computer science education find relevance, application, and

understanding of the core subjects to prepare them for college and careers in the 21

century.

Computer science is recognized for the numerous ways it adds value to our students’ education and

success. Incorporated into school curriculum as a stand-alone class or as an enhancement of other

disciplines, computer science education supports our vision to prepare every Wisconsin student to be

college and career ready.

To clearly identify what students in the area of computer science should know and be able to demonstrate, I have directed

Wisconsin experts and educators to develop Wisconsin Standards for Computer Science through a transparent and open

process with public engagement. These standards provide a foundation for aligning computer science curriculum, instruction,

and assessment.

The standards within this resource will strengthen computer science options for students from kindergarten through high school

and beyond. The influence of computer science and the availability of technology will shape ideas and skills gained from engaging

in these computer science standards. By adopting the standards, districts drive student learning to meet their students’ interests

and future ambitions.

Wisconsin is a national leader in this academic area, and one of the few states to develop and adopt standards for computer

science. With these nation-leading standards, we aim to improve student achievement and success while preparing all our

students to be college and career ready graduates and productive citizens who will add to our economic prosperity.

Tony Evers, PhD

State Superintendent

Wisconsin Standards for Computer Science v

Acknowledgements

The Wisconsin Department of Public Instruction (DPI) wishes to acknowledge the ongoing work, commitment, and various

contributions of individuals to develop our state’s first academic standards for computer science. Thank you to the State

Superintendent’s Standards Review Council for their work and guidance through the standards process. A special thanks to the

Computer Science Writing Committee for taking on this important project that will shape the classrooms of today and

tomorrow. Thanks to the many staff members across the division and other teams at DPI who have contributed their time and

talent to this project. Finally, a special thanks to Wisconsin educators, businesspeople, parents, and citizens who provided

comment and feedback to drafts of these standards.

Wisconsin Standards for Computer Science Writing Team

Co-Chairs: Dennis Brylow, Professor of Mathematics, Statistics, and Computer Science, Marquette University

Joe Kmoch, Retired Math and Computer Science Teacher

DPI Liaisons: John W. Johnson, Director, Literacy and Mathematics, and Director for Academic Standards

Mary Mooney, Mathematics Consultant

Brent Kindred, Technology and Engineering Consultant

Dave Thomas, Business and Information Technology Education Consultant

Kristina Blomquist

Pewaukee High School

Darell Cronkright

Park High School

Thomas Gendreau

UW-LaCrosse

Lori Hunt

Middleton High School

Andrew Kuemel

Madison West High School

Kristin Matchey

Arcadia High School

Annette O’Hern

LaCrosse School District

John Quinn

Wausua West High School

Daniel Rhode

Baraboo High School

Karla Saeger

UW-Whitewater

Randy Schullo

Rice Lake High School

Jill Underly

Pecatonica Area School Dist.

Doug Waterman

Fox Valley Technical College

Amanda Werner

Madison Elementary Science

Wisconsin Standards for Computer Science vi

Department of Public Instruction, Academic Standards

• John W. Johnson, Director, Literacy and Mathematics, and Director for Academic Standards

• Meri Annin, Lead Visual Communications Designer

• Marci Glaus, Strategic Communications Consultant

• David McHugh, Strategic Planning and Professional Learning Consultant

Department of Public Instruction Leaders

• Emilie Amundson, Chief of Staff, Office of the State Superintendent

• Scott Jones, Special Assistant, Office of the State Superintendent

• Sheila Briggs, Assistant State Superintendent, Division of Academic Excellence

Section I

Wisconsin’s Approach to Academic Standards

Wisconsin Standards for Computer Science 2

Purpose of the Document

The purpose of this guide is to improve Computer Science education for students and for communities. The Wisconsin

Department of Public Instruction (DPI) has developed standards to assist Wisconsin educators and stakeholders in

understanding, developing and implementing computer science course offerings and curriculum in school districts across

Wisconsin.

This publication provides a vision for student success and follows The Guiding Principles for Teaching and Learning

(2011). In brief,

the principles are:

1. Every student has the right to learn.

2. Instruction must be rigorous and relevant.

3. Purposeful assessment drives instruction and affects learning.

4. Learning is a collaborative responsibility.

5. Students bring strengths and experiences to learning.

6. Responsive environments engage learners.

Program leaders will find the guide valuable for making decisions about:

• Program structure and integration

• Curriculum redesign

• Staffing and staff development

• Scheduling and student grouping

• Facility organization

• Learning spaces and materials development

• Resource allocation and accountability

• Collaborative work with other units of the school, district and community

Wisconsin Standards for Computer Science 3

What Are the Academic Standards?

Wisconsin Academic Standards specify what students should know and be able to do in the classroom. They serve as goals for

teaching and learning. Setting high standards enables students, parents, educators, and citizens to know what students should

have learned at a given point in time. In Wisconsin, all state standards serve as a model. Locally elected school boards adopt

academic standards in each subject area to best serve their local communities. We must ensure that all children have equal

access to high-quality education programs. Clear statements about what students must know and be able to do are essential in

making sure our schools offer opportunities to get the knowledge and skills necessary for success beyond the classroom.

Adopting these standards is voluntary. Districts may use the academic standards as guides for developing local grade-by-grade

level curriculum. Implementing standards may require some school districts to upgrade school and district curriculums. This may

result in changes in instructional methods and materials, local assessments, and professional development opportunities for the

teaching and administrative staff.

What is the Difference Between Academic Standards and Curriculum?

Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence

of learning, and how well they should be expected to know or do it. Curriculum is the program devised by local school districts

used to prepare students to meet standards. It consists of activities and lessons at each grade level, instructional materials, and

various instructional techniques. In short, standards define what is to be learned at certain points in time, and from a broad

perspective, what performances will be accepted as evidence that the learning has occurred. Curriculum specifies the details of

the day-to-day schooling at the local level.

Developing the Academic Standards

DPI has a transparent and comprehensive process for reviewing and revising academic standards. The process begins with a

notice of intent to review an academic area with a public comment period. The State Superintendent’s Standards Review Council

examines those comments and may recommend revision or development of standards in that academic area. The state

superintendent authorizes whether or not to pursue a revision or development process. Following this, a state writing

committee is formed to work on those standards for all grade levels. That draft is then made available for open review to get

feedback from the public, key stakeholders, educators, and the Legislature with further review by the State Superintendent’s

Standards Review Council. The state superintendent then determines adoption of the standards.

Wisconsin Standards for Computer Science 4

Aligning for Student Success

To build and sustain schools that support every student in achieving success, educators must work together with families,

community members, and business partners to connect the most promising practices in the most meaningful contexts. The

release of the Wisconsin Standards for Computer Science provides for the first time a set of important academic standards for

school districts to implement. This is connected to a larger vision of every child graduating college and career ready. The graphic

below illustrates the relationship between academic standards and other critical principles and efforts that function together to

educate every child to graduate college and career ready. Here, the vision and set of Guiding Principles form the foundation for

building a supportive process for teaching and learning rigorous and relevant content. The following sections articulate this

integrated approach to increasing student success in Wisconsin schools and communities.

Relating the Academic Standards to All Students

Grade-level standards should allow ALL students to engage, access, and be assessed in ways that fit their strengths, needs, and

interests. This applies to the achievement of students with IEPs (individualized education plans), English learners, and gifted and

talented pupils,

consistent with all other students. Academic standards serve as the foundation for individualized programming

decisions for all students.

Academic standards serve as a valuable basis for establishing concrete, meaningful goals as part of each student’s developmental

progress and demonstration of proficiency. Students with IEPs must be provided specially designed instruction that meets their

individual needs. It is expected that each individual student with an IEP will require unique services and supports matched to

their strengths and needs in order to close achievement gaps in grade-level standards. Alternate standards are only available for

students with the most significant cognitive disabilities.

Gifted and talented students may achieve well beyond the academic standards and move into advanced grade levels or into

advanced coursework.

Our Vision: Every Child a Graduate, College and Career Ready

We are committed to ensuring every child graduates from high school academically prepared and socially and emotionally

competent. A successful Wisconsin student is proficient in academic content and can apply their knowledge through skills such

as critical thinking, communication, collaboration, and creativity. The successful student will also possess critical habits such as

perseverance, responsibility, adaptability, and leadership. This vision for every child as a college and career ready graduate

guides our beliefs and approaches to education in Wisconsin.

Wisconsin Standards for Computer Science 5

Guided by Principles

All educational initiatives are guided and impacted by important and often unstated attitudes or principles for teaching and

learning. The Guiding Principles for Teaching and Learning (2011

) emerge from research and provide the touchstone for practices

that truly affect the vision of Every Child a Graduate Prepared for College and Career. When made transparent, these principles

inform what happens in the classroom, direct the implementation and evaluation of programs, and most importantly, remind us

of our own beliefs and expectations for students.

Ensuring a Process for Student Success

For Wisconsin schools and districts, implementing the Framework for

Equitable Multi-Level Systems of Supports (2017) means providing equitable

services, practices, and resources to every learner based upon

responsiveness to effective instruction and intervention. In this system, high-

quality instruction, strategic use of data, and collaboration interact within a

continuum of supports to facilitate learner success. Schools provide varying

types of supports with differing levels of intensity to proactively and

responsibly adjust to the needs of the whole child. These include the

knowledge, skills and habits learners need for success beyond high school,

including developmental, academic, behavioral, social, and emotional skills.

Connecting to Content: Wisconsin Academic Standards

Within this vision for increased student success, rigorous, internationally

benchmarked academic standards provide the content for high-quality

curriculum and instruction and for a strategic assessment system aligned to those standards. With the adoption of the standards,

Wisconsin has the tools to design curriculum, instruction, and assessments to maximize student learning. The standards

articulate what we teach so that educators can focus on how instruction can best meet the needs of each student. When

implemented within an equitable multi-level system of support, the standards can help to ensure that every child will graduate

college and career ready.

Wisconsin Standards for Computer Science 6

References

The Guiding Principles for Teaching and Learning. 2011. Madison, WI: Wisconsin Department of Public Instruction. Retrieved from

https://dpi.wi.gov/standards/guiding-principles.

Framework for Equitable Multi-Level Systems of Supports. 2017. Madison, WI: Wisconsin Department of Public Instruction.

Retrieved from https://dpi.wi.gov/rti

Section II

Wisconsin Standards for Computer Science

What is Computer Science Education?

Wisconsin defines computer science (CS) as an academic discipline that encompasses the study of computers and algorithmic

processes, including their principles, their hardware and software designs, their applications, networks, and their impact on

society. The standards outlined in this document provide an important foundation to prepare students for post-secondary

education and careers.

Computer Science Education in Wisconsin

Computer science drives job growth and innovation throughout the economy and society. In 2017, demand for computing jobs in

Wisconsin was higher than any other occupation category, and this growth is projected to continue for much of the next decade.

The need for CS education is increasing because all students will need some foundational knowledge in CS, regardless of their

occupational path. To offer formal coursework and integrate CS into K-12 learning opportunities, developing CS academic

standards across grades K-12 is an essential first step. In the 21

century, career and college readiness will increasingly require a

CS component.

At the elementary level, CS content and concepts can be integrated throughout the curriculum. Teachers can effectively use CS

concepts in instruction to develop foundational skills and also can create a connection to secondary CS options. At the middle

and high school levels, all students should have access to CS, including those who wish to pursue advanced courses.

These standards articulate end-of-grade level expectations. Some students - including students with who receive special

education services through an Individualized Education Program (IEP), students with gifts and talents, and English language

learners - may benefit from additional supports or challenges. Some barriers to learning and engagement can be minimized

through Universal Design for Learning (UDL). In addition, learning can be personalized through collaboration between

educators, school staff, families, and students.

Wisconsin’s Vision for Computer Science

The Wisconsin vision for computer science is shaped by Wisconsin practitioners, experts, and the business community, and is

informed by work at the national level and in other states. The overarching goal is to introduce the principles and methodologies

of CS to all students. Wisconsin’s vision for K-12 CS is to:

1. introduce the fundamental concepts of CS to all students, beginning at the elementary school level;

Wisconsin Standards for Computer Science 9

2. present CS at the secondary-school level in a way that will be both accessible and worthy of a CS credit, or as a core

graduation credit;

3. offer additional secondary-level CS standards that will allow interested students to study facets of CS in depth and

prepare them for entry into a career or college; and

4. increase the knowledge of CS for all students, especially those from underrepresented groups in this field.

Wisconsin’s Approach to Academic Standards for Computer Science

With the release of the Wisconsin Standards for Computer Science, Wisconsin CS teachers have access to the foundational

knowledge and skills needed to educate students for successful entry into hundreds of high-wage, high-demand occupations and

careers. Vetted by business, industry, and education professionals, these academic standards guide Wisconsin schools, teachers,

and community partners toward development and continuous improvement of world-class CS courses.

The Computer Science Teachers Association (CSTA) is a professional organization that supports and promotes the teaching of

CS. The 2011 CSTA K–12 CS Standards represented the consensus view across the computing profession, educators, and

academia. The writing of these standards was informed by an interim draft made available during 2016, as well as a separate but

related K-12 Computer Science Framework under development with the involvement of many other states. The Wisconsin

Standards for Computer Science share five overall conceptual strands with these previous standards documents. The learning

priorities and performance indicators contained within each set of CS standards consists of knowledge and skills specific to each

of the five content areas.

• Algorithms and Programming

• Computing Systems

• Data and Analysis

• Impacts of Computing

• Networks and the Internet

These are critical as students develop an understanding of CS as a discipline and how these skills intersect with other content

areas. In addition, there are many knowledge areas, skills, and dispositions delineated in these CS academic standards that are

common to the pursuit of careers and postsecondary education in many fields.

Wisconsin Standards for Computer Science 10

Numerous existing sets of standards and standards-related documents have been used in developing the Wisconsin Standards

for Computer Science. These include:

• The (interim) CSTA K-12 Computer Science Standards, revised 2016 https://www.csteachers.org/page/about-csta-s-k-

12-nbsp-standards

• The K-12 Computer Science Framework https://k12cs.org/

• Approved or draft standards from the following states: Arkansas, Florida, Idaho (draft), Indiana, Massachusetts, New

Jersey, South Carolina (draft), Texas, Washington

The Wisconsin Standards for Computer Science may be taught and integrated through a variety of classes and experiences. Each

district, school, and program area should determine the means by which students meet these standards. Through the

collaboration of multiple stakeholders, these foundational standards will set the stage for high-quality, successful, contemporary

CS courses and programs throughout Wisconsin’s PK-12 systems.

Standards Structure

The Wisconsin Standards for Computer Science follow a specific structure.

Wisconsin Standards for Computer Science 11

Standards Coding

Standards Formatting

• Standard: Broad statement that tells what

students are expected to know or be able to do

• Learning priority: Breaks down the broad

statement into manageable learning pieces

• Performance indicator by grade band: Measurable degree to which a standard has been developed or met

Grade Bands

Grade bands of K-2, 3-5, 6-8, and 9-12 align to typical elementary, middle, and high school levels

• Grade band K-2 and 3-5 performance indicators represent knowledge and skills that should be integrated throughout the

elementary curriculum.

• Computer science education should be part of the core curriculum for all middle school students. Awareness, exploration,

and building foundational skills should occur in middle school.

• Computer science education at the high school level continues to develop student foundational understanding of CS in the

world through in-depth CS learning, including awareness and exploration activities.

• Performance indicators marked with a (+) for grades 9-12 represent advanced CS learning expectations for students with

aspirations toward careers and postsecondary studies in computing disciplines.

Wisconsin Standards for Computer Science 12

References

Computer Science Teachers Association (2011). CSTA K-12 Computer Science Standards, Revised 2011. Retrieved from

https://c.ymcdn.com/sites/www.csteachers.org/resource/resmgr/Docs/Standards/CSTA_K-12_CSS.pdf

Computer Science Teachers Association (2017). CSTA K-12 Computer Science Standards, Revised 2017. Retrieved from

http://www.csteachers.org/standards

K–12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org.

Section III

Discipline: Computer Science (CS) Standards

Wisconsin Standards for Computer Science 14

Content Area: Algorithms and Programming (AP)

Standard AP1: Students will recognize and define computational problems using algorithms and programming

Performance Indicators (by Grade Band)

Learning Priority

K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP1.a:

Develop

algorithms.

AP1.a.1.e

Construct and execute

algorithms (sets of step-by-

step instructions), which

include sequencing and

simple loops to accomplish

a task, both independently

and collaboratively, with or

without a computing

device.

AP1.a.4.i

Construct and execute

algorithms (sets of step-by-

step instructions), which

include sequencing, loops,

and conditionals to

accomplish a task, both

independently and

collaboratively, with or

without a computing device.

AP1.a.6.m

Decompose (break down) a

computational problem into

parts and create solutions

for one or more parts.

AP1.a.8.h

Analyze a problem and

design and implement an

algorithmic solution using

sequence, selection, and

iteration.

AP1.a.2.e

Decompose a larger

computational problem into

smaller sub-problems

independently or with

teacher guidance (e.g., to

draw a snowman, we can

draw several different,

simpler shapes).

AP1.a.5.i

Decompose a larger

computational problem into

smaller sub-problems

independently or in a

collaborative group.

AP1.a.7.m

Identify how sub-problems

could be recombined to

create something new (e.g.,

break down the individual

parts that would be needed

to program a certain type of

game and then show how

the parts could be reused in

other types of games).

AP1.a.9.h

Explain and demonstrate

how modeling and

simulation can be used to

explore natural phenomena

(e.g., flocking behaviors,

queueing, life cycles).

AP1.a.3.e

Categorize a group of items

based on the attributes of

actions of each item, with or

without a computing

device.

AP1.a.10.h

(+) Provide examples of

computationally solvable

problems and difficult-to-

solve problems.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 15

Content Area: Algorithms and Programming (AP)

Standard AP1: Students will recognize and define computational problems using algorithms and programming (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP1.a: (cont’d)

Develop

algorithms.

AP1.a.11.h

(+) Decompose a large-scale

computational problem by

identifying generalizable

patterns and applying them

in a solution.

AP1.a.12.h

(+) Illustrate the flow of

execution of a recursive

algorithm.

AP1.a.13.h

(+) Describe how parallel

processing can be used to

solve large computational

problems (e.g., SETI at

Home, FoldIt).

AP1.a.14.h

(+) Develop and use a series

of test cases to verify that a

program performs

according to its design

specifications.

AP1.a.15.h

(+) Explain the value of

heuristic algorithms

(discovery methods) to

approximate solutions for

difficult-to-solve

computational problems.

Wisconsin Standards for Computer Science 16

Content Area: Algorithms and Programming (AP)

Standard AP2: Students will create computational artifacts using algorithms and programming

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP2.a:

Develop and

implement an

artifact.

AP2.a.1.e

Construct programs to

accomplish a task or as a

means of creative

expression, which include

sequencing, events, and

simple loops, using a block-

based visual programming

language, both

independently and

collaboratively (e.g., pair

programming).

AP2.a.3.i

Construct programs to

solve a problem or for

creative expression, which

include sequencing, events,

loops, conditionals,

parallelism, and variables,

using a block-based visual

programming language or

text-based language, both

independently and

collaboratively (e.g., pair

programming).

AP2.a.6.m

Develop programs, both

independently and

collaboratively, which

include sequencing with

nested loops and multiple

branches [Clarification At

this level, students may use

block-based and/or text-

based languages].

AP2.a.10.h

Use user-centered research

and design techniques (e.g.,

surveys, interviews) to

create software solutions.

AP2.a.2.e

Plan and create a design

document to illustrate

thoughts, ideas, and stories

in a sequential (step-by-

step) manner (e.g., story

map, storyboard, sequential

graphic organizer).

AP2.a.4.i

Create a plan as part of the

iterative design process,

both independently and

with diverse collaborative

teams (e.g., storyboard,

flowchart, pseudo-code,

story map).

AP2.a.7.m

Produce computational

artifacts with broad

accessibility and usability

through careful

consideration of diverse

needs and wants of the

community.

AP2.a.11.h

Integrate grade-level

appropriate mathematical

techniques, concepts, and

processes in the creation of

computational artifacts.

AP2.a.5.i

Use mathematical

operations to change a

value stored in a variable.

AP2.a.8.m

Use an iterative design

process (e.g., define the

problem; generate ideas;

build, test, and improve

solutions) to solve

computational problems,

both independently and

collaboratively.

AP2.a.12.h

Design, develop, and

implement a computing

artifact that responds to an

event (e.g., robot that

responds to a sensor,

mobile app that responds to

a text message, sprite that

responds to a broadcast).

AP2.a.5.i

Use mathematical

operations to change a

value stored in a variable.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 17

Content Area: Algorithms and Programming (AP)

Standard AP2: Students will create computational artifacts using algorithms and programming (cont’d)

Performance Indicators (by Grade Band)

Learning Priority

K-2 (e)

3-5 (i)

6-8 (m)

9-12 (h)

AP2.a: (cont’d)

Develop and

implement an

artifact.

AP2.a.9.m

Create variables that

represent different types of

data and manipulate their

values.

AP2.a.13.h

(+) Decompose a

computational problem by

creating new data types,

functions, or classes.

AP2.a.14.h

(+) Develop programs for

multiple computing

platforms (e.g., computer

desktop, web, mobile).

AP2.a.15.h

(+) Implement an Artificial

Intelligence (AI) algorithm

to play a game against a

human opponent or solve a

problem.

AP2.a.16.h

(+) Demonstrate code reuse

by creating programming

solutions using libraries and

application program

interfaces (APIs) (e.g.,

graphics libraries, maps,

API).

Wisconsin Standards for Computer Science 18

Content Area: Algorithms and Programming (AP)

Standard AP3: Students will communicate about computing ideas

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP3.a:

Recognize and

cite sources.

AP3.a.1.e

Give credit to the source

when using code, music, or

pictures that were created

by others.

AP3.a.2.i

Use proper citations and

document when ideas are

borrowed and changed for

their own use (e.g., using

pictures created by others,

using music created by

others, remixing

programming projects).

AP3.a.3.m

Provide proper attribution

when code is borrowed or

built upon.

AP3.a.4.h

Compare and contrast

various software licensing

schemes (e.g., open source,

freeware, commercial).

AP3.b:

Communicate

about technical

and social issues.

AP3.b.1.e

Follow simple instructions

to complete a task, such as a

simple visual tutorial.

AP3.b.2.i

Understand that algorithms

have impacted society in

both beneficial and harmful

ways.

AP3.b.5.m

Discuss how algorithms

have impacted society—

both the beneficial and

harmful effects.

AP3.b.8.h

Evaluate and analyze how

algorithms have impacted

our society and discuss the

benefits and harmful

impacts of a variety of

technological innovations.

AP3.b.3.i

Compare different

problem-solving

techniques.

AP3.b.6.m

Compare different

algorithms that may be

used to solve the same

problem in terms of their

speed, clarity, and size (e.g.,

different algorithms solve

the same problem, but one

might be faster than the

other). [Clarification

Students are not expected

to quantify these

differences].

AP3.b.9.h

(+) Compare a variety of

programming languages

and identify features that

make them useful for

solving different types of

problems and developing

different kinds of systems

(e.g., declarative, logic,

parallel, functional,

compiled, interpreted, real-

time).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 19

Content Area: Algorithms and Programming (AP)

Standard AP3: Students will communicate about computing ideas (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP3.b: (cont’d)

Communicate

about technical

and social issues.

AP3.b.4.i

Modify a set of instructions

(e.g., in dancing, cooking, or

other areas) and discuss

how many paths can lead to

the same result.

AP3.b.7.m

Modify existing code to

change its functionality and

discuss the variety of ways

in which to do this.

AP3.b.10.h

(+) Modify an existing

program to add additional

functionality and discuss

intended and unintended

implications (e.g., breaking

other functionality).

AP3.c:

Document code.

AP3.c.1.m

Interpret the flow of

execution of algorithms and

predict their outcomes.

[Clarification Algorithms

can be expressed using

natural language, flow and

control diagrams,

comments within code, and

pseudocode].

AP3.c.3.h

(+) Describe how Artificial

Intelligence (AI) drives

many software and physical

systems (e.g., autonomous

robots, computer vision,

pattern recognition, text

analysis).

AP3.c.2.m

Use documentation

regarding code to modify

programs.

AP3.c.4.h

Write appropriate

documentation for

programs.

AP3.c.5.h

(+) Use application

programming interface

(APIs) documentation

resources.

AP3.c.6.h

Use online resources to

answer technical questions.

Wisconsin Standards for Computer Science 20

Content Area: Algorithms and Programming (AP)

Standard AP4: Students will develop and use abstractions

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP4.a:

Create and use

abstractions

(representations

) to solve

complex

computational

problems.

AP4.a.1.e

Use numbers or other

symbols to represent data

(e.g., thumbs up or down for

yes or no, color by number,

arrows for direction,

encoding or decoding a

word using numbers or

pictographs).

AP4.a.2.i

Use several existing

functions or procedures to

solve a problem (e.g., using

several square, circle, and

triangle drawing functions

to create a larger picture).

AP4.a.3.m

Define and use functions/

procedures that hide the

complexity of a task and can

be reused to solve similar

tasks. [Clarification

Students use and modify,

but do not necessarily

create, functions or

procedures with

parameters].

AP4.a.4.h

Demonstrate the value of

abstraction for managing

problem complexity (e.g.,

using a list instead of

discrete variables).

AP4.a.5.h

Understand the notion of

hierarchy and abstraction in

high-level languages,

translation, instruction sets,

and logic circuits.

AP4.a.6.h

Deconstruct a complex

problem into simpler parts

using predefined constructs

(e.g., functions and

parameters and/or classes).

AP4.a.7.h

(+) Compare and contrast

fundamental data structures

and their uses (e.g., lists,

maps, arrays, stacks, queues,

trees, graphs).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 21

Content Area: Algorithms and Programming (AP)

Standard AP4: Students will develop and use abstractions (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP4.a: (cont’d)

Create and use

abstractions

(representations

) to solve

complex

computational

problems.

AP4.a.8.h

(+) Critically analyze and

evaluate classic algorithms

(e.g., sorting, searching) and

use in different contexts,

adapting as appropriate.

AP4.a.9.h

(+) Discuss issues that arise

when breaking large-scale

problems down into parts

that must be processed

simultaneously on separate

systems (e.g., cloud

computing, parallelization,

concurrency).

AP4.a.10.h

(+) Define the functionality

of an abstraction without

implementing the

abstraction.

AP4.a.11.h

(+) Evaluate algorithms (e.g.,

sorting, searching) in terms

of their efficiency,

correctness, and clarity.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 22

Content Area: Algorithms and Programming (AP)

Standard AP4: Students will develop and use abstractions (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP4.a: (cont’d)

Create and use

abstractions

(representations

) to solve

complex

computational

problems.

AP4.a.12.h

(+) Identify programming

language features that can

be used to define or specify

an abstraction.

AP4.a.13.h

(+) Identify abstractions

used in a solution (program

or software artifact) and

reuse those abstractions to

solve a different problem.

Wisconsin Standards for Computer Science 23

Content Area: Algorithms and Programming (AP)

Standard AP5: Students will collaborate with diverse teams

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP5.a:

Work together

to solve

computational

problems using a

variety of

resources.

AP5.a.1.e

Work together with a team

to create a solution to a

computational problem.

AP5.a.3.i

Apply collaboration

strategies to support

problem solving within the

design cycle of a program.

AP5.a.5.m

Solicit and integrate peer

feedback as appropriate to

develop or refine a

program.

AP5.a.6.h

Design and develop a

software artifact working in

a team.

AP5.a.2.e

Use teachers, parents, and

other resources to solve a

computational problem.

AP5.a.4.i

Understand there are many

resources that can be used

or tapped to solve a

problem.

AP5.a.7.h

Demonstrate how diverse

collaborating impacts the

design and development of

software products (e.g.,

discussing real-world

examples of products that

have been improved

through having a diverse

design team or reflecting on

their own team's

development experience).

AP5.a.8.h

(+) Demonstrate software

life cycle processes (e.g.,

spiral, waterfall) by

participating on software

project teams (e.g.,

community service project

with real-world clients).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 24

Content Area: Algorithms and Programming (AP)

Standard AP5: Students will collaborate with diverse teams (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP5.a: (cont’d)

Work together

to solve

computational

problems using a

variety of

resources.

AP5.a.9.h

(+) Use version control

systems, integrated

development environments

(IDEs), and collaboration

tools and practices (code

documentation) in a group

software project.

AP5.b:

Foster an

inclusive

computing

culture.

AP5.b.1.e

Understand the value for

teams to include members

with different perspectives,

experiences, and

backgrounds, including

race, gender, ethnicity,

language, ability, family

background, and family

income.

AP5.b.2.m

Analyze team members’

strengths and use them to

foster an inclusive

computing culture.

AP5.b.3.h

Create design teams taking

into account the strengths

and perspectives of

potential team members.

Wisconsin Standards for Computer Science 25

Content Area: Algorithms and Programming (AP)

Standard AP6: Students will test and refine computational solutions

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

AP6.a:

Test and debug

computational

solutions.

AP6.a.1.e

Analyze and debug (fix) an

algorithm, which includes

sequencing and simple

loops, with or without a

computing device.

AP6.a.2.i

Analyze and debug an

algorithm, which includes

sequencing, events, loops,

conditionals, parallelism,

and variables.

AP6.a.3.m

Use testing and debugging

methods to ensure program

correctness and

completeness.

AP6.a.4.h

Use a systematic approach

and debugging tools to

independently debug a

program (e.g., setting

breakpoints, inspecting

variables with a debugger).

AP6.b:

Develop and

apply success

criteria.

AP6.b.1.i

Determine the correctness

of a computational problem

solution by listening to a

classmate describe the

solution.

AP6.b.2.m

Apply a rubric to determine

if and how well a program

meets objectives.

AP6.b.3.h

(+) Evaluate key qualities of

a program (e.g., correctness,

usability, readability,

efficiency, portability,

scalability) through a

process such as a code

review.

Wisconsin Standards for Computer Science 26

Content Area: Computing Systems (CS)

Standard CS1: Students will communicate about computing systems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

CS1.a:

Identify

hardware and

software

components.

CS1.a.1.e

Identify and use software

that controls computational

devices to accomplish a task

(e.g., use an app to draw on

the screen, use software to

write a story or control

robots).

CS1.a.3.i

Select and operate

appropriate software to

perform a variety of tasks

and recognize that users

have different needs and

preferences for the

technology they use.

CS1.a.5.m

Justify the suitability of

hardware and software

chosen to accomplish a task

(e.g., comparison of the

features of a tablet vs.

desktop, selecting which

sensors and platform to use

in building a robot or

developing a mobile app).

CS1.a.6.h

Develop and apply criteria

(e.g., power consumption,

processing speed, storage

space, battery life, cost,

operating system) for

evaluating a computer

system for a given purpose

(e.g., system specification

needed to run a game, web

browsing, graphic design, or

video editing).

CS1.a.2.e

Use appropriate

terminology in naming and

describing the function of

common computing devices

and components (e.g.,

desktop computer, laptop

computer, tablet device,

monitor, keyboard, mouse,

printer).

CS1.a.4.i

Use appropriate

terminology in naming

internal and external

components of computing

devices and describing their

relationships, capabilities,

and limitations.

CS1.a.7.h

(+) Identify the functionality

of various categories of

hardware components and

communication between

them (e.g., physical layers,

logic gates, chips, input and

output devices).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 27

Content Area: Computing Systems (CS)

Standard CS1: Students will communicate about computing systems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

CS1.b:

Understand how

the components

of a computer

system work

together.

CS1.b.1.e

Identify the components of

a computer system and

what the basic functions are

(e.g., hard drive, and

memory) as well as external

features and their uses (e.g.,

printers, scanners, external

hard drives, and cloud

storage).

CS1.b.2.i

Model how a computer

system works. [Clarification

Only includes basic

elements of a computer

system, such as input,

output, processor, sensors,

and storage].

CS1.b.3.h

(+) Explain the role of

operating systems (e.g., how

programs are stored in

memory, how data is

organized and retrieved,

how processes are managed

and multi-tasked).

Wisconsin Standards for Computer Science 28

Content Area: Computing Systems (CS)

Standard CS2: Students will test and refine computing systems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

CS2.a:

Problem solve

and debug.

CS2.a.1.e

Identify, using accurate

terminology, simple

hardware and software

problems that may occur

during use (e.g., app or

program not working as

expected, no sound, device

won't turn on).

CS2.a.2.i

Identify, using accurate

terminology, simple

hardware and software

problems that may occur

during use, and apply

strategies for solving

problems (e.g., reboot

device, check for power,

check network availability,

close and reopen app).

CS2.a.3.m

Use a systematic process to

identify the source of a

problem within individual

and connected devices (e.g.,

follow a troubleshooting

flow diagram, make changes

to software to see if

hardware will work, restart

device, check connections,

swap in working

components).

CS2.a.4.h

Devise a systematic process

to identify the source of a

problem within individual

and connected devices (e.g.,

research, investigate,

problem solve).

Wisconsin Standards for Computer Science 29

Content Area: Computing Systems (CS)

Standard CS3: Students will develop and use abstractions in computing systems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

CS3.a:

Generalize in

computer

systems.

CS3.a.1.m

Analyze the relationship

between a device's

computational components

and its capabilities. (e.g.,

computing systems include

not only computers, but

also cars, microwaves,

smartphones, traffic lights,

and flash drives).

CS3.a.2.h

Demonstrate the role and

interaction of a computer

embedded within a physical

system, such as a consumer

electronic, biological

system, or vehicle, by

creating a diagram, model,

simulation, or prototype.

CS3.a.3.h

(+) Describe the steps

necessary for a computer to

execute high-level source

code (e.g., compilation to

machine language,

interpretation, fetch-

decode-execute cycle).

Wisconsin Standards for Computer Science 30

Content Area: Computing Systems (CS)

Standard CS4: Students will create and modify computing systems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

CS4.a:

Modify and

create

computational

artifacts.

CS4.a.1.m

Extend or modify existing

programs to add simple

features and behaviors

using different forms of

inputs and outputs (e.g.,

inputs such as sensors,

mouse clicks, data sets;

outputs such as text,

graphics, sounds).

CS4.a.2.h

Create, extend, or modify

existing programs to add

new features and behaviors

using different forms of

inputs and outputs (e.g.,

inputs such as sensors,

mouse clicks, data sets;

outputs such as text,

graphics, sounds).

CS4.a.3.h

(+) Create a new artifact

that uses a variety of forms

of inputs and outputs (e.g.,

inputs such as sensors,

mouse clicks, data sets;

outputs such as text,

graphics, sounds).

Wisconsin Standards for Computer Science 31

Content Area: Data and Analysis (DA)

Standard DA1: Students will create computational artifacts using data and analysis

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

DA1.a:

Represent and

manipulate data.

DA1.a.1.i

Use numeric values to

represent non-numeric

ideas in the computer (e.g.,

binary, American Standard

Code for Information

Interchange (ASCII), pixel

attributes such as Red

Green Blue (RGB)).

DA1.a.3.m

Represent data using

different encoding schemes

(e.g., binary, Unicode,

Morse code, shorthand,

student-created codes).

DA1.a.4.h

Convert between binary,

decimal, and hexadecimal

representations of data

(e.g., convert hexadecimal

color codes to decimal

percentages, ASCII/

Unicode representation).

DA1.a.2.i

Answer a question by using

a computer to manipulate

(e.g., sort, total and/or

average, chart, graph) and

analyze data that has been

collected by the class or

student.

DA1.a.5.h

Analyze the representation

tradeoffs among various

forms of digital information

(e.g., lossy vs. lossless

compression, encrypted vs.

unencrypted, various image

representations).

DA1.a.6.h

(+) Discuss how data

sequences (e.g., binary,

hexadecimal, octal) can be

interpreted in a variety of

forms (e.g., instructions,

numbers, text, sound,

image).

Wisconsin Standards for Computer Science 32

Content Area: Data and Analysis (DA)

Standard DA2: Students will recognize and define data in computational problems

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

DA2.a:

Gather data to

support

computational

problem solving.

DA2.a.1.e

Collect simple quantitative

data over time (e.g., daily

temperatures or sunrise

time).

DA2.a.2.i

Collect quantitative data

over time from multiple

sources (e.g., class or group

pools, individual

observations of street

traffic).

DA2.a.3.m

Gather and organize

multiple quantitative data

elements using a

computational tool (e.g.,

spreadsheet software).

DA2.a.4.h

Discuss techniques used to

store, process, and retrieve

different amounts of

information (e.g., files,

databases, data

warehouses).

DA2.a.5.h

(+) Use various data

collection techniques for

different types of

computational problems

(e.g., mobile device Global

Positioning System (GPS),

user surveys, embedded

system sensors, open data

sets, social media data sets).

DA2.b:

Categorize and

analyze data.

DA2.b.1.e

Sort objects into buckets,

recognizing relevant and/or

irrelevant data (e.g., one of

these things is not like the

other).

DA2.b.2.i

Choose appropriate

classifications or grouping

for data by shape, color,

size, or other attributes.

DA2.b.3.m

Develop a strategy to

answer a question by using

a computer to manipulate

(e.g., sort, total and/or

average, chart, graph) and

analyze data that has been

collected by the class or

student.

DA2.b.4.h

Apply basic techniques for

locating and collecting

small- and large-scale data

sets (e.g., creating and

distributing user surveys,

accessing real-world data

sets).

Wisconsin Standards for Computer Science 33

Content Area: Data and Analysis (DA)

Standard DA3: Students will communicate about data in computing

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

DA3.a:

Communicate

about data.

DA3.a.1.e

Collect data over time and

organize it in a chart or

graph in order to make and

communicate a prediction.

DA3.a.2.i

Organize data into new

subsets to provide different

views or commonalities and

present insights gained

using visual

representations.

DA3.a.4.m

Describe how different

formats of stored data

represent tradeoffs

between quality and size.

[Clarification compare

examples of music, text

and/or image formats].

DA3.a.6.h

Use computational tools to

collect, transform, and

organize data about a

problem to explain to

others.

DA3.a.3.i

Organize and evaluate data

for its sufficiency and

relevance to making

accurate inferences or

predictions.

DA3.a.5.m

Explain the processes used

to collect, transform, and

analyze data to solve a

problem using

computational tools (e.g.,

use an app or spreadsheet

form to collect data, decide

which data to use or ignore,

and choose a visualization

method).

Wisconsin Standards for Computer Science 34

Content Area: Data and Analysis (DA)

Standard DA4: Students will develop and use data abstractions

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

DA4.a:

Model with data.

DA4.a.1.e

Use a computing device to

store, search, retrieve,

modify, and delete

information and define the

information stored as data.

DA4.a.3.i

Create a computational

artifact to model the

attributes and behaviors

associated with a concept

(e.g., solar system, life cycle

of a plant).

DA4.a.4.m

Revise computational

models to more accurately

reflect real-world systems

(e.g., ecosystems,

epidemics, spread of ideas).

DA4.a.6.h

Create computational

models that simulate real-

world systems (e.g.,

ecosystems, epidemics,

spread of ideas).

DA4.a.2.e

Create a model of an object

or process in order to

identify patterns and

essential elements (e.g.,

water cycle, butterfly life

cycle, seasonal weather

patterns).

DA4.a.5.m

Modify an existing

computational model to

emphasize key features and

relationships within a

system. (A model can be

used to simulate events,

examine theories and

inferences, or make

predictions).

DA4.a.7.h

(+) Evaluate the ability of

models and simulations to

formulate, refine, and test

hypotheses.

DA4.b:

Identify

patterns.

DA4.b.1.h

(+) Use data analysis to

identify significant patterns

in complex systems (e.g.,

take existing data sets and

make sense of them).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 35

Content Area: Data and Analysis (DA)

Standard DA4: Students will develop and use data abstractions (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

DA4.b: (cont’d)

Identify

patterns.

DA4.b.2.h

(+) Identify mathematical

and computational patterns

through modeling and

simulation (e.g., regression,

queueing theory, discrete

event simulation).

DA4.b.2.h

(+) Identify mathematical

and computational patterns

through modeling and

simulation (e.g., regression,

queueing theory, discrete

event simulation).

Wisconsin Standards for Computer Science 36

Content Area: Impacts of Computing (IC)

Standard IC1: Students will understand the impact and effect computing technology has on our everyday lives

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC1.a:

Understand the

impact

technology has

on our everyday

lives and the

effects of

computing on

the economy

and culture.

IC1.a.1.e

Compare and contrast

examples of how computing

technology has changed the

way people live, work, and

interact.

IC1.a.2.i

Discuss computing

technologies that have

changed the world and

express how those

technologies influence, and

are influenced by, cultural

practices.

IC1.a.4.m

Provide examples of how

computational artifacts and

devices impact health and

wellbeing, both positively

and negatively, locally and

globally (e.g., effects of

globalization, and

automation).

IC1.a.6.h

Debate the social and

economic implications

associated with ethical and

unethical computing

practices (e.g., intellectual

property rights, hacktivism,

software piracy, new

computers shipped with

malware).

IC1.a.3.i

Generate examples of how

computing can affect

society, and also how

societal values can shape

computing choices.

IC1.a.5.m

Explain how computer

science fosters innovation

and can enhance careers

and disciplines.

IC1.a.7.h

Discuss implications of the

collection and large-scale

analysis of information

about individuals (e.g., how

businesses, social media,

and government collect and

use personal data).

IC1.a.8.h

Compare and debate the

positive and negative

impacts of computing on

behavior and culture (e.g.,

evolution from hitchhiking

to ride-sharing apps, online

accommodation rental

services).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 37

Content Area: Impacts of Computing (IC)

Standard IC1: Students will understand the impact and effect computing technology has on our everyday lives (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC1.a: (cont’d)

Understand

the impact

technology has

on our everyday

lives and the

effects of

computing on

the economy

and culture.

IC1.a.9.h

Describe how computation

shares features with art and

music by translating human

intention into an artifact.

IC1.a.10.h

(+) Develop criteria to

evaluate the beneficial and

harmful effects of

computing innovations on

people and society.

IC1.b:

Understand the

effects of

computing on

communication

and

relationships.

IC1.b.1.e

Explain the differences

between communicating

electronically and

communicating in person.

IC1.b.2.i

Compare and contrast the

effects of communicating

electronically to

communicating in person.

IC1.b.3.m

Analyze and present

beneficial and harmful

effects of personal

electronic communication

and social electronic

communication.

IC1.b.5.h

Evaluate the negative

impacts of electronic

communication on personal

relationships and evaluate

differences between face-

to-face and electronic

communication.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 38

Content Area: Impacts of Computing (IC)

Standard IC1: Students will understand the impact and effect computing technology has on our everyday lives (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC1.b: (cont’d)

Understand the

effects of

computing on

communication

and

relationships.

IC1.b.4.m

Describe ways in which the

internet impacts global

communication and

collaborating.

IC1.b.6.h

(+) Create a list of practices

that individuals and

organizations can use to

encourage proper use of

both electronic and face-to-

face communication.

IC1.b.7.h

(+) Evaluate the negative

impacts on societal

discourse caused by social

media and electronic

communities.

Wisconsin Standards for Computer Science 39

Content Area: Impacts of Computing (IC)

Standard IC2: Students will experience learning within a collaborative, inclusive computing culture and explain the

steps needed to ensure that all people have access to computing

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC2.a:

Understand the

effects of the

digital divide.

IC2.a.1.i

Brainstorm and advocate

for ways in which

computing devices and the

internet could be made

more available to all people.

IC2.a.2.m

Explain the impact of the

digital divide (i.e., uneven

access to computing,

computing education, and

interfaces) on access to

critical information.

IC2.a.3.h

(+) Evaluate the impact of

equity, access, and

influence on the

distribution of computing

resources in a global

society.

IC2.b:

Test and refine

digital artifacts

for accessibility.

IC2.b.1.i

Brainstorm ways in which

computing devices could be

made more accessible to all

users.

IC2.b.2.m

Critically evaluate and

redesign a computational

artifact to remove barriers

to universal access (e.g.,

using captions on images,

high contrast colors, and/or

larger font sizes).

IC2.b.3.h

Design a user interface (e.g.,

web pages, mobile

applications, animations) to

be more inclusive and

accessible, minimizing the

impact of the designer's

inherent bias.

IC2.c:

Collaborate

ethically in the

creation of

digital artifacts.

IC2.c.1.e

Work with others as co-

learners to solve a problem

or reach a goal.

IC2.c.2.i

Use online collaborative

spaces ethically and safely

to work with another

student to solve a problem

or reach a goal.

IC2.c.4.m

Use the internet ethically

and safely to work with a

group of people who are not

physically near to solve a

problem or reach a goal.

IC2.c.5.h

Ethically and safely select,

observe, and contribute to

global collaboration in the

development of a

computational artifact (e.g.,

contribute the resolution of

a bug in an open-source

project platform, or

contribute an online

article).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 40

Content Area: Impacts of Computing (IC)

Standard IC2: Students will experience learning within a collaborative, inclusive computing culture and explain the

steps needed to ensure that all people have access to computing (cont’d)

Performance Indicators (by Grade Band)

IC2.c: (cont’d)

Collaborate

ethically in the

creation of

digital artifacts.

IC2.c.3.i

Seek out and compare

diverse perspectives,

synchronously or

asynchronously, to improve

a project.

IC2.c.6.h

Demonstrate how

computing enables new

forms of experience,

expression, communication,

and collaboration.

Wisconsin Standards for Computer Science 41

Content Area: Impacts of Computing (IC)

Standard IC3: Students will understand the importance of proper use of data and information in a computing society

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC3.a:

Understand

intellectual

property and fair

use.

IC3.a.1.i

Use resources from the

World Wide Web in making

artifacts and recognize that

the work came from others.

IC3.a.2.m

Understand laws associated

with digital information

(e.g., intellectual property,

fair use, and Creative

Commons).

IC3.a.4.h

Compare and contrast

information access and

distribution rights.

IC3.a.3.m

Describe ethical issues that

relate to computing devices

and networks (e.g., equity of

access, security, hacking,

intellectual property,

Commons licensing, and

plagiarism).

IC3.b:

Assess the

practice of

digital privacy.

IC3.b.1.e

Respect other students’

information and refrain

from accessing others’

devices or accounts without

permission.

IC3.b.3.i

Explain problems that

relate to using computing

devices and networks (e.g.,

logging out to deter others

from using your account,

cyberbullying, privacy of

personal information, and

ownership).

IC3.b.4.m

Analyze and summarize

negative and positive

impacts of using data and

information to categorize

people, predict behavior,

and make recommenda-

tions based on those

predictions (e.g.,

customizing search results

or targeted advertising

based on previous browsing

history can save search

time and limit options at the

same time).

IC3.b.5.h

Research and understand

misuses of private digital

information in our society.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 42

Content Area: Impacts of Computing (IC)

Standard IC3: Students will understand the importance of proper use of data and information in a computing society

(cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

IC3.b: (cont’d)

Assess the

practice of

digital privacy.

IC3.b.2.e

Understand what kinds of

digital information is

considered private, take

steps to keep their

information private, and

respect the privacy of other

students’ information.

IC3.b.6.h

Debate laws regarding an

individual’s digital privacy

and be able to explain the

main arguments from

multiple perspectives.

IC3.c

Assess

interrelationship

between

computing and

society.

IC3.c.1.h

(+) Design and implement a

study that evaluates how

computation has

revolutionized an aspect of

our culture or predicts how

an aspect might evolve (e.g.,

education, healthcare,

art/entertainment, energy).

IC3.c.2.h

(+) Debate laws and

regulations that impact the

development and use of

software and be able to

explain the main arguments

from multiple perspectives.

Wisconsin Standards for Computer Science 43

Content Area: Networking and the Internet (NI)

Standard NI1: Students will understand the importance of security when using technology

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

NI1.a:

Use secure

practices for

personal

computing.

NI1.a.1.e

Use secure practices (such

as passwords) to protect

private information and

discuss the effects of

misuse.

NI1.a.2.i

Create examples of strong

passwords, explain why

strong passwords should be

used, and demonstrate

proper use and protection

of personal passwords.

NI1.a.4.m

Analyze and summarize

security risks associated

with weak passwords, lack

of encryption, insecure

transactions, and

persistence of data.

NI1.a.6.h

Provide examples of

personal data that should

be kept secure and the

methods by which

individuals keep their

private data secure.

NI1.a.3.i

Remember basic concepts

and facts regarding security

issues with general

computer use.

NI1.a.5.m

Understand security issues

with general computer use.

NI1.a.7.h

(+) Explain security issues

that might lead to

compromised computer

programs (e.g., circular

references, ambiguous

program calls, lack of error

checking, and field size

checking).

NI1.b:

Understand the

importance of

institutional

security.

NI1.b.1.i

Give examples of

information that

organizations keep private

as opposed to information

that they make public.

NI1.b.2.m

Explain the principles of

information security

(confidentiality, integrity,

availability) and

authentication techniques.

NI1.b.3.h

Compare and contrast

multiple viewpoints on

cybersecurity (e.g., from the

perspective of security

experts, privacy advocates,

national security).

NI1.b.4.h

Identify digital and physical

strategies to secure

networks and discuss the

tradeoffs between ease of

access and need for

security.

Wisconsin Standards for Computer Science 44

Content Area: Networking and the Internet (NI)

Standard NI2: Students will understand how information is sent by the internet

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

NI2.a:

Demonstrate

how the internet

works at the

physical layer.

NI2.a.1.e

Use a physical tool (e.g.

flashlight, string) to

communicate with another

student.

NI2.a.3.i

Model how a device on a

network sends a message

from one device (sender) to

another (receiver) while

following specific rules.

NI2.a.6.m

Simulate how information is

transmitted as packets

through multiple devices

over the internet and

networks.

NI2.a.8.h

Illustrate the basic

components of computer

networks (e.g., draw logical

and topological diagrams of

networks including routers,

switches, servers, and end

user devices; create model

with string and paper).

NI2.a.2.e

Provide examples of

computer use that involve

the internet.

NI2.a.4.i

Differentiate between

using the internet and not

using the internet (e.g.

identify difference between

local and remote

computation, such as

collaborating on a Google

Doc in “the cloud” versus

editing a local document).

NI2.a.7.m

Explain, using basic terms,

how a wireless or cellular

network allows internet

information to be

transmitted from a server

to a user device.

NI2.a.9.h

(+) Explain ways in which

the internet is

decentralized and fault-

tolerant.

NI2.a.5.i

Illustrate how information

travels on the internet.

NI2.a.10.h

(+) Simulate and discuss the

issues (e.g., bandwidth, load,

delay, topology) that impact

network functionality (e.g.,

use free network

simulators).

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 45

Content Area: Networking and the Internet (NI)

Standard NI2: Students will understand how information is sent by the internet (cont’d)

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

NI2.b:

Demonstrate

how the internet

works at the

protocol layer.

NI2.b.1.i

Act out a protocol that

people use in common

everyday communications

(e.g., checking out a book

from the library, meeting a

new person, making an

appointment, playing a class

game, or calling a friend on

the phone to invite them

over).

NI2.b.2.m

Define the term protocol,

provide an example of

protocols in daily life, and

explain their use on the

internet.

NI2.b.3.h

Describe key protocols and

underlying processes of

internet-based services

(e.g., http/https and Simple

Mail Transfer Protocol

(SMTP) or Internet

Message Access Protocol

(IMAP), routing protocols).

NI2.c:

Demonstrate

how the internet

works at the

addressing layer.

NI2.c.1.e

Devise a system for sending

a physical message to

anyone in their school by

using addressing

techniques (e.g., address

envelopes by student first

name and teacher, grade, or

room).

NI2.c.2.i

Devise a system for sending

a physical message to

anyone in their school by

using addressing

techniques, and then draw a

tree or visual

representation of their

addressing system, and

finally act out their

addressing system by

sending messages.

NI2.c.3.m

Explain the hierarchical

structure of the Internet

Domain Name System

(IDNS).

NI2.c.4.h

(+) Evaluate how the

hierarchical nature of the

Domain Name System helps

the internet work

efficiently.

NOTE: This standard continued on next page.

Wisconsin Standards for Computer Science 46

Content Area: Networking and the Internet (NI)

Standard NI2: Students will understand how information is sent by the internet

Performance Indicators (by Grade Band)

Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)

NI2.d:

Demonstrate

and explain

encryption

methods.

NI2.d.1.i

Communicate across a

classroom using a secure

method of their own design

(e.g., pictures, physical

movement, text).

NI2.d.2.m

Encode and decode text-

based messages using basic

algorithms (e.g., shift cipher,

substitution cipher).

NI2.d.3.h

Write a program that

performs basic encryption

(e.g., shift cipher,

substitution cipher).

NI2.d.4.h

(+) Explain the features of

public key cryptography.

NI2.d.5.h

(+) Explore security policies

by implementing and

comparing encryption and

authentication strategies

(e.g., secure coding,

safeguarding keys).

Section IV

Disciplinary Literacy:

Literacy for Learning in Computer Science

Wisconsin Standards for Computer Science 48

What is Disciplinary Literacy?

Computer scientists have unique ways of accessing and communicating information through specialized language and text

specific to computer science. Students benefit from educators who understand computer science practices in order to link

language skills to this complex content. Disciplinary literacy in computer science focuses on the unique ways that scientists

interact with texts such as programming languages.

In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the

ability to read, write, listen, speak, think critically, and perform in a way that is meaningful within the context of a given field.

The Wisconsin Academic Standards for Literacy in All Subjects are connected to each set of content-specific standards to guide

educators as they strive to help students meet the literacy challenges within each particular field of study. This national effort is

referred to as disciplinary literacy.

Disciplinary literacy is important in ALL courses and subjects at all grade levels. Therefore, the Wisconsin Academic Standards for

Literacy in All Subjects provide standards for cross-discipline literacy in all disciplines and every grade level K-12. This literacy

focus must begin as soon as children have access to formal education and continue intentionally as college and career readiness

goals advance for all children in Wisconsin.

Elementary classroom teachers build the foundational literacy skills necessary for students to access all learning. Additionally,

they develop content-specific literacy skills to read, write, listen, speak, and think critically in each discipline beginning at an

early age. The applicable K-5 standards help educators in Wisconsin build a ladder of skills and dispositions that lead to

accelerated achievement across disciplines.

Why is Disciplinary Literacy Important?

The modern global society, of which our students are a part, requires postsecondary learning. An analysis of workforce trends by

Georgetown University economist Anthony Carnevale and his colleagues found that likely 65 percent of all job openings in 2020

will require some postsecondary education. Postsecondary success depends on students’ ability to comprehend and produce the

kinds of complex texts found in all disciplines. Therefore, the economic future of our state, as well as our students and their

success as productive citizens and critical thinkers, links to disciplinary literacy.

Wisconsin Standards for Computer Science 49

Textbooks, articles, manuals, and historical primary source documents create specialized

challenges for learners. These texts often include abstracts, figures, tables, diagrams, and

specialized vocabulary. The ideas are complex and build across a number of paragraphs

requiring focus and strategic processing. To comprehend and produce this type of text,

students must be immersed in the language and thinking processes of that discipline and

they must be supported by an expert guide, their teacher (Carnegie Report, 2010).

A focus at the elementary level on foundational reading, when expanded to include

engaging experiences connected to informational texts, vocabulary, and writing for

content-specific purposes, builds background knowledge and skills in each discipline. This

increases opportunities for success as students approach more rigorous content in those disciplines (Alliance for Excellent

Education, 2011).

Reading, writing, speaking, listening, and critical thinking must be integrated into each discipline across all grades so that all

students gradually build knowledge and skills toward college and career readiness. Collaboration among institutes of higher

education, CESA Statewide Network, districts, schools, teachers, and family and community will guide the implementation of the

standards in Wisconsin.

The Wisconsin State Standards require educators to support literacy in each classroom across the state. Since the impact of this

effort is significant, it is essential that resources and supports be accessible to all educators. To build consistent understanding,

DPI convened a statewide Disciplinary Literacy Leadership Team in 2011 comprised of educators from many content areas and

educational backgrounds. This team was charged with examining standards, identifying the needs in the field for support, and

gathering materials and resources to address those needs.

The message is that literacy

is integral to attainment of

content knowledge and

content is essential

background knowledge for

literacy development. This

interdependent relationship

exists in all disciplines.

Wisconsin Standards for Computer Science 50

Wisconsin Foundations for Disciplinary Literacy

To guide understanding and professional learning, a set of foundations, developed in

concert with Wisconsin’s Guiding Principles for Teaching and Learning, directs Wisconsin’s

approach to disciplinary literacy.

Our goals for Wisconsin students are:

1. Demonstrate independence.

2. Build strong content and knowledge.

3. Respond to the varying demands of audience, task, purpose and discipline.

4. Comprehend as well as critique.

5. Value evidence.

6. Use technology and digital media strategically and capably.

7. Come to understand other perspectives and cultures.

Academic learning begins in early childhood and develops across all disciplines.

Each discipline has its own specific vocabulary, text types, and ways of communicating. Children begin learning these context- and

content-specific differences early in life and continue through high school and beyond. While gardening, small children observe the

form and function of a root, stem, leaf, and soil; or measure, mix, and blend while baking a cake. School offers all students

opportunities to develop the ability to, for example, think like a scientist, write like a historian, critique like an artist, problem solve

like an auto mechanic, or analyze technological advances like a health care technician. As literacy skills develop, educators

gradually shift the responsibility for reading, writing, listening, speaking, and critical thinking to students through guided supports

in both individual and collaborative learning experiences.

Content knowledge is strengthened when educators integrate discipline-specific literacy into teaching and learning.

Educators help students recognize and understand the nuances of a discipline by using strategies that “make their thinking

visible.” They promote classroom reading, writing, listening, speaking, and critical thinking using authentic materials that support

the development of content-specific knowledge. They guide students through these complex texts by using strategies that

The literacy skills of reading,

writing, listening, speaking,

and critical thinking improve

when content-rich learning

experiences motivate and

engage students.

Wisconsin Standards for Computer Science 51

develop conceptual understanding of language and set expectations for relevant

application of skills. These literacy practices deepen students’ content knowledge,

strategies, and skills so that their learning transfers to real-world situations.

Educators who foster disciplinary literacy develop experiences that integrate rigorous

content with relevant collaborative and creative literacy processes to motivate and

engage students. Setting high expectations, they structure routines and supports that

empower students to take charge of their own learning. When students work in teams to

research science and mathematics concepts in the development of an invention or a

graphic arts design or when they collaboratively build a blog that contains their recent

marketing venture, they use specific literacy skills and strategies to solidify learning. Students need these opportunities over

time to develop the precise and complex reading, writing, listening, speaking, and critical thinking skills demanded in today’s

careers.

Students demonstrate their content knowledge through reading, writing, listening, and speaking as part of a content-literate community.

Students who are literate in a particular discipline are able to successfully read, write, and speak about that discipline and can

listen to and think critically as others communicate in that community. Performance tasks that allow students to present the

complexity of a content area in a way that is meaningful to the field become authentic approaches to assessing mastery within a

discipline. Such tasks empower students to discover the real-world connections across disciplines and to actively participate in

communities of discipline-literate peers.

What Research and Resources are Available?

The Wisconsin Academic Standards for Literacy in All Subjects reflect the importance of literacy in both the oral and written

language and in both productive (speaking and writing) and receptive (listening and reading) discourse. Clearly, critical and

precise thinking are required to develop all of these specific strategies and skills. The standards also address the learning and

functioning of language in a technological, media-driven world because the language that we use is selective depending upon the

context of the conversation.

The following section offers relevant research and resources to support professional learning in reading, writing, speaking,

listening, and language across disciplines. Collegial conversation and learning, both cross-discipline and within-discipline, will

help make the Wisconsin Academic Standards more applicable to schools and districts and will address the needs of unique

programs within those contexts. A collection of online resources will continue to develop as support materials emerge.

“The ability to comprehend

written texts is not a static

or fixed ability, but rather

one that involves a dynamic

relationship between the

demands of texts and prior

knowledge and goals of the

reader.”

Wisconsin Standards for Computer Science 52

Reading Connections

While early reading focuses on learning that letters make sounds and that words carry meaning, reading quickly develops to a

point where the message taken from text depends on what the reader brings to it. The Carnegie Report, Reading in the Disciplines

(2010), describes this phenomenon:

Therefore, a musician reading a journal article that describes concepts in music theory will take more information

away from the text than a music novice because of their knowledge and experience in music. As well, an individual

who spends a significant amount of time reading automotive manuals will more easily navigate a cell phone

manual because of familiarity with that type of text.

A chart excerpted from the Carnegie Report (2010) details a few of the generic and more discipline-specific strategies that

support students as they attempt to comprehend complex text. While the generic strategies pertain across content areas,

discipline-specific ones must be tailored to match the demands of the content area.

Both generic and discipline focused strategies and knowledge must be applied to the comprehension and evaluation of:

• textbooks

• journal and magazine articles

• historically situated primary documents

• full-length books

• newspaper articles

• book chapters

• multimedia and Digital Texts

Generic reading strategies*

• Monitoring comprehension

• Pre-reading

• Setting goals

Wisconsin Standards for Computer Science 53

• Thinking about what one already knows

• Asking questions

• Making predictions

• Testing predictions against the text

• Re-reading

• Summarizing

Discipline-specific reading strategies*

• Building prior knowledge

• Building specialized vocabulary

• Learning to deconstruct complex sentences

• Using knowledge of text structures and genres to predict main and subordinate ideas

• Mapping graphic (and mathematical) representations against explanations in the text

• Posing discipline-relevant questions

• Comparing claims and propositions across texts

• Using norms for reasoning within the discipline (i.e. what counts as evidence) to evaluate claims

*Source: Carnegie Report, (2010)

Additional resources support reading in specific subjects. Content Counts! Developing Disciplinary Literacy Skills, K–6 by Jennifer L.

Altieri (2011) is a guide for discipline-specific literacy at the elementary level and offers strategies to balance the demands of

literacy while continuing to make content count and help students meet the reading, writing, speaking and listening demands of

the content areas as they advance in school.

Wisconsin Standards for Computer Science 54

A resource by Doug Buehl (2011), Developing Readers in the Academic Disciplines, describes

what it means to read, write, and think through a disciplinary lens in the adolescent years.

This teacher-friendly guide helps connect literacy with disciplinary understandings to

bridge academic knowledge gaps, frontload instruction, and build critical thinking through

questioning.

Note on range and content of student reading

The Wisconsin Academic Standards for Literacy in All Subjects require that “students must

read widely and deeply from among a broad range of high-quality, increasingly

challenging...text.” This type of reading—included in an intentionally developed

curriculum—supports students in building a base of content-specific knowledge while

developing skills to read increasingly complex text.

Wisconsin uses a three-part model for text complexity, considering qualitative, quantitative, and reader-and-task demands (see

https://dpi.wi.gov/reading/professional-learning/text-complexity

for more information). In addition, a well-developed collection

of complex texts carefully considers representation and diversity, including diversity in the creators and topics of texts.

Writing Connections

The Wisconsin Academic Standards for Literacy in All Subjects call for emphasis on three types of writing: narrative, informational,

and argument. Writing that presents a logical argument is especially appropriate to discipline-specific work since credible

evidence differs across content areas. The ability to consider multiple perspectives, assess the validity of claims, and present a

point of view is required in argumentative writing. These thinking and communication skills are “critical to college and career

readiness.”

The study found writing to learn was equally effective for all content areas in the study (social studies, math, and science) and at

every grade (4-12).

Note on range and content of student writing

The Wisconsin Academic Standards for Literacy in All Subjects require that students “write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.” This breadth and depth of writing ensures students are able to flexibly select a format to

Writing Next: Effective

Strategies to Improve

Writing of Adolescents in

Middle and High Schools

(2007), detailed research on

writing to learn, rather than

only for assessment, as

having a significant impact

on content learning.

Wisconsin Standards for Computer Science 55

meet the needs of a specific audience and purpose. This is accomplished through

significant amounts of time dedicated to varied writing.

Speaking, Listening, and Language Connections

The ability to share ideas and orally communicate with credibility in a specific academic

discourse empowers students and allows access to specialized groups. In Situated

Language and Learning: A Critique of Traditional Schooling, James Paul Gee (2004)

describes the need to prioritize these skills so that students are at ease as they enter

situations connected to a specific content area and are more likely to continue their

learning in that discipline.

As expertise develops, students feel more and more comfortable applying knowledge and

skills while speaking and listening in a specific discipline.

• A media course may teach students appropriate expression, tone, and rate of speech when addressing a large audience.

• Listening carefully to questions posed is a specialized skill that debate facilitators develop.

• Scientists learn to listen for bias in the perspectives presented by peers to determine the reliability of scientific outcomes.

• Artists have very specialized and specific ways of speaking about the many aspects of a piece.

A policy brief from the Alliance for Excellent Education, Engineering Solutions to the National Crisis in Literacy describes “a staircase

of literacy demands” and emphasizes the importance of a progressive development of language and literacy over time.

The conceptual understanding of “functions” in mathematics may begin to develop in elementary school in its simplest form. As

the concept develops over the years, students will use the word “function” in a meaningful way when speaking and writing to

describe the mathematical concept they apply. When educators explicitly connect a mathematical term to its application and

repeatedly expose students to the concept connected to the term, a specialized language becomes second nature to the

mathematics classroom.

Skills in determining or clarifying the meaning of words and phrases encountered, choosing flexibly from an array of strategies,

and seeing an individual word as part of a network of other words that, for example, have similar denotations but different

connotations, allow students to access information and support their own learning.

Students must have

extensive vocabularies, built

through reading and explicit

instruction embedded in the

context of content learning.

This enables them to

comprehend complex texts,

engage in purposeful writing

and communicate effectively

within a discipline.

Wisconsin Standards for Computer Science 56

Literacy in Multiple Languages

Increasing economic, security, cross-cultural, and global demands underscore the value of literacy in more than one language.

Students who think, read, write, and communicate in multiple languages are an asset to our own country and can more easily

interact and compete in the world at large.

English learners in our classrooms face significant challenges as they add a new language and work to grasp content at the same

rate as their English-speaking peers. In a report to the Carnegie Corporation, Double the Work: Challenges and Solutions to

Acquiring Academic Literacy for Adolescent English Language Learners (2007), researchers found that a focus on academic literacy is

crucial for English language learners’ success in school. In their description of academic literacy, they include reading, writing,

and oral discourse that:

• varies from subject to subject;

• requires knowledge of multiple genres of text, purposes for text use, and text media;

• is influenced by students’ literacies in context outside of school; and

• is influenced by students’ personal, social, and cultural experiences.

The needs of our English learners are addressed when we embed disciplinary literacy strategies into our subject area teaching.

These high impact strategies and skills allow English language learners and all students to more readily access content

knowledge and connect it to the prior knowledge they bring to the classroom. When educators take the initiative to understand

and embed these strategies and skills, they offer additional opportunities for success to all of our students.

References

Altieri, Jennifer. 2011. Content Counts! Developing Disciplinary Literacy Skills, K–6. International Reading Association.

Buehl, Doug. 2011. Developing Readers in the Academic Disciplines. International Reading Association.

Carnevale, Anthony, Nicole Smith, and Jeff Strohl. 2013. Recovery: Job Growth and Education Requirements Through 2020.

Washington, DC: Georgetown University Center on Education and the Workforce.

Fitzsimmons, Shannon, and Deborah J. Short. 2007. Double the Work: Challenges and Solutions to Acquiring Academic Literacy for

Adolescent English Language Learners. New York: Carnegie Corporation.

Wisconsin Standards for Computer Science 57

Gee, James Paul. 2004. Situated Language and Learning: A Critique of Traditional Schooling. New York. Routledge.

Graham, Steve, and Dolores Perin. 2007. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High

Schools. New York: Carnegie Corporation.

Haynes, Mariana. 2011. Engineering Solutions to the National Crisis in Literacy: How to Make Good on the Promise of the Common Core

State Standards. Washington, DC: Alliance for Excellent Education.

Lee, Carol, and Anika Spratley. 2010. Reading in the Disciplines: The Challenges of Adolescent Literacy. New York: Carnegie

Corporation.

State Superintendent’s Adolescent Literacy Plan. 2008. Madison, WI: Wisconsin Department of Public Instruction.

Untitled Presentation. 2010. Washington, DC: Georgetown Center on Education and the Workforce.

http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/CEW_press_conference_ppt.pdf (accessed June 7, 2011)

Vygotsky, Lev S., 1978. Mind in Society: The Development of Higher Psychological Processes. 14

edition. Cambridge MA: Harvard

University Press.

Section V

Connecting Computer Science to Other

Wisconsin Academic Disciplines

Wisconsin Standards for Computer Science 59

Connecting Computer Science

In Wisconsin, the education vision is for every child to graduate college and career ready. To achieve this vision, students must

develop the skills to think, read, communicate, and perform in many academic contexts. Since students must develop these

specific skills, every educator must consider how students learn in their discipline.

Wisconsin Academic Standards for Computer Science are designed to be focused and coherent, anchored in college and career

readiness, and evidence and research-based. The Wisconsin Academic Standards signify the need to change practice in at least

three areas: content, instruction, and assessments. Educators in CS must be knowledgeable in how both CS and other Wisconsin

standards are addressed in their classrooms. Connections between the Computer Science and other Wisconsin Standards come

in two forms.

Making the Connection: Wisconsin Academic Standards and Computer Science Content

1. Integration with disciplinary literacy (literacy in all subjects) and standards for mathematical practice:

• Standards and instruction: The use of reading, writing, speaking, and listening and the application of Standards for

Mathematical Practice to build and communicate knowledge specific to computer science.

• Assessment: Standards should be measured through multiple assessments including performance-based assessments.

2. Integration of content and background knowledge where standards from other content areas are embedded:

• Standards and instruction: The use of multiple sets of standards to create relevance of content for students; both

computer science and content or standards from other subjects (such as science or mathematics).

• Assessment: Standards should be measured through multiple assessments including performance-based assessments.

• Equivalency: Equivalency shows a one-to-one correlation between Wisconsin State Standards or other content areas

such as science and social studies and CTE standards through a state-approved equivalency process in conformity with

the Wisconsin State Statute for Equivalency Credit (§ 118.33, Wis. Stats.). This is an option for Career and Technical

Education (CTE) courses that prove to have sufficient academic content and are taught in a technical and applied setting.

Wisconsin Standards for Computer Science 60

The Connection

This visual shows the relationship of the Wisconsin Academic Standards for Computer Science, Literacy in all Subjects, and Mathematics.

This combination leads toward college and career readiness.

Literacy in All Subjects: The Shift

Disciplinarily literacy—the ability to read, write, listen, speak, think critically, and

perform in different ways and for different purposes—begins to develop early and

becomes increasingly important as students pursue specialized fields of study.

Wisconsin Academic Standards for Literacy in All Subjects strive to help students meet the

literacy challenges within each particular field of study.

Disciplinary literacy will look different in every classroom based upon the nature of the

academic standards addressed within the course and the types of reading, writing,

speaking, and listening required to convey knowledge. Students are reading texts to

gain knowledge about the discipline; teachers are engaging students with questions

and performance tasks; students are writing, composing, or creating.

Wisconsin Academic Standards for Literacy in All Subjects identify the specific literacy skills that should be a part of all disciplines.

The task, as experts, is to engage students to the authentic literacy activities of the discipline and teach students how to interact

with content effectively.

Mathematical Practices: The Shift

The shift in mathematics processes means students are able to transfer math skills and understanding across concepts and

grades. Focus allows each student to think, practice and integrate new ideas into a growing knowledge structure. Mathematical

proficiency is necessary for every student. Therefore, understanding concepts and being fluent are both important.

CS + Other

Content

Standards

Literacy in

All Subjects

Standards

Standards for

Mathematical

Practice

College and

Career Ready

Students

In Wisconsin, disciplinary

literacy is defined as the

confluence of content

knowledge, experiences, and

skills merged with the ability to

read, write, listen, speak, think

critically, and perform in a way

that is meaningful within the

context of a given field.

Wisconsin Standards for Computer Science 61

This means teaching more than “how to get the answer” and instead support students’

ability to access concepts from a number of perspectives while demonstrating

conceptual understanding of core math concepts by applying them to new situations.

Teachers in content areas outside of math, particularly science and CTE, ensure

students are using math at all grade levels to access and make meaning from content.

Educators must intentionally engage students at all levels, so they are readily able to

apply mathematics in their ever-changing world.

By combining the mathematical practices and CS standards, it allows the teacher to

build on students’ prior learning from multiple content areas. Students are able to see

the relevance of their learning in their chosen career pathway and deepen their learning

by transferring skills and concepts.

Connecting to Other Content Area Standards

Computer science courses and programs are the quintessential convergence of

standards from numerous content areas. Not only do students learn the knowledge and

skills necessary for successful transition to college and careers, they also practice and apply their learning in real-life

instructional situations that prepare them for specific entry-level careers and postsecondary studies. Along with CS specific

standards, students are applying and reinforcing the standards learned in many other areas of study such as, career and technical

education, science, arts and creativity, social studies, and mathematics. Educators should consider how standards from other

content areas are incorporated into instruction and assessments within CS courses and units.

Reference

Jeremy Kilpatrick, Jane Swafford, and Bradford Findell. 2001. “Adding It Up: Helping Children Learn Mathematics.” National

Research Council, Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and

Education.

“When today’s students

become adults, they will face

new demands for mathematical

proficiency that school

mathematics should attempt to

anticipate. Moreover,

mathematics is a realm no

longer restricted to a select few.

All young Americans must learn

to think mathematically, and

they must think

mathematically to learn.”

—Adding It Up, National

Research Council, 2001