Implementation of Grade-Level Bands
The grade-level bands associated with each learning standard are intended to provide teachers with the
confidence to provide age-appropriate and accurate information and instruction that progresses in
complexity from grade level to grade level. Competency for one grade level serves as a foundation for
attaining competency of the bands for the next grade level. Teachers can use the grade-level bands as
starting points for instruction and as checkpoints to ensure that the learning standards are taught and
applied to the student’s ability.
Teachers can use grade-level bands to:
•Develop lesson plans
•Establish specific and intentional learning objectives to guide teaching and learning
•Conduct ongoing formative and summative assessments to check student understanding
and efficacy of instruction
•Integrate computational thinking into their curriculum
•Create an equitable environment
All curriculum in Washington is decided locally, within each district. Districts will determine how to
incorporate the Computer Science K–12 Learning Standards into each grade level and integrate them
into relevant high school courses leading to graduation.
An understanding of the fundamentals of computer science and its underlying problem-solving
methodology of computational thinking is a valuable skill in our global economy. Not every student
should become a computer scientist, but all students should have the opportunity to explore and create
with computing. Learning standards are the foundation for what students should know and be able to
do. How this learning occurs is up to districts to develop and teachers to impart every day in every
classroom.
Exhibit #8 The standards for Grade Band 3-5
Identifier
Level 1B: 3–5
1B-CS-01
Describe how internal and external parts of computing devices function to form a system.
(P. 7.2)
1B-CS-02
Model how computer hardware and software work together as a system to accomplish
tasks. (P. 4.4)
1B-CS-03
Determine potential solutions to solve simple hardware and software problems using
common troubleshooting strategies. (P. 6.2)
1B-NI-04
Model how information is broken down into smaller pieces, transmitted as packets
through multiple devices over networks and the Internet, and reassembled at the
destination. (P. 4.4)
1B-NI-05
Discuss real-world cybersecurity problems and how personal information can be
protected. (P. 3.1)
1B-DA-06
Organize and present collected data visually to highlight relationships and support a
claim. (P. 7.1)
1B-DA-07
Use data to highlight or propose cause-and-effect relationships, predict outcomes, or
communicate an idea. (P. 7.1)
1B-AP-08
Compare and refine multiple algorithms for the same task and determine which is the
most appropriate. (P. 6.3, P. 3.3)
1B-AP-09
Create programs that use variables to store and modify data. Variables are used to store
and modify data. (P. 5.2)
1B-AP-10
Create programs that include sequences, events, loops, and conditionals. (P. 5.2)
1B-AP-11
Decompose (break down) problems into smaller, manageable subproblems to facilitate
the program development process. (P. 3.2)
1B-AP-12
Modify, remix, or incorporate portions of an existing program into one’s own work, to
develop something new or add more advanced features. (P. 5.3)
1B-AP-13
Use an iterative process to plan the development of a program by including others’
perspectives and considering user preferences. (P. 1.1, P. 5.1)
1B-AP-14
Observe intellectual property rights and give appropriate attribution when creating or
remixing programs. (P. 5.2, P. 7.3)
1B-AP-15
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as
intended. (P. 6.1, P. 6.2)
1B-AP-16
Take on varying roles, with teacher guidance, when collaborating with peers during the
design, implementation, and review stages of program development. (P. 2.2)
1B-AP-17
Describe choices made during program development using code comments,
presentations, and demonstrations. (P. 7.2)
1B-IC-18
Discuss computing technologies that have changed the world, and express how those
technologies influence, and are influenced by, cultural practices. (P. 3.1)
1B-IC-19
Brainstorm ways to improve the accessibility and usability of technology products for the
diverse needs and wants of users. (P. 1.2)
1B-IC-20
Seek diverse perspectives for the purpose of improving computational artifacts. (P. 1.1)
1B-IC-21
Use public domain or creative commons media, and refrain from copying or using
material created by others without permission. (P. 7.3)