Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
Standard Area - ARTS: NYS The Arts
Standard Area - ARTS: NYS The Arts
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - PE: NYS Physical Education
Standard Area - PE: NYS Physical Education
Standard Area - S: NYS Science
Standard Area - S: NYS Science
Grade Level - S.K: Kindergarten
Grade Level - S.K: Kindergarten
Grade Level - S.1: First Grade
Grade Level - S.1: First Grade
Grade Level - S.2: Second Grade
Grade Level - S.2: Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
Grade Level - S.3: Third Grade
Grade Level - S.3: Third Grade
Grade Level - S.4: Fourth Grade
Grade Level - S.4: Fourth Grade
Grade Level - S.5: Fifth Grade
Grade Level - S.5: Fifth Grade
Grade Band - S.3-5: Third - Fifth Grades
Grade Band - S.3-5: Third - Fifth Grades
Domain - S.3-5.ETS: Engineering Design
Domain - S.3-5.ETS: Engineering Design
Performance Expectation - S.3-5.ETS.1.1: Students who demonstrate understanding can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Performance Expectation - S.3-5.ETS.1.1: Students who demonstrate understanding can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Performance Expectation - S.3-5.ETS.1.2: Students who demonstrate understanding can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Performance Expectation - S.3-5.ETS.1.2: Students who demonstrate understanding can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Performance Expectation - S.3-5.ETS.1.3: Students who demonstrate understanding can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Performance Expectation - S.3-5.ETS.1.3: Students who demonstrate understanding can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Science and Engineering Practices - 3-5.SEP3.2: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Science and Engineering Practices - 3-5.SEP3.2: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Disciplinary Core Ideas - S.3-5.ETS.1.3.DCI: ETS1.B: Developing Possible Solutions
•Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
ETS1.C: Optimizing the Design Solution
•Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
Disciplinary Core Ideas - S.3-5.ETS.1.3.DCI: ETS1.B: Developing Possible Solutions
•Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
ETS1.C: Optimizing the Design Solution
•Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
Grade Level - S.MS: Middle School
Grade Level - S.MS: Middle School
Grade Level - S.HS: High School
Grade Level - S.HS: High School
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SS: NYS Social Studies Framework
Standard Area - SS: NYS Social Studies Framework
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - WL: World Languages
Standard Area - WL: World Languages
Standard Area - Previous Standards Versions
Standard Area - Previous Standards Versions
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