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.
Science and Engineering Practices - 3-5.SEP6.4: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Science and Engineering Practices - 3-5.SEP6.4: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Disciplinary Core Ideas - S.3-5.ETS.1.2.DCI: ETS1.B: Developing Possible Solutions
•Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.
•At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
Disciplinary Core Ideas - S.3-5.ETS.1.2.DCI: ETS1.B: Developing Possible Solutions
•Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.
•At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
Crosscutting Concepts - CC8.2: Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
Crosscutting Concepts - CC8.2: Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
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.
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
Data is Loading...