Course Standards

2025-2026 Academic Year

CS21 Computer Science II

Course Type: Adopted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand advanced creative development.	10%	B2 Understand Conceptual
1.01	Understand the development process. U3-L3; U3-L9	-	-
1.02	Implement collaborative tools and processes. U3-L3; U3-L9; U10-L1; U3-L8; U3-L9; U10-L1; U7-L8; U7-L10	-	-
1.03	Analyze code segments for purpose and debugging. U3-L6; U5-L17; U3-L7	-	-
2.00	Understand advanced data.	20%	B2 Understand Conceptual
2.01	Understand data compression algorithms. U1-L9; U1-L10	-	-
2.02	Utilize data visualization tools to communicate knowledge. U5-L9; U9-L1; U9-L2; U9-L3	-	-
2.03	Extract information from data. U9-L1; U9-L1; U9-L3; U9-L5; U9-L6	-	-
2.04	Utilize models and simulations. U9-L1; U9-L3; U9-L4;U5-L6; U5-L10	-	-
3.00	Understand advanced algorithms and programming.	40%	B2 Understand Conceptual
3.01	Understand advanced data structures. U4-L1; U5-L1; U5-L2; U5-L3	-	-
3.02	Write programs using iterative algorithms. U5-L5; U5-L7	-	-
3.03	Utilize iteration to traverse indexed data structures. U5-L1; U5-L3; U5-L1; U5-L3; U5-L9; U5-L11; U6-L2; U7-L3	-	-
3.04	Develop procedures. U6-L1; U6-L1; U6-L1; U7-L6; U3-L6; U4-L3	-	-
3.05	Evaluate the efficiency of algorithms. U6-L2; U6-L2; U6-L3; U6-L4; U6-L4	-	-
3.06	Develop procedural abstractions. U7-L1; U7-L2; U7-L6; U7-L3; U7-L5; U7-L6	-	-
4.00	Understand advanced computing systems and networks.	15%	B2 Understand Conceptual
4.01	Understand advanced computing systems and communication protocols. U2-L6	-	-
4.02	Evaluate the reliability and efficiency of computing systems. U6-L5; U6-L5	-	-
5.00	Understand advanced impacts of computing.	15%	B2 Understand Conceptual
5.01	Identify sources of bias and discrimination in computing systems. U2-L7; U2-L8; U9-L6	-	-
5.02	Evaluate computing systems for economic and cultural impacts. U9-L5	-	-
5.03	Understand the role of computational innovation on globalization. U9-L5	-	-

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.