Piper aligns with learning standards to guide student work.

The Piper learning experience features hands-on engagement where students learn about computer science. Students learn about inputs, outputs, coding and use of sensors to learn about STEAM concepts and ideas. Piper has put together the following standards alignments to help students learn and help teachers implement the program.


Each standard alignment is done by phase. These alignments can be used for teacher planning, coaching, collaboration, and as "look fors" during the instructional learning process. Just click on the links below by phase to see the standards.

  • U.S. Standards & Frameworks
  • International Standards and Frameworks

California Computer Science Standards

Piper has worked to align the experience with the K12 Computer Science standards that form the basis for many state adoptions in computer science in the US. Moreover, The Association for Computing Machinery,, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative have collaborated with states, districts, and the computer science education community to develop conceptual guidelines for computer science education.
The K–12 Computer Science Framework comes at a time when our nation’s education systems are adapting to a 21st century vision of students who are not just computer users but also computationally literate creators who are proficient in the concepts and practices of computer science. This focus aligns with the mission for Piper to foster creators of knowledge rather than consumers of knowledge. Particularly for those students that traditionally have not had access to computer science and careers in STEM. States, districts, and organizations can use the framework to inform the development of standards and curriculum, build capacity for teaching computer science, and implement computer science pathways.
The framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all.

Next Generation Science Standards (NGSS)

The key point of the new NGSS standards are to use performance expectations (PE) to show what students should be able to know and do by the end of instruction. Each performance expectation integrates the NGSS three dimensions introduced in the National Research Council's A Framework for K-12 Science Education enabling students to learn science by doing science.

The three dimensions or 3-Ds are;

  1. Disciplinary Core Ideas (DCI); Life Science, Earth and Space Science, Physical Science
  2. Crosscutting Concepts (CCC): Patterns, Cause and effect: Mechanism and explanation, Using mathematics and computational thinking, Systems and system models, Structure and function, Stability and change
  3. Science and Engineering Practices (SEP): Developing and using (electronic) models, Asking questions

The NGSS look completely different than previous science standards and implementing them requires a major shift in classroom instruction and learning. Piper helps with this new shift by addressing the 3 dimensions of science instruction.

Beginning in elementary, students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; Earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade bands develop ideas and skills that will empower students to explain more complex phenomena in the four disciplines as they progress to middle school and high school. While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. The standards spiral through secondary education with performance expectations building on previous conceptual development and progressing to more age appropriate and grade level rigor.

Computer Science Teachers Association (CSTA)

Computer science and the technologies it enables rest at the heart of our economy and the way we live our lives. To be well-educated citizens in a computing-intensive world and to be prepared for careers in the 21st century, our students must have a clear understanding of the principles and practices of computer science.

The CSTA K–12 Computer Science Standards delineate a core set of learning objectives designed to provide the foundation for a complete computer science curriculum and its implementation at the K–12 level.

To this end, the CSTA Standards:

  • Introduce the fundamental concepts of computer science to all students, beginning at the elementary school level.
  • Present computer science at the secondary school level in a way that can fulfill a computer science, math, or science graduation credit.
  • Encourage schools to offer additional secondary-level computer science courses that will allow interested students to study facets of computer science in more depth and prepare them for entry into the workforce or college.
  • Increase the availability of rigorous computer science for all students, especially those who are members of underrepresented groups.


The standards have been written by educators to be coherent and comprehensible to teachers, administrators, and policy makers.

Levels 1A, 1B, 2, and 3A are the computer science standards for ALL students. The Level 3B standards are intended for students who wish to pursue the study of computer science in high school beyond what is required for all students (specialty or elective courses).

Connection to the K-12 Computer Science Framework

The K–12 Computer Science Framework ( provides overarching, high-level guidance per grade bands, while the standards provide detailed, measurable student performance expectations. The Framework was considered as a primary input for the standards development process.

The CSTA Standards Revision Task Force crafted standards by combining concept statements and practices from the Framework. It also used descriptive material from the Framework when writing examples and clarifying statements to accompany the standards.

Concepts (5)

  1. Computing Systems
  2. Networks and the Internet
  3. Data and Analysis
  4. Algorithms and Programming
  5. Impacts of Computing

Practices (7)

1. Fostering an Inclusive Computing Culture

2. Collaborating Around Computing

3. Recognizing and Defining Computational Problems

4. Developing and Using Abstractions

5. Creating Computational Artifacts

6. Testing and Refining Computational Artifacts

7. Communicating About Computing


This document includes all levels of the 2017 CSTA K-12 Computer Science Standards, which were created by educators and released at the CSTA Annual Conference in July 2017. These standards are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.

The K–12 Computer Science Framework, led by the Association for Computing Machinery,, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative in partnership with states and districts, informed the development of this work.

Common Core State Standards

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (hereafter referred to as “the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of standards in kindergarten to grade 12 to help ensure that all students are literate and college and career ready no later than the end of high school. Piper has included CCSS alignments and references in this Curriculum Guide to help teachers use Piper lessons to augment and support core instructional practices.


The International Society for Technology in Education (ISTE) Standards for Students were designed in 2016.


ISTE 2016 - Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

ISTE 2016 - Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

5a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5b - Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

5c - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

5d - Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

UK National Curriculum - Key Stages

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

The national curriculum is organised into blocks of years called ‘key stages’ (KS). At the end of each key stage, the teacher will formally assess your child’s performance.

Key stage 1 and 2 compulsory national curriculum subjects at primary school are:

  • English
  • maths
  • science
  • design and technology
  • history
  • geography
  • art and design
  • music
  • physical education (PE), including swimming
  • computing
  • ancient and modern foreign languages (at key stage 2)

Key stage 3 compulsory national curriculum subjects are:

  • English
  • maths
  • science
  • history
  • geography
  • modern foreign languages
  • design and technology
  • art and design
  • music
  • physical education
  • citizenship
  • computing

Key stage 4 compulsory national curriculum subjects are the ‘core’ and ‘foundation’ subjects. Core subjects are:

  • English

  • maths

  • science

  • Foundation subjects are:

  • computing

  • physical education

  • citizenship

  • Schools must also offer at least one subject from each of these areas:

  • arts

  • design and technology

  • humanities

  • modern foreign languages

Texas Essential Knowledge and Skills for Science

The Piper learning experience features hands-on engagement where students learn about computer science. Students discover inputs, outputs, coding and use of sensors to learn about sciences concepts and ideas. Piper has put together the following Texas standards alignments for science and technology to help students learn and help teachers implement the program.

All phases of the Piper experience align with standards. Alignment has been informed by the 2017 Computer Science Teachers Association (CSTA) K-12 Computer Science Standards (, CA 2019 K-12 Computer Science Content Standards, and K–12 Computer Science Framework ( Use them with daily or weekly agendas and lesson planning.