{"id":4764,"date":"2026-07-31T12:07:22","date_gmt":"2026-07-31T12:07:22","guid":{"rendered":"https:\/\/infobymattcole.com\/index.php\/2026\/07\/31\/grade-6-oklahoma-cs-standards-vs-csta-comparison\/"},"modified":"2026-07-31T12:07:22","modified_gmt":"2026-07-31T12:07:22","slug":"grade-6-oklahoma-cs-standards-vs-csta-comparison","status":"publish","type":"post","link":"https:\/\/infobymattcole.com\/index.php\/2026\/07\/31\/grade-6-oklahoma-cs-standards-vs-csta-comparison\/","title":{"rendered":"Grade 6 Oklahoma Computer Science Standards vs. CSTA National Standards: The Full Comparison"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Grade 6 sits at the start of Oklahoma&#8217;s 6-8 CS band, which pulls from CSTA&#8217;s &#8220;Level 2&#8221; grade 6-8 standards rather than the elementary 1B band used in Grades 3-5. That shift shows up in the comparison: Oklahoma&#8217;s 21 Grade 6 standards track CSTA closely for programming and hardware, but start pulling away from CSTA on the social\/ethical side. Here&#8217;s the full standard-by-standard breakdown, with a downloadable spreadsheet.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>One sourcing note before the data: Oklahoma&#8217;s published OAS-CS document doesn&#8217;t print CSTA cross-reference codes for Grade 6 the way it does for some other grades. The CSTA codes and text below were matched independently against the official CSTA K-12 Computer Science Standards (6-8 band) \u2014 worth an independent check before citing this in a compliance or accreditation context.<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Download the Full Comparison Spreadsheet<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Every Grade 6 OAS-CS standard, its best-match CSTA code, the verbatim text of both, and a comparison note \u2014 sortable and printable.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/infobymattcole.com\/wp-content\/uploads\/2026\/07\/Grade6_OK-vs-CSTA_Standards-Comparison.xlsx\">Download the Grade 6 OK vs. CSTA Comparison (.xlsx) \u2192<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\">The Headline Numbers<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>21 of 21<\/strong> Grade 6 OAS-CS standards were checked against the CSTA 6-8 grade band.<\/li>\n<li><strong>15 standards<\/strong> have a direct CSTA match \u2014 same skill, same scope, often near-verbatim wording.<\/li>\n<li><strong>3 standards<\/strong> are a loose or partial match \u2014 related concept, different emphasis.<\/li>\n<li><strong>3 standards<\/strong> have no direct CSTA equivalent at all: 6.IC.SI.01 (netiquette), 6.IC.SI.02 (online survey design), and 6.IC.SLE.01 (identifying illegal\/unethical online content).<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Where Oklahoma and CSTA Line Up Almost Word for Word<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>6.AP.PD.02<\/strong> and CSTA&#8217;s <strong>2-AP-16<\/strong> are close to identical:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><strong>Oklahoma (6.AP.PD.02):<\/strong> &#8220;Incorporate existing code, media, and libraries into original programs and give attribution.&#8221;<br><strong>CSTA (2-AP-16):<\/strong> &#8220;Incorporate existing code, media, and libraries into original programs, and give attribution.&#8221;<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Same is true for data collection (6.DA.CVT.01 vs. 2-DA-08) and documentation (6.AP.PD.05 vs. 2-AP-19) \u2014 for the programming and data strands, Oklahoma is essentially adopting CSTA&#8217;s language directly.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Where They Genuinely Diverge<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>6.AP.PD.04<\/strong> is the clearest divergence in the whole set. CSTA&#8217;s <strong>2-AP-18<\/strong> frames project-timeline management as a <em>collaborative<\/em>, team-based skill: &#8220;distribute tasks and maintain a project timeline when <em>collaboratively<\/em> developing computational artifacts.&#8221; Oklahoma&#8217;s version drops the team framing entirely: &#8220;break down tasks and follow an <em>individual<\/em> timeline.&#8221; Same underlying skill \u2014 project planning \u2014 but Oklahoma is explicitly testing it as something a student can do alone, not as a group-coordination skill.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Three With No CSTA Match<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">All three no-match standards live in Oklahoma&#8217;s Impacts of Computing \/ Social Interactions strand \u2014 the part of the standards focused on online behavior and digital citizenship. CSTA&#8217;s 6-8 Impacts of Computing band (2-IC-20 through 2-IC-23) covers tradeoffs, bias\/accessibility, cultural access, and public\/private information \u2014 but doesn&#8217;t include a standard on netiquette, survey design, or identifying illegal online content. Oklahoma appears to have judged these worth adding at Grade 6 independent of the national framework.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Full Standard-by-Standard Comparison<\/h2>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table>\n<thead><tr><th>OAS-CS Code<\/th><th>CSTA Code<\/th><th>Oklahoma Standard<\/th><th>CSTA Standard<\/th><\/tr><\/thead>\n<tbody>\n<tr><td>6.AP.A.01<\/td><td>2-AP-10<\/td><td>Use an existing algorithm in natural language or pseudocode to solve complex problems.<\/td><td>Use flowcharts and\/or pseudocode to address complex problems as algorithms.<\/td><\/tr>\n<tr><td>6.AP.C.01<\/td><td>2-AP-11 \/ 2-AP-12<\/td><td>Develop programs that utilize combinations of repetition, conditionals, and the manipulation of variables representing different data types.<\/td><td>2-AP-11: variables representing different data types. 2-AP-12: control structures, nested loops, compound conditionals.<\/td><\/tr>\n<tr><td>6.AP.M.01<\/td><td>2-AP-13<\/td><td>Decompose problems into parts to facilitate the design, implementation, and review of programs.<\/td><td>Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and\/or objects.<\/td><\/tr>\n<tr><td>6.AP.PD.01<\/td><td>2-AP-15<\/td><td>Seek and incorporate feedback from team members to refine a solution to a problem.<\/td><td>Seek and incorporate feedback from team members and users to refine a solution that meets user needs.<\/td><\/tr>\n<tr><td>6.AP.PD.02<\/td><td>2-AP-16<\/td><td>Incorporate existing code, media, and libraries into original programs and give attribution.<\/td><td>Incorporate existing code, media, and libraries into original programs, and give attribution.<\/td><\/tr>\n<tr><td>6.AP.PD.03<\/td><td>2-AP-17<\/td><td>Test and refine programs using teacher provided inputs.<\/td><td>Systematically test and refine programs using a range of test cases.<\/td><\/tr>\n<tr><td>6.AP.PD.04<\/td><td>2-AP-18<\/td><td>Break down tasks and follow an individual timeline when developing a computational artifact.<\/td><td>Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.<\/td><\/tr>\n<tr><td>6.AP.PD.05<\/td><td>2-AP-19<\/td><td>Document text-based programs in order to make them easier to follow, test, and debug.<\/td><td>Document programs in order to make them easier to follow, test, and debug.<\/td><\/tr>\n<tr><td>6.CS.D.01<\/td><td>2-CS-01<\/td><td>Evaluate existing computing devices and recommend improvements to the design based on personal interaction with the device.<\/td><td>Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.<\/td><\/tr>\n<tr><td>6.CS.HS.01<\/td><td>2-CS-02<\/td><td>Model multiple methods of combining hardware and software to collect and exchange data.<\/td><td>Design projects that combine hardware and software components to collect and exchange data.<\/td><\/tr>\n<tr><td>6.CS.T.01<\/td><td>2-CS-03<\/td><td>Identify and resolve software and hardware problems with computing devices and their components involving settings and connections.<\/td><td>Systematically identify and fix problems with computing devices and their components.<\/td><\/tr>\n<tr><td>6.DA.CVT.01<\/td><td>2-DA-08<\/td><td>Collect data using computational tools and transform the data to make it more useful.<\/td><td>Collect data using computational tools and transform the data to make it more useful and reliable.<\/td><\/tr>\n<tr><td>6.DA.S.01<\/td><td>2-DA-07<\/td><td>Create multiple representations of the same data.<\/td><td>Represent data using multiple encoding schemes.<\/td><\/tr>\n<tr><td>6.DA.IM.01<\/td><td>2-DA-09<\/td><td>Use data to highlight or propose cause-and-effect relationships, predict outcomes, and communicate ideas.<\/td><td>Refine computational models based on the data they have generated.<\/td><\/tr>\n<tr><td>6.IC.CU.01<\/td><td>2-IC-20<\/td><td>Explain how computing impacts people&#8217;s everyday activities and careers.<\/td><td>Compare tradeoffs associated with computing technologies that affect people&#8217;s everyday activities and career options.<\/td><\/tr>\n<tr><td>6.IC.CU.02<\/td><td>2-IC-21<\/td><td>Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users.<\/td><td>Discuss issues of bias and accessibility in the design of existing technologies.<\/td><\/tr>\n<tr><td>6.IC.SI.01<\/td><td>No direct match<\/td><td>Describe and use safe, appropriate, and responsible practices (i.e., netiquette) when participating in online communities.<\/td><td>(No CSTA 6-8 standard addresses netiquette\/online conduct directly.)<\/td><\/tr>\n<tr><td>6.IC.SI.02<\/td><td>No direct match<\/td><td>Individually and collaboratively develop and conduct an online survey that seeks input from a broad audience. Use the survey to evaluate whether it is feasible to solve a problem computationally.<\/td><td>(No CSTA 6-8 standard addresses survey design\/feasibility evaluation directly.)<\/td><\/tr>\n<tr><td>6.IC.SLE.01<\/td><td>No direct match<\/td><td>Differentiate between appropriate and inappropriate content on the Internet, and identify the characteristics of unethical and illegal online behavior.<\/td><td>(Closest is 2-IC-23, public\/private information tradeoffs \u2014 not a direct match.)<\/td><\/tr>\n<tr><td>6.NI.CY.01<\/td><td>2-NI-05<\/td><td>Identify existing cybersecurity concerns with the Internet and systems it uses.<\/td><td>Explain how physical and digital security measures protect electronic information.<\/td><\/tr>\n<tr><td>6.NI.CY.02<\/td><td>2-NI-06<\/td><td>Explain the importance of secured websites and describe how encryption works.<\/td><td>Apply multiple methods of encryption to model the secure transmission of information.<\/td><\/tr>\n<tr><td>6.NI.NCO.01<\/td><td>2-NI-04<\/td><td>Model a simple protocol for transferring information using packets.<\/td><td>Model the role of protocols in transmitting data across networks and the Internet.<\/td><\/tr>\n<\/tbody>\n<\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Get the Complete Grade 6 Curriculum<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Every standard in the comparison above has a matching no-prep unit \u2014 teacher guide, activities, assessment, and answer key \u2014 built directly from the verified Oklahoma standard text. All 21 are available individually or as a complete bundle on Teachers Pay Teachers.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/www.teacherspayteachers.com\/Product\/6th-Grade-Computer-Science-Curriculum-Bundle-ALL-Oklahoma-OAS-CS-Standards-15410308\">Check Out the Grade 6 Computer Science Bundle on TpT \u2192<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Every Sooner Standards resource is built directly from the official Oklahoma Academic Standards for Computer Science (February 2023) \u2014 standard text verified against the source document, never paraphrased from memory.<\/p>\n\n","protected":false},"excerpt":{"rendered":"<p>Grade 6 sits at the start of Oklahoma&#8217;s 6-8 CS band, which pulls from CSTA&#8217;s &#8220;Level 2&#8221; grade 6-8 standards rather than the elementary 1B band used in Grades 3-5. That shift shows up in the comparison: Oklahoma&#8217;s 21 Grade 6 standards track CSTA closely for programming and hardware, but start pulling away from CSTA&#8230;<\/p>\n","protected":false},"author":1,"featured_media":4763,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[894],"tags":[3939,3411,3098,3932,3930,3927,3933,3516,3928,3931,3647,3935,3938,3934,897,3929,3925,3926,2994],"class_list":["post-4764","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sooner-standards","tag-6th-grade-computer-science","tag-computer-science","tag-computer-science-curriculum","tag-computer-science-teacher-resources","tag-computerscienceteacher-2","tag-cs-education-standards","tag-cs-standards-crosswalk","tag-csta-2","tag-csta-alignment","tag-csta-standards","tag-grade-6","tag-k-12-computer-science","tag-middle-school-computer-science","tag-national-cs-standards","tag-oklahoma-academic-standards","tag-oklahoma-oas-cs","tag-oklahomacs","tag-standards-comparison","tag-tpt"],"yoast_head":"<!-- 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