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
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
Standard Area - ARTS: The Arts (1996)
Standard Area - ARTS: The Arts (1996)
Standard Area - ELA: English Language Arts (NYS P-12 Common Core)
Standard Area - ELA: English Language Arts (NYS P-12 Common Core)
Standard Area - LOTE: NYS Languages Other Than English
Standard Area - LOTE: NYS Languages Other Than English
Standard Area - LHSS: Literacy in History/Social Studies (NYS 5-12 Common Core)
Standard Area - LHSS: Literacy in History/Social Studies (NYS 5-12 Common Core)
Standard Area - LSTS: Literacy in Science and Technical Subjects (NYS 6-12 Common Core)
Standard Area - LSTS: Literacy in Science and Technical Subjects (NYS 6-12 Common Core)
Standard Area - ELA: English Language Arts (2005)
Standard Area - ELA: English Language Arts (2005)
Standard Area - ESL: English as a Second Language
Standard Area - ESL: English as a Second Language
Standard Area - NLA: Native Language Arts
Standard Area - NLA: Native Language Arts
Standard Area - Math: Mathematics (NYS P-12 Common Core)
Standard Area - Math: Mathematics (NYS P-12 Common Core)
Standard Area - MST: Math, Science & Technology
Standard Area - MST: Math, Science & Technology
Standard - MST1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,
to pose questions, seek answers, and develop solutions.
Standard - MST1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,
to pose questions, seek answers, and develop solutions.
Academic Level - MST1.E: Elementary
Academic Level - MST1.E: Elementary
Academic Level - MST1.I: Intermediate
Academic Level - MST1.I: Intermediate
Academic Level - MST1.C: Commencement
Academic Level - MST1.C: Commencement
Course - MST1.C.LE: Living Environment
Course - MST1.C.LE: Living Environment
Course - MST1.C.C: Chemistry
Course - MST1.C.C: Chemistry
Introduction - MST1.C.C.Introduction: Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central rol e in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Chemistry Core Curriculum a student- centered, problem-solving approach to chemistry. This list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity to investigate important issues in the world around them. Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable
Introduction - MST1.C.C.Introduction: Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central rol e in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the Chemistry Core Curriculum a student- centered, problem-solving approach to chemistry. This list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity to investigate important issues in the world around them. Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable
Key Idea Code - MST1.C.C.MA: Mathematical Analysis
Key Idea Code - MST1.C.C.MA: Mathematical Analysis
Key Idea Code - MST1.C.C.SI: Scientific Inquiry
Key Idea Code - MST1.C.C.SI: Scientific Inquiry
Key Idea Code - MST1.C.C.ED: Engineering Design
Key Idea Code - MST1.C.C.ED: Engineering Design
Key Idea - MST1.C.C.ED.1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints
Key Idea - MST1.C.C.ED.1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints
Performance Indicator - MST1.C.C.ED.1.1: Students engage in the following steps in a design process: initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
Performance Indicator - MST1.C.C.ED.1.1: Students engage in the following steps in a design process: initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
Performance Indicator - MST1.C.C.ED.1.2: Students engage in the following steps in a design process: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
Performance Indicator - MST1.C.C.ED.1.2: Students engage in the following steps in a design process: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
Performance Indicator - MST1.C.C.ED.1.3: Students engage in the following steps in a design process: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understands, economics, ergonomics, and environmental considerations have influenced the solution.
Performance Indicator - MST1.C.C.ED.1.3: Students engage in the following steps in a design process: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understands, economics, ergonomics, and environmental considerations have influenced the solution.
Performance Indicator - MST1.C.C.ED.1.4: Students engage in the following steps in a design process: develop work schedules and working plans which
include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
Performance Indicator - MST1.C.C.ED.1.4: Students engage in the following steps in a design process: develop work schedules and working plans which
include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
Performance Indicator - MST1.C.C.ED.1.5: Students engage in the following steps in a design process: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and
new problems, and suggest and pursue modifications.
Performance Indicator - MST1.C.C.ED.1.5: Students engage in the following steps in a design process: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and
new problems, and suggest and pursue modifications.
Course - MST1.C.ES: Earth Science
Course - MST1.C.ES: Earth Science
Course - MST1.C.P: Physics
Course - MST1.C.P: Physics
Academic Level - MST1.Alt: Alternate Level
Academic Level - MST1.Alt: Alternate Level
Standard - MST2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.
Standard - MST2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.
Standard - MST3: Mathematics (2005) Students will understand the concepts of and become proficient with the skills of mathematics, communicate and reason mathematically, and become problem solvers by using appropriate tools and strategies, through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.
Standard - MST3: Mathematics (2005) Students will understand the concepts of and become proficient with the skills of mathematics, communicate and reason mathematically, and become problem solvers by using appropriate tools and strategies, through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.
Standard - MST4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard - MST4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard - MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard - MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard - MST6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard - MST6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard - MST7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Standard - MST7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Standard Area - SS: Social Studies
Standard Area - SS: Social Studies