Rationale for the Priority Expectations Work: Curriculum (HSCEs) is too wide to be taught and learned deeply by all students. Vast number of HSCEs means common assessments will either be too long or lack psychometric integrity to determine student mastery (i.e. 1 item/HSCE). All HSCEs appear to be equal, yet are not in terms of readiness, leverage, and value beyond the school setting. Within and between high schools course expectations, assessments, and instrumental methodologies vary greatly creating alignment issues for students as they move from teacher to teacher or school setting. All students are now required to demonstrate proficiency in the Michigan Merit Curriculum - a level of rigor not necessarily required of all students previously. This creates an even greater need to collaborate. Teachers are often alone, or one of a small group, designing teaching and learning to ensure student success. The strategy Identify Power Standards by a consensus process to create a guaranteed and viable curriculum, the “safety net,” is for all students to master.
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