To help identify the Priority Expectations, all K-12 content expectations were reviewed through three lenses:

1) What do the students need for the next level of learning?
2) What do the students need for success in life?
3) What do the students need to know for the state assessment? 

As a result, a draft set of “priority” or “Priority Expectations” were developed for each content area and level.

Key Terms:

• Expectations: the specific statements of knowledge or skills that students need to know and be able to do a particular grade level or in a particuluar course (same as GLCE/HSCE)
  
• Priority Expectations: are those statements (i.e. standards, benchmarks, expectations, indicators, objectives, etc.) that, once mastered, give the student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.
• Supporting Expectations: are the remaining content expectations that will be embedded within instructional units to support the learning of the overall course content, expected of all students, in a particular grade level/course.
  

Enduring Understandings:

• Prioritizing the standards will enable educators to focus on those knowledge and skills essential for student success.
• Standards must be prioritized based on student learning rather than on sequence or educator preference.
• Maximizing student achievement depends on maximizing educator collaboration.