The standards are a starting point for educational equity.
By defining the knowledge and skills all students are expected to learn in school, Minnesota’s K-12 Academic Standards and Early Childhood Indicators of Progress (ECIPs), provide the basis for educational equity across the state. School districts are required to put standards in place so all students have access to high-quality content and instruction.
Schools and districts determine how their students will demonstrate mastery of the standards by developing courses, curriculum, and instructional materials.
The expectations for learning are the foundation of assessment.
The expectations for learning are defined by the standards, and are reference points to which assessment results can be used guide decisions about teaching and learning.
- Progress toward long-term goals and progressions across grades are best measured by summative assessments and/or interim assessments aligned to the standards at the classroom or school level.
- Learning goals that are smaller in scope should be articulated for all lessons based on the standards. Measurement of learning this smaller level is typically accomplished by formative assessment.
- Learning intentions must be clear to all stakeholders, including students. Communicating learning goals effectively involves outlining success criteria, so all students understand what mastery of the standards looks like.