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“The Chinese government’s destruction of cultural heritage aims to erase, replace and rewrite what it means to be Uyghur,”

China’s Foreign Ministry on Friday repeated its claims that Xinjiang has around 24,000 mosques and that the number of them per capita among Muslims in Xinjiang is higher than in many Muslim countries. It said that China fully protects the human and religious rights of all ethnic minorities and described the ASPI report as “smear and rumor.” It denied the existence of detention camps in Xinjiang.

ASPI estimated that around half of important Islamic sacred sites—many of which are supposed to be protected under Chinese law—have been damaged or altered since 2017.

The report estimated there are fewer than 15,500 mosques left intact in Xinjiang, the lowest number since the 1980s, when Uighurs had just begun rebuilding mosques destroyed during Mao Zedong’s Cultural Revolution. Most of the land where mosques were razed remained vacant, it said.

The campaign is part of a longer-term trend to transform communities in the name of public safety. The strategy has gained pace under President Xi Jinping who has called for the “Sinicization” of religion

During a visit the following month, the Journal found that some facilities had indeed been closed, with former detainees sometimes sent away to work in factories. One facility had been converted into a prison after being previously described as a school.

Of the dozens of facilities ASPI identified as recently under construction, roughly half were higher-security facilities. The most-secure facilities had high walls, multiple layers of perimeter barriers, watchtowers and dozens of cell blocks with no apparent outside exercise yard for detainees

Authorities are likely singling out people who they have lost hope of re-educating and putting them into long periods of incarceration, said Mr. Leibold. It is “the only way to really explain their pretty remarkable expansion,”

One challenge in pressuring China’s government over its Xinjiang policies is the relative silence of Muslim-majority countries. ASPI made its work available in 10 different languages to try to raise awareness beyond the English-speaking world

teachers collaboratively prioritize their standards

requires teachers to look at the standards vertically. This vertical alignment allows teachers to identify important prerequisite skills students need

higher quality assessments

aligned, purposeful, and essential in identifying those students in need of intervention, remediation, or enrichment.

narrowing the focus

It is far easier for teachers to go in depth when they have fewer priority standards

deepening students’ understanding of essential content, strategies, and skills

debate and discuss the significance of the standards they teach

easier for teachers to choose high quality resources

teachers have clarity around what is essential to teach

We call these prioritized standards “power standards.”

distinguishes the standards that are essential for student success

“those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.”

support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

learning that is essential for success

goes beyond one course or grade level

important in life

students will need to read informational texts proficiently and substantiate their claims using evidence from the text when reading, writing, and speaking

multidisciplinary connections

relevant in other disciplines

learning that is applied both within the content area and in other content areas

standard represents learning that is essential for success

Does this standard contain prerequisite content

think of a triple Venn Diagram, and that for the overall success of students each circle in that Venn Diagram has equal importance

skills necessary for the next

power standards are those that teachers will spend most of their instructional time teaching

focus of teacher assessments

If every teacher in the grade level or course is emphasizing something different, you do not have a guaranteed curriculum for students.

Not all standards are equally important at every grade level or in every course

work collaboratively in vertical teams