Prioritizing the Common Core State Standards

While The Center’s work to help school systems implement the Common Core is gaining wide recognition, it is important that we remain aware that different clients have different needs.  This is particularly true with regard to the contentious issue of whether or not Power Standards still have a place in the era of the Common Core.  I’d like to offer my ideas on this, in the same way that I have at our national institutes.

1. The Leadership and Learning Center respects local decisions on standards and curriculum.

This week, one client said that their state has determined that “all of the Common Core Standards are priorities” and “the Common Core is already prioritized.”  Therefore, they will not be using the Power Standards approach.  Two other clients said, “We are drowning in curriculum and the Common Core does not make it any better.  We need help in prioritization.”  The Center remains highly capable of serving the best interests of both clients.

2. The Center has extensive experience in previous standards adoptions that informs our practice today.

Because our work was widely used in the 1990’s when the number of states with standards expanded from 12 to 50, we have extensive experience and know what to do—and what not to do—when it comes to standards implementation.  All of our clients have teachers and administrators who can recall those years as well.  The common refrain was, “too many standards, too little time.”  The truth then—and now—is that teachers can work as hard as they want to, but they do not always cover every part of a curriculum or every standard.  Therefore, “perfect coverage” does not exist.  The question is not whether teachers cover everything—they do not—but whether they choose wisely the standards that will be covered.  That is why the Power Standards approach helped then and, in my opinion, is still helpful today.

3. The Common Core Standards are not equally important.

The most obvious example of a Power Standard in the Common Core is “information writing,” a K-12 requirement in English Language Arts, Science, and Social studies.  Effective writing instruction takes time for students (making lots of edits and revisions) and for teachers (giving lots of feedback).  If teachers give informational writing the time it deserves, then they will not always have time to cover every other standard.

4. We encourage schools to EXCEED the Common Core.

An essential part of The Center’s work in Rigorous Curriculum Design, Engaging Classroom Assessments, Making Standards Work, and Common Formative Assessments is not just “meeting” prevailing standards but creating opportunities for students to achieve “exemplary” performance—performance far above and beyond the standard.  Our consistent message is about meeting and exceeding standards—not about lowering the bar.  In fact, there is no evidence that frantic coverage leads to effective learning.  There is abundant evidence that focus, feedback, and multiple opportunities to learn are all components necessary to meet and exceed standards.

5. The Center’s commitment to focus has credibility with teachers and administrators.

Although we know that many states will insist that “everything is important,” classroom teachers know better, particularly in a time of increasing class sizes and diminished resources.  Every time I talk about respecting the conflicting demands on teachers’ time, I connect with audiences in a palpable way.  We are not seeking to pick a fight with those who believe that every standard is equally important and must be covered.  We respect that reasonable people differ on these matters.  At the same time, we owe it to our clients to give them our best thinking on the subject.  Some will accept our advice; others will not.  We will know that we respected the wishes of our clients and also did our very best to serve them.

This is certainly not the last word on the Power Standards controversy, but I hope it sets the tone for the right kinds of discussions.  Keep the clients first.  Disagree without being disagreeable.  Focus on evidence, research, and practical realities faced by teachers and school leaders.