We help communities understand the critical elements that drive reform and embrace the best practices that make standards work. We help them see that high expectations, a rigorous curriculum, content-centered professional development, and accountability measures all must be aligned. We build support - both within and outside the school system - for using performance data to drive instruction.

"[They] helped me understand the nitty-gritty of standards and why we need them in this country; Pimentel was superb." -California State PTA Convention comment

 

StandardsWork has served as a lead consultant in writing or re-drafting standards for, among others:

  • Chicago Public Schools
  • Allentown (PA) School District
  • Ardmore (OK) and Plainview (OK) Public Schools
  • California Commission on the Establishment of Academic and Content Standards
  • Arizona Department of Education
  • Maryland State Department of Education
  • District of Columbia Public Schools
  • Charter schools such as The Academy of the Pacific Rim, Village Academies, and the Knowledge is Power (KIPP) Academies.

In all cases, this work has been characterized by our commitment to developing standards that everyone believes in, is willing to work for, and feels they own – AND that are considered national models. Our work in Maryland, where we helped revise English language arts and social studies (history, civics, geography, economics) standards, is a great example. In 1998, the state’s overall rank (for quality of standards) was 43rd; in 2000, one year after our work, it had moved to 10th place.

Many of these states/districts have also sought our assistance in curriculum alignment activities, textbook adoption decisions, and professional development of teachers – all designed to provide support for the important work of implementing standards in classrooms. A great example is Ardmore, Oklahoma, where - over a two year period - we put in place a standards process, helped align curriculum, conducted a Results Card review to identify opportunities for improvement in practice and policy, and conducted professional development around how to collect and analyze data. In a district where the students did very well until the 8th grade, our diagnosis for improved high school performance elevated training and removed barriers around Advanced Placement enrollment. In the first full year following our effort AP enrollment increased and test scores sky rocketed.



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