To make the practice of teacher teams, common formative assessments, and power standards the most advantageous, the practice of backwards design should be utilized. Backwards design is the idea in education that the summative assessment should be developed first and that all formative work and lessons leading up to that specific assessment should be created second. Tomlinson and McTighe wrote, “Although not a new idea, we have found that the deliberate use of backwards design for planning courses, units, and individual lessons results in more clearly defined goals, more appropriate assessments, and more purposeful teaching." More specifically, intervention and re-teaching time must be factored into the schedule. It is unrealistic to think that every student will get every topic perfect and ready to take the summative assessment on a prescribed schedule.