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This report addresses some of these issues by summarizing findings from an exploratory study of the school-based assessment practices in a sample of elementary, middle, and secondary schools. The purposes of the study were twofold: (1) to add to the growing base of knowledge about how schools use student assessment data obtained from multiple sources to inform important decisions about programs, instruction, and individual students; and (2) to identify and describe the factors and conditions that make schools' use of the student assessment data more probable and valuable.

April 2008 : THE Journal. As each district progresses, it will face new challenges discerning what data is relevant, addressing tolerance for change among users, and figuring out how to respond now that data is driving its decision-making.
\nStage 1: Define the Outcomes
\nStage 2: Define the Questions
\nStage 3: Collect and Sort
\nStage 4: Extract Meaning
\nStage 5: Take Action
\nStage 6: Evaluate Outcomes, Modify as Needed

If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
1. Begin with Building a Guiding Coalition
2. Build Shared-Knowledge
3. Engage in Experimentation
4. Focus on Results

Administrators will face, if they aren't already, five particular challenges in their use of data.
1.Harnessing more powerful data tools and greater amounts of data.
2.Granting teacher, parent and community access to data
3. Planning and utilizing interoperability standards
4. Guaranteeing integrity, privacy and security
5. Building data analysis and interpretation skills

Seventh-graders who take algebra are ahead of the game but can throw off attempts to use state test results to judge their schools' performance. Most students don't take Algebra 1 until eighth or ninth grade, but a few school districts offer it to a significant number of seventh-graders. So the results released earlier this month on state math tests can be misleading, districts such as Murrieta Unified point out.

Analyzing your data is a process in which you will want to involve your entire staff. Good data-driven dialogue keads to data-driven decisions. If you engage staff in an ongoing data dialogue, it is much more likely that you will feel ownership for the data-based decisions you collectively make.

Here is a suggestion for the use of this article with colleagues. You will need a list of the 10 understandings and copies of the article written by Carol Ann Tomlinson.
Informative assessment:
1. isn't just about tests.
2. really isn't about the gradebook.
3. isn't always formal.
4. isn't separate from the curriculum.
5. isn't about "after."
6. isn't and end in itself.
7. isn't separate from instruction.
8. isn't just about student readiness.
9. isn't just about finding weaknesses.
10. isn't just for the teacher.

The ISTE Classroom Observation Tool (ICOT®) is a FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration.
1. TEACHERS can use ICOT to learn from colleagues.
2.

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