ABSTRACT
This chapter outlines informal, formal, quantitative, and qualitative measures used to examine the schools' progress toward CCSS and how that data can be used to improve the scores of students with and without disabilities and those at risk. Ideas will be provided to lessen the achievement gap for students with disabilities. It connects teaching to assessment practices and a walkthrough will be provided for school leaders to evaluate teachers in regard to the implementation of the standards. The chapter provides information about the two main CCSS-connected assessments, Partnership for Assessment of Readiness for College and Career (PARCC) and Smarter Balanced Assessment Consortium (SBAC), but the expertise of Professional Learning Communities (PLCs), teacher leaders, and other leadership staff is also critical to help design and pilot in-class assessments and to use the data provided by all formative and summative assessments to assist in instruction. The chapter argues eavesdropping on a conversation about data between Assistant Principal Driven and Principal Collection.
