I t’s 7 a.m. Thursday and the team of four 9th-grade American history teachers is meeting in a classroom to discuss results of their most recent common assessment. They compare students’ answers on each item with results from a pretest that covered the same material, matched to the Ohio academic content standards. The group identifies where students have improved. They analyze whether one teacher may have taught the content differently and whether all students across the grade were consistent in their improvement. Where answers indicate many did not grasp the material, the teachers review the test question to determine if it was poorly worded. They then develop an action plan for when and how to address the targeted areas. At the same time, the geometry