Literacy coaches, teachers, principals, and administrators alike share the common goal of student achievement but when schools are practically overflowing with assessment data of all types, where do you begin to create a plan for improving literacy instruction across grade levels and content areas? In fact, the answer already hangs on every bulletin board, fills every journal, and is a part of every literacy program a school might choose: Student work is the way in. Instead of using assessments to merely label, grade, or determine whether students should move on to the next grade level and...