In addressing the problem that it really takes a communal effort related to the ownership of the responsibility of a student's learning, one potential difficulty from utilizing testing data in supporting conversations with parents and administrative officials is that test data, although certainly objective, is not always indicative of a student's true potential, his or her strengths, or his or her weaknesses. In fact, many students may have other syndromes such as test taking anxiety that causes them to not perform at the level which cognitively, they are capable of. Some students do not learn and express their aptitude for learning via the taking of tests. Some students can do so better verbally, or perhaps in a written form of expression, or in myriad other ways that may be related to learning differences. Therefore, teachers and others engaged in conferences in which test data is used should certainly bear this inherent limitation in mind about this...

I actually learned a lot of new techniques that I can actuate in my classrooms, such as sharing the ownership of learning and other creative employments of differentiated instruction. I believe I can use this knowledge by employing a more communal approach to learning through the involvement of students, parents, and administration. Also, the method of actually using a high scoring and a low scoring student to work with or tutor one another is something else I think would help in classroom situations.
References

Light, D., Wexler, D., Heinze, J. (2004). "How Practitioners Interpret and Link Data to Instruction: Research Findings on New York City Schools' Implementation of the Grow Network." EDC/Center for Children and Technology. Retrieved from http://www.cct.edc.org/admin/publications/speeches/Grow_AERA04_fin.pdf