Harrison's approach to assessment is founded in the most current and comprehensive research in the field. We utilize multiple measures of student progress to inform placement decisions, the differentiation of classroom instruction and supplemental support services. NYS exams in ELA and mathematics are one important measure of student learning Grades 3-5. We utilize other research-based standardized assessments and teacher-developed tools to "triangulate" learning progress, a scientific method for ensuring the accuracy of the assessment. Harrison's approach to assessment is designed to uncover false and/or inaccurate assumptions about student cognitive readiness. This model for assessment is a critical component of quality instruction and is all the more important as New York State moves aggressively toward the use of high stakes summative examinations to measure student learning.