I want to be very careful with the concept of a test because what I'm really recommending to the committee is not the actual adoption of a test but the adoption of a framework for proficiency levels. Whether or not a test takes place, it is very important that that stays at the district level and the provincial level.
Have we used that information? Absolutely. What we found is, for example, and I touched on it before, that the whole concept of interaction in French was an area that we weren't doing enough of. Our students, when we looked at how they were performing on the different spoken, written, etc., it was that interacting piece that our students were struggling with most.
As a result, we have a model of instructional coaches that go out and work with our teachers in our district in all areas, K to 12, and our focus over the last couple of years has been really pushing toward more of that interactive piece. The great thing about it is that's what the kids want to be doing, so it is not just helping our outcomes; it is actually engaging the students in their learning.