In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical literature, and to compare this information to how such assessments are understood within school psychology literature. The goal is to identify common ground between the two perspectives, so that mutual talking points might be identified, thereby serving to facilitate the working relationships of teachers and school psychologists.