This report begins with a summary of the implications of the Systemic Evaluation project as a whole, and then provides a framework for the commonplaces of schooling, along with an extensive sampler of the ways they can be used for building an information system. The first chapter presents some common conceptions of schooling that have typically guided school improvement efforts but that are insensitive to the dynamics of school change. These inadequate conceptions include input-output models, school effectiveness models, classroom learning models, and systems theory models. The second chapter accordingly presents an alternative conception that incorporates an ecological view of the dynamics of school change, recognizing the interdependence of circumstances and activities with the way people respond cognitively and affectively to the total setting. It suggests a school-focused inquiry process that is compatible with the concept of systemic evaluation. The third chapter reviews several orientations guiding the use of information systems currently in practice and examines them in light of the role of information in school improvement. Fourth, a systemic evaluation sampler is presented and discussed in terms of a framework for sorting out the content of schooling and procedural issues. The fifth chapter outlines the "humanization" of data, or the ways it can be analyzed, organized, and reported back to people for use at different levels. Appendixes include (1) systemic evaluation questionnaires and data forms, (2) examples of feedback packages, and (3) school district summaries. (TE)