Research consistently has found teachers' use of assessment data for instructional purposes challenging and inconsistent. To support teachers' use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating…

At Tamassee-Salem Elementary School in South Carolina, teacher Anna Durham likes to have data conferences with her third graders. She creates a simple graph of their MAP® Growth™ interim assessment scores with past and current scores, along with a future goal. She believes talking about goals--and how they will get there together--helps to engage…

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning…