Formative feedback systems provide rich opportunities for teachers to reflect on and adjust instruction to learn about and better meet student needs. However, data tools that support teachers' practice in the classroom are often left out of school data system designs. Via a Design-Based Research approach we collaborated with 11 elementary school teachers, leaders, and staff to examine educators' student data collection practices and iteratively design tools to support classroom teaching and learning within the school's and district's Data-Driven Instructional System. This paper illustrates how our hand-held data tool design supports and extends teachers' practice.
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