1. Building our district's capacity to implement formative assessment processes and tools consistently in mathematics classrooms.
2. Equipping teachers and leaders with the most promising practices for using next-generation assessment tasks and the resulting evidence to improve instructional decision-making in every classroom.
3. Providing tools and processes for educators, students, and parents to use real-time data in powerful ways to benefit the achievement of all students during instruction rather than a post-instruction analysis.
4. Increasing through an assessment lens educators’ knowledge and fluency demanded by the instructional shifts of the Common Core State Standards Mathematics (CCSSM).
5. Inform instructional decision-making through the use of PARCC (Partnership for Assessment of Readiness for College and Careers) aligned formative assessments that will enable mathematics teachers to gauge student progress in meeting the CCSS expected student outcomes.

The co-development partners will work together for three years.  Year 1 (2013-2014) will focus on building the capacity of a team of up to 35 teacher-leaders at the district and school levels to implement the processes and tools during the 2013/2014 school year and building a viable scale-up model for reaching all the districts' mathematics classrooms.  In Year 2 (2014-2015) and Year 3 (2015-2016), these teacher-leaders will implement the scale-up model with support from the Dana Center and Agile Mind.