Samantha Kirch is a third-grade teacher at Claremont Immersion School in Arlington, Virginia. Some of her students are struggling with the concept of drawing conclusions based on results from a quarterly benchmark assessment. Claremont uses an ongoing assessment loop throughout the year to identify target areas for instruction. Working in teams of classroom teachers and specialists, Ms. Kirch and her colleagues create plans for students who are still mastering the concept and also ask students frequently to evaluate their own levels of understanding.