... Data include qualitative and quantitative student information, ranging from behavioral data (e.g., attendance, visits to the principal), to assessment data (e.g., teacher-made tests, high-stakes tests), and to teacher observations (e.g., student mood, distractions). Research has repeatedly supported the use of DDDM to positively impact student learning and achievement in the US (Carlson, Borman, & Robinson, 2011;Evans, 2009;Scheurich & Skrla, 2003;Wayman, Midgley, & Stringfield, 2006) and around the globe (Brown et al., 2011;Remesal, 2011;Schildkamp & Ehren, 2013;Schildkamp et al., 2014Schildkamp et al., , 2017. DDDM helps provide a more accurate representation of knowledge deficits and student needs (Herppic, Wittwer, Nuckles, & Renkl, 2014), making data "crucial in enabling teachers to judge students' progress toward [students'] goals and in helping [teachers] to adapt their instruction to the individual needs of their students" (Voss, Kunter, & Baumert, 2011, p. 953). ...