Data-driven instructional improvement relies on developing coherent systems that allow school staff to generate, interpret, and act upon quality formative information on students and school programs. This article offers a formative feedback system model that captures how school leaders and teachers structure artifacts and practices to create formative information flows across interventions, assessments, and actuation spaces. A formative feedback system model describes the organizational capacity upon which innovations such as comprehensive school reforms, benchmark assessment systems, and student behavior management systems draw to improve teaching and learning in schools. (Contains 1 figure, 1 table and 2 footnotes.)