DCPS sought to collect data on Cornerstones implementation from multiple stakeholders, beginning with the first professional development session for teachers. Three main mechanisms for feedback are the professional development cycle, which incorporates teacher feedback and student work, teacher-facing mid-year and end of year surveys, and analyses of Cornerstones for revision opportunities and priorities. Teachers were invited to submit Cornerstones critiques, which influenced revision priorities. 

Following data collection and reflection, DCPS established priorities for revision, including creation of the Quality Indicators rubric as part of a revised vision for tasks, and increased sustainability of materials, in addition to a growing focus on authenticity and excellence.