Through-year assessment has entered the national educational dialogue as an alternative to the end-of-year summative assessment model. As state educational agencies (SEAs) weigh the advantages and disadvantages of embracing this emergent assessment system, it is important to consider the impact such a decision would have on local educational agencies (LEAs). This paper explores the practical considerations for LEAs managing the implementation of a statewide through-year model with an instructional use additional aim. It outlines the work required at the LEA level to effectively implement a through-year approach, including defining a theory of action, developing a plan for supporting teachers and students, communicating with key stakeholders, and administration management. Importantly, the paper also addresses potential implications of a through-year assessment model at the classroom level through teacher and student vignettes. It aims to answer the question: How might a through-year assessment system more effectively serve the primary purpose of assessment: improving teaching and instruction? [This report was prepared by the New Teacher Center.]