Education reforms such as "A Nation at Risk" and "Goals 2000" have come and gone. However, educators can be confident that the goal of student improvement shall not pass if the core mission is student learning. The true mission of learning has prompted educators to ponder the following questions: (1) How should each student to behave?; (2) How do educators know when each student has behaved properly?; and (3) How do educators respond when students misbehave? Standards of behavior such as attendance, discipline, homework, and academic learning are the answering points for the first question with connections to school policy and curriculum. The question of "how do we know?" is answered by assessment with relevant data support. Decisions to adjust student behaviors or to modify a school program are based on thorough data analysis and interpretation. What is the evidence that a student is not learning? A teacher is not effective? A school program is not serving the needs of students? The evidence can be addressed by information from a student record book; a teacher performance summary; a program survey or other data based reports. This book uses a unique blend of quantitative and qualitative strategies to tackle challenges in both student and school improvement and should be of interest to all educators. It is divided into the following five sections: (1) Paving the Road to Using More Data for Student Improvement; (2) Student Data, Improvement & Accountability Student Attendance--Setting the Stage for Success; (3) Professional Practice & School Program Data, Improvement & Accountability, Professional Practice--Walk through Supervision and Collaborative Coaching; (4) School District Data Improvement & Accountability; and (5) Putting It Altogether in the Continuous School Improvement Plan.