What kind of data does the Aldine (Texas) Independent School District collect on each of the 64,000 students in the system? The answer is: Traditional information--progress reports, grades, and state assessment results, including a statewide reading inventory given three times a year and state language acquisition tests. The school has a chart for each student with longitudinal data, such as whether the student has ever been retained, school history, and pre-K attendance. In addition, the school data sheet includes teachers' running records of the child's fluency, comprehension, and campus formative assessment information updated every three weeks, and district-wide common assessments from every subject benchmarked every 18 weeks. Teachers have additional progress information from student portfolios and writing folders. To track all the data, the district purchased an online application called eduphoria! that keeps track of teacher appraisals, professional development, facilities usage, lesson planning, and student achievement data. A second system is used to track additional student information, such as discipline and attendance. In a test-barraged culture, Aldine stands out as a district that has continually adjusted how and what student data it uses. More importantly, as Priscilla Ridgway, assistant superintendent of curriculum and instruction, points out, "We don't just collect the data. We do actually look at it." Aldine ISD uses what it sees to constantly adjust--to plan what teachers need to know to better instruct students and to offer additional support where schools are lagging. This article describes how Aldine ISD became what it is today using a foundation of clear expectations, curricular alignment with state standards, support for student learning, and long-term commitment. [This article is excerpted from "Reach the Highest Standard in Professional Learning: Data" by Tom Guskey, Patricia Roy, Shirley M. Hord, and Valerie von Frank (Corwin Press, 2014).]