Data-driven instructional decision making (or D-DIDM) is a "process by which educators examine [data] in order to identify student strengths and deficiencies" (Mertler, 2007). My view of the process of D-DIDM merges three critical educational practices: classroom-based (or site-based) action research, assessment of student learning, and reflective practice. Each of these practices are discussed individually, followed by an examination of the union of the three into a comprehensive approach to D-DIDM. The roles and responsibilities of researchers and practitioners in this process is also integrated throughout the discussion. My address is intended to motivate educators at all levels to seriously and conscientiously consider integrating D-DIDM into their classroom practice. (Contains 6 figures.)