The education mantra of data-driven decision-making has morphed into "accountability for results." Teachers are charged with using data to improve their instructional practices, which in turn is expected to improve student outcomes. What's not so clearly laid out is how to do this. Today, if a teacher wants to understand how a particular student is doing against learning standards, it often can involve trips to multiple data streams: one to the student information system (SIS) to get basic enrollment data, another to tap into past performance data maintained in the state reporting system, a trek into the learning management system (LMS) for recent work, a quick foray into the gradebook, slogs through content-specific programs, and on and on. There is a veritable chasm between the shiploads of data collected on student performance and the teachers who could use that data to make instructional decisions. In this article, the author discusses how districts bridge this divide.