Methods and procedures were developed for monitoring and evaluating classrooms on critical dimensions derived from process-product research. The evaluation process for each of these student behaviors, related to improving academic achievement, is described. The dimensions include student engaged time, which is a product of allocated time and engagement rate; content coverage, including prior learning and instructional overlap; and success rate, including such aspects of student academic success as success on daily work and success on topic tests. Procedures for evaluating the effectiveness of improvement strategies over time are described. A variables management strategy called the instructional improvement cycle was adopted to assist teachers and administrators in making decisions. This strategy assumes that student achievement is more likely to increase if classrooms are at appropriate levels on student engaged time, content coverage, and success rate. The necessity for formal data collection in monitoring critical student behaviors and in meeting requirements of accountability and effective performance is discussed. (DWH)