Systems to organize academic outcomes data are integrated into schools; and while behavioral data, instruction tools, and systems are emerging, a clear gap remains (Lane, Oakes, & Menzies, 2010). Behavioral health has historically targeted resources at an individual level, and transitioning to a systems perspective of prevention and intervention for behavioral and mental health concerns is a paradigm shift (Doll & Cummings, 2008). This approach is less familiar to teachers and school staff who are not trained in behavioral or mental health. The foundation of the Comprehensive Behavioral Health Model (CBHM), designed by school psychologists in Boston Public Schools (BPS) with community partners, is an interconnected systems framework (Barrett, Eber, & Weist, 2013), which merges a multitiered system of support (MTSS) with school mental health (SMH). The MTSS coordinates structures for the academic and behavioral developmental needs of all students through universal screening, tiered levels of support, established problem-solving processes, and the coordination of both formative and summative sources of data to inform decision-making at all levels (Davis Bianco, 2010; Glover, Diperna, & Vaughn, 2007; NASP, 2009). SMH recognizes the requirement for access to enhanced mental health services for students with more intensive needs. By merging these evidence-based approaches, the CBHM allowed the school district to address the complex needs of children and youth at risk for, or experiencing, emotional and behavioral challenges. From its inception, the focus on data has been a critical aspect of CBHM's development. This article highlights the last 5 years' growth in building evaluation and data systems that have served as a guide to decision making. In addition, a few of the outcomes will be highlighted.