The use of student assessment data is a key component of a model of instructional coaching, Student-Focused Coaching (Hasbrouck & Denton, 2005), designed to support student achievement by engaging reading teachers in a collaborative problem-solving process to modify instructional strategies with the goal of enhanced student outcomes. In this paper, we describe the role of student assessments in a technology-based implementation of the Student-Focused Coaching model provided to reading intervention teachers within a study of scaling-up research-validated educational innovations. Examination of transcripts of teacher-coach interchanges in the technology-based implementation of Student-Focused Coaching supported the key role of assessment in that model, revealing that coaches frequently (a) answered teachers' questions related to assessment, (b) suggested that teachers implement specific instructional strategies based on assessment results, (c) engaged teachers in examining assessment results and observing students for specific purposes, and (d) provided feedback, especially encouragement, to teachers about students' progress based on assessment results. Further, these classes of interactions were observed between coaches and teachers in both a flexible intervention heavily dependent on teacher decision-making and in a highly prescriptive intervention program.