The need for accountability in school psychological services is receiving increased attention. School psychologists are now being asked to demonstrate the effectiveness of their services. Data collection procedures can improve services to clients and systems, enhance the delivery system's psychological services program, validate the need for psychological services in school, and promote system exchange and reform initiatives. This paper provides an overview of school psychology accountability strategies. It discusses the importance and rationale of incorporating accountability strategies into practice, and reviews enumerative, process, and outcome data. Practical data collection strategies are illustrated through examples and case studies. A systematic problem-solving framework is presented that can be used for making data-based educational decisions. The problem-solving framework proposed by Zins (1984) could help school psychologists plan and develop relevant, efficient, and useful accountability procedures. The problem-solving data collection should be used to evaluate performance and plan for future professional development. Accountability data could be used to plan and evaluate school and system programs and to suggest possible areas for training. (Contains 18 references.) (JDM)