Evidence-based practice and data-driven decision making (DDDM) are two approaches to accountability that have been promoted in the school literature. In spite of the push to promote these approaches in schools, barriers to their widespread, appropriate, and effective use have limited their impact on practice and student outcomes. This article describes an alternative model that incorporates three essential components of effective practice: a problem-solving planning and action process, site-specific data on malleable threats to school success, and information on best practices for targeting those threats. The Elementary School Success Profile Model of Assessment and Prevention (ESSP MAP) attempts to maintain a balance between practice exigencies and the requirement that prevention efforts be planful, systematic, data-driven, and evidence-based. In this paper, the model is described in detail. (Contains 2 tables.)