Presentation Abstract: The unit of analysis for meaningful change in education is the school building (Hall & Hord, 2011). However, district-level leadership plays a critical role in facilitating implementation of practices in schools that lead to improved student outcomes (e.g., setting and communicating expectations, allocating resources to support identified needs). One often cited component of effective district leadership involves the use of data to inform decisions (e.g., Sharratt & Fullan, 2009). Despite the importance of this change principle, the capacity of schools and districts to collect, analyze, and interpret data when implementing initiatives such as MTSS varies tremendously. The purpose of this presentation is to discuss ways in which district leaders can systematically identify and address barriers to using data to inform MTSS implementation efforts at the school and district levels.#Prek-12EducationalEvaluation #OrganizationalLearningandEvalCapacityBuilding #2012Conference