This article reports findings from a case study of district leadership for school, family and community partnerships in a suburban district in the mid-Atlantic region of the USA. Analyses suggest that the case district's family and community involvement specialist has been successful in using different kinds of data to achieve a variety of goals that are linked to program growth, improvement, and sustainability. Analyses further suggest that the district specialist has successfully facilitated the collection and use of data among school-based teams for school, family and community partnerships. Her efforts highlight an important district leadership function in an increasingly data-driven educational reform environment. (Contains 1 table and 3 notes.)