A growing number of schools are implementing PLCs to address school improvement, staff engage with data to identify student needs and determine instructional interventions. This is a starting point for engaging in the iterative process of learning for the teach in order to increase student learning (Hord & Sommers, 2008). The iterative process of data-driven decision making within PLCs may isolate true PLCs into simplified data meetings, while a professional learning community can more accurately be described as a process (Jessie, 2007). The purpose of this study was to examine how data are used within the professional learning community process for Response to Intervention (RTI). Thus, the overarching research question guiding this study is, to what extent do teachers use data-driven decision making in Professional Learning Communities for Response to Intervention? To develop rich descriptions of Data-driven decision making, PLCs, and Response to Intervention, one-on-one face to face interviews were conducted with each school principal in the district. Additionally, focus group interviews with teachers at each school provided rich descriptions related to the three key constructs. Perceptions of Professional Learning Communities were also collected through a quantitative survey method to describe the district's engagement in PLCs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]