This paper discusses findings from an evaluation of the effectiveness of a pre-referral intervention program that was being implemented in seven school districts in the Southern Tier of New York. The initiative is known as 7 SHARE, which stands for 7 districts supporting and helping to affect regional education. The paper explores the methods used to improve the effectiveness of data gathering and program monitoring. It critically examines the methods that are currently used to collect and manage long-term data regarding perception, practice, and performance. Second, the paper explores the finding that practitioner attitudes about referral and labeling are beginning to change. In this discussion, the report looks at how teacher's and planner's involvement in the data cultivated student success, and considers the claim that through participation in the program evaluation, teachers have begun to deconstruct their long-held assumptions about ability and disability in students. Lastly, the paper briefly explores the dilemma that is faced by program evaluators when there is a mismatch between what program funders, implementers, and program evaluators find to be compelling data for continuing the program. Appendices contain additional information on how instructional support works and interview protocols. (Contains 35 references.) (CR)