This problem of practice explores disproportionality and its relationships with K-12 student social emotional learning experiences, out-of-school suspensions, and academic outcomes at Choice Public Schools (a pseudonym) a Charter Management Organization (CMO). It examines properly implemented culturally responsive multi-tiered systems of support (MTSS) as a solution to disproportionate outcomes for students of color, particularly Black students, and describes the implementation status of the initiative in the region. The paper further examines principal experiences with MTSS implementation using survey items and SWIFT-FIA scores to understand regional gaps, trends, and needs. Key findings include statistically significant relationships between SEL, out-of-school suspensions, and academic outcomes, and SWIFT-FIA scores indicating that 75% of schools are at the stage of "laying the foundation" for MTSS implementation. The data overwhelmingly indicate the need for the development of an enabling context for change. Survey analysis indicated that technical challenges were present with regard to leadership capacity. These limitations clearly contribute to the region's adaptive challenge of poor teacher-leader relationships, limiting the ability to effectively implement MTSS. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]