Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. Impact and Implications Statement: Findings of the current study indicate that the URP-NEEDS may be useful in drawing comparisons across groups of stakeholders (e.g., teachers, administrators) regarding perceived facilitators and barriers to implementing a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. Such information could be used to either inform changes to procedures (e.g., to enhance feasibility) or systems (e.g., to strengthen consultative supports), or to more efficiently target efforts to enhance user understanding and motivation in order to maximize future potential for usage. [This paper was published in "School Psychology Quarterly."]