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As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area where school psychologists are encouraged to apply their expertise regarding assessment and evidence-based interventions. This paper describes an implementation of behavioral and social-emotional RtI in an elementary school setting. Issues and challenges related to measurement of change (i.e., responsiveness to intervention) and identification of students for additional supports as well as emerging possibilities of incorporating qualitative information in the process are discussed. (Contains 1 figure, 1 footnote and 3 tables.)