Research regarding the role of the school psychologist in response-to-intervention (RTI) and other multitiered systems of support is minimal (Ball & Christ, 2012). However, the National Association of School Psychologists' (NASP) "Model for Comprehensive and Integrated School Psychological Services" (2010), "Best Practices in School Psychology V" (Thomas & Grimes, 2008), and supporting research can serve as important resources for informing best practices in multitiered service delivery. One common theme among these resources is the school psychologist's role in using data-based decision-making to link assessment and intervention. The NASP Practice Model (2010) identifies data-based decision-making as a professional practice that permeates all aspects of service delivery. Part of the problem-solving process includes collecting multiple pieces of data to support decision making for assessment, intervention design, and progress monitoring (NASP, 2010). Using data-based decision-making drives the development and testing of hypotheses. The results are then used to determine an appropriate intervention and evaluate its effectiveness. This strategy is considered best practice in the problem-solving process for effective and efficient tiered service delivery (Batsche, Castillo, Dixon, & Forde, 2008). Batsche et al. (2008) refer school psychologists to the actions that should be taken at each stage of the problem-solving model used by effective tiered service delivery systems (see Bergan & Kratochwill, 1990). During each stage of this process, school psychologists should take the following steps to link assessment to intervention (Batsche et al., 2008): (1) Problem identification; (2) Problem analysis; (3) Intervention development; and (4) Implementation and intervention evaluation. This article describes each step.