Problem solving is fundamental to psychoeducational assessment practices and generally grounded in activities related to identifying problems, developing and refining hypotheses, generating solutions, developing and implementing actions, and evaluating outcomes. While the process is central to response-to-intervention practices as well, little research has addressed the form, content, or outcomes of decision-making teams as they operate in schools. One barrier to building a program of research on team problem solving has been the absence of a credible and feasible measure of team performance. We developed the Decision Observation, Recording, and Analysis (DORA) tool to document problem-solving behaviors during team meetings. We were interested in evaluating problem solving during team meetings that focus on academic and behavior concerns in school. We describe the development and preliminary psychometric data for DORA in this article. Our discussion focuses on the implications of DORA for expanding the study of team processes and for improvement of problem-solving practices in schools. (Contains 2 tables and 1 figure.)