Based on a Response to Intervention framework, this study examines whether a clinical significance methodology is useful for placing children in Tier 2 interventions for school-based social-emotional learning. Data from INSIGHTS Into Children's Temperament, a Tier-1 intervention, was analyzed to assess practical considerations and limitations inherent in the clinical significance methodology. Student academic and behavioral outcomes were analyzed using the Reliable Change Index (RCI) to assess recovery and reliability. Based on findings that demonstrate that the number of students appropriate for Tier 2 is consistent with prior research, the clinical significance methodology is discussed as a feasible and easy-to-execute way for school personnel to determine student responsiveness to interventions.