An increased emphasis on collecting and using data in schools has occurred, in part, because of the implementation of multi-tiered systems of support (MTSS). Commonly referred to as response to intervention in the academic domain and school-wide positive behavioral interventions and supports in the behavioral domain, these initiatives have a common purpose that promotes a proactive screening approach to the identification and thus early intervention for student difficulties (Bohanon, Goodman, & McIntosh, 2009). A freely accessible measure called Direct Behavior Rating--Single Item Scales (DBR-SIS) has been developed to fill a gap in the landscape of validated behavioral assessment tools used within MTSS. DBR-SIS is a behavioral assessment tool that involves observing a student or group of students for a pre-specified period of time and providing ratings on individual scales reflecting broad target behaviors. The purpose of this article is to outline a framework for school administrators in developing and using DBR-SIS as a behavior assessment methodology within MTSS to identify students in need of intervention and monitor progress in response to intervention. An overview of DBR-SIS is provided, followed by a discussion of assessment objectives, highlighting how DBR-SIS might be used for various aims within MTSS. The authors outline specific procedures for using DBR-SIS within MTSS, illustrate its use within a case-study context, and provide guidance based on their experience using DBR-SIS with school-based teams.