This mixed-methods study uses a design-based approach to school improvement. At the center of the study, a focus group was utilized to explore the current response to intervention process in place specifically in the area of third-grade reading. Working through Mintrop's cycle of inquiry, this study was embedded into the professional development of the research team with key questions used to gain an understanding of the intervention process as a whole. During the process, the research team, consisting of classroom teachers and an interventionist, designed and implemented an intervention that was then evaluated at the completion of the 90-day cycle of inquiry. Overall, this study aimed to take a closer look at the intervention process, with a highlight on data literacy, and determine additional supports that may be necessary using future cycles of inquiry. The study identified three main themes as they related to response to intervention: targeted interventions, time, and trust. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]