Many schools are working toward improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation that it will improve academic performance for students. There appear to be at least three predominant school-wide approaches to frame improving school climate: (1) positive behavior interventions and support (PBIS); (2) response to intervention (RTI); and (3) social and emotional learning (SEL). As evaluators and supporters of schools and districts implementing academic and climate reform, the authors have had the opportunity to see all three approaches at work. All share similar immediate and long-term outcomes, but perhaps with a somewhat different order of anticipated change. Each can have its own set of developed measures of fidelity, in some cases with great overlap. Unfortunately, unless schools can find ways to integrate these approaches, the requirements for assessment and action planning associated individually with each approach may discourage buy-in due to the complexity of the processes involved. This article will discuss the connections between various processes used in SEL, PBIS, and RTI, and compare the similarities and unique components of tools used for fidelity measurement and action planning.