Many schools today have a prevention-based focus for working with academic and social behavior problems through the use of tiered approaches (Bohanon, McIntosh, & Goodman, 2011; Horner & Sugai, 2005). Through the use of levels of support, including a continuum of increasingly intensive support based on responsiveness to evidence-based core practices, resources are used more wisely and children are not provided interventions they do not need. The establishment of such tiers or levels of support takes extensive knowledge, effort, and time. Accordingly, experts in the area of schoolwide positive behavioral intervention and supports (SW-PBIS) caution school professionals against expecting change to occur quickly and emphasize that to implement SWPBIS with integrity, educators need to allocate resources, make it a priority, and be patient (Bohanon et al., 2011; Horner & Sugai, 2005). (Contains 3 figures.)