To illustrate the three-tiered model, Tier I (universal) supports are delivered similarly to all students in all settings, and at least 80% of students are expected to respond to these supports. Beyond universal supports, Tier II (targeted) supports serve 10-15% of students whose behavior does not respond to Tier I supports. A small group of students with chronic and severe problem behaviors may require Tier III (intensive individual) supports, interventions that are tailored to students' specific needs. The purpose of this evaluation brief is to answer the following questions: (1) To what extent do schools with adequate Tier I SWPBIS implementation have stronger implementation at Tiers II and III?; and (2) Which components of Tier I systems are most strongly related to implementation of Tier II and III systems?