This report describes the methodology and initial results of an evaluation of the universal (school-wide) Positive Behavioral Intervention and Support (PBIS) initiative in Illinois, including (1) strategies for establishing research-based practices and data-based evaluation systems in implementation schools; (2) methodology and initial findings of the effect of school-wide systems in 14 individual schools; and (3) implications for enhancing systems of care approaches around students with emotional and behavioral disorders (EBD) and their families. A sample of 14 schools completed school profiles from a group of 30 schools selected by regional coordinators as schools representing a cross-section of PBIS schools in their region. Data indicate schools were successful in utilizing program data to guide interventions that improved student behavior. Results include reduced numbers of in-office discipline referrals, in-school suspensions, and out of school suspensions. Results also suggest that a focus on improving behavior at the universal level can lead school teams to begin establishing systems for effective interventions for students with more intensive and chronic problems. For example, schools reported that when they experience overall reductions in total discipline incidents (i.e., detentions, office discipline referrals, suspensions), teachers and administrators are more capable to explore individual interventions for a lesser number of students. (CR)