Academic and social behaviors are inextricably linked, and a lack of school-appropriate social behaviors can severely impact students' ability to enjoy academic success (Fleming, Harachi, Cortes, Abbott, & Catalano, 2004; McIntosh, Chard, Boland, & Horner 2006). Scott and Barrett (2004) found that every disciplinary referral "costs" students an average of 20 minutes of lost instructional time. For students who experience repeated office referrals, the accumulated loss of instructional time can be devastating to their academic achievement. Thus, the link between exclusion from the classroom and lack of academic achievement is simple and well understood by educators: students who spend more time in the office, or out of school due to disciplinary referrals have fewer opportunities to be academically engaged. To maximize time spent learning, school personnel should encourage positive school behaviors in a manner that is socially acceptable and relevant to all students, while being clear and consistent enough to reach students with more intense levels of problem behaviors. This can be difficult for some schools; however, many school personnel have not considered the integral role social behaviors play in increasing achievement. (Contains 1 figure and 3 tables.)