School Wide Positive Behavior Interventions and Support (SWPBIS) is a broad approach providing school personnel with tools and skills to enhance student academic achievement and improve socially relevant behavior (OSEP-TAC on PBIS, 2016). SWPBIS is a 'technology' with four core features: (1) behavioral strategies; (2) integrated interventions; (3) commitment to long-term outcomes; and (4) system organizational to ensure sustained impacts (Dunlap, Sailor, Horner & Sugai, 2009). This research sought to explore the impact of SWPBIS interventions (particularly tangible reinforcements) from two baseline years to the first implementation year, as measured by the number of negative student behaviors (i.e., minor/pre-referrals and major office disciplinary referrals (ODRs)). The study adds to existing research, with an exploration of relationships between tangible reinforcements and referrals. The research was designed as a formative evaluation, focused on the design of an elementary school SWPBIS model. Archival data on 838 students were collected over three years. Data were collapsed for each year, with limitations to monthly regression analyses discussed. Statistical methods included Chi Squares, critical ratio tests, ANOVAs, and MANOVAs. The school experienced a 20.17% increase in enrollment, 23.75% decrease in total referrals, 20.05% decrease in minor/pre-referrals, and 45.15% decrease in proportion of major ODRs. There was a significant decrease in the proportion of referrals from the second baseline year to the intervention year. The school realized significantly lower proportions of students receiving minor referrals and ODRs in the intervention year. African American / Black students had a significantly higher average number of major ODRs than Caucasian American / White students in both baseline years, but such differences did not persist into the intervention year. The number of tangible reinforcements did not predict and was not significantly related to the number of negative student behaviors measured by minor referrals and ODRs. The method and results of this research should help inform practice and guide future research in the early implementation phases of SWPBIS models. Overall, this study supported the importance of empowering teachers and staff to improve the quality of the educational learning environment through a system of proactive, comprehensive, School-Wide Positive Behavioral Interventions and Supports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]