A core element of the positive behavior interventions and supports (PBIS) framework is the focus on systems, practices, and data, which is most notable for tracking progress towards outcomes through PBIS. Much of the earlier focus on PBIS outcomes was on the use of office discipline referral (ODR) data and other types of administrative data, such as out of school suspensions, both to inform decisions and determine the impact of PBIS (Irvin et al., 2004). However, there has been a growing emphasis on the use of other data sources (e.g., screening data, school climate data, observational systems) to determine the need for other evidence-based interventions within the multitiered framework and progress towards a broader set of outcomes for both individual students and schoolwide initiatives (Bradshaw et al., 2014). Given the importance of data and accountability, both within schools and the PBIS framework, it seems highly relevant to have a focused discussion on different types of metrics that schools can use to track to determine the return on investment from PBIS.