Young students starting school for the first time (e.g., kindergarteners) often benefit from more than typical intensity of behavioral support. Learning new social expectations, routines, and interaction patterns can be daunting. This is an important concern for schools implementing positive behavioral interventions and supports (PBIS). Learning a small set of school-wide expectations during the first two weeks of the school year is a core feature of PBIS (Horner & Sugai, 2015). For a kindergarten or first grade student new to school, this process may be either an easy transition or a shift from their typical environment. The basic message of this brief is that elementary schools using PBIS and committed to success for the full range of students in their school will want to consider allocating extra personnel and support during the first month of the school year to young students new to the school. This approach is based on regularly monitoring office discipline referrals, or class exclusion patterns by grade level, and then (a) using data for on-going problem solving and support, (b) shifting the start-of-the-year instruction of behavioral expectations and behavioral routines for kindergarten and first grade students to smaller groups (5-7) where shorter training sessions with increased opportunities for student response and immediate adult feedback are easier, and (c) identify and prioritize students who may need even more support to be successful.