Exclusionary practices, including suspension, expulsions, and office discipline referrals, to student misbehavior, can have a lasting impact on student outcomes. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal behavioral framework designed to support school personnel prevent and respond to challenging student behavior. Schools that implement SWPBIS with fidelity have promising discipline trends. However, additional research is needed to identify the impact of SWPBIS efforts on exclusionary practices for students with disabilities. This study provided a program evaluation of five elementary schools within the same district that utilized SWPBIS to assess the relationship between fidelity of universal SWPBIS implementation with a school's use of disciplinary practices over time. A comparison of disciplinary data for students with and without disabilities was explored. A school's fidelity of implementation was assessed using the Tiered Fidelity Inventory (TFI). Office Discipline Referrals (ODRs) were investigated to determine how ODRs were used and the types and severity of problem behaviors observed. Finally, the Tier 1 TFI Subscale Scores were evaluated to determine which subscale was the most predictive of the number of ODRs given for the elementary schools used in this study. Findings indicated no clear relationship between the overall TFI Score and the number of ODRs given for all student populations. However, the number ODRs has decreased since initial implementation of SWPBIS efforts. The Team Subscale of the TFI was found to be most predictive of the number of ODRs given. Limitations and implications for future research are discussed. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]