School climate encompasses student and school staff's experience of life at school, including the norms, goals, values, interpersonal relationships, safety, teaching and learning practices, social and physical environments, and organizational structures. Its positive influence on student academic performance, school completion, disruptive behavior, bullying experience, and social-emotional wellbeing is well-documented in the research literature (Berkowitz et al., 2017; Thapa et al., 2013; Wang & Degal, 2016). School climate is also a positive influence for many indicators of teacher effectiveness, including instructional and implementation quality, retention, stress levels, self-efficacy, and job satisfaction (Thapa et al., 2012; Malinen & Savolainen, 2016). Given its importance, much attention has been given to efforts that could improve and maintain positive school climates. This evaluation brief examines the impact of Interconnected Systems Framework (ISF) on school climate compared to Positive Behavioral Interventions & Supports (PBIS) implementation. Specifically, does ISF have an impact on (1) student and (2) teacher perceptions of school climate above and beyond PBIS? The results of this study support the benefits of the ISF on school climate, with positive impacts reported by education staff and students.