Students at risk for behavioral difficulties have unique needs that affect their academic, behavioral, and social skills. Many of these students are served in various educational settings, possibly transitioning back and forth from traditional schools to alternative settings. As they transition, there is a chance that the students' behavioral data will not follow them to and from education settings. This study explores systems that are used for tracking students' behavioral data within alternative settings and the transition to traditional public schools. A survey was administered to district staff to ascertain the processes in place for the transition of students and their data between alternative education settings and traditional public schools. Survey results are discussed, school exemplars are presented, and implications for future research and practice at the district level are suggested.