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The study focuses on the extent to which Florida Title 1 middle schools have policies and practices that align with multi-tiered systems of behavioral supports. Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven and eight responded to a survey that focused on: (1) continuum of evidence-based interventions; (2) leadership team; (3) content expertise and fluency; (4) process integrity; (5) progress monitoring; and (6) crisis intervention. Results indicate that important features are lacking that would indicate a comprehensive, coordinated implementation approach. The use of multi-tiered programs and supports, planning for continuous improvement and training, and assessment of fidelity and ecological validity of selected practices in high poverty schools are issues requiring improved implementation.