The purpose of this study was to understand (a) the correlation between a positive/negative North Carolina Facilitated Assessment of Multi-Tiered System of Supports (NC FAM-S) score with student achievement and student discipline, and (b) if the years of experience of the teachers at the school affect the NC FAM-S score. The study is grounded in the theory of implementation science and evaluation frameworks as it relates to the understanding of initiative implementation and the evaluation of initiative implementation efforts. A quantitative research design was used to collect data and conduct correlational research statistics to determine the correlation between the variables of NC FAM-S score, student achievement, student discipline, and years of teaching experience. The findings of the study indicated a significant moderate correlation between the NC FAM-S score, student achievement, and student discipline as well as inconclusive results that were not significant between the NC FAM-S score and average years of teaching experience. The study's findings support the importance of a concrete understanding of the NC FAM-S evaluation tool as it is used to generate results with validity to improve practices that support student learning. The findings might inform professional development on the NC FAM-S process as it relates to the implementation of a multi-tiered system of supports in a school. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]