Inclusive Behavior Instruction features universal or schoolwide positive behavior interventions and supports in a multi-tiered system of support. Many schools use School-Wide Positive Behavior Intervention and Supports (SWPBIS; Horner et al., 2009) for this purpose. Andreau, McIntosh, Ross, and Kahn describe thirteen characteristics of sustainability found in a district using SWPBIS for more than fifteen years in their paper, "Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports" (2015). Their study, involving seventeen school and district personnel in British Columbia who used SWPBIS, illustrates that sustaining an SWPBIS "among a sea of competing initiatives requires foresight, flexibility, and creativity." By considering the thirteen categories identified by the researchers, school teams can step into sustained ownership and address threats to SWPBIS implementation. [For "Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports," see EJ1075585.]