Student social, emotional, and behavioral (SEB) health needs in schools continue to rise (Dineen et al., 2022; Mitchell et al., 2019; Splett et al., 2018), and as a result, many federal and state legislative acts have created policies or mandates which require schools to implement evidence-based prevention programs such as Positive Behavioral Interventions and Supports (PBIS; Bradshaw et al., 2021; Sheras & Bradshaw, 2016; Sugai et al., 2016). Effectively scaling evidence-based SEB interventions across large student populations can provide substantial resource savings by reducing financial and societal costs associated with high rates of exclusionary discipline (Marchbanks et al., 2014), juvenile justice placement (Jones et al., 2008), and substance use (Feinberg et al., 2010; Hawkins et al., 2012). Historically, PBIS adoption was often driven by school-level needs to address challenges associated with behavior, school climate, and equity (Sugai & Horner, 2020), thus implementation efforts often fell on school-based leadership teams. The school-level approach to adoption and implementation has led to a substantial body of evidence supporting PBIS as a means to improve student behavior, social skills, and academics (Lee & Gage, 2020; Gage et al., 2018; Pas et al., 2019) while also increasing teacher use of effective instructional practices (Simonsen et al., 2020; Zakszeski et al., 2020) and the school’s overall organizational health (Bradshaw et al., 2009). However, as more than 27,500 schools across the United States are now implementing schoolwide PBIS (Center on PBIS, 2024a), many states are working toward building district-level implementation capacity to streamline resources for maximum benefit.