The systemic, sustained implementation of evidence-based practices is a significant barrier for schools (Fixsen et al., 2013). One of the core features of PBIS that differentiates it from other educational initiatives is the intentional focus on sustained, durable, scalable implementation through local capacity development (Horner et al., 2014; McIntosh et al., 2021). Traditional efforts to change or improve school practices tend to rely on a train-and-hope model of one-time events which place the burden on teachers to implement the new practice with limited or no support (Sugai et al., 2016) and are often ineffective (Cook & Odom, 2013). By contrast, the PBIS framework emphasizes embedded professional development (PD) structures that maximize local implementation capacity (e.g., teaching staff to teach school-wide expectations and soliciting feedback on the process during staff meetings) to implement evidence-based practices. Through this implementation process, districts and schools develop local content expertise and systems that allow them to sustain and adapt implementation over time in response to changing needs (Chaparro et al., this volume; Kittelman & McIntosh, this volume; Sugai et al., 2016).