Functional Behavioral Assessment (FBA) Statewide Trainer - Vacancy ID: 235419

Introduction

The goal of the Functional Behavioral Assessment (FBA) Trainer is to provide in-person and virtual universal and targeted professional learning, focused on educators and educator teams at the school and district levels.  Professional learning will focus on enabling educator teams to improve the outcomes for students with Individualized Education Programs (IEPs) by utilizing FBAs to identify and implement evidence-based positive behavioral interventions and supports, including behavioral intervention plans that meet the unique disability-related needs of students. The FBA Trainer also provides professional learning to statewide family support and advocacy organizations to support families in understanding the FBA process and the types of evidence-based positive behavioral interventions and supports that can be matched to individual student needs that are included in a student's IEP, such as through a behavioral intervention plan (BIP). Additionally, the FBA Trainer will provide universal technical assistance for anyone seeking information about conducting FBAs and developing behavioral intervention plans.

The FBA Trainer will support district and school teams in conducting FBAs to: 

• understand the steps teams use to conduct FBAs
• understand both function and root cause of the behavior that interferes with learning to identify a student’s disability-related needs
• help teams connect the disability-related needs of the student to identification and implementation of evidence-based positive behavioral interventions and support, including development of Behavior Intervention Plans (BIPs)
• assist teams with appropriate documentation of FBAs and BIPs and connecting the FBA process to Individualized Education Program (IEP) revisions
• work to improve adult practices through the lens of equity and culturally responsive practices through the implementation of high-leverage practices in special education and evidence-based improvement strategies

Essential Duties and Responsibilities

Professional Learning: Design, develop, and deliver professional learning

• Collaborate with DPI staff to design, develop, and deliver both virtual and in-person learning opportunities based on DPI-developed FBA and Behavior Intervention (BIP) resources or resources approved by Wisconsin DPI
• Professional learning includes district-based, CESAs, virtual cohorts, learning series, conference sessions, and other related opportunities

Qualifications

Knowledge

• Knowledge of FBAs and identifying both function and root cause of the behavior that interferes with a student’s learning or the learning of others
• Knowledge of how to match evidence-based positive behavioral interventions and support to individual student disability-related needs, including documentation of supplementary aids and services, related services, specially designed instruction, and program modifications and support into a students Individualized Education Program (IEP), including through the use of a behavioral intervention plan (BIP)
• Knowledge of Wisconsin DPI’s College and Career Ready Individualized Education Program (CCR-IEP) process and Comprehensive Special Education Evaluation framework
• Knowledge of evidence-based improvement strategies to support children with disabilities
• Knowledge of current best practices and trends in special education, including high-leverage practices and evidence-based improvement strategies
• Knowledge of coaching practices, including the Wisconsin Coaching Competency Practice Profile
• Knowledge of federal identifications and related improvement requirements under Every Student Succeeds Act and Individuals with Disabilities in Education Act
• Knowledge of the Wisconsin Social and Emotional Learning Competencies and the Wisconsin Model Early Learning Standards

Skills

• Strong communication skills, including the ability to address conflict, problem solve, build relationships, and respond to adaptive change
• Skills in developing professional learning resources, including but not limited to presentation slide decks and speaker notes, written resources, infographics, and adult learning virtual and online activities that focus on discussion, reflection, and application of content
• Skills working in collaborative relationships across varying roles and agencies or organizations, including family support and advocacy organizations
• Leadership and facilitation skills in a team context to support changes in beliefs and practices, including skills in developing agendas and materials
• Effective coaching skills, both in a team and individual context, including establishing and implementing coaching cycles
• Skills in modeling how to conduct functional behavioral assessments, develop behavior intervention plans, and implement evidence-based improvement strategies to support students with disabilities 

Experience

• Experience conducting functional behavioral assessments and developing and implementing behavior intervention plans 
• Experience designing, delivering, and evaluating effective professional learning to educators and community partners who serve children with disabilities
• Experience coaching, preferably in special education environments
• Experience providing professional learning through multiple formats (e.g., virtual, in-person, hybrid) to multiple audiences (e.g., families, teachers, related service personnel, administrators, community members)
• Experience collecting, analyzing, and using data to inform decision making for universal, targeted, and intensive practices in curriculum, instruction, and assessment, and functional behavior for all children, including children with disabilities
• Experience leading teams through a continuous improvement process
• Experience implementing evidence-based improvement strategies to support students with disabilities and in the broad area of social and emotional development
• Experience providing specially designed instruction or related services for students with significantly divergent social and emotional learning needs, particularly students identified with autism, emotional behavioral disability, and other health impairments.
• Experience using technology to develop asynchronous learning opportunities (e.g., recorded webinars, online modules, web content).

Requirements:

• Bachelor's Degree, Master’s preferred
• Prefer a current DPI License in the areas of Special Education Teacher, School Psychology, Administrator (Director of Spec Ed and Pupil Services, preferred), School Social Worker 
• Current driver’s license and ability to travel statewide, including frequent overnight travel