• Develop and coordinate annual regional trainings (including face-toface/virtual workshops) on conducting FBAs and writing BIPs for diverse groups of students with disabilities; • Develop monthly webinars, regional professional learning events in person or virtually, and resources that address evidence-based practices and current issues related to FBAs and BIPs; • Provide tiered professional development and technical assistance to districts identified with a disproportionate rate of suspension and expulsion for students with disabilities and districts and cooperatives requesting assistance related to FBAs, BIPs, and positive interventions and behavior supports; • Develop and implement a systematic communication plan with approval by ISBE to disseminate information about evidence-based practices for FBAs and BIPs, including evidence-based behavioral interventions for a range of disabilities, that is focused on challenging behaviors. Challenging behavior refers to any serious and repeated pattern of behavior, or perception of behavior, that interferes with a child's ability to engage in developmentally appropriate self-regulation, and cognitive and prosocial engagement with peers and/or adults. • Coordinate with ISBE to identify best practices and develop guidelines for evidence-based behavioral interventions to be utilized in the development of district policies related to behavior for students with disabilities; • Provide quarterly progress reports to the Agency.
