We evaluated the ability of typical school personnel with basic behavioral training to develop and implement function-based supports for students with mild to moderate problem behaviors. Descriptive results indicated that following four 1-hr training sessions, 13 participants were able to (a) identify interventions that were and were not functionally related to problem behavior and (b) lead school-based teams in developing function-based supports that were rated as technically sound by external behavior analysts. Data resulting from a non-concurrent multiple baseline analysis across five of the trained professionals, each working with a team to address the problem behavior of one elementary school student, indicated that plan implementation occurred with high fidelity and was functionally related to decreases in problem behavior and increases in academic engagement. In addition, school personnel rated the training, tools, and implementation process as effective and efficient. Limitations and implications of these results are discussed.