Event Information
A WEA Canvas asynchronous course is a type of learning experience in which participants can access and engage with course materials at their own convenience without being required to attend live sessions. This format is designed to provide flexibility for learners with varying schedules or commitments. These courses are self-paced and can be started/completed on your own time.
This eLearning course is based online training modules developed by the IRIS Center. The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions. The courses include completing the online module, an assessment, and a reflection assignment.
Expectations
- Read/watch all course content.
- Submit all assignments
- Assignments must be graded Complete by the instructor
Friday, July 31st, 2026 is last day to complete course and submit assignments. Once attendance has been verified, the evaluation will be emailed the first week of August.
Waitlist Limit: 0/0
Courses
Functional Behavior Assessment: Equity-Centered Practices for Inclusive Schools - eLearning- (Equity) (3hrs)
Clock Hour
Course Description
This course is designed for educators, specialists, administrators, and multidisciplinary team members who participate in the identification, development, and implementation of Functional Behavior Assessments (FBAs) across general and special education settings. Participants will examine FBAs as proactive, equity-centered problem-solving processes rather than compliance documents or reactive discipline tools. The course emphasizes alignment with OSPI priorities related to inclusive practices, Multi-Tiered Systems of Support (MTSS), culturally responsive and sustaining education (CCDEI), and positive behavioral interventions and supports (PBIS). Through applied case analysis and collaborative decision-making, participants will strengthen their ability to conduct comprehensive FBAs using multiple data sources, including indirect and direct methods, while recognizing how disability, race, language, trauma, and systemic inequities influence both behavior interpretation and intervention planning. The course also addresses common implementation gaps that lead to overidentification, disproportionate discipline, or ineffective behavior plans. Participants will leave with practical tools to design FBAs that are data-informed, culturally responsive, legally sound, and instructionally meaningful, ensuring behavior support plans promote access, belonging, skill development, and equitable outcomes for students.Course Objectives
By the end of this course, participants will be able to:
Differentiate between reactive discipline practices and proactive Functional Behavior Assessment processes, and articulate the legal, instructional, and equity-based foundations of FBA within IDEA and OSPI special education guidance.
Conduct comprehensive FBAs using multiple data sources, including record review, interviews, rating scales, direct observation, and contextual analysis, ensuring assessment methods are responsive to the setting and behavior of concern.
Analyze patterns of behavior within MTSS and inclusive frameworks, distinguishing between Tier 1, Tier 2, and Tier 3 problem-solving processes and identifying when a formal FBA is warranted.
Apply a CCDEI-informed lens to behavior assessment, recognizing how race, disability, language status, trauma exposure, and systemic bias can influence behavior interpretation, referral decisions, and intervention planning.
Develop hypothesis statements grounded in observable data that identify the function of behavior and inform the creation of Positive Behavioral Intervention Plans (BIPs) aligned with inclusive practices and UDL principles.
Design behavior support plans that emphasize skill-building, environmental adjustments, and access to instruction, rather than punitive or exclusionary responses.
Evaluate the effectiveness of FBAs and behavior intervention plans using ongoing data collection, ensuring supports are responsive, adjusted over time, and implemented with fidelity across settings.
Collaborate effectively with families, students, and multidisciplinary teams, honoring student voice, cultural context, and community knowledge in both assessment and intervention planning.