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 course include completing the online modules, assessments, and assignments.
This course is comprised of one module, one assessment, and four assignments.
Expectations
- Read/watch all course content.
- Submit all assignments.
- Assignments must be graded Complete by the instructor.
- Assignments are due on Monday, January 4th, 2027.
Waitlist Limit: 0/0
Courses
Functional Behavior Assessment: Equity-Centered Practices for Inclusive Schools - eLearning (Equity) (8hr)
Clock Hour
Course Description
This asynchronous course is designed for educators, specialists, administrators, and multidisciplinary team members who participate in the 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 inclusive practices, Multi-Tiered Systems of Support (MTSS), culturally responsive and sustaining education (CCDEI), and Positive Behavioral Interventions and Supports (PBIS). Through case studies, guided application activities, and reflection, participants will strengthen their ability to collect and analyze behavioral data, identify the function of behavior, develop hypothesis statements, and design effective behavior support plans. The course also examines how disability, race, language, trauma, and systemic bias can influence behavior interpretation and intervention planning. Participants will leave with practical tools to develop FBAs and Behavior Intervention Plans (BIPs) that are data-informed, culturally responsive, legally sound, and designed to increase access, belonging, and positive outcomes for students.Course Objectives
By the end of this course, participants will be able to:
1. 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. Standard 3: Learning Partnerships
2. 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. Standard 3: Learning Partnerships
3. 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.
4. 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. Standard 2: Student, Family, and Community Engagement
5. 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. Standard 3: Learning Partnerships
6. Design behavior support plans that emphasize skill-building, environmental adjustments, and access to instruction, rather than punitive or exclusionary responses. Standard 2: Student, Family, and Community Engagement
7. 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. Standard 2: Student, Family, and Community Engagement; Standard 3: Learning Partnerships
8. Collaborate effectively with families, students, and multidisciplinary teams, honoring student voice, cultural context, and community knowledge in both assessment and intervention planning. Standard 2: Student, Family, and Community Engagement