General Information

The Inclusionary Practices Professional Development Project is a state-wide focus on professional development designed to support staff to increase inclusion for students with disabilities. The project is funded by OSPI and open to all educators and community members in Washington state (including education support professionals, administration, paraeducators, parents, special education personnel, and general education personnel.)

WEA’s Inclusionary Practices Technical Network (IPTN) is providing professional development asynchronous courses on the Canvas learning management system (LMS). Clock Hours are available at no charge. Register for each course using the link listed next to the course name. You will receive an email confirmation from WEA as well as a registration email from Instructure/Canvas within a week. Once you complete the course, you will receive a clock hour verification form within 7-10 business days.

NOT designated for Equity/CCDEI

The Canvas courses were not designated for equity. You can find WEA courses with the equity designation the Equity Training page and Micro-credentials page

Important Deadlines

Monday, May 27th, 2024            

  • Last day to register for a course

Monday, June 3rd, 2024            

  • Last day to complete course and submit assignments

Monday, June 17th, 2024            

  • Last day to complete the Evaluation and Completion Confirmation for clock hours

Sunday, June 30th, 2024            

  • Last day to record clock hours in OSPI eCertification for certificates Washington state educator certificates expiring this year have an expiration date of June 30. Please inquire with the OSPI Certification Office at or (360) 725-6400 for steps you need to take to renew your certificate.

Registration is closed. 

All work must be submitted by Monday, June 3rd!

Behavior Intervention Strategies to Support Students through Inclusive Practices (20 hours)

Participants will be cultivating a growth mindset when working with students with social, emotional, and behavioral needs. They will learn about the different lens of behavior and high leverage practices for supporting students with social, emotional, and behavioral needs in inclusive classrooms. They will identify the root causes and different functions of behavior.

Coaching and Mentoring for Specially Designed Instruction in Inclusive Classrooms (12 hours

This course is designed for coaches, mentors and teacher leaders who support educators in inclusive settings. These leaders will learn how to guide educators through the process to develop and implement Specially Designed Instruction (SDI). Through the use of High Leverage Practices (HLP) and other methods, leaders will be able to support educators through courageous conversations to ensure the success of all students.

Coaching and Mentoring Universal Design for Learning (15 hours)

Universal Design for Learning coaches and mentors provide in-depth understanding of the UDL principles.  Participants will explore strategies to support their teachers/mentees with designing UDL lessons that include goals, assessments, methods, and materials.   We will explore a mindset shift while addressing variability and reducing barriers in next generation students that are provided inclusive opportunities for all.  Participants will leave with an experience of UDL lesson planning and resources to use in a coaching cycle.

Facilitating Co-Teaching: Supporting Mentors and Coaches w/Inclusive Practices (12 hours)

Course is designed for coaches and mentors with a wide range of experience in co-teaching. Participants will explore and apply their knowledge of the models, roles and responsibilities, co-planning, and data collection as related to co-teaching. Coaches and mentors will practice and increase their skills and knowledge of facilitating the development of strong co-teaching teams. Participants will gain a deeper understanding of co-teaching and acquire resources and tools to further support co-teachers. Coaches and mentors will gain knowledge and skills for immediate implementation in their current roles of supporting co-teaching teams.

Successful Inclusion of Students with Significant Disabilities (15 hours)

Participants will learn why and how to include students with significant disabilities. Participants will examine research around the benefits of including students with significant disabilities in the general education classroom and learn implementation strategies for evidenced based inclusive practices. Participants will be given tools and examples and are highly encouraged to bring their general curriculum or general education unit plans, school schedules, and student schedules to plan for current or future students whom they want to or are currently including, though bringing these items are not required. This course is most beneficial for special education teachers, general education teachers, administrators, ESPs (paraeducators) and ESAs (counselors, SLPs, OTs). Participants are highly encouraged to come with their Multi-Disciplinary teams, if possible.

Course List 

Coaching and Mentoring of Inclusionary Behavioral Strategies (15 hours) 

Educational Leaders will evaluate the lenses of themselves and their colleagues that limit student behavioral change as well as reinforce systemic and historically exclusionary practices. They will identify frameworks that will help to cultivate alternative lenses from which to view behavioral approaches. They will look at ways to coach teachers for lasting and equitable change by applying high leverage practices and other research-based methodology.

Data Collection in the Inclusive Classroom (20 hours)

The main purpose of this course is to improve data collection methods in the general and special education settings. This course introduces the steps to the data collection process, provides an overview of preparing for gathering data, and discusses different strategies for collecting data in various scenarios. Participants will learn strategies to use technology to streamline data collection and create efficient practices. This course includes demonstrations and practice opportunities using common data collection methods and allows participants to analyze data into useful information for monitoring student progress. Participants will also learn how high leverage practices improve data collection strategies to demonstrate equity and inclusionary practices.

De-Escalation and Behavior Modifications (4 hours)

Designed to empower paraeducators and school staff to address student agitation and escalating behavior and to calm and refocus the behavior back to student learning and time on task. Teaches educators to understand that behavior is a form of communication and as a result, identify the aspects of escalating behavior, address the escalation, and select the correct response options. Provides practical strategies, ideas, resources, and tools to better engage with students during times of escalation. It is specifically designed for both education support personnel and certificated staff, basically anyone that works with students in a school setting.

Effective Co-Teaching Strategies for Inclusion (15 hours)

This course focuses on implementation of co-teaching as a component of high leverage inclusionary practices. Participants will learn and develop high quality co-teaching practices from foundational aspects through implementation, including an understanding of how the six models of co-teaching and Universal Design for Learning can benefit students and educators alike. Co-teachers are highly encouraged to attend together. 

Empowering Educators - Using Explicit Instruction in the Inclusive Classroom (15 hours)

In this course participants will be introduced to the 13 elements of Explicit Instruction. Participants will learn how to design different types of lessons using Explicit Instruction and different strategies for delivering instruction. Participants will be able to apply their knowledge and understanding of the elements in designing a lesson plan that maximizes student engagement and learning.

Foundations for Equitable Inclusive Education (15 hours)

This course focuses on the intersectionality of special education and equity in schools. Examining beliefs and bias is necessary for system-wide change for overcoming barriers to educational access, participation, learning processes and outcomes, and to ensure that all learners are valued and engaged equally.

High Leverage Practices for Inclusive Classrooms (15 hours)

The purpose of this course is to provide participants with a greater understanding and ability to utilize High Leverage Practices in their teaching. It is also our hope that each participant truly understands how to be a culturally responsive teacher and be able to develop rich, authentic, relationships with each student. Participants will understand the value of professional collaboration among educational support staff, educators, administrators, parents, and community members to utilize effective communication toward developing and implementing meaningful, inclusive educational programs. Participants will learn strategies to use assessment data to inform, guide, evaluate, and adjust instruction. Participants will develop skills to support social-emotional/behavioral student success by establishing a consistent, organized, and respectful learning environment, providing feedback to guide students’ behavior; explicitly teaching appropriate social skills; conducting functional behavior assessments, and developing behavior intervention plans as needed. Participants will familiarize themselves with specific content and equitable pedagogical knowledge to design, deliver, reflect, and evaluate their instructional bias and effectiveness.

Intelligent Lives: An Inclusionary Practice Journey (6 hours)

The documentary film, Intelligent Lives, stars three pioneering young American adults with intellectual disabilities –Micah, Naieer, and Naomie –who challenge perceptions of intelligence as they navigate high school, college, and the workforce, “People with intellectual disabilities are the most segregated of all Americans,” filmmaker Dan Habib says: “Only 17 percent of students with intellectual disabilities are included in regular education. Just 40 percent will graduate from high school. And of the 6.5 million Americans with intellectual disability, barely 15 percent are employed.”

During this course, participants will watch the documentary in segments, participate in discussions and reflections, and explore connections to educational practices that support the inclusion of students with intellectual disabilities.

STEM for Primary (K-6) Educators (15 hours)

Scientific studies have shown that children learn faster than adults.  Most of that early learning is focused on developing language skills and communications skills.  There is little to no emphasis on STEM learning.  As it turns out, there are a lot of benefits of introducing STEM at an early age. This training, geared towards K-6 teachers, will provide strategies, ideas, and examples of how to introduce STEM in early educator classrooms and include connections to inclusionary practices. You will be submitting work as assignments, taking surveys and quizzes, and participating in discussion boards for this class. The ultimate goal is that you can walk away with an integrated STEM lesson plan that will be important and usable in your classroom.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEM for Secondary (6-12) Educators (15 hours)

This course aims to teach participants about science, engineering, math, and inclusionary practices with a little dose of technology. The participant will then reflect on their current practice, identify areas of growth, and fully incorporate these ideas into an integrated science, engineering, math lesson, project, or unit plan with a focus on Universal Design for Learning inclusionary practices.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEM Integration and Inclusionary Practices (15 hours)

The application of STEM in the classroom can transcend beyond learning science and math facts. STEM integration provides students the opportunities to learn 21st century skills such as questioning the world around them, processing what they learned, collaborating well with others, and communicating with peers and adults alike. Additionally, a focus on Inclusionary Practices, where all students are afforded the chance of a dynamic, important education, are intrinsically linked with STEM in the classroom.

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

STEMizing your Instruction (15 hours)

Participants will gain a deeper understanding of Science, Technology, Engineering and Math Standards as they learn how to STEMize a classroom.  Participants will create a personal resource bank of ideas, activities and materials and learn how to take an existing unit of instruction in any content area and STEMize the unit to include STEM models and computational thinking.  

This training meets the STEM certificate renewal requirement (RCW 28A.10.2212).

Universal Design for Learning (15 hours)

Universal Design for Learning is an introductory course for Universal Design for Learning.  Universal Design for Learning is a framework that eliminates barriers to core knowledge and skill development for all students.  Participants will understand the importance of eliminating barriers for all students, understand key components of UDL lesson planning, and reflect on a UDL learning experience. 

If you have questions, please contact WEA Canvas Administrator Kendru Dimalanta at

TPEP Courses (For WEA Members)

Developing TPEP Student Growth Goals (3 Hours)

Come learn about changes in TPEP Student Growth Goals in Washington state. Examine the shifts, including an increased focus on educator reflection, and the role of educator knowledge of students' assets in developing student growth goals. Learn more about the role that student growth plays in a TPEP evaluation. You will have the opportunity to explore tools and resources for your own student growth goal-setting process.

TPEP 101 (4 Hours)

Participants will review the main components of the TPEP 4-tiered evaluation process and learn about the updates of the system to enhance their professional growth and improve student learning.  Areas of emphasis will include the state eight criteria, the three OSPI approved instructional frameworks, rubrics, student growth rubrics, comprehensive and focused evaluation comparisons, probation, and the scoring methodologies for evaluation.

TPEP Evidence and Artifacts (8 Hours)

Participants deepen their understanding of the certificated TPEP 4-tiered evaluation system to enhance effective teaching practice and student learning.  There will be an emphasis on exploring evidence and artifacts from multiple origins including observations, student growth, reflective and professional practice, and through conversations. Participants will also start aligning evidence with their instructional framework using a component alignment tool.

Frequently Asked Questions

  • Are these courses free?
  • Can I take part of a course for partial clock hours?
    • No, you will have to complete the entire course and will recieve the number of clock hours listed.
  • Do these courses have the equity/CCDEI designation?
  • Do these courses count towards Fundamental Course of Study (FCS) for paraeducators?
    • No, FCS is a specific curriculum. These courses do count towards the 70 additonal clock hours. For more information, you can visit OSPI for details about paraeducator requirements or WEA's Paraeducator Certificate Program to see our current offerings.
  • Why can I only see my school courses but not the WEA courses I registered for?
    • Each school/institution uses their own instance of Canvas. While your school/institution and WEA may both use Canvas, the websites are not the same or connected. WEA’s Canvas URL is You will experience difficulties logging in you enter the incorrect login credentials for the incorrect Canvas instance.
  • Who can I contact if I have questions?
    • WEA Canvas Administrator Kendru Dimalanta at

Additional Professional Development Opportunities