Workshop Registration Details

When a student with a disability is identified as an emergent bilingual (or vice versa) the student's ARD and LPAC committees must work in conjunction to ensure appropriate identification and reclassification procedures, and to determine recommended participation in the required bilingual or ESL program. What role does each member play and how can you ensure effective collaboration? Join our Special Education and Bil/ESL Specialists as they share best practices and legal guidance for "playing nice in the sandbox."

CPE

ARD / IEP
Assessment
Bilingual / ESL / EB
ESSA
Legal / Stat / Regulatory Req
Special Education

Administrators
Counselors / Social Workers
Curriculum Directors
Diagnosticians
ECSE Teachers
Federal Program Directors
Principals
SP (LSSP)
Special Ed Directors
Speech-Language Pathologists
Teachers
Title III, Part A Admin/Contacts
Transition Specialists / VACs

Early Childhood
Headstart
Pre-Kinder
Kinder
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th

TPESS 1d Maximize learning for all students
TPESS 2d Systematic evaluation and supervision
TTESS 1.2 Data and Assessment
TTESS 1.3 Knowledge of Students
TTESS 2.1 Achieving Expectations
TTESS 2.4 Differentiation

*Region 7 Districts /Charters ($100)
*Employees of Region 7 ESC (FREE)
*Region 7 Private/Parochial Schools ($100)
Title III Bilingual /ESL Contracted (FREE)
Title III Bilingual/ESL SSA (FREE)
Special Education (FREE)