Playing Nice in the Sandbox - LPAC and ARD Collaboration
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."
ARD / IEP
Bilingual / ESL / EB
Legal / Stat / Regulatory Req
Counselors / Social Workers
Federal Program Directors
Special Ed Directors
Title III, Part A Admin/Contacts
Transition Specialists / VACs
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)
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