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CLASS:PUBLIC
CREATED:2026-07-07T13:16:40
DESCRIPTION:This interactive session is designed for educational diagnosticians and speech-language pathologists who support emergent bilingual students during the special education evaluation process. Participants will examine the differences between language dominance and language proficiency and learn how to select and interpret relevant data sources. The session will focus on collaboration across evaluation teams. Practical strategies will be shared to ensure consistency in the language of assessment throughout the FIIE, to validate results when bilingual assessments are limited, and to use evaluation outcomes to guide decisions about the language of instruction and therapy. This session is aligned with the Evaluation and Disproportionality - Identification and Placement components of the TEA-required self-assessment.
DTEND:20260911T153000
DTSTAMP:20260911T123000
DTSTART:20260911T123000
LAST-MODIFIED:2026-07-07T13:16:40
LOCATION:Ponder ISD
PRIORITY:5
SEQUENCE:0
SUMMARY;LANGUAGE=en-us:Evaluation & ARDs for Emergent Bilingual Students (Ponder ISD)
TRANSP:OPAQUE
UID:CentralRegistration@esc11.net
SUMMARY:Evaluation & ARDs for Emergent Bilingual Students (Ponder ISD)
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DESCRIPTION:Reminder
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