2026 ESSU Fall Directors Meeting

This session will highlight common questions, areas of need, and recurring concerns Colorado teams are experiencing related to special education evaluations, eligibility determination, and educational impact. Participants will explore practical strategies for strengthening multidisciplinary evaluation practices, improving evaluation consistency across teams, and supporting legally defensible decision-making aligned with IDEA and ECEA requirements. The session will also focus on leadership considerations for building systems that support high-quality evaluation practices across schools and districts.

Learn practical leadership strategies for building an implementable continuum of social, emotional, and behavioral supports. This session explores role clarity, protected staff capacity, coaching, data-based decision making, and system barriers that impact implementation. Participants will leave with strategies for strengthening and sustaining supports across schools and districts.

Under the Individuals with Disabilities Education Act (IDEA), a comprehensive special education evaluation is used to determine eligibility for special education and the child’s educational needs. To produce reliable and accurate information on what a Multilingual Learner (ML) knows and can do academically, developmentally, and functionally, assessments and other evaluation materials must be provided and administered in the child’s native language or other mode of communication, unless clearly not feasible (34 C.F.R. § 300.304(c)(1)(ii)). Administrative Units must also ensure that assessments and other evaluation materials are selected and administered so that they are not discriminatory on a racial or cultural basis. (34 C.F.R. § 300.304(c)(1)(i)). Evaluations that fail to account for a child’s linguistic and cultural background risk producing evaluation data that are inaccurate and unreliable for determining eligibility and educational need. (34 C.F.R. §§ 300.304-300.305). For Non-English Proficient (NEP) and Limited English Proficient (LEP) MLs, the multidisciplinary team should always engage in a data-based discussion regarding which areas of assessment should be conducted in the child’s native language or bilingually.