BEGIN:VCALENDAR VERSION:2.0 PRODID:-//STAR NET Region II and VI - ECPv6.16.4//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://starnet2and6.org X-WR-CALDESC:Events for STAR NET Region II and VI REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20250309T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20251102T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20260308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20261101T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20270314T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20271107T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20280312T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20281105T070000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260327T093000 DTEND;TZID=America/Chicago:20260327T110000 DTSTAMP:20260620T181556 CREATED:20260227T215013Z LAST-MODIFIED:20260227T215013Z UID:10000092-1774603800-1774609200@starnet2and6.org SUMMARY:Early Childhood Outcomes State Performance Indicator 7: Analyzing Practices and Procedures to Support and Document Student Growth DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/early-childhood-outcomes-state-performance-indicator-7-analyzing-practices-and-procedures-to-support-and-document-student-growth-4/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260407T090000 DTEND;TZID=America/Chicago:20260407T100000 DTSTAMP:20260620T181556 CREATED:20260108T175216Z LAST-MODIFIED:20260126T211921Z UID:10000083-1775552400-1775556000@starnet2and6.org SUMMARY:Leading With Confidence: IEP Essentials Part 3 Fostering Collaboration and Future Success DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/leading-with-confidence-iep-essentials-part-3-fostering-collaboration-and-future-success/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260410T090000 DTEND;TZID=America/Chicago:20260410T150000 DTSTAMP:20260620T181556 CREATED:20260202T200305Z LAST-MODIFIED:20260204T174946Z UID:10000085-1775811600-1775833200@starnet2and6.org SUMMARY:Supporting Young Children with Autism: Practical Strategies for Early Childhood DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/supporting-young-children-with-autism-practical-strategies-for-early-childhood/ LOCATION:Kankakee Community College\, 100 College Dr\, Kankakee\, IL\, 60901\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260415T090000 DTEND;TZID=America/Chicago:20260415T120000 DTSTAMP:20260620T181556 CREATED:20251027T152239Z LAST-MODIFIED:20251205T174846Z UID:10000048-1776243600-1776254400@starnet2and6.org SUMMARY:Transition from Early Intervention to Early Childhood Services: Roles and Responsibilities DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/transition-from-early-intervention-to-early-childhood-services-04152026/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260420T160000 DTEND;TZID=America/Chicago:20260420T170000 DTSTAMP:20260620T181556 CREATED:20251210T220621Z LAST-MODIFIED:20251210T222929Z UID:10000066-1776700800-1776704400@starnet2and6.org SUMMARY:ECSE Teacher Cohort: A Group to Learn\, Reflect\, and Discuss Bringing It All Together DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/ecse-teacher-cohort-a-group-to-learn-reflect-and-discuss-bringing/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260422T183000 DTEND;TZID=America/Chicago:20260422T193000 DTSTAMP:20260620T181556 CREATED:20260210T195501Z LAST-MODIFIED:20260305T162813Z UID:10000086-1776882600-1776886200@starnet2and6.org SUMMARY:Our Trip to Successful Toilet Training DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/toilet-training/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260504T153000 DTEND;TZID=America/Chicago:20260504T163000 DTSTAMP:20260620T181556 CREATED:20260107T164718Z LAST-MODIFIED:20260107T193433Z UID:10000079-1777908600-1777912200@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop/2026-05-04/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260512T153000 DTEND;TZID=America/Chicago:20260512T163000 DTSTAMP:20260620T181556 CREATED:20250909T220844Z LAST-MODIFIED:20251208T160041Z UID:10000062-1778599800-1778603400@starnet2and6.org SUMMARY:Illinois Statewide Transition Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-statewide-transition-community-of-practice-cop-03102026/2026-05-12/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260512T183000 DTEND;TZID=America/Chicago:20260512T193000 DTSTAMP:20260620T181556 CREATED:20260227T220325Z LAST-MODIFIED:20260310T180750Z UID:10000093-1778610600-1778614200@starnet2and6.org SUMMARY:Supporting Your Child's Sleep Health DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/supporting-your-childs-sleep-health/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260518T190000 DTEND;TZID=America/Chicago:20260518T203000 DTSTAMP:20260620T181556 CREATED:20260504T204509Z LAST-MODIFIED:20260504T204509Z UID:10000098-1779130800-1779136200@starnet2and6.org SUMMARY:Finding the "Goldilocks Zone" in Exposure Therapy for Selective Mutism DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/finding-the-goldilocks-zone/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260608T090000 DTEND;TZID=America/Chicago:20260608T150000 DTSTAMP:20260620T181556 CREATED:20260320T191436Z LAST-MODIFIED:20260512T131245Z UID:10000096-1780909200-1780930800@starnet2and6.org SUMMARY:Making Bilingual & Inclusive Connections Through Art and Music DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/making-bilingual-inclusive-connections-through-art-and-music/ LOCATION:Central Middle School\, 18146 Oak Park Ave\, Tinley Park\, 60477\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260611T090000 DTEND;TZID=America/Chicago:20260611T140000 DTSTAMP:20260620T181556 CREATED:20260224T184315Z LAST-MODIFIED:20260520T135712Z UID:10000088-1781168400-1781186400@starnet2and6.org SUMMARY:Change the State to Educate: Self-Regulation & Calming Strategies for Young Children DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/change-the-state-to-educate/ LOCATION:Jane Barnes Annex to the Village of Orland Park Civics Center Recreation Department\, 14750 S Ravinia Ave\, Orland Park\, IL\, 60462\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260616T090000 DTEND;TZID=America/Chicago:20260616T120000 DTSTAMP:20260620T181556 CREATED:20260401T170848Z LAST-MODIFIED:20260514T164430Z UID:10000097-1781600400-1781611200@starnet2and6.org SUMMARY:No Child Left on Their Behind DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/no-child-left-on-their-behind/ LOCATION:District 63 Early Learning Center\, 10000 N Dee Rd\, Des Plaines\, IL\, 60016\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260623T183000 DTEND;TZID=America/Chicago:20260623T193000 DTSTAMP:20260620T181556 CREATED:20260227T220911Z LAST-MODIFIED:20260310T180946Z UID:10000094-1782239400-1782243000@starnet2and6.org SUMMARY:Supporting Your Child's Sleep Health Follow Up: Live Q & A DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/supporting-your-childs-sleep-health-follow-up/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260914T153000 DTEND;TZID=America/Chicago:20260914T163000 DTSTAMP:20260620T181556 CREATED:20260609T170154Z LAST-MODIFIED:20260609T170154Z UID:10000102-1789399800-1789403400@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop-2/2026-09-14/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20261116T153000 DTEND;TZID=America/Chicago:20261116T163000 DTSTAMP:20260620T181556 CREATED:20260609T170154Z LAST-MODIFIED:20260609T170154Z UID:10000103-1794843000-1794846600@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop-2/2026-11-16/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20270125T153000 DTEND;TZID=America/Chicago:20270125T163000 DTSTAMP:20260620T181556 CREATED:20260609T170154Z LAST-MODIFIED:20260609T170154Z UID:10000104-1800891000-1800894600@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop-2/2027-01-25/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20270315T153000 DTEND;TZID=America/Chicago:20270315T163000 DTSTAMP:20260620T181556 CREATED:20260609T170154Z LAST-MODIFIED:20260609T170154Z UID:10000105-1805124600-1805128200@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop-2/2027-03-15/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20270510T080000 DTEND;TZID=America/Chicago:20270510T170000 DTSTAMP:20260620T181556 CREATED:20260609T170154Z LAST-MODIFIED:20260609T170154Z UID:10000106-1809936000-1809968400@starnet2and6.org SUMMARY:Illinois Early Childhood Outcomes (ECO) Community of Practice (CoP) DESCRIPTION:LocationOnline – at your home or School \nRegistration3:45 PM – 4:00 PM \nFor a multilingual preschooler to have a true disability\, they need to show difficulties across their two languages. In this session\, we will discuss how to identify disabilities in multilingual preschoolers\, how to conduct evaluations and assessments that correctly capture multilingual preschoolers’ skills\, how to partner with interpreters\, what data to gather\, and more. This session will include resources\, case studies\, and engaging discussions to ensure that educators and therapists are confident when assessing multilingual preschoolers with suspected disabilities\, even when they do not speak their language. \nPresenterXigrid Soto-Boykin Learner objectives1. Define the criteria that multilingual preschoolers need to have to be considered to have a true disability.2. Explain best practices for ensuring that multilingual preschoolers with suspected disabilities are assessed in valid ways.3. Provide an example of a type of assessment that can be used to gather information about multilingual preschoolers’ communication skills.4. Describe two strategies for ensuring that interpreters are well equipped to support educators and therapists that do not speak children’s language. \n\n\n\n \n \n Register URL:https://starnet2and6.org/event/illinois-early-childhood-outcomes-eco-community-of-practice-cop-2/2027-05-10/ LOCATION:Online – at your computer Your home or school CATEGORIES:Workshops & Webinars ATTACH;FMTTYPE=image/webp:https://starnet2and6.org/wp-content/uploads/2025/09/Search-Results-Icons-003EVENTS.webp END:VEVENT END:VCALENDAR