For educators and districts
Teacher Professional Development
Full-day PD built from what real IEPs show
Every session grows out of our IEP audit practice, a forty-condition standard grounded in IDEA and the Endrew F. substantive-benefit standard, applied to real IEPs every month.
Full virtual PD days
Sessions run 9:00 a.m. to 3:30 p.m. Central, and registered participants receive fillable worksheet materials ahead of each session.
Capped at 40 participants
Every session is capped at 40 participants, and every participant receives a certificate of completion.
Credit toward PDPs
Tennessee educators can submit hours through TNCompass for PDPs (one clock hour equals one PDP under Policy 5.502, subject to district approval). Educators in other states and districts should confirm acceptance with their own licensure or employer policy.
Why educators and districts choose EDquity at the Margins
- Built from ongoing audits of real IEPs, not hypothetical case studies
- Grounded in IDEA requirements and the Endrew F. substantive standard
- Focused on improving both compliance and student outcomes
- Interactive, application-based learning using authentic examples and guided practice
- Designed for immediate use in classrooms, special education programs, and district systems
- Led by practitioners who continuously review IEP quality and implementation
Who should attend
Scheduled around your needs
There is no fixed public calendar to wait for. You choose the session or combination of sessions your staff needs, and we schedule the day together, on a date that works for your school year, delivered virtually or on-site.
Pricing
Registration options for individuals, groups, and district cohorts.
| Registration | Price |
|---|---|
| Individual seat | $150 per seat per session |
| Group of more than 5 from one organization | $135 per seat per session |
| Co-Education Lifecycle pair (2-day session) | $300 per pair, one payment |
| Cohort training (15 seats, your staff, your date) | $2,025 per session |
Individual and group seats are virtual, and we schedule each session once enough requests pool for it; nobody pays until a date is set. On-site delivery is available for cohort and private bookings. Group and cohort bookings go through info@edquityatthemargins.org.
Ten percent of every registration fee is designated to the Family Audit Fund, which keeps EDquity's family-facing audit services free. Read our full transparency commitments.
Professional learning offerings
Six sessions, each grounded in real IEP audit findings.
High-Quality IEP Writing
The substantive standard first: what a meaningful IEP looks like under the Endrew F. decision, and how to write present levels, goals, and services that hold up. Participants work in redacted sample IEPs, rewriting weak sections against the forty-condition audit standard. Most schools schedule this one first because every other session builds on it.
Learning objectives: participants will
- Distinguish compliance from substantive quality and explain the Endrew F. standard in plain language.
- Write present levels statements that connect evaluation data, classroom evidence, and student strengths to the goals that follow.
- Write measurable, ambitious annual goals and repair weak goals against common audit failure patterns.
- Align services, minutes, and accommodations to each goal so the IEP delivers what it promises.
Implementing High-Quality IEPs
The IEP after the meeting ends: delivering accommodations and services in the classroom with fidelity a parent and an auditor could both recognize. Participants map a sample IEP to a real instructional week and practice the documentation that proves delivery.
Learning objectives: participants will
- Distinguish accommodations from modifications and identify the general educator's legal obligations for each.
- Translate an IEP's service grid and accommodation list into daily classroom practice.
- Implement and document accommodations with fidelity across content areas.
- Coordinate delivery among general education, special education, and related services so nothing promised goes undelivered.
Data-Based Learner Profiles for Culturally Responsive Practice
An eligibility category tells a teacher what a student qualifies under, not who the student is. Participants work from complete learner profiles covering strengths, can-do statements, barrier patterns, evaluation data, and family and cultural context, and practice the instructional decisions the profile demands rather than the ones the label suggests.
Learning objectives: participants will
- Read a full learner profile and connect cognitive scores, rating scales, and informal data to what a teacher sees in class.
- Contrast label-driven decisions with profile-driven decisions for the same student and identify where the label misleads.
- Apply family and cultural context to instructional planning as data rather than background.
- Build a one-page, data-based profile for a student on their own roster.
Progress Monitoring with Rate of Improvement
Collection cadence, the aimline, expected versus attained growth, and progress reports that say something. Best scheduled ahead of a quarterly progress report window so the skills land the week reports are due, and participants practice on real progress data.
Learning objectives: participants will
- Set a data collection cadence that makes honest quarterly reporting sustainable.
- Compute rate of improvement: set the aimline from baseline and compare expected growth to attained growth.
- Decide when the trend shows sufficient progress and when the data demands a program change.
- Write progress reports that give families and the next teacher evidence rather than a routine mark.
The Co-Education Lifecycle: Plan Together, Teach Together, Assess Together
Co-teaching breaks down when the special educator becomes an extra set of hands instead of an equal partner. Across two full days, co-teaching pairs build the complete cycle: co-planning routines that fit real schedules, instruction models beyond one-teach-one-assist, and shared ownership of assessment and grading.
Learning objectives: participants will
- Establish a co-planning routine the pair can sustain inside a real master schedule.
- Select and rotate co-instruction models matched to lesson purpose rather than habit.
- Share assessment and grading ownership across both teachers.
- Leave with a pair implementation plan for the first grading period.
Special Ed Summer Summit
A week-long summer intensive, five full days, summer 2027. Registration opens early, and details follow.
Private and customized sessions for schools and districts
Any of the professional learning sessions above, or a combination of them, can be scheduled privately for your own staff, on a date that works for your calendar, delivered virtually or on-site.
What districts can customize
- Which session(s) to run, or combine two half-day topics into one full day
- The date and time (including weekends and in-service days)
- Delivery format: virtual or in-person/on-site at your district
- Content emphasis, drawing on findings from your own IEP audits or district-identified needs where available
Private district cohort sessions start at $2,025 per session for up to 15 staff, the same rate as public cohort training; larger cohorts and multi-session bundles are quoted individually.
This is a fee-for-service purchase of training. It is separate from, and has no effect on, any independent IEP audit services EDquity at the Margins may provide to your school or district. Schools interested in the audit itself can read about the IEP Quality Improvement Program.
Reserve your seat
Tell us which session you are interested in and how many seats you need, and we will reply within two business days. Group registration, district cohort bookings, and private or customized sessions can also reach us at info@edquityatthemargins.org or (786) 810-6178.
Move beyond compliance. Build systems, practices, and IEPs that improve outcomes for students with disabilities.