How to Interpret and Use Standards of Learning (SOL) and ACCESS
for ELLs Data to Make Instructional Decisions for English
Learners
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2
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These webinars will address compliance with federal and state
provisions for the education of English learners (ELs); compliance
with federal and state provisions for the education of English
learners (ELs); understanding and using assessment data to inform
instruction for ELs; understanding and using assessment data to
inform instruction for ELs; VDOE resources available for reading
and mathematics instruction; and VDOE resources available for
reading and mathematics instruction; and developing and
implementing a continuous improvement model for Title III.
developing and implementing a continuous improvement model for
Title III. 3
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Understanding the Elementary and Secondary Education Act of
1965 (ESEA) requirements for assessment of ELs is critical for
compliant administrations of the Standards of Learning and ACCESS
for ELLs tests to ELs. Additionally, understanding how to analyze
assessment data can inform instruction and identify areas in need
of improvement. 4
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Standards of Learning (SOL) Assessments Participation
Requirements 5
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Title I of the Elementary and Secondary Education Act (ESEA)
Academic Assessments Section 1111(b)(3)(C)(v)(I)(II) and (III)
Federal Law 6
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In general, all English learners (ELs) are expected to
participate in SOL assessments, including reading, mathematics,
science, history/social science, and writing. Assessment
Participation 7
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Certain exemptions on SOL assessments are available to ELs.
Exemptions must be documented in the LEP Student Assessment
Participation Plan and conveyed to the parent(s) or guardian(s).
The table on the next slide displays available exemptions on SOL
assessments. Note: Available does not mean required. Exemptions
8
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Exemptions 9 Content Area Available Exemptions on SOL
Assessments Reading LEP students who have attended school in the
United States for less than 12 months may receive a one-time
exemption for the SOL Reading test in grades 3 through 8. This
guideline also applies to students arriving from Puerto Rico. No
exemption is available for the End-of-Course Reading test.
Mathematics LEP students may NOT be exempted from the SOL
Mathematics tests. Science Under the requirements of NCLB, all
students, including LEP students, are required to participate in
Science tests once at the elementary school level, once at the
middle school level, and once at the high school level. However,
LEP students in Virginia may be exempt from the grade 3 SOL Science
test but must take the grade 5 SOL Science test. No other
exemptions for the SOL Science tests are available to LEP students.
History/Social Science and Writing Under the Regulations
Establishing Standards for Accrediting Public Schools in Virginia,
8 VAC 20-131-30.G, LEP students in grades 3 through 8 may exercise
a one-time exemption from the SOL History and Social Science test
and from the SOL Writing test (grade 5 or 8 only). No other
exemptions for the SOL History and Social Science and Writing tests
are available to LEP students. Limited English Proficient Students:
Guidelines for Participation in the Virginia Assessment Program,
page 3
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Reading Assessments available to ELs 10 Grades 3 through 8
Grades 3 through 8 End-of-Course End-of-Course Virginia Grade Level
Alternative (VGLA) Assessment Virginia Grade Level Alternative
(VGLA) Assessment Grades 3-5: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.5 Grades 3-5: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.5 Grades 6-8: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.3 Grades 6-8: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.3
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Grades 3 through 8 Grades 3 through 8 End-of-Course
End-of-Course Algebra I Algebra I Geometry Geometry Algebra II
Algebra II Plain English Mathematics and Algebra I Plain English
Mathematics and Algebra I Grades 3-5: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.5 Grades 3-5: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.5 Grades 6-8: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.3 Grades 6-8: ACCESS for ELLs Overall Score
(Composite) of 1.0 to 3.3 Grades 9-12: ACCESS for ELLs Overall
Score (Composite) of 1.0 to 3.3 Grades 9-12: ACCESS for ELLs
Overall Score (Composite) of 1.0 to 3.3 Mathematics Assessments
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Grade 3 Grade 3 Content Specific History Content Specific
History Virginia Studies Virginia Studies US History I US History I
US History II US History II Civics and Economics Civics and
Economics End-of-Course End-of-Course Virginia & US History
Virginia & US History World History I World History I World
History II World History II World Geography World Geography History
& Social Science Assessments 13
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Grades 5 and 8 Grades 5 and 8 End-of-Course End-of-Course
Writing Assessments 14
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AccommodationsAccommodations 15 Limited English Proficient
Students: Guidelines for Participation in the Virginia Assessment
Program, page 10
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Limited English Proficient Students: Guidelines for
Participation in the Virginia Assessment Program
http://www.doe.virginia.gov/testing/participation/index.shtml
Resource Document 16
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SOL Test Examiners Manuals
http://www.doe.virginia.gov/testing/index.shtml Resource Document
17
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Test and Standards of Learning Resources
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Complete local test examiner training Complete local test
examiner training Read the SOL Test Examiners Manual Read the SOL
Test Examiners Manual Become familiar with test security guidelines
Become familiar with test security guidelines Become familiar with
Appendix D, Selection of Testing Accommodations for ELs Become
familiar with Appendix D, Selection of Testing Accommodations for
ELs Become familiar with each ELs LEP Student Assessment
Participation Plan Become familiar with each ELs LEP Student
Assessment Participation Plan Become familiar with each ELs testing
accommodations Become familiar with each ELs testing accommodations
Become familiar with the online test environment Become familiar
with the online test environment SOL Test Administration Best
Practices 22
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Standards of Learning Tests Score Reports 23
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SOL Score Reports 24
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SOL Score Reports 25
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1. Test Name 2. Reporting Categories 3. Number Correct 4.
Number Possible 5. Performance Results (Scaled Score and
Performance Level) 6. Performance Level Description 1 2 3456
Non-Writing Test Sample Student Report 26
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Writing Test Sample Student Report 1. Test Name 2. Reporting
Categories 3. Multiple Choice Column (MC) (Number Correct and
Number Possible) 4. Short Paper Column (SP) (Area, Points Earned,
and Points Possible) 5.Total Score (MC+SP) (Total Score and Total
Score Possible) 6. Overall Test Summary (Scaled Score and
Performance Level) 2 543 1 6 Writing Test Sample Student Report
27
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SOL assessments scaled scores for reading and mathematics
tests, grades 3-8 SOL assessments scaled scores for reading and
mathematics tests, grades 3-8 Pass/Advanced: 500 to 600
Pass/Advanced: 500 to 600 Pass/Proficient: 400 to 499
Pass/Proficient: 400 to 499 Fail: 0 to 399 Fail: 0 to
399http://www.doe.virginia.gov/testing/scoring/index.shtml Analysis
and Dissemination of SOL Test Scores to Teachers 28
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SOL assessments scaled scores for EOC reading and mathematics
tests SOL assessments scaled scores for EOC reading and mathematics
tests Pass/Advanced: 500 to 600 Pass/Advanced: 500 to 600
Pass/Proficient: 400 to 499 Pass/Proficient: 400 to 499 Fail: 0 to
399 Fail: 0 to 399 Course specific performance descriptors Course
specific performance
descriptorshttp://www.doe.virginia.gov/testing/scoring/index.shtml
Analysis and Dissemination of SOL Test Scores to Teachers 29
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Virginia Grade Level Alternative (VGLA) Reading Assessment
30
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VGLA Resources 31
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VGLA Score Reports 32
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1. Content Area 2. Reporting Categories 3. Points Earned 4.
Points Possible 5. Performance Results (VGLA Score and Performance
Level) 6. Performance Level Description Virginia Grade Level
Assessment (VGLA) Score Ranges and Proficiency Levels Established
by the Board of Education are available at Virginia Grade Level
Assessment (VGLA) Score Ranges and Proficiency Levels Established
by the Board of Education are available at
http://www.doe.virginia.gov/testing/alternative_assessments/vgla_va_grade_level_alt/score_ranges.pdf.
http://www.doe.virginia.gov/testing/alternative_assessments/vgla_va_grade_level_alt/score_ranges.pdf
5 2 463 1 VGLA Reading Sample Score Report 33
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Analysis and Dissemination of VGLA Scores Ranges and
Proficiency Levels 34
http://www.doe.virginia.gov/testing/alternative_assessments/vgla_va_grade_level_alt/score_ranges.pdf
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School, School Division, and State Report Cards Percentage of
Students Passing/Tested/Not Tested Percentage of Students
Passing/Tested/Not Tested Assessment-Based Other Academic
Indicators Assessment-Based Other Academic Indicators AYP
Objectives AYP Objectives Assessment Results at each Proficiency
Level by Subgroup Assessment Results at each Proficiency Level by
Subgrouphttps://p1pe.doe.virginia.gov/reportcard/ School Report
Cards 35
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English Language Proficiency Assessment Participation
Requirements 36
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Titles I and III of ESEA English Language Proficiency
Assessment Section 1111(b)(7); and Section 1111(b)(7); and Sections
3113(b)(3)(D) and 3116(b)(3)(C) Sections 3113(b)(3)(D) and
3116(b)(3)(C) Federal Law 37
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The ACCESS for ELLs test is the annual English language
proficiency (ELP) assessment for ELs in kindergarten through grade
12. Note: Formerly LEP students do not participate in English
language proficiency testing. ACCESS for ELLs 38
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The Alternate ACCESS for ELLs test is the annual ELP assessment
for ELs in grades 1 though 12 with significant cognitive
disabilities that prevent participation in the ACCESS for ELLs
test. Alternate ACCESS for ELLs 39
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This checklist is the annual ELP assessment is for ELs in
kindergarten with significant cognitive disabilities that prevent
participation in the ACCESS for ELLs test. (No Alternate ACCESS for
ELLs test form is available for kindergarten.) Virginia English
Language Proficiency Checklist for LEP Students in Kindergarten
with Significant Cognitive Disabilities 40
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Virginia English Language Proficiency Checklist for LEP
Students in Kindergarten through Grade 12 with Hearing and Visual
Impairments 41 This checklist is the annual ELP assessment for ELs
in kindergarten through grade 12 with hearing and visual
impairments that prevent participation in the ACCESS for ELLs
test.
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Online training available on the WIDA Web site (www.wida.us)
Online training available on the WIDA Web site (www.wida.us)
Locally provided training Locally provided training Test Examiner
Training 42
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ACCESS for ELLs Score Reports 43
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Accountability Purposes Proficiency level (1.0 through 6.0) for
Accountability Purposes Instructional Purposes Proficiency level
(K1.0 through K6.0) for Instructional Purposes Kindergarten Teacher
Report 44
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Teacher Report The Teacher Report contains data for individual
students. Teacher Report 45
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Language Domain Scale Scores and Proficiency Levels Teacher
Report 46
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Composite Scale Scores and Proficiency Levels Teacher Report
47
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Comprehension: Listening and Reading Students performance in
Comprehension: Listening and Reading by WIDA English Language
Proficiency Standards Teacher Report 48
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Speaking Tasks Students performance in Speaking Tasks by WIDA
English Language Proficiency Standards Teacher Report 49
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Writing Tasks Students performance in Writing Tasks by WIDA
English Language Proficiency Standards Teacher Report 50
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Teacher Score Report Scale scores Scale scores Confidence band
Confidence band Proficiency levels Proficiency levels Raw scores
Raw scores Score interpretation webinar at www.wida.us Analysis and
Dissemination of ACCESS for ELLs Test Scores to Teachers 51
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Complete online test examiner training at the WIDA Web site and
local training Complete online test examiner training at the WIDA
Web site and local training Read the Test Administrators Manual,
Sections 1, 4, 5 and 6 Read the Test Administrators Manual,
Sections 1, 4, 5 and 6 Become familiar with test administration
times for each section of the test Become familiar with test
administration times for each section of the test Become familiar
with the Test Administrators Script Become familiar with the Test
Administrators Script Become familiar with test security guidelines
Become familiar with test security guidelines Become familiar with
each ELs tier placement Become familiar with each ELs tier
placement Become familiar with each ELs testing accommodations
Become familiar with each ELs testing accommodations ACCESS for
ELLs Test Administration Best Practices 52
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Standards of Learning (SOL) and ACCESS for ELLs Data Analysis
53
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Guidelines for Determining K-12 World Class Instructional
Design and Assessment (WIDA) English Language Proficiency (ELP)
Levels Annual Measurable Achievement Objective (AMAO) 1 (progress)
and AMAO 2 (proficiency) Calculations 54
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WIDA ELP LevelsACCESS for ELLs Scores Level 1Composite Score of
1.0 through 1.9 Level 2Composite Score of 2.0 through 2.9 Level
3Composite Score of 3.0 through 3.9 Level 4Composite Score of 4.0
through 4.9 Level 5Composite Score of 5.0 through 6.0 and a
Literacy Score less than 5.0 55
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WIDA ELP LevelsACCESS for ELLs Scores Level 6 Year 1 (Formerly
LEP) For kindergarten students: Accountability Proficiency Score;
Composite Score of 5.0 or above; and Literacy Score of 5.0 or
above. For students in Grades 1-12: Tier C; Composite Score of 5.0
or above; and Literacy Score 5.0 or above. Level 6 Year 2 (Formerly
LEP) *Note: Level 6, Year 1, and Level 6, Year 2, Formerly LEP
students do not take the annual ELP assessment and are only
included in the calculation for AMAO 3 (Adequate Yearly Progress)
for reading/language arts and mathematics. For kindergarten
students: Accountability Proficiency Score; Composite Score of 5.0
or above; and Literacy Score of 5.0 or above. For students in
Grades 1-12: Tier C; Composite Score of 5.0 or above; and Literacy
Score 5.0 or above.
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The calculations for AMAO 1 (progress) and AMAO 2 (proficiency)
will be determined based on results from the statewide
administration of Assessing Comprehension and Communication in
English State-to- State for English Language Learners (ACCESS for
ELLs). 57
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AMAO 1 includes all ELLs that have two ACCESS for ELLs scores.
AMAO 2 includes all ELLs that are reported in the 2011 Spring
ACCESS for ELLs Test Results. 58
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AMAO 1 (progress) is defined as those students who meet one of
the following criteria: Earning a composite proficiency score of 6
on the 2011 administration of the ACCESS for ELLs. Showing an
increase in composite scale score that meets or exceeds targets by
level according to the table in the next slide. 59
AMAO 2 (proficiency) is defined as those students who meet the
following criteria: For kindergarten students: Accountability
Proficiency Level on ACCESS for ELLs; Composite Score of 5.0 or
above; and Literacy Score of 5.0 or above. For students in Grades 1
- 12: Tier C on ACCESS for ELLs; Composite Score of 5.0 or above;
and Literacy Score 5.0 or above. 61
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Have you analyzed your SOL data at the division, school, and
student level? Have you analyzed your ACCESS for ELLs data at the
division, school, and student level? 62
Consolidate AMAO data by division and school level. Analyze
AMAO data after retrieved from AYP Detail and Spring ACCESS for
ELLs Test Results reports. Modify as needed by school division.
64
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SOL and ACCESS for ELLs data are located in the Single Sign-on
for Web Systems (SSWS) SOL data are located in the Adequate Yearly
Progress (AYP) Application AYP Detail Report ACCESS for ELLs data
are located in the Title III (ESL) Application - Spring ACCESS for
ELLs Test Results Report 65
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Log in to the Single Sign-on for Web Systems (SSWS) Click on
Adequate Yearly Progress (AYP) applicationAdequate Yearly Progress
(AYP) Click on Reports located on the right side of page Click on
the AYP Detail ReportAYP Detail Report 66
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345 6 7 1 28
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Log in to the Single Sign-on for Web Systems (SSWS) Click on
Title III (ESL) Application Click on Reports located on the right
side of page Click on Spring ACCESS for ELLs Test ResultsSpring
ACCESS for ELLs Test Results 68
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Sample AMAO 1 (Progress) Data School Division: Total EL
EnrollmentTotal Number Of ELs Tested Total Number of ELs Meeting
AMAO 1 (Progress) AMAO 1 Percentage RateMet AMAO 1 Target
20102011201020112010201120102011 2010 (65%) 2011 (66%) Division
Level 5495265495264204157779Yes School Level Elementary School
18895889567707674Yes School 28886888667727684Yes School
38999899970757976Yes Middle School 18944894470307968Yes School
259505950515086100Yes School 36168616838556281NoYes High School
11829182911186162No School 23630363027257583Yes School
32125212519209080Yes 12
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School Division: Total EL Enrollment Total Number Of ELs Tested
Total Number of ELs Meeting AMAO 2 (Proficiency) AMAO 2 Percentage
Rate Met AMAO 2 Target (Yes or No)
201020112010201120102011201020112010 (16%)2011 (17%) Division Level
17018517018538372220Yes School Level Elementary School
130383038842711YesNo School 22522252252209YesNo School
321202120642920Yes Middle School 115171517352029Yes School
218201820532815YesNo School 329222922351023NoYes High School
115181518422711YesNo School 28158 242527Yes School 39139 282262Yes
Sample AMAO 2 (Proficiency) Data 12
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School name Total number of students tested Total number of
students met progress AMAO 1 (progress) percentage rate Met Target
(66%) Elementary Schools School 1483573%Yes School 2282071%Yes
School 3492551%No School 4292276%Yes Middle Schools School
1231043%No School 2351543%No High Schools School 1393590% Yes
School 2261869% Yes Division AMAO 1 (progress) Results 277 18065%No
What is reflected by the data at the middle school? How could the
elementary school data be used to determine strengths and
weaknesses at this level? How could elementary and high school data
be used to develop interventions for the middle school? How could
data be used to determine the effectiveness of the English Program
at all levels?
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Review language domains and standards scores for strengths and
areas in need of improvement Develop instructional strategies to
address areas in need of improvement Work cooperatively with
content area teachers to provide instruction to address areas in
need of improvement 73
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Teacher Report The Teacher Report contains individual data for
one student. Sample Teacher Report 74
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Review reporting categories scores for strengths and areas in
need of improvement Develop instructional strategies to address
areas in need of improvement Work cooperatively with content area
teachers to provide instruction to address areas in need of
improvement. 75
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1. Test Name 2. Reporting Categories 3. Number Correct 4.
Number Possible 5. Performance Results (Scaled Score and
Performance Level) 6. Performance Level Description 1 2 3456
Non-Writing Test Sample Student Report 76
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1.Determine why and what data needs to be analyzed; 2.Identify
the most appropriate and knowledgeable participants to be a part of
the data team; 3.Know where the data is located; 4.Take steps to
minimize the time in collecting and analyzing the data; 5.Take
advantage of what is working; and 6.Be prepared to make
recommendations for next steps once data results have been
analyzed. 77
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Questions? 78
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Robert Fugate LEP Assessment Specialist Virginia Department of
Education [email protected] (804) 225-2102 Judy
Radford ESL Coordinator Virginia Department of Education
[email protected] (804) 786-1962 79
