How can you ensure that discussions surrounding assessments of ELL/bilingual students involve more than their deficits and achievement gaps, but also focus on their strengths, gr
DQ1:
How can you ensure that discussions surrounding assessments of ELL/bilingual students involve more than their deficits and achievement gaps, but also focus on their strengths, growth, and successes to celebrate?
DQ2:
What are some ways an ELL/bilingual specialist can be included in the analysis of data and participate in decision-making at the district, school, and grade level or content/subject area team levels? Reflecting on your personal professional growth, what aspects of data-based decision-making do you still have questions about? How prepared are you to analyze assessment data for ELL/bilingual students and offer sound recommendations? In what ways will you seek continued professional growth to serve as a resource to colleagues in data-based decision-making?
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