Subcommittee identifies assessment‑alignment and data‑sharing gaps; schedules cut‑score briefing
Members flagged tensions between EL instruction models, AZELLA assessment requirements and Move On When Reading interventions; they urged better guidance and data‑sharing and scheduled a Oct. 10 briefing on cut scores with national partners and a Nov. 6 wrap‑up meeting for recommendations.
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During discussion the subcommittee returned repeatedly to alignment questions: how Arizona’s language‑development approach and the ELP standards align with AZELLA test expectations and with Move On When Reading interventions and associated cut scores. Several members described the practical challenge for schools of balancing required targeted EL time, integrated instruction and tiered early‑reading interventions.
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