# data[].attributes.headline
Add chart tp the dynamic assessment section to explain what supports were provided and what changed

# data[].attributes.subject
Add chart tp the dynamic assessment section to explain what supports were provided and what changed

# data[].attributes.body
I like the CELF subtest explanations and accessibility to explain to parents with the chart.

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can the new information about eligibility be added to the bilingual shell as well?

# data[].attributes.subject
can the new information about eligibility be added to the bilingual shell as well?

# data[].attributes.body
Add an example in the shell for cross battery so that it helps explain differences between our assessment results and Diag or LSSP assessment results.

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The added explanation of the expressive, receptive and core language scores and what they mean is very helpful.

# data[].attributes.subject
The added explanation of the expressive, receptive and core language scores and what they mean is very helpful.

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I have heard really good things about the new CASL and am interested in using that test more!

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The subtest explanations really help clarify a students' strengths and weaknesses for summary purposes and when explaining to parents

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having all the info in one place is helpful

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I like that the C-LIM is discussed for bilingual kids. I feel it's often overlooked. 

# data[].attributes.subject
I like that the C-LIM is discussed for bilingual kids. I feel it's often overlooked. 

# data[].attributes.body
Second on the chart for dynamic assessment, an example of that would be very helpful

# data[].attributes.body
Does anyone use a template to organize their thoughts for a language sample?

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we want that great chart comparing scaled scores to the results after dynamic assessment.  **include a key for what minimal, moderate, max support is (examples) above or below the chart to refer to

# data[].attributes.subject
we want that great chart comparing scaled scores to the results after dynamic assessment.  **include a key for what minimal, moderate, max support is (examples) above or below the chart to refer to

# data[].attributes.headline
Good clarification and information/tips in the shell and cheat sheet

# data[].attributes.subject
Good clarification and information/tips in the shell and cheat sheet

# data[].attributes.headline
Dynamic assessment on Recalling Sentences should be calculated using the following denominator:  out of total possible points  (# of questions X 3) because otherwise you will not reflect on moderate improvement that could be made from multiple 1 to 3 scores if you are calculating as wright/wrong

# data[].attributes.subject
Dynamic assessment on Recalling Sentences should be calculated using the following denominator:  out of total possible points  (# of questions X 3) because otherwise you will not reflect on moderate improvement that could be made from multiple 1 to 3 scores if you are calculating as wright/wrong

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put everything in a folder so we only have access to the general shell and have to make a copy

# data[].attributes.subject
put everything in a folder so we only have access to the general shell and have to make a copy

# data[].attributes.headline
As a district, overall,the length of our FIEs has grown exponentially.  I have never seen such thorough reports from other districts (40 + pages on students tested for multiple disabilities).  I'm just concerned about whether the parent feels completely overwhelmed and the amount of time it takes to complete these reports.  When I started in RISD the FIE (CIA at that time) was a 5-page handwritten report.  You wrote on the back if you needed extra space.  Our current reports are complete and professional masterpieces.  However - are we going above and beyond, given our time constraints and other responsibilities.  Very glad to hear that we can pick and choose and use our prof. judgment with the shells.  It's just that with the passage of time I have observed this incredible evolution of the report and the time needed to complete it.

# data[].attributes.subject
As a district, overall,the length of our FIEs has grown exponentially.  I have never seen such thorough reports from other districts (40 + pages on students tested for multiple disabilities).  I'm just concerned about whether the parent feels completely overwhelmed and the amount of time it takes to complete these reports.  When I started in RISD the FIE (CIA at that time) was a 5-page handwritten report.  You wrote on the back if you needed extra space.  Our current reports are complete and professional masterpieces.  However - are we going above and beyond, given our time constraints and other responsibilities.  Very glad to hear that we can pick and choose and use our prof. judgment with the shells.  It's just that with the passage of time I have observed this incredible evolution of the report and the time needed to complete it.