This report describes findings of two half-day focus group meetings that discussed experiences and concerns about the participation of students with Limited English Proficiency (LEP) in Minnesota's Basic Standards Exams. The focus groups included test coordinators, general classroom teachers, and English as a Second Language teachers. The report summarizes the discussions held during the focus groups, including: (1) experiences during the Spring 1996 testing, with information on the level of participation by students with LEP, how participation decisions were made, and provision of accommodations; (2) suggestions for future test administrations, including information on interim testing, possible accommodations, district decision making processes, temporary exemptions, and a Pass-LEP scoring option; (3) future district needs, including the need for better student information, better test information, and other types of tests; and (4) district concerns, including general concerns about setting levels of performance, remediation and test preparation, and use of data. Possible accommodations discussed included the option to restate directions and test questions in different English words to make the test more comprehensible to students with LEP, the option to test students with LEP in their own classrooms, and the option to use dictionaries on the Basic Standards of Written Composition. (CR)