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Welcome to Longley's Page

over 2 years ago

Welcome to Longley's page for information about the English Language Learners at our school!


What is an English Language Learner?

An English language learner is a student who is an active learner of the English language. English language learners are a diverse group of students who require different language, academic, and socio-emotional supports.



ELL Teachers

over 2 years ago

Longley's ELL Teachers 

Longley's ELL team comes to Longley from a variety of backgrounds, just like our EL students.


ELL Teacher

Grade Level

Mission Statement/Why I Teach ELL

Sarah Latzke



Louise Bradford

Grade 1


Michelle Norsworthy

Grade 2


Deeqa Mohamed

Grade 3


Emily Powers

Grade 4


Jennifer Duffy

Grade 5


Meredith Kelsey

Grade 6


Katy Heermann

ELL Coach & Interventionist


Longley ELL Demographics

over 2 years ago

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comparison chart
student first languages
total ELL students
 students access levels
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ELL Testing Information

over 2 years ago

At Longley, EL students are required to take the same assessments as native English speaking students. Some ELLs are given accommodations such as "small group setting" to better provide them with a comfortable environment to ask questions during testing. Typically, for our newcomer students, these assessments are given by the ELL teacher. Level II and III students' assessments are often administered by the classroom teacher in a whole group setting.


Additionally, to the state assessments, ELL students take the WIDA Model and ACCESS 2.0 to more accurately assess an EL student's language and language growth.


All teachers at Longley use these assessments and the data provided to better improve ELL and general education instruction. We have weekly grade-level meetings where the grade-level teachers, including ELL and Special Education, work together to create data-driven, rigorous instruction for all students


Listed below are a few of the assessments used at Longley.

ACCESS for ELLs 2.0


ACCESS for ELLs 2.0

ACCESS is a large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language leaners. ACCESS is given once a year to all EL students. The assessment is administered online for Grades 1-12, while Kindergarten is administered 1:1 with an ELL teacher.

The assessments generates information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support. ACCESS provides teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.


The assessment is administered in 4 parts, each portion assessing a different aspect of a students language; listening, speaking, reading, and writing. 





The WIDA MODEL is an assessment that can be used by educators as an identification/placement assessment for newly enrolled ELLs or as an interim progress monitoring assessment. Students take this assessment before they are given ELL service from an ELL teacher to help determine a students language level and appropriate level of service. It helps teachers to know the necessary amount and type of instructional services and support.


NWEA logo

The NWEA assessment is administered to all students to help staff support growth and skill mastery of all students. It illuminates every student's learning needs, helping teachers to target instruction for each individual student and their needs. NWEA is administered three times a year; fall, winter, spring to demonstrate student growth. NWEA is an adaptive assessment that identifies a child's starting point and tracks growt

Fountas & Pinnell

Fountas & Pinnell (or F&P assessment) is a resource that allows teachers to accurately and reliably identify each child's instructional and independent reading levels. Teachers document students progress through one-on-one formative and summative assessment. F&P provide teachers with precise tools and texts to observe and quantify specific reading behaviors, and then interpret and use that data to plan meaningful instruction.


When it comes to ELL students, the F&P is administered in the same manner as it is to native-English speaking students. 


ELL Program

over 2 years ago

ELL teachers work closely with their grade levels to ensure students are getting the language supports they need both in and out of the grade-level classroom. ELL and classroom teachers diligently teach language without sacrificing the Common Core State Standards.


ELL teachers use their knowledge of best practice for ELL as well as their knowledge of the students to choose the best instructional style for each student.

Longley ELL teachers typically offer instruction in one of the following styles. 

Pull-Out Instruction


Students receive specially designed language and academic instruction for portions of the school day, offered by an specialist in teaching English to speakers of other languages. 

ELL teachers provide services in a designated area outside of the classroom.


Pull-Out Instruction

Pull-Out instruction allows EL students to receive small-group instruction specifically tailored to the students needs both academically and linguistically.

Some teachers pull students in mixed-level groups while others pull by student proficiency level (newcomer, beginner, intermediate, advanced). 

Pull-Out instruction

Typically ELL teachers will "parallel teach" where both the ELL teacher and classroom teacher are covering the same information but the EL students are receiving small-group language-focused instruction.

Collaborative Teaching

two teachers in the room

ESL/classroom teacher collaboration involves two credentialed professionals who are partners in the instruction of the lesson. They share the responsibility for planning lessons so as to provide differentiated instruction in a manner that is not always possible for one teacher. Lesson planning time is built into their schedules.

Collaborative teachers are using the same physical space

Collaborative teachers are using the same physical space, and ELs are not pulled out of the classroom for one of the teachers to instruct. Although small heterogeneous groups may be pulled aside for reinforcement, ELs are not isolated from mainstream student

Push-In Support

Typically push-in support is provided to students who are at ELL levels II and III. This support is typically provided by an ELL Ed-Tech who is overseen by an ELL teacher and a classroom teacher. These student are closely observed for progress and are picked up for direct ELL support from an ELL teacher if necessary.

Push-In Support

ELL Ed-Techs help classroom teachers to differentiate instruction, provide materials and resources for students, and help ensure instructional adaptations for students who are in need of additional support are available.