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            <p></p><div class="edit">  <p>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.</p>  <p>&nbsp;</p>  <p>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.</p>  <p>&nbsp;</p>  <p>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</p>  <p>&nbsp;</p>  <p>Listed below are a few of the assessments used at Longley. <br></p><p style="font-size: 18px;"><b>ACCESS for ELLs 2.0</b><br></p>  <p>&nbsp;</p>  </div><p></p>
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            <p></p><div class="edit">  <p>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.</p>  <p>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.</p>  <p>&nbsp;</p>  <p>The assessment is administered in 4 parts, each portion assessing a different aspect of a students language; listening, speaking, reading, and writing.&nbsp;</p>  <p>&nbsp;</p>  </div><p></p>
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            <p></p><div class="edit">  <p><b><u style="font-size: 18px;">WIDA MODEL</u></b></p>  <p>&nbsp;</p>  <p>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.</p>  <p>&nbsp;</p>  </div><p></p>
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            <p>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</p><p><br></p>
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            <p style="font-size: 18px;"><b>Fountas &amp; Pinnell</b></p>
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            <p></p><div class="edit">  <p>Fountas &amp; Pinnell (or F&amp;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&amp;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.</p>  <p>&nbsp;</p>  <p>When it comes to ELL students, the F&amp;P is administered in the same manner as it is to native-English speaking students.&nbsp;</p>  <p>&nbsp;</p>  </div><p></p>
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