Online Test & Assessment FAQ

 

EL & Testing Coordinator

Dr. Deborah Whitmoyer has been an educator for over 25 years. Originally from Pennsylvania, she attended Penn State University where she received a Bachelor of Science degree in Secondary Education Social Studies. She also attended Shippensburg University for her Master's degree in History, and Gwynedd Mercy University for her Doctorate in Educational Leadership. She has been a classroom teacher, dual enrollment teacher, new teacher induction coordinator, and school director. In her spare time, she has coached field hockey and soccer. Dr. Whitmoyer believes that every student should have the opportunity and the supports necessary to achieve their dreams.


Testing and Assessment

How is student progress assessed?

Nevada Virtual Academy is a mastery-based program for 6th grade, which means students master concepts and lessons before moving on to the next lesson. Students are required to submit work samples to their teachers for evaluation and feedback. Teachers assess mastery and provide quantitative feedback in the secondary grades to students and families.

What tests are required as part of the program?

For the 2021-2022 school year students are mandated to complete the tests listed below. If you would like more information about these tests, you can visit the Nevada Department of Education’s website: http://www.doe.nv.gov/Assessments/

Throughout the year:

  • Grades 6-12 also take the MAP Reading and Math for our interim progress monitoring.

Winter:

  • • Students in all grades identified as English Language Learners (ELL) take the WIDA English Language Proficiency Assessment.
  • • Grade 11, to be eligible for graduation, participates in the ACT, which will be free of charge when administered by the school. A student’s ACT score will not be used to determine graduation eligibility but can be submitted with college applications.

Spring:

  • • Grades 6–8 are required to participate in the Smarter Balance Assessment, based on grade level.
  • • Grades 8 and 10 must participate in the Science assessments.
  • • Students in high school courses will be required to take End of Course assessments at the end of the designated courses (English 10, Algebra I, Geometry I).
  • • The Nevada Alternative Assessment is given to students at designated grade levels when appropriate.
  • • Career and Technical Education (CTE) Assessments

Multiple test sites around the state will be available for students to take many of these tests. Information about these sites will be forthcoming as the testing deadlines approach.

The Nevada Virtual Academy Parent/Student Handbook 2021–2022, provided to all parents and students, states all students are required to participate in mandated testing and are subject to disciplinary actions if they do not participate. Also, students who do not participate in state mandated testing will have their letter grades reduced in the tested course by one (1) letter grade.

At NVVA we use Testing Nirvana as our testing event management program. Leading up to testing we will send out a variety of emails with important information and student appointments using Testing Nirvana. Please add the email address donotreply@testingnirvana.com to your trusted sender list, otherwise time sensitive emails could be delivered to your junk or spam folder.

Do I have to participate in state testing?

The Nevada Virtual Academy Parent/Student Handbook 2021–2022, provided to all parents and students, states all students are required to participate in state testing and are subject to disciplinary actions if they do not participate. Also, students who do not participate in state testing will have their letter grades reduced in the tested course by one (1) letter grade.


WIDA Testing FAQs

What is ACCESS for ELLs 2.0?

ACCESS for ELLs 2.0 is an English language proficiency assessment for Grades 6–12. The test is administered every year to help school districts monitor the English language development of students identified as English language learners.

What is the purpose of the test?

ACCESS for ELLs 2.0 measures students’ abilities to understand and produce English used within school settings. The four sections of the test are Listening, Reading, Speaking, and Writing.

Why does my child have to take the test?

Your child is identified as an English language learner. Your child will take the test every year until his/her scores meet the criteria to exit the language support program. Contact your child’s school for more information on how your child was identified as an English language learner.

When will my child take the test?

Every state sets a time frame for schools to administer ACCESS for ELLs 2.0. Schools schedule when students will take the four sections of the test during the testing time frame. Contact your child’s school for more specific information on when your child is scheduled to take.

How are the test scores used?

Scores from ACCESS for ELLs 2.0 can be used in many ways. Parents can use the scores to advocate for their child. Teachers use the scores to plan instruction and assessments. Districts use the scores to evaluate their language support programs, to monitor student progress in acquiring English, and to determine if a student is eligible to exit an English language support program. Scores are also used to meet federal and state accountability requirements.


English Learner Pupil and Parental Rights

Assembly Bill 195: Overview

Assembly Bill (AB) 195 (2021) revises provisions relating to pupils who are English learners. Approved by Governor Steve Sisolak on June 2, 2021, AB 195 extends the rights of English learner pupils and parental rights. Section three of the bill included below provides an overview of these rights.

Section Three: English Learner Pupil and Parental Rights

  • A pupil who is an English learner has the right to:

    1. Receive a free appropriate public education regardless of the immigration status or primary language of the pupil or the parent or legal guardian of the pupil;
    2. Equal access to all programming and services offered to pupils in the same grade level who are not English learners by the school or school district in which the pupil is enrolled;
    3. Receive instruction at the same grade level as other pupils who are of a similar age as the pupil who is an English learner, unless the school or school district in which the pupil is enrolled determines it is appropriate for the pupil who is an English learner to be placed in a different grade level;
    4. Equal access to participate in extracurricular activities;
    5. Receive appropriate services for academic support provided by the school or school district to pupils enrolled in the school or school district who are not English learners;
    6. Be evaluated each year to determine the progress of the pupil in learning the English language and to obtain information about the academic performance of the pupil, including, without limitation, the results of an examination administered pursuant to NRS 390.105; and
    7. Be continuously placed in a program for English learners for as long as the pupil is classified as an English learner unless the parent or legal guardian of the pupil declines for the pupil to be placed in a program for English learners.
  • The parent or legal guardian of a pupil who is an English learner has the right to:

    1. Enroll his or her child in a public school without disclosing the immigration status of the pupil or the parent or legal guardian;
    2. To the extent practicable, have a qualified interpreter in the primary language of the parent or legal guardian with the parent or legal guardian during significant interactions with the school district;
    3. To the extent practicable, receive written notice in both English and the primary language of the parent or legal guardian that the pupil has been identified as an English learner and will be placed in a program for English learners;
    4. Receive information about the progress of the pupil in learning the English language and, if the pupil is enrolled in a program of bilingual education, the progress of the pupil in learning the languages of that program;
    5. At the request of the parent or legal guardian, meet with staff of the school in which the pupil is enrolled at least once a year, in addition to any other required meetings, to discuss the overall progress of the pupil in learning the English language;
    6. Transfer the pupil to another school within the school district if the school in which the pupil is currently enrolled does not offer a program for English learners or has been placed on a corrective action plan pursuant to NRS 388.408;
    7. Receive information related to any evaluations of the pupil pursuant to paragraph (6) of subsection 1; and
    8. Contact the Department or the school district, as applicable, if the school or school district in which the pupil is enrolled violates the provisions of this section.
  • Notwithstanding the provisions of paragraphs (b) and (c) of subsection 2, the board of trustees of each school district shall provide information to the parent or legal guardian of a pupil who is an English learner in a language and format that the parent or legal guardian can understand.
  • To the extent practicable, the board of trustees of each school district shall, in writing and in both English and the primary language of the parent or legal guardian of a pupil who is an English learner, inform the parent or legal guardian of the rights described in this section at the time of the registration of the pupil in a school within the school district or at the time the pupil is identified as an English learner. The school district shall provide a copy of the rights described in this section at the annual registration of a pupil in a school within the school district to the parent or legal guardian of a pupil who is an English learner.
  • The Department shall provide translated copies of the rights described in this section in the five most common languages other than English primarily spoken in the households within each school district, which may include, without limitation, Spanish and Tagalog. The board of trustees of each school district and each school that enrolls pupils who are English learners shall post a copy of the rights described in this section on their respective Internet websites in as many languages as possible, which may include, without limitation, and as applicable for the school district, the languages translated by the Department pursuant to this subsection.

Assembly Bill 195 -Available Translations

Nevada Virtual Academy does not currently receive Title III Funding.