ELL/LEP Project
In this section you will be able to see the data on the projected growth with the students at Johnson JHS. We will first see the data for all of the subjects, comparing the last three winter testing years, as well as LEP vs non-LEP data.
Data Collection
This section compares the overall data from MAPS testing for the past three winter testing seasons. You will be able to see how the LEP students did compared to non-LEP students.
Looking at the data to the right we can see that 47% of our LEP students at Johnson met or exceeded their projected growth. During this winter (2021-2022 school year) our LEP students had and increase of students meet or exceed their projected growth by 7%.
​
However looking at Johnson's non-LEP students they had a drop of 8% during the winter 2020-2021 MAPS testing season. Yet, when we returned to face-to-face instruction our non-LEP students increased their percentage of students who met or exceeded their projected growth by 5%. We have not quite recovered fully from the pandemic with our non-LEP students. We are trending in a positive direction, which shows the efforts to close the learning gaps that arose during the pandemic are working.
Data pulled from FocusEd - 2022
This section compares just the reading data from MAPS testing for the past three winter testing seasons. You will be able to see how the LEP students did compared to non-LEP students.
In drilling down on the MAPS Reading we can see that Johnson's LEP students remained steady during online only dropping by 1% not meeting their projected growth. However the non-LEP students dropped by 10%. ​
​
Both student groups made great progress regarding meeting their projected growth once we returned back to face-to-face instruction. Both Johnson's LEP students and non-LEP students each increased by 6% of students meeting their projected growth.
​
Data pulled from FocusEd - 2022
This section compares just the math data from MAPS testing for the past three winter testing seasons. You will be able to see how the LEP students did compared to non-LEP students.
When we drill down on the math the trends fluctuate more over the three winter testing season. For example, the non-LEP students dropped by 4% between the 2019-2020 test and the 2020-2021 test. Then the gained that 4% of students meeting or exceeding their growth during the winter 2020-20201 test.
​
Johnson's LEP students however never dropped. They actually has an increase of 2% of students meeting or exceeding their growth. Then in the winter 2020-2021 testing window their percentage meeting or exceeding growth went up to 62%! That is an increase of 14%!
Data pulled from FocusEd - 2022
Data Analysis Committee
Trudi Jacobs (Principal) - She was part of the committee as the leader of the school
​
Josh Danielson (Assist Principal) - He is one of our newer AP's who came from Harney MS. He has had some experience with Title budgets and is a key member of the committee. He also has many connections in the district which has helped us with some of the roadblocks we ran into.
​
Tanya Able (Learning Strategist) - She helped with the SPP this year and she also was one of the strategists who held WIDA boot-camps and other specific classes targeted towards students who needed extra attention to close their learning gaps. She knows the needs of the students and what we will need for next year to have successful student outcomes.
​
Hillary Zune De Soto (Learning Strategist) - She too helped with the SPP this year and held classes for students who needed extra help for their classes. She was able to provide us with some of the statistics needed to make some of the budget decisions.
​
Candice Bixman Murphy (Learning Strategist/Title III Specialist) - She has been involved with Title I and Title III budgeting for many years. She is the one who organizes everything for the team and provides data for decision making. She is a fantastic resource for Title questions.
​
Joan Heupel (Admin Intern) - I was placed on this committee to gain the experience of data analysis and to dive deeper into the needs of our LEP/ELL students.
​
Each person was placed on this committee because they have a unique understanding of the needs of the students. We have found that some of our strategies worked closing the learning gaps. We hope to continue on this upward trend by duplicating some of the things we did this year which includes WIDA Boot Camps earlier in the year as well as specialized fundamental classes to help those students who need the extra support.
Conclusion and Next Steps
It is important to ensure each gets what they need from their school to be successful. One of the ways to assess the success of classroom instruction and intervention programs that are put in place for students who need extra assistance, is through standardized tests. Our school has they students take the SBAC, MAP. The intervention program that we have found to be quite successful is our WIDA Boot Camp. Students are pulled from one of their elective classes and put in boot camp. Students are able to be in small classes, 5-10 students, where they are able to get the assistance they need to understand the concepts being taught in their core classes. Our ELL/LEP students are put into classrooms without being able to even speak the language (English). These students struggle to learn the language on top of the specific subject being discussed in the classroom simply because English is their second or third language. This is why our WIDA Boot Camps have be successful, students are able to work with the learning strategists to gain the understanding and knowledge they need to be successful.
​
When analyzing the data to measure the success of the interventions Johnson JHS use to assist the Title III students we are able to compare their scores with non-LEP students. FocusEd is an online program that administrators are able to access to analyze the success of their students. In FocusEd we are able to drill down on specific testing the school has done. We are also able to separate the data by teacher, IEP students, LEP students and other categories useful to measuring the success of their students.
​
In looking at the data, we are able to see the dramatic drop in test scores during the COVID-19 shutdown at the end of 2019 through 2020. We are going to compare the Winter MAP's data to see the trends over the past three years. The dramatic drop in students meeting their projected MAPs growth during the year students were online.
​
Based on this data, one can see the importance of face-to-face instruction rather than online. There are some students who are more successful with online instruction and are able to understand the concepts being taught. However, the majority of students were more successful in meeting their projected growth.
​
The next step in analyzing this data is to look at the teaching methods of those who's students made the most growth and understanding what they are doing differently so we can implement some of those methods in other classrooms. We need to look at what specifically the learning strategists are doing to help these students when they get put into WIDA Boot Camp. By understanding what is truly working for our current student body will help us to better teach and assist all students on campus and not just the LEP students.