Culminating Project Part 1 District Analysis The Following C

Culminating Project Part 1District Analysisthe Following Chart Was Cre

Culminating Project Part 1 District Analysis The following chart was created to compare the most recent Livingston Parish LEAP 2025 scores from 2021 to the previous scores from 2019 in the same grade level as well as the previous scores of the same group of students in 2019. The data was accessed from relevant files, with scores not available for 2020 due to COVID-19 school closures.

Analysis of the data indicates strong mastery scores in ELA, with nearly half of students reaching mastery levels. In 2021, 82-87% of students scored Basic or above in ELA, with seventh graders maintaining 82% and 87% in 2021 and 2019 respectively, and fifth graders at 83% in 2019. Math scores are slightly lower but still show more than half of students at Basic or above, with 73% in 2021 and 78% in 2019 for seventh graders, and 75% in 2019 for fifth graders. Unsatisfactory scores are very low, generally below 5%.

Of particular note is the increase in students attaining the 'Advanced' level in ELA from 6% to 17%, despite pandemic disruptions. Seventh-grade students maintained around 2% at the 'Advanced' level in Math, with a slight increase from 33% to 34% in Mastery. Areas for improvement include Math scores, where a larger percentage of students are approaching Basic, indicating potential for targeted intervention to improve overall performance.

Similarly, analysis of Denham Springs Junior High scores reveals impressive mastery in ELA, surpassing district averages with higher percentages of students scoring at advanced levels. In 2021, 79-90% of students scored Basic or above, with some decline observed compared to 2019 scores, which were at 91% and 90%. Math scores remain robust, with 76-81% scoring Basic or above, though there is room for progress in the Approaching Basic category. The increase in Unsatisfactory scores in recent ELA assessments is concerning and linked to the rise in English Language Learner (ELL) students, requiring focused interventions.

The data suggests that the most recent ELA scores at Denham Springs Junior High have seen a rise in Unsatisfactory scores, highlighting the need for strategic academic support. To address this, a SMART goal is proposed: to reduce the percentage of students scoring Unsatisfactory in LEAP 2025 ELA by at least one point annually. Given the growth in the ELL population, sustained efforts in intervention and support are essential to stabilize and improve student achievement levels.

The overall analysis underscores the importance of targeted educational strategies to bolster Math and ELA performance, especially among students demonstrating approaching and unsatisfactory scores. The goal aligns with the school's mission to foster knowledge, excellence, teamwork, and success, emphasizing continuous improvement even amid challenges like the pandemic and demographic shifts.

Sample Paper For Above instruction

Title: District Analysis of Livingston Parish and Denham Springs Junior High LEAP 2025 Scores

The evaluation of recent LEAP 2025 scores in Livingston Parish and Denham Springs Junior High provides critical insights into academic achievement, highlighting successes and areas in need of strategic improvement. These analyses are essential for informing instructional practices, resource allocation, and targeted interventions aimed at closing achievement gaps and fostering overall student success.

Livingston Parish’s recent data demonstrate robust performance in English Language Arts (ELA), with nearly half of the students reaching mastery levels. In 2021, 82% of seventh graders scored Basic or above, similar to previous years, indicating consistency despite disruptions caused by COVID-19. Moreover, the percentage of students reaching the 'Advanced' level in ELA increased from 6% to 17%, signaling improvement in higher-level proficiency. The Math scores, although slightly lower, remain strong, with over 70% of students achieving Basic or above, and only a small fraction scoring Unsatisfactory (

The comparison of scores over the years highlights the resilience of the Livingston Parish school system and provides a basis for targeted interventions. For instance, the slight decline in Math mastery scores from 78% in 2019 to 73% in 2021 indicates potential gaps that may be addressed through enhanced math instruction, tutoring, and evidence-based interventions. Additionally, the low percentage of Unsatisfactory scores demonstrates effective teaching practices but underscores the importance of sustaining these efforts, especially for students at risk of falling behind.

In contrast, Denham Springs Junior High exhibits similarly impressive scores, often surpassing district averages. In 2021, approximately 79-90% of students scored Basic or above in ELA, with some decline compared to 2019, where scores were as high as 91%. The data reveal a concerning trend: an increase in Unsatisfactory scores in recent assessments, attributed partly to the significant growth in the ELL student population. To improve outcomes, it is critical to implement targeted linguistic and academic support for ELL learners and develop culturally responsive teaching methods.

Math scores at Denham Springs Junior High remain favorable, with 76-81% of students achieving Basic or above, but the category of Approaching Basic requires attention, as a larger percentage of students fall into this group. The slight increase in Math mastery scores from 35% to 38% among seventh graders indicates gradual progress, yet there remains substantial room for growth. Addressing these gaps involves employing differentiated instruction, extending learning opportunities, and intensifying interventions for struggling students.

The discrepancies observed between districts and schools highlight the importance of tailored strategies that consider demographic factors, resource availability, and instructional quality. Particularly for the ELL population, differentiated language instruction and engagement with families are crucial in fostering academic achievement. The goal-setting process, guided by the SMART framework, is integral to continuous improvement. For Denham Springs Junior High, a specific aim to reduce Unsatisfactory scores by 1% annually reflects an attainable target considering current resources and the anticipated growth of ELL students.

Overall, the data analysis suggests a positive trajectory but underscores the importance of sustained and adaptive interventions. Emphasizing targeted support in Math and ELA, particularly for vulnerable populations, can further elevate student achievement. Aligning instructional practices with data-driven insights and fostering a collaborative school culture focused on rigorous standards are essential for ongoing progress.

References

• Louisiana Department of Education. (2021). LEAP 2025 Achievement Level Summaries. Retrieved from https://www.louisianabelieves.com
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