Plainview ISD reports TELPAS gains; district sets writing as next priority

Plainview Independent School District staff presented preliminary TELPAS results to the board, reporting districtwide increases in students scoring at the advanced‑high level and identifying writing instruction as the primary area for further growth.

The presentation: Blanca Campos, TELPAS coordinator, and Dr. Mary (district ELL lead) told trustees the TELPAS assessment measures listening, speaking, reading and writing for emergent bilingual students and that 464 students were tested this cycle; when students who arrived after the district’s snapshot date are removed, the tested population was 452. Campos described TELPAS scoring guidance and said students must “address the task completely” to reach advanced or advanced‑high ratings.

Key results and context: District presenters highlighted several campus gains. Using data with snapshot students removed, staff reported: - South Elementary: 60% growth in the target measure and four accountability points credited to the campus; 12 students tested after snapshot were removed from district accountability calculations. - Central Elementary: composite growth to 71% (from 55%). - North Elementary: composite growth from 54% to 65%. - Junior high: 24 student exits from the ELL program and a large increase in advanced‑high composite scores (presenters reported a 467% increase in one junior‑high writing measure compared with the prior year).

Presenters emphasized that snapshot removals affect accountability reporting; students who arrive mid‑year are excluded from accountability calculations for the year they arrive but can be counted in subsequent years if they remain in the district.

Instructional priorities: Staff said the district will prioritize writing instruction across grades and will expand teacher training. Blanco Campos described summit pull‑out interventions where students are grouped by proficiency and receive targeted instruction once or twice weekly. The district also plans additional training for kindergarten and first‑grade teachers, shared writing strategies, and the use of anchor charts and structured practice for speaking and writing tasks.

Illustrative example: During the presentation staff played an anonymized student recording as an example of an advanced‑high speaking response. A district presenter explained the response demonstrated specific steps, transition words and task completion — qualities required for top TELPAS ratings.

Why it matters: District staff linked TELPAS growth to campus accountability: several campuses earned additional state accountability points from TELPAS performance that contributed to higher campus ratings. Trustees were told improved TELPAS outcomes help students reach exit criteria for ELL services and support long‑term postsecondary readiness.

Next steps: Staff said they will continue annual TELPAS reviews, increase writing practice across grade levels, and coordinate with the region service center for professional development focused on adolescent literacy and writing instruction.