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BRACKETT ISD: ESL assessment shows majority in intermediate or higher levels; speaking identified as the hardest domain
Summary
District staff presented LAS Links and TELPES/TELPUS results for a 19-student tested cohort: 7 classified limited English proficient and 12 fluent English speakers. Speaking performance was noted as the most difficult domain and the district described classroom supports and a speaking-practice program.
District staff presented a multi-page update on the English-learner program and assessments, describing local screening and state-required TELPES/TELPUS measures. The presenter said the district had administered LAS Links as a local oral-language assessment and reported results across the four domains: listening, speaking, reading and writing.
For a tested enrollment of 19 students, staff said 7 were identified as limited English proficient and 12 as fluent English speakers based on the oral assessment. The presenter outlined domain-level distributions: in listening and reading many students were at intermediate levels; speaking had a broader spread and was singled out as the most challenging domain for students. "The speaking component is the most difficult," the presenter said when describing why the district implemented additional practice and a targeted program before the exam.
Staff described interventions and local supports: scheduling ESL-certified teachers strategically in master schedules, using local speaking practice tools (a Summit K‑12 program referenced), and pulling students for targeted instruction. The district also reported STAR and ELA snapshot breakdowns used for program decisions: reading performance and writing integration into reading assessments produced mixed satisfactory/unsatisfactory splits, and math performance showed higher satisfactory rates.
The presentation emphasized the small cohort size and the limits of year-to-year comparisons while noting progress in pathway completion and classroom supports intended to boost language development.
Quote (attributed): "The speaking component is the most difficult," a district presenter said when discussing TELPES/TELPUS results and local interventions.
