Teaching & Learning

Vol 1 November 2022

Big picture
Big picture


Greetings Plainview ISD Educators & Staff,

Teaching and learning are at the core of our work in Plainview ISD. We strive to provide our students with a challenging and safe learning environment where they are taught to not only solve problems but also to create novel solutions. We have invested millions of dollars in one-on-one computing across the district as well as the introduction of interactive flat panels in every learning space and classroom. We want to ensure that our students have access to 21st century tools, so they are well prepared to shape the near and distant future. We have also invested in instructional materials, such as new textbooks, support materials, software, intervention materials, and extension materials to ensure we provide the resources our students need to acquire knowledge and understanding while creating new knowledge and understanding. We continue to look around the corner to see what is next in teaching and learning, and we want to ensure that our teachers and support staff have the resources, technology, and training to continue to set the standard in education!


Dr. H.T. Sánchez

Plainview ISD Superintendent


One of the most important factors in student achievement is an effective teacher in the classroom. It is imperative our teachers have resources designed to effectively support classroom instruction and provide structures for student success in the classroom, the community, and beyond. Every student graduating from PISD must be prepared to fulfill the district’s vision of excellence in education.

An instructional coherence model is the result of focused work by district and school

administration, instructional support staff, and classroom teachers. Our PK-12 PISD Teaching and Learning Framework focuses on Professional Learning Communities, Multi-Tier System for Support Framework, a set of instructional beliefs and practices where students are empowered to own and celebrate their learning, student-centered coaching, and research-based Instructional Rounds.

Teaching and learning is in full swing. During the first three months of the school year, administrators and teachers have been busy opening brand-new buildings and establishing positive environments for academics, social-emotional learning, and behavior. Teachers have received district curriculum and resources. Our school board approved a new science curriculum and additional professional learning opportunities for teachers after school. Teachers have received professional learning and attended planning opportunities to promote the effective use of curriculum and instructional resources provided in the areas of reading, writing, math, and science. The district has received several grants from the Texas Education Agency. One of those grants will allow the district to create a strong Math foundation research-based framework to ensure our scholars receive the best instruction. Our Math Strong Foundation committee is excited about this work. Our goal is to promote a culture of success by focusing on alignment in planning, supporting rigorous instruction, and encouraging reflective and responsive assessment.

Dr. Pilar Moreno-Recio

Assistant Superintendent for Teaching and Learning

Empowering educators to transform student learning through Instructional Rounds

Big picture

Instructional Rounds- A Districtwide Practice for Advancing Our Vision

Instructional Rounds is a network collaborative approach to continuously improving teaching and learning. The networks include central office, campus administrators, and teachers who work in collaboration by identifying areas for improvement. The networks observe classroom instruction, analyze data, debrief, and focus on the next level of work to take Plainview ISD to higher levels of academic achievement. A practice of collaboration among experts is to examine a problem and work together for a solution. Teachers and administrators work together to identify and solve common problems related to teaching and learning.

Why Do Instructional Rounds?

  • To take improvement to the next level
  • To build a common understanding of effective learning and teaching
  • To reduce variability
  • To focus the work
  • To put educators in charge of their own learning
  • To provide data and inform professional development
Big picture

PISD Instructional Beliefs and Practices

  • Students are always first. We are guided by the question: What is in the best interest of students?

  • Continuous and collaborative refinement of the PISD desired, rigorous, viable curriculum between teachers and specialized central office staff.

  • Budgets aligned to professional learning, committee-approved, research-based instructional materials that support district and campus goals.

  • Print-rich environment and student-centered learning present in all schools/classrooms/spaces.

  • Visible learning is evident by teachers posting, stating, and reviewing objectives by and with the students. Students know the destination of learning.

  • A balanced and sound approach to the implementation of best practices (i.e.: Science of teaching reading/math, balanced literacy, guided math, 5-E model, gradual release of responsibility…)

  • Students discuss, make connections to the real world, and engage in productive struggle.

  • Students produce evidence of learning by creating and explaining the what, the how, and the why/relevance of learning.

  • Students engage in higher order thinking and metacognitive strategies to become owners of their own learning.

  • Cross-curricular integration to spiral content and aid develop the whole child across areas.

  • Writing and technology integration across the curriculum helps promote retention of learning, engagement, and deeper thinking.

  • Universal design for learning happens daily through differentiation for emergent bilinguals, exceptional learners, and other students with diverse and unique needs.

  • Student learning objectives (SLOs) support student growth and meet campus goals.

  • Campus and district administrators participate in curriculum and instructional initiatives (i.e.: Exceptional Learning Quarterly Reviews, Professional Learning Communities, Positive Behavior Intervention System…) to support teachers and goal attainment.

  • Coaches’ cycles are student-centered. Coaching focuses on students’ targets, outcomes, and learning.

  • Instructional Rounds strengthen the instructional core (student, content, teacher, and level of the task to obtain long-term academic achievement for all learners in the school district.

  • Weekly focused learning walks with feedback meetings with teachers.

  • Both central office and school administrators engage in providing feedback to teachers to continuously improve teaching and learning.

Plainview ISD High-Yield Instructional Strategies

The PISD teachers and administrators will focus on the implementation of high-yield instructional strategies with high academic impact for the 2022-2023 school year.

1. Shared content, language objectives, and relevance of learning provide a purpose and a clear goal for our scholars so they can monitor their learning.

2. Wait time to ensure students have an opportunity to process learning.

3. Structured conversations help promote speaking and writing and feedback to students are key to ensure student engagement.

4. Depth of Knowledge Questioning/Tasks provide rigorous instruction so our PISD scholars can think strategically and extend their thinking.

5. Writing across areas and reflecting daily about learning will contribute to promote retention of learning and achieving at higher levels.

Big picture
Big picture
Strong Tier 1 instruction means student engagement and student self-regulation. Above our secondary students work in cooperative groups to solve problems. Students use their unique strengths and diverse abilities to effectively work as contributing members of a productive team. He who does the work, the talk, the writing, does the thinking.

STEMSCOPES Science Curriculum

STEMScopes Science is built on the 5E lesson model: Engage, Explore, Explain, Elaborate, and Evaluate. STEMScopes Science combines research-based teaching strategies with the invaluable insight of real-life educators to provide a carefully curated, rigorous curriculum that both challenges and sparks the curiosity of students across our schools in Plainview ISD.
Big picture
Big picture

Instructional Technology Programs and Technology Equipment

Plainview ISD offers a variety of instructional technology programs to help meet the diverse needs of students and promote 21st century teaching and learning environments. We thank our Board of Trustees and Superintendent of Schools for the one-on-one computing across the district as well as the introduction of interactive flat panels in all teaching and learning spaces in the district.
Big picture
Big picture


Our dual language students share their writing in two languages. Students provide feedback to each other during writer's workshop to help improve their writing. In the picture, one student shares with the presenter one thing they liked about their writing. Then, another student builds upon the previous comment and gives additional feedback to help make the writing better.
Big picture
Big picture

New Elementary and Secondary Teacher Academies- Continuous Support throughout the Year from The Teaching and Learning Department

We started our year with our new teacher orientation for all teachers who were new to the district. The instructional coaches as well as the coordinators of Teaching and Learning facilitated professional development sessions on classroom culture, student engagement, student feedback, lesson planning, and assessment. Teachers were also allotted time to learn about our new curriculum and begin planning their first units and assessments. New teachers also attend the Reading Academies at Region 17 Education Service Center. The Teaching and Learning department continues to support this new cohort through the New Teacher Academies as well as after school professional learning opportunities. Above are our new elementary teachers and the district teaching and learning team.

Below are our new secondary teachers in the new teacher academy course. The secondary new teacher course is designed for First Year teacher, New to Grade/Content, and Second Career Professionals. During the 6 part course, members of the Secondary Teaching and Learning lead participants through the core ideas of a highly effective and functional classroom as laid out in Fundamental 5 by Sean Cain and Mike Laird. During the sessions participants are given examples of application for each core idea through their own unique content lens. This course is also designed so that teachers in all courses can develop a support system of peers.

Big picture
Big picture

Calendar of Events - Elementary Teaching & Learning

Big picture

Professional Learning and Teaching Thursdays Learning Opportunities FOR ELEMENTARY TEACHERS

This year's professional development plan for the district includes curriculum and resources in the different core areas. In Science for Elementary, the school board approved STEMScopes this year. Students follow a 5E approach to learning: Engage, Explore, Explain, Elaborate, and Evaluate. Teachers received training on the updated Math Envision curriculum resources, writing, and intervention resources to assist with small group instruction and response to intervention. Teachers continue to receive training on collaborative common formative assessments, PLC, stations, the new STAAR redesigned test, implementation of pacing guides, and instructional practices above.


Big picture
Big picture
Big picture


Big picture

Professional Learning Communities

Professional learning communities (PLCs) are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes.​ Professional learning community (PLC) schools start from a simple idea: students learn more when their teachers work together.

The three big ideas of a professional learning community drive the work for our school administrative team. We focus on learning. We keep our shared vision at the forefront of our work, ensuring high levels of learning for all, and we focus on the keyword all. The high level of learning is not reserved for our students. Teachers answer the following four questions during the school PLC meetings:

  • What do we want all students to know and be able to do?
  • How will we know if they learn it?
  • How will we respond when some students do not learn?
  • How will we extend the learning for students who are already proficient?
Big picture
Teachers are empowered to lead PLC discussions on best practices and the use of curriculum. Above Brenda Hernandez shares with the Prekindergarten grade team at North Elementary school the use of the new STEMSCOPES Science Curriculum. Below secondary Math teachers share best practice on how to solve Math problems to make teaching clear to students at Intermediate school. Teachers also analyze evidence of student learning to help adjust instruction to meet the needs of our PISD scholars.
Big picture
Big picture
Evidence of student work assists teachers assess Teacher Clarity about the delivery and planning of the lessons. Teachers use student work as proof to determine if students got the learning of the day, who need additional re-engagement or extensions. Teachers reflect daily about their instruction by asking the following questions: Did my students understand the content and conceptual knowledge (WHAT)? Did my students prove they mastered the content, procedural knowledge (HOW)? Did my students understand the relevance or importance of today's lesson (WHY) and how the lessons/skills apply to the real world?


Campus and central office administrators and teachers at all schools work in collaboration to set SMART goals and strategic activities for continuous improvement of the Exceptional Education program and learners in the district. Below Sarah Williams, principal at Central Elementary school, leads her team to set goals for continuous improvement.
Big picture


A Multi-tiered System of Support (MTSS) is a data-driven, problem-solving instructional framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs. MTSS includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction. The framework can be used for literacy, math, social-emotional learning, or positive behavior supports. PBIS is an example of MTSS centered on social behavior. All PISD schools implement proactive strategies to ensure students are engaged at high levels.

Big picture

Restorative Circles- A technique for proactively building the skills and relationships students will need when challenges arise.

PISD counselors, administrators, and police officers attend Restorative Circles as a Tier 1 strategy to support academics and behavior. Our students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can better handle their situations and be more present in class. Restorative circles are a useful practice to do just that. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills students need to support one another and collectively address the challenges they face.

Big picture


Congratulations to:
  • Powerhouse of the Plains Band for winning 3rd place in the UIL 5A "A" Marching Band Competition! Bravo!
  • The Plainview High School Choral Department for a beautiful Fall Concert at Wayland University.
  • Jeff de la Garza and the MTSS team for being recognized by Mexican American School Board Association (MASBA) on the area of mental health support.
  • Justin Odgen, PISD Band Director, for the opportunity to bring the international Spanish Brass all the way from Valencia, Spain to our PISD students.
  • Dr. H.T. Sánchez for being recognized by the Texas Association for Bilingual/ESL Education (TABE) as the 2022-2023 Public Education Honoree for his many years of commitment to bilingual education and to the linguistically and culturally diverse children of Texas.
  • The Exceptional Education Department for a successful and well attended by parents Fall Festival/Festival de Otoño.

PISD Powerhouse of the Plains Band, PHS Choral, Rhonda Jackson, Dr. H.T. Sánchez, and Jeff de la Garza


Effective instruction is not about whether we TAUGHT it, it is about whether the student LEARNED IT. Daily writing reflections are a level 1 classroom assessment that help teachers assess if the instruction was clear enough for students to reflect on it. Students are given an opportunity to reflect on the conceptual knowledge or WHAT they just learned, the procedural knowledge by providing examples of HOW they know they learned it. Students also reflect on the relevance of the learning by stating/writing WHY it is important to learn about it. This quick paragraph reflection is a powerful tool as it allows teachers to start planning with the end goal in mind in every lesson. The reflection form is a quick way to assess if the students got the learning for the lesson and also a way to help students retain learning as students write and share their reflections.
Big picture
Big picture