A MESSAGE FROM PLAINVIEW ISD SUPERINTENDENT OF SCHOOLS
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!
Sincerely,
Dr. H.T. Sánchez
Plainview ISD Superintendent
A MESSAGE FROM THE ASSISTANT SUPERINTENDENT FOR TEACHING AND LEARNING
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
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
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.
Instructional Technology Programs and Technology Equipment
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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.
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Spanish Brass Quintet from Spain in PISD | Dr. Pilar Moreno-Recio, Dr. H.T. Sánchez, and Dr. Olivia Hernández | Exceptional Learning Fall Festival/ Festival de Otoño |
Spanish Brass Quintet from Spain in PISD
Dr. Pilar Moreno-Recio, Dr. H.T. Sánchez, and Dr. Olivia Hernández
Exceptional Learning Fall Festival/ Festival de Otoño
