[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498276-105":59,"doc-detail-498276-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","telpas-report-2015-2016-houston-independent-school-district-results","TELPAS Report 2015 - 2016 - Houston Independent School District Results","","Memorandum summarizing Texas English Language Proficiency Assessment System (TELPAS) results for the 2015–2016 school year within the Houston Independent School District. The report covers spring TELPAS testing for English Language Learner students in grades K–12, providing districtwide grade level and overall proficiency findings and campus-level summary tables. Key results include participation and tested-rate comparisons, a district proficiency decline across listening, speaking, writing and reading, and reduced improvement rates. The document outlines administrative actions and structured supports to advance ELL progress, tiering campuses for targeted guidance and expanding instructional resources and monitoring systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/telpas-report-2015-2016-houston-independent-school-district-results/498276/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/telpas-report-2015-2016-houston-independent-school-district-results/498276.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assessment program and timeframe does the memorandum cover?","Question",{"text":112,"@type":113},"It covers the 2016 Texas English Language Proficiency Assessment System (TELPAS) results for the 2015–2016 school year, with testing administered in the spring.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are English Language Learners assessed and reported?",{"text":117,"@type":113},"All English Language Learner (ELL) students in HISD grades K–12 are assessed with TELPAS, and the report includes district-level grade and overall results plus campus-level summary tables.",{"name":119,"@type":110,"acceptedAnswer":120},"What administrative actions are planned to support ELL progress after the 2015–2016 TELPAS results?",{"text":121,"@type":113},"The plan uses data to tier campuses for additional support, includes multiple customized support visits per year, strengthens principal/leader participation in district trainings and meetings, and adds progress monitoring, writing planning aligned to TELPAS portfolios, and targeted staff development at secondary schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498276,1791094866,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","MEMORANDUM August 16, 2016  \nTO: Board Members  \nFROM: Kenneth Huewitt  \nInterim Superintendent of Schools  \nSUBJECT: 2016 TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS) RESULTS  \nCONTACT: Carla Stevens, 713-556-6700  \nAttached is a copy of Texas English Language Proficiency Assessment System (TELPAS) Report for the 2015–2016 school year. All English Language Learner (ELL) students enrolled in the Houston Independent School District in grades K–12 are assessed with the TELPAS in the spring of each year, in accordance with federal and state requirements. The report includes grade level and overall results at the district level, as well as campus-level summary tables.  \nKey findings include:  \n􀁸 A total of 57,458 ELL students participated in TELPAS testing in 2015–2016.  \n􀁸 The percentage of students tested on the TELPAS is 27 percent for HISD compared to 17 percent for the state.  \n􀁸 Districtwide, ELL student proficiency on the TELPAS was slightly lower than in the previous year, and was lower than that of the state overall.  \n􀁸 Overall proficiency of ELL students in the district has declined over the past two years, and this is true for all four language domains (listening, speaking, writing, and reading) .  \n􀁸 The percentage of ELL students showing improvement in English language proficiency also decreased slightly compared to 2015 , and district performance overall slightly below that of the state.  \nAdministrative Response to 2015-2016 TELPAS Results  \nAll English Language Learners are expected to grow at least one level annually in the areas of listening, speaking, reading, and writing, as measured through TELPAS. Data will be used to classify campuses into tiers in order to identify those that need extra support and guidance in developing action plans and activities to improve the percentage of ELLs making one level of progress and of those rated as Advanced High in English proficiency. All campuses will receive customized support at least three times a year to ensure the progress monitoring of all enrolled ELLs. Based on historical data, campuses will be assigned a consistent, yet differentiated support system to focus on ELL instruction and progress throughout the year.  \nThe prescribed support plan for campuses, based on data, will include:  \n􀁸 Principal and campus leader(s) attendance at district ELL programming overview and progress monitoring (offered multiple times during the year);  \n􀁸 Principal and campus leader(s) attendance at district intervention assistance team (IAT) process and admission, review, dismissal/individualized education program (ARD/IEP) committee staff development;  \n􀁸 Assignment of a campus leader as Language Proficiency Assessment Committee (LPAC) Administrator, who will attend three days of LPAC training (beginning, middle, and end-ofyear, i.e. BOY/MOY/EOY) annually;  \n􀁸 Campus principal and/or LPAC Administrator presence and input during ELL Focus Meetings as part of BOY/MOY/EOY;  \n􀁸 Campus goal setting for ELLs for inclusion in campus improvement plan;  \n􀁸 ELL progress monitoring (in both languages/English) at least twice prior to the official TELPAS window;  \n􀁸 Campus writing plan that includes content, narrative, past event samples for ELLs throughout the year so that writing is connected to instruction and is aligned to the TELPAS writing portfolio;  \n􀁸 Principal/LPAC administrator attendance at quarterly district meetings; and  \n􀁸 Teacher attendance at professional development focused on the TELPAS proficiency level descriptors of each language domain.  \nStructured supports and processes will also be put in place at secondary schools to accelerate the academic and language learning of newcomer and immigrant students. These include targeted staff development, instructional resources to facilitate differentiation, and systems to monitor the progress of students.  \nContinued collaboration with the Elementary and Secondary Curriculum Departments will result in additional diff","cbCaiq0xwMSO8w0F","https://ap.wps.com/l/cbCaiq0xwMSO8w0F","pdf",3642600,26,"English","# 2016 TELPAS Results Summary\n## Participation and Proficiency Findings\n## Administrative Response and Structured Supports\n## Implementation and Curriculum Alignment","[{\"question\":\"What assessment program and timeframe does the memorandum cover?\",\"answer\":\"It covers the 2016 Texas English Language Proficiency Assessment System (TELPAS) results for the 2015–2016 school year, with testing administered in the spring.\"},{\"question\":\"How are English Language Learners assessed and reported?\",\"answer\":\"All English Language Learner (ELL) students in HISD grades K–12 are assessed with TELPAS, and the report includes district-level grade and overall results plus campus-level summary tables.\"},{\"question\":\"What administrative actions are planned to support ELL progress after the 2015–2016 TELPAS results?\",\"answer\":\"The plan uses data to tier campuses for additional support, includes multiple customized support visits per year, strengthens principal/leader participation in district trainings and meetings, and adds progress monitoring, writing planning aligned to TELPAS portfolios, and targeted staff development at secondary schools.\"}]","TELPAS Report 2015 - 2016 - Houston Independent School District Results | PDF",1790978938,66]