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2026-2027
Strategic Plan Focus Areas
In our quest to bring the Profile of a Learner to life for all students, there are 3 areas of focus for the 2026-2027 school year.
26-27
Strategic
Plan FOCUS AREAS
In our quest to bring the Profile of a Learner to life for all students, there are 3 areas of focus for the 2026-2027 school year:
Area of focus 1:
Instructional Framework
Implementing a framework that supports high quality Tier One instruction.
An Instructional Framework acts as a district-wide playbook that ensures every child receives a consistently high-quality education, regardless of which school or classroom they attend in NBISD. By establishing clear, shared standards for daily instruction, it provides our teachers with clarity and strong support while preserving the flexibility they need to connect with and inspire their students.
METRIC
#1
85% of teachers demonstrate meeting expectations for the Instructional Framework behaviors of focus each quarter.
Implementing a framework that supports high quality Tier One instruction.
An Instructional Framework acts as a district-wide playbook that ensures every child receives a consistently high-quality education, regardless of which school or classroom they attend in NBISD. By establishing clear, shared standards for daily instruction, it provides our teachers with clarity and strong support while preserving the flexibility they need to connect with and inspire their students.
Area of focus 1:
Instructional Framework
Metric #1
85% of teachers demonstrate meeting expectations for the Instructional Framework behaviors of focus each quarter.
Area of focus 2:
Whole Child Guidelines
Establishing clear systems to support Tier Two and Three.
By implementing Whole Child Guidelines through our Multi-Tiered System of Support (MTSS), our district is proactively addressing each student’s unique needs. Rather than focusing solely on why a child struggles, MTSS delivers timely academic, social-emotional, and personal support—strengthening family partnerships, empowering staff, and ensuring every student feels seen, heard, and valued.
METRIC
#1
Preschool & Elementary: Every campus conducts a structured, data-driven MTSS team meeting at least every 4-6 weeks, using the district’s meeting protocol & data tracking expectations in the MTSS Whole Child Guidelines.
6th & 9th ONLY: Every campus conducts a structured, data-driven MTSS team meeting at least every 9 weeks, using the district’s meeting protocol & data tracking expectations in the MTSS Whole Child Guidelines.
METRIC
#2
Increase in positive staff and family perceptions of the campus MTSS emotional and behavioral support system, as measured by survey responses indicating “Agree” or “Strongly Agree” related to communication, access to supports, responsiveness to student needs, collaboration, and overall school climate.
METRIC
#3
At least 75% of students receiving documented Tier 2 or Tier 3 behavioral interventions will demonstrate measurable improvement toward their identified behavioral goals, as indicated by progress-monitoring data documented in SameGoal.
Establishing clear systems to support Tier Two and Three.
By implementing Whole Child Guidelines through our Multi-Tiered System of Support (MTSS), our district is proactively addressing each student’s unique needs. Rather than focusing solely on why a child struggles, MTSS delivers timely academic, social-emotional, and personal support—strengthening family partnerships, empowering staff, and ensuring every student feels seen, heard, and valued.
Metric #1
Preschool & Elementary: Every campus conducts a structured, data-driven MTSS team meeting at least every 4-6 weeks, using the district’s meeting protocol & data tracking expectations in the MTSS Whole Child Guidelines.
6th & 9th ONLY: Every campus conducts a structured, data-driven MTSS team meeting at least every 9 weeks, using the district’s meeting protocol & data tracking expectations in the MTSS Whole Child Guidelines.
Metric #2
Increase in positive staff and family perceptions of the campus MTSS emotional and behavioral support system, as measured by survey responses indicating “Agree” or “Strongly Agree” related to communication, access to supports, responsiveness to student needs, collaboration, and overall school climate.
Metric #3
At least 75% of students receiving documented Tier 2 or Tier 3 behavioral interventions will demonstrate measurable improvement toward their identified behavioral goals, as indicated by progress-monitoring data documented in SameGoal.
Area of focus 2:
Whole Child Guidelines
Area of focus 3:
Instructional Leadership
Developing Instructional Leaders who are continually growing in their craft.
Great teachers drive student success, but they need strong leaders to help them thrive. Our Instructional Leadership framework provides NBISD leaders with clear tools and expectations to build supportive, high-performing school cultures. By empowering our principals, we create a positive ripple effect across the district: teachers feel supported, student achievement rises, and our entire community benefits.
METRIC
#1
100% of principals/APs complete the Instructional Leadership Self-Assessment at BOY, MOY, and EOY.
METRIC
#2
100% of campus leaders will increase their instructional leadership time by 5% from their first nine-week baseline by end of year.
Area of focus 3:
Instructional Leadership
Developing Instructional Leaders who are continually growing in their craft.
Great teachers drive student success, but they need strong leaders to help them thrive. Our Instructional Leadership framework provides NBISD leaders with clear tools and expectations to build supportive, high-performing school cultures. By empowering our principals, we create a positive ripple effect across the district: teachers feel supported, student achievement rises, and our entire community benefits.
Metric #1
100% of principals/APs complete the Instructional Leadership Self-Assessment at BOY, MOY, and EOY.
Metric #2
100% of campus leaders will increase their instructional leadership time by 5% from their first nine-week baseline by end of year.
