In order for students and staff members to be fully engaged in the school community, they need to feel a sense of belonging.  Therefore, Nesbit Elementary School will implement strategies, interventions, and professional development to focus on improving social emotional wellbeing for staff and students.

1. Implement school-wide Joyful Learning aligned with SEL strategies and support in Kindergarten through Fifth grade.
2. Use an advanced planner with inclusive holidays to raise awareness and increase a sense of belonging.
3. Student social emotional wellbeing will be addressed at Nesbit Elementary by implementing the following: classroom guidance, small group counseling, individual counseling, and PBIS. 
4. Family/Community workshops that integrate SEL with all core content areas. 
5. Schoolwide implementation of Joyful Learning. 

Supportive Community - Increase in the percent of students and staff indicating positive responses on the Educational Effectiveness Survey towards these statements:

Students

I enjoy coming to this school.

2023 Baseline: 42%

2024 Goal: 50%

I feel safe at this school.

2023 Baseline: 52%

2024 Goal: 60%

Staff

I receive training on instruction to support social emotional learning.

2023 Baseline: 61%

2024 Goal: 70%

I understand instructional strategies to support social emotional learning objectives.

2023 Baseline: 71%

2024 Goal: 80%

Families - Nesbit will sustain 90% or higher percentages of families responding to the following EES questions:

I feel welcome at this school.

I believe adults in this school care about my student.

Nesbit Elementary School will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.

1. Provide a schoolwide 45 minute intervention block (Mustang Learning Time) that provide students with data driven instructional support using multiple intervention resources for Math and Literacy. 

2. Establish a MTSS schoolwide team that will facilitate schoolwide training for staff to meet the needs of our Multilingual Learners by

• Build capacity to support and fully integrate academic press and supportive community structures and processes. 

• . Administer i-Ready universal screener to examine the academic needs of each and every student. 

• Teach the academic standards and respond to student needs using high yielding instructional strategies, small group instruction, formative assessments, and progress monitoring.

3. Pilot EL Education K through 5th grade. 

4. Three Academic Parent Teacher Team (APTT) nights in order to increase parent's capacity to support academic learning at home.

5. Data driven extended learning time (ELT) for students in Literacy and Math. 

6. Increase opportunities for small group, targeted instruction which supports the effective implementation of the MTSS process and/or provide additional interventions and supports to students.

PBIS Status 

• Baseline 22-23 – Operational

• Goal 23-24 – Operational

Academic Press Screener – iReady Math/ iReady Reading

• 95% of students who are eligible participate

Supportive Community Screener – EES Wellness Screener 

• 95% of students who are eligible participate 

ACCESS - Percentage of Multilingual Learners (MLL) exiting ESOL services- (Baseline: 4.7% Goal: 4.9%)

GMAS - School Improvement Increase percentage of students in the developing range or above  

3rd grade ELA Baseline SY 23-24 - 47%;  Goal - 47%
3rd grade Math Baseline SY 23-24 - 66%; Goal - 66%

4th grade ELA Baseline SY 23-24 -  47%; Goal - 47%

4th grade Math Baseline SY 23-24 - 60%; Goal - 60%

5th grade ELA Baseline SY 23-24 - 53%; Goal- 53%
5th grade Math Baseline SY 23-24 - 48%; Goal - 48%

Nesbit Elementary will expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum, and enrichment activities. 

1. Train team in Restorative Practices and redeliver training to whole staff during DL days.
2. Academic Parent Teacher Team (APTT) Nights - threes times a year to build parent capacity to support student achievement. 
3. Continue Pre-K pilot program.
4. Pilot EL Education in grades K-5 and provide staff with ongoing training. 
5. Increase our English as a Second Language (ESOL) certified teachers by providing year long professional development in Unlocking the Potential of English Learners. 

Percentage of classroom teachers ESOL endorsed - Baseline - 47%; Goal - 50%

Increase percentage of students identified as gifted - Baseline - 6%; Goal - 8%

Academic Press - 

ACCESS - Percentage of Multilingual Learners (MLL) exiting ESOL services- (Baseline: 4.9% Target: 5.2%)

GMAS - School Improvement Increase percentage of students in the developing range or above  

3rd grade ELA Baseline SY 23-24 - 47%;  Goal - 47%
3rd grade Math Baseline SY 23-24 - 66%; Goal - 66%

4th grade ELA Baseline SY 23-24 -  47%; Goal - 47%

4th grade Math Baseline SY 23-24 - 60%; Goal - 60%

5th grade ELA Baseline SY 23-24 - 53%; Goal- 53%
5th grade Math Baseline SY 23-24 - 48%; Goal - 48%

Nesbit Elementary will redesign Results-Based Evaluation System (RBES) by redefining the inputs, behaviors, and outcomes that determine the standards for student success.

1. Participate in the Meadowcreek Cluster initiative and implement Instructional Conversations.
2. Conduct weekly instructional focus (IF) rounds during Literacy and Math blocks. 
3. Devise a  MTSS Team.
4. Provide  Instructional and Behavioral Coaching for teachers.

Supportive Community - Increase percentage of staff responding positively to the following school improvement EES staff survey items:

1. Feedback from classroom observations leads to meaningful change in instructional practices- Baseline - 70%; Goal - 75%
2. Our staff believes that all students can meet state standards - Baseline - 65%; Goal - 70

Academic Press  - i-Ready Universal Screener - Percent of students in Kindergarten through Fifth Grade demonstrating typical growth between Fall and Spring (Baseline: % Target: %)

ACCESS - Percentage of Multilingual Learners (MLL) exiting ESOL services- (Baseline: 4.9% Target: 5.2%)

GMAS - School Improvement Increase percentage of students in the developing range or above  

3rd grade ELA Baseline SY 23-24 - 47%;  Goal - 47%
3rd grade Math Baseline SY 23-24 - 66%; Goal - 66%

4th grade ELA Baseline SY 23-24 -  47%; Goal - 47%

4th grade Math Baseline SY 23-24 - 60%; Goal - 60%

5th grade ELA Baseline SY 23-24 - 53%; Goal- 53%
5th grade Math Baseline SY 23-24 - 48%; Goal - 48%

Nesbit Elementary desires to be the first choice of students and families for excellent schools and the employer of choice for educators and staff to fulfill their careers. 

1. Administer the EES survey for families, staff, and students.
2. Engage families in being our partners in education through a variety of workshops, volunteer opportunities, & APTT meetings.
3. Provide teachers with quality professional development and CLT opportunities to build their pedagogy in the field of education. 

Percent of students responding positively to the following EES Student Survey items: I enjoy coming to this school  - Baseline 42%; Goal 50%

I feel proud of my school - Baseline 64%; Goal 70%

Sustain the percent of families responding positively to the following EES Families Survey items: This school provides a caring/supportive environment for my student - Baseline - 93%; Goal - 95%

This school communicates effectively with my family - Baseline - 97%; Goal 100%

Percent of staff responding positively to the following EES Staff Survey items: 

Our teachers engage in classroom-based professional development activities (e.g. peer coaching) that focus on improving instruction - Baseline - 66%;  Goal 75%

Peer observation/coaching and feedback is a tool we use to improve instruction - Baseline - 59%, Goal - 65%

Staff Retention: Decrease the percentage of staff leaving Nesbit - Baseline 55%

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Academic Parent Teacher Teams (APTT) meeting three times during the school year
2. Parent Workshops 
3. Parent English Classes
4. Parent/Teacher Conferences twice a year. 

Increase participation in APTT meetings.