District Goals

  • Cherry Hill Public Schools

    District Goals



    Our Mission Statement

    We shall provide all children with an education that develops open-minded thinkers with the strong academic and interpersonal skills to thrive in an ever-changing world and make it a better place for all.

    Our Belief Statements

    Because we value high-quality education, we believe:`

    • All learning must be standards-based, challenging, relevant, and developmentally appropriate
    • All students need positive relationships with faculty and staff members
    • All learning must occur in safe and secure environments
    • All staff will dedicate themselves to supporting student achievement
    • A variety of instructional modalities and technology tools must be used to accomplish student learning

    Because we value creative, open-minded thinking, we believe:

    • Students must be prepared to explore multiple perspectives
    • Students must be able to analyze new ideas in ways that show healthy skepticism
    • Students must be able to communicate respectfully with people from different cultures and backgrounds
    • Students must have the opportunity to demonstrate proper respect, responsibility, and positive citizenship in their schools and community

    Because we strive to produce well-prepared, inspired graduates, we believe:

    • Students must graduate from our district ready and prepared to enter college and/or careers
    • Schools must partner with families and our community to foster lifelong learning
    • Students must be supported in their efforts to master social and emotional skills
    • Students must be supported in their efforts to develop and pursue meaningful goals
    • Staff must be supported in their efforts to grow professionally and to enhance their knowledge and improve their skills




    1. High school seniors will graduate on time and be prepared for post-secondary success in college, the military, or the workforce.
    2. By the end of tenth grade, every student will be on track to graduate high school on time.
    3. By the end of eighth grade, all students will be prepared for ninth grade and will demonstrate a strong foundation in algebraic concepts, ensuring their preparedness for high school (thus facilitating their readiness to learn more advanced topics in future years)
    4. Every student will be reading at grade level or above by the end of third grade.
    5. Every student will enter kindergarten ready to learn and to read fluently by the end of first grade.


    Learner Centered Experiences


    To allow for the accomplishment of the major milestones of achievement we shall commit to ensuring that students receive the following learner centered experiences:

      • We will customize learning to meet each student's unique needs.
      • We will use ongoing assessments to track achievement and growth, adjust curriculum delivery, and fill any learning gaps.
      • We will equip students with the skills they need to succeed in college and their future careers as responsible and engaged members of society.
      • Students will showcase their learning through creative content creation and various modes of demonstrating what they have learned.
      • We will provide targeted interventions and a multi-tiered system of supports based on research to address student needs.
      • We will utilize 21st century tools of instruction to meet the different needs of students in all subject areas.
      • All students will have access to challenging coursework through a diverse and enriching curriculum.
      • We will offer experiential learning opportunities, such as internships and job shadowing, for students to explore different career paths and gain practical experience.
      • Our teaching methods will celebrate and incorporate the diverse cultures, identities, and experiences of our students.
      • We will prioritize and expand support for the social, emotional, and mental well-being of all students.





    District Goals



    GOAL #1

    Student Wellness

    Create frameworks of learning and support for all students to develop the skills needed for social and emotional wellness.

    Objective/Strategy: Provide inclusive and supportive learning environments that are responsive to students’ needs. Promote professional learning for staff that provides consistency of Social Emotional Learning (SEL) best practices, while promoting and fostering safe and secure learning environments.



    GOAL #2

    Purpose & Passion

    Develop highly engaging learner-centered experiences within an environment that promotes voice, choice, and passion for learning.

    Objective/Strategy: Improve student achievement utilizing multiple formative assessment data to drive a focus on differentiated instruction to close any identified achievement gaps, establish staff professional development and accountability.  Cultivate a culture that embraces diverse staffing and attracts, develops, and retains excellent quality diverse staff with a focus on relevant professional development through mindfulness and cultural responsiveness and 21st century teaching strategies.  Further develop equitable practices in curricular and extra-curricular offerings, technology and non-technology resources, and college/career/special education opportunities.



    GOAL #3

    Connecting Beyond our Classrooms

    Provide resources, opportunities, and experiences for our students to connect to the world beyond their classrooms and to become informed and empathetic agents of change in the world.

    Objective/Strategy:  Develop opportunities that bridge the gap inside and outside of the classroom, so students are best prepared for continued success both during their time within the Cherry Hill School District and afterwards (universities, technical schools, military, and/or job market).  Utilize local and global events to improve student understanding and acceptance of all aspects of social justice and injustice through curriculum infusion, establishing systemic school district/in-building processes, and providing professional development designed to develop staff capacity to engage students in meaningful conversations, developing empathy, and self-reflection.



    1. Promote a district culture that is equitable, restorative, and inclusive for all students.

    Major Activities

    • Proactive, prevention measures implemented to build positive school climates (e.g. Positive Behavioral Interventions and Supports (PBIS), Culturally Responsive Teaching, Restorative Practices)
    • Disciplinary issues are addressed in a way that is evidence-based, developmentally appropriate, and culturally responsive.
    • All schools will provide targeted interventions (e.g. counseling, mentoring, check in/check out, etc…) for students who are at risk of engaging in disciplinary infractions.
    • Address disproportionate disciplinary outcomes for students of color, students with disabilities, and other historically marginalized groups by providing staff training on implicit bias, examining discipline data regularly to identify trends, and implementing policies and practices that promote equity and fairness.
    • All schools will partner with a minimum of 1 community agency to ensure that students receive additional support.
    • Quarterly, we will evaluate the effectiveness of disciplinary policies and practices to ensure that they are aligned with the goal of promoting an equitable, restorative, and inclusive school culture.
    • Assess the level of equity and inclusivity within the district and identify areas for improvement, ensuring that all students have equal access to educational opportunities.

    Indicators of Success

    • Full implementation of the NJ School Climate Improvement Program.
      • All schools will administer a climate survey.
      • All schools will establish collaborative centered school-based climate committees.
      • All schools will develop a strategic plan for climate improvement.
    • Climate improvement is realized via formal and informal tracking and monitoring mechanisms.
    • Implement and monitor revised Regulation 5350: Student Suicide Prevention [S12 procedure].
    • Create an in-district crisis response team.
    • Presentation to the Board of Education (BOE) - professional development plan to train staff in restorative practices.
    • Ongoing review and analysis of discipline data.
    • Conduct school-based equity audit including a comprehensive analysis of student leadership opportunities at the high school level.


    1. Ensure that all students have equitable access to comprehensive support services that promote their academic success, social-emotional development, and overall well-being.

    Major Activities

    • All students have access to a range of Social-Emotional Learning (SEL) supports that meet their individual needs, including mental health services, counseling, medical care, and other support services.
    • Students at risk for mental, emotional, or behavioral health challenges are provided with appropriate interventions that support both prevention and early intervention.
    • School staff are provided with professional development opportunities to assist them in how to identify and address student needs related to mental, emotional, and behavioral health.

    Indicators of Success

    • Utilizing the Collaborative for Academic, Social and Emotional Learning (CASEL) Indicators of Schoolwide Social-Emotional Learning (SEL), all schools will complete quarterly analysis and reflection to assess the implementation of Social-Emotional Learning (SEL) protocols.
    • Assess readiness for implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.
    • Presentation to the BOE providing an overview of the NJTSS including the district’s plan for implementation.
    • Completion of self-assessment for Positive Behavioral Supports in Schools Implementation Planning.


    1. Create a culture of well-being, collaboration, and support that prioritizes the health and wellness of teachers and staff.


    Major Activities

        • Staff members will be provided with professional development/discussions focused on stress management, mindfulness, and personal well-being.
        • Schools will provide opportunities for staff to engage in wellness activities (i.e. walking club, fitness activities, meditation, yoga, nutrition workshops).
        • The District will establish system wide Employee Resource Groups that will promote collaboration and understanding, while allowing staff with opportunities to practice self-care.

    Indicators of Success

    • Positive staff feedback will be obtained through informal and formal methods.
    • Staff implementation of strategies learned during wellness sessions.
    • All schools will dedicate a minimum of 1 full required staff meeting to the topic of staff wellness.
    • Partner with Cherry Hill Education Association (CHEA) via the Labor Management Collaborative to improve student and staff wellness.



    1. By the conclusion of the 2023-2024 academic year, Cherry Hill Public Schools will establish an online dashboard encompassing multiple key measures that provide a historical and comparative overview of student outcomes to enhance communication channels for parents and to facilitate the identification of strengths and areas requiring improvement.


    Major Activity

        1. Development of a District based, quarterly progress update to be presented to the Board that includes attendance/enrollment data, classroom/school-based performance, district assessment performance, any standardized assessment performance, etc...


    Indicators of Success

        1. Ongoing measurements of growth demonstrated in student performance on identified indicators of academic success:
          1. District Assessments
          2. State Assessments
          3. External Assessments


    1. Establish an environment at every school where every student feels safe, welcomed, and respected, has access to academic support, and benefits from an inclusive, academically focused culture.

    Major Activities

    • Culture of excellence centered on academic achievement, critical thinking, college and career preparedness.
    • Growth and performance in coursework, including grades, Grade Point Average (GPA), Individualized Educational Program (IEP) goals, and language acquisition goals.
    • Opportunities for positive relationships with peers and teachers
    • Acceptance of diversity and implementation of character education practices.
    • Academic support: individualized instruction, peer tutoring, after-school programs
    • Strong teacher-student relationships: effective communication, mutual respect, high expectations.
    • Utilize multiple formative assessment data to improve student achievement.
    • Focus on differentiated instruction to close achievement gaps.
    • Establish staff professional development for continued growth.
    • Redesign professional learning to include learning cycles that are personalized, intensive, and ongoing to enhance instructional practice, feedback, and reflection.


    Indicators of Success


      • Analyze the effectiveness of recent curricular changes on academic outcomes, including Eureka math.
      • Implementation of Eureka Math Squared Pilot
        • Parent information sessions
        • Staff professional development
      • Coaching Cycles
        • Professional development Jim Knight - Definitive Guide to Instructional Coaching
        • Great Minds ongoing coaching cycles at the elementary schools
      • Math coach support
        • Coaching cycles for teachers
        • Coaching cycles for administrators
        • Use of guided observations
        • Monthly school-based walk throughs
      • Goals
        • School based Specific, Measurable, Achievable, Relevant and Time-Bound (SMART) goals aligned to achievement with actionable steps towards attainment.  Specific emphasis on Math and English Language Arts ( ELA) and subgroups.
      • All schools will exhibit positive growth in New Jersey Student Learning Assessments (NJSLA) outcomes for mathematics and literacy, aiming to meet or surpass state averages.
      • 100% of grade 12 students will graduate with a post-secondary plan.
      • Students will demonstrate satisfactory growth as measured by district administered benchmark assessments.
      • 100% student participation on district benchmark assessments
      • % Decrease in chronic absenteeism aligned with School Performance Report Card minimum threshold.
      • Redesign the Flex Option professional development offerings.
      • Restructure the way mandatory professional development offerings are provided.


    1. Hire and retain staff for a diverse workforce that reflects and promotes Cherry Hill Public Schools Diversity, Equity, and Inclusion initiatives.  
      1. Major Activities  
        1. Establish a recruitment strategy that attracts a wide pool of candidates.
        2. Partner with community organizations and colleges/universities with diverse student populations to attract a wider range of applicants.
        3. Implementation of retention strategies to foster a supportive and inclusive work environment.
        4. Explore shared service agreements and partnerships with other school districts or local universities to help fill gaps in specialized classes. (i.e. World Languages)


      1. Indicators of Success
        1. Review and revise job descriptions to reflect district values of diversity, equity, and inclusion.
        2. Share hiring and retention data with the Board of Education/Community in the fall for the 2023-2024 year and in the spring discuss plans for the 2024-2025 year.
        3. Increase ways to source staffing diversity that more closely represents the student body. Recruitment, hiring plan, and practices will be presented to the Board through the Human Resources Committee.
        4. Review and revise interview questions to reflect district values of diversity, equity, and inclusion.
        5. Review and revise exit interview process to better understand retention rates.


    1. Review and assess the recruitment and staffing process for the School Aged Child Care (SACC) program. Conduct thorough research, identify opportunities for improvement, and explore additional avenues for enhancement.


    1. Provide a comprehensive and inclusive early childhood education program that supports the holistic development of young learners.


      1. Indicators of Success
        1. Implement full day preschool program.
        2. Submission of application for preschool expansion aid.
        3. Work with private providers to secure additional “seats”
        4. Report on progress during Curriculum and Instruction committee meetings and at least 3 times to the full BOE
        5. Develop and implement a survey for Kindergarten teachers to measure preparedness of students.
        6. Review of end of year data and Kindergarten readiness assessment data to measure academic impact.



    1. Provide students with opportunities beyond the classroom to develop their skills, interests, and passions.

    Major Activities

    • Ensure that all students have access to a range of extracurricular, co-curricular, or leadership activities that meet their individual interests and needs, including clubs, sports teams, service organizations, and student government.
    • Address barriers to participation, such as financial constraints, transportation, and scheduling conflicts, to ensure that all students have equitable access to these opportunities.
    • Empower students to have a voice in the decision-making process regarding the types of extracurricular, co-curricular, or leadership activities offered at their school.
    • Top notch experiences.  Analyze, at the district level, service learning, post-secondary credit opportunities, and expanded experiences beyond the classroom.
    • Increase communication and dialogue between special education stakeholders and families to ensure understanding of programs and processes. This will facilitate improved student transitions in future years.

    Indicators of Success

      • Provide staff with support and resources to effectively facilitate extracurricular, co-curricular, or leadership activities, including training on effective youth development practices.
      • Expansion of experiential learning opportunities for students.
      • Presentation to the Board of Education of Career and Technical Readiness (CTE) and Science, Technology, Engineering, Arts and Mathematics (STEAM) implementation updates and recommendations for next school year, May 2024.
      • Report to the Board of Education progress on development of service-learning recommendations by level (Elementary, Middle and High School) January 2024.
      • Presentation to the Board of Education on current Dual Credit and certification opportunities, and other learning experiences beyond the classroom, April 2024.
      • Parent/family “Quick Question and FAQ for Special Education” on District website to provide information.
      • Special Education process infographic snapshot for families shared in September.
      • Updated Special Education webpage to allow for easier access to information.


    1. Implementation of Community Engagement Plan

    Major Activity

    • Continued community communication of goals progress to establish pride and ownership in district vision.



    Indicators of Success

      • Internal stakeholders feel pride and ownership in the district’s direction.
      • Community is informed on key issues allowing for participation in constructive dialogue.
      • Stakeholders engaged in collaborative work towards accomplishment of district goals.

    3. To develop a comprehensive framework that promotes and provides educational opportunities centered on environmental responsibility, resource conservation, and sustainable practices within the district.

    Major Activity

    • Establish partnerships with outside entities to support Cherry Hill Public Schools sustainable goals

    Indicators of Success

    • Through the Sustainability Committee, generate a comprehensive 5-year Sustainability Plan that outlines educational goals, resource conservation best practices, and district and community engagement to guide the district's sustainability efforts.
    • Through the Board of Education, vote on a resolution to partner with Sustainable Jersey, a state leader in guiding sustainability initiatives in schools.
    • Create “Green Teams” to support the initiatives of the Sustainability Plan for each building in the district.