STUDENT WELLNESS

Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons

Responsible

Evidence of Effectiveness

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

·        Proactive, prevention measures implemented to build positive school climates (e.g. PBIS, Culturally Responsive Teaching, Restorative Practices)

Full implementation of the NJ School Climate Improvement Program.

Establish a School Climate Committee consisting of East Administrators and Staff, rebrand "teacher duties" as "wellness assignments," provide staff training on deescalation techniques, relationship building, and restorative practices, attend Restorative Justice training and turnkey concepts to the staff, meet with Alternative High School and High School West to create alignment, and develop a "Student Success Room" to assist students with increased positive decision-making skills and to restore behavior to align

with the school's values and beliefs.

September 2023 through

June 2024

Aaron EdwardS and Dennis Perry

Agendas and minutes from the meetings should reflect discussion and planning centering on the results of the climate survey, student discipline data and feedback from student leaders.

·        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.

SAC Counselor will foster relationship with existing mental health providers.

September, October 2023

Jennifer DiStefano, SAC

Referral data

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.

·        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.

Conduct school-based equity audit including a comprehensive analysis of student leadership

opportunities at the high school level.

Student achievement marking period grades for

subgroups of students will be shared with the faculty quarterly. Grade-level "Student Success Teams" will be established to construct and monitor individual student success plans for students who fail a core subject in any one marking period. Staff will be identified to serve as the "case manager" for the plan and closely monitor the results. Students in grade 12 will be closely monitored to ensure on-time graduation. This will include schedule adjustments to include identified students into Seminar Classes for Math and/or English, sequestering students during Lunch and Learn for academic support, and providing "At Promise" tutoring.

October 2023 through June 2024

East Administrative team and guidance department; Yanell Joseph, Student Advocate

An analysis of students subsequent marking period grades showing improved performance outcomes for students with Success Plans.

Ongoing review and analysis of discipline data.

Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons

Responsible

Evidence of Effectiveness

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

• Students at risk for mental, emotional, or behavioral health challenges are provided with appropriate interventions that

support both prevention and early intervention including access to a range of SEL supports that meet their individual needs.

·        Implementarion of the CASEL Indicators of Schoolwide SEL

Student Survey

Nov, Feb, April

East Administration

Survey results and analysis

Assess readiness for implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.

Development of a school based NJTSS plan

By June 2024

East Administration, Climate Committtee members, all staff

Plan document

• 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.

By January 1, 2023, all schools will complete a self-assessment for Positive Behavioral Interventions & Supports Implementation.

Development of a Strategic Plan using data from the School Climate survey

By June 2024

East Administration, Climate Committee members

Strategic Plan

Assess readiness for implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.

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Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons

Responsible

Evidence of Effectiveness

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

Schools will provide opportunities for staff to engage in wellness activities including professional development discussions focused on stress management, mindfulness, and personal well-being.

Positive staff feedback will be obtained through informal and formal methods.

Staff Musical, increased staff autonomy over professional time such as PLC and Common Planning time; Implementation of daily staff SEL time; professional learning opportunities focused on staff wellness

ongoing

East Administration

Staff Survey results, CHEA Liaison meetings minutes, notes from Principal staff town hall, faculty meeting and inservice agendas

Staff implementation of strategies learned during wellness sessions.

Staff Survey results, CHEA Liaison meetings minutes, notes from Principal staff town hall, faculty meeting and inservice agendas

ongoing

East Administration

Staff Survey results, CHEA Liaison meetings minutes, notes from Principal staff town hall, faculty meeting and inservice

agendas

All schools will dedicate a minimum of 1 full required staff meeting to the topic of staff wellness.

staff survey, CHEA Liaision agendas, feedback provided by staff during Principal Townhall

Ongoing

East Administration, CHEA Liaison members, all staff

Staff Survey results, CHEA Liaison meetings minutes, notes from Principal staff town hall, faculty meeting and inservice agendas

The District will establish system wide Employee Resource Groups that will promote collaboration and understanding, while allowing staff with opportunities to practice self-care.

The district's current mentoring and teacher buddy programs will be expanded to not only provide social interaction and collaboration but also to foster discussions about overall wellness, resulting in a more comprehensive and beneficial experience.

New Staff monthy check-in meetings, staff mentors, staff buddies, Scip Team

Ongoing

East Administration, mentor and buddy teachers, ScIP Team members

-Will see increased collaboration among staff members; new teachers indicate they feel supported

Staff new to the district (in years 1 and 2) will have the chance to participate in wellness check- ins and information-sharing gatherings, providing valuable opportunities for support and collaboration.

New Staff monthy check-in meetings, staff mentors, staff buddies, Scip Team

Ongoing

-Morale Committee; All Staff; Administration

PURPOSE & PASSION

Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons

Responsible

Evidence of Effectiveness

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.

Establish professional learning to include learning cycles that are personalized, intensive, and ongoing to enhance instructional practice, feedback and reflection for continued growth.

Evidence of enhanced professional learning will be evident in both formal and informal classroom visitations.

- Staff receive training in Eureka for Algebra 1; - Use of Instructional Coaches to support teachers in ELA and Math

- Training to be ongoing

Department Supervisor, District Math Supervisor - Kristi Blundetto, Algebra I teachers

-Increase average scores by 5% from 2022-23 to 2023-24 school year on Benchmark tests; Increase test scores by 5% on State tests

Restructure the way mandatory professional development offerings are provided.

Culture of excellence centered on academic achievement, critical thinking, college and career preparedness as evidenced by growth and performance in coursework, including grades, GPA, IEP goals, and language acquisition goals.

Establish a culture for positive relationships where there is acceptance of diveristy and strong character education practices.

Principal Advisory Council consisting of student leaders from each Culture Club; the establishment of a Parent Advisory committee focusing on the experiences of our diverse student population; focusing on the Three East Instructional Pillars (Learning is Social, Cognative Engagement in the classroom, Student Belonging). Providing Algebra support classes for students enrolled in Algebra 1 to be alligned with their current Algebra 1 teacher, Student Voice Committee

ongoing

East Administration, guidance counselors, all staff

meeting notes from Principals Advisory Council and Parent Advisory Group, Professional develpment agendsa and Weekly Principal messaging updates to staff focusing on the three East Instructioanl Pillars

Existence of positive teacher-student relationships reflective of effective communication, mutual respect, and high expectations.

School based SMART goals aligned to achievement with actionable steps towards attainment. Specific emphasis on Math and ELA and subgroups.

Utilize multiple opportunties to support student learning including individulaized instruction, peer tutoring, after school help, formative and summative assessments to improve student achievement.

All schools will exhibit positive growth in NJSLA outcomes for mathematics and literacy, aiming to meet or surpass state averages.

District Benchmark assesssments in Core subjects to monitor curriculum implementation and attainment

ongoing

Teaching staff

Benchmak assessment results

100% student participation on district benchmark assessments

Decrease in chronic absenteeism aligned with School Performance Report Card minimum threshold.

Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons Responsible

Evidence of Effectiveness

Hire and retain staff for a diverse workforce that reflects and promotes Cherry Hill Public Schools Diversity, Equity and Inclusion programming

Establish a recruitment strategy to attract a wide pool of candidates including partnering with community organizations and colleges/ universities, as well as establishing partnerships to support hard to fill disciplines.

Review and revise interview questions to reflect district values of DEI.

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Review and revise exit interview process to better understand retention rates.

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 HR Committee.

Implementation of retention strategies to foster a supportive and inclusive work environment.

Establishment of teams to support teachers at all levels- new, veteran, master

Mentor Teachers; Buddy Teachers; New Teacher Survival Guide; Building PD; addressing climate concerns

All Year

All Staff and Administration

-Increased morale and retention (year over year) based on survey data/exit interviews

New exit interview process to align with retention goals

Explore opportunities for staff revitalization and rejuvenation through wellness programs.

Explore shared service agreements and partnerships with other school districts or local universities to help fill gaps in specialized classes. (i.e. World Languages)

Deepen opportunities for collaboration and partnership with local colleges and universities.

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Examine possible opportuities for partnership with the Camden County Workforce Development organization.

Engage community partners to provide opportunities for learning extensions and/or experiential learning.

Review recruitment and retention strategies for the School Aged Child Care Program (SACC)

Establish a plan for enhancing the SACC program

CONNECTING BEYOND OUR CLASSROOM

Actions

Major Activities

Indicators of Success

Strategies/Next Steps

Timeline

Persons

Responsible

Evidence of Effectiveness

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

Ensure that all students have access to a range of extracurricular, co-curricular, or leadership activities that meet their interests with attention to addressing barriers to participation, such as financial constraints, transportation, and scheduling conflicts to ensure equitable access.

Provide staff with support and resources to effectively support students

-Analyze demographic data of extracurricular, co- curricular, or leadership activities groups and share data with staff

-Promote extracurricular, co-curricular, or leadership activities to all students and target subpopulations

-Throughout the 2023-24 school year

-All Staff; - Administration; - Coaches; Club Advisors; etc.

-Increased diversity in extracurricular, co-curricular, or leadership activities groups

Increase student voice regarding the types of extracurricular, co- curricular, or leadership activities offered at their schools including service learning opportunities and those beyond the classroom.

Expansion of experiential learning opportunities for students

-Continued collaboration with colleges to build enrollment in dual credit courses and certification programs

-Continue to build enrollment in CTE pathways in finance and construction

-Throughout the 2023-24 school year

-SLE Advisor; - Student Activities Advisor

-Expand enrollment in Finance and Construction to at least one cohort each in the 2024-2025 school year.

- Career Day every year with various opportunities to expose students to career options

Expansion of special education resources and information to support families