Barton SMART GOALS
GOAL #1 - Student Wellness - Create frameworks of learning and support for all students to develop the skills needed for social and emotional wellness.
Action
- Create a culture of well-being, collaboration and support that prioritizes the health and wellness of teachers and staff.
- Ongoing commitment to inclusion of student wellness on an ongoing basis.
- Promote a district culture that is equitable, restorative, and inclusive for all students.
- Ensure that all students have equitable access to comprehensive support services that promote their academic success, social-emotional development, and overall well-being.
Major Active
- Implement regular opportunities for staff to be engaged in wellness opportunities (i.e walking club, fitness activities, meditation, yoga, nutrition workshops) with the aim of achieving 70% staff engagement in at least one wellness activity per quarter.
- Monthly PLC session dedicated to team building and collaboration.
- Monthly PLC session dedicated to staff wellness: TLC PLC with monthly themes.
- Recognizing Achievements staff to staff using Brag Book at house staff meetings.
- Prioritize teacher and staff voice through collaborative planning process for development of TLC PLC sessions.
- Prioritize extending wellness opportunities to ALL building staff including office, educational assistants, and custodial team.
- Student Wellness: Student Wellness day in the Spring focused on SEL and active wellness.
- Student Wellness & Mindfulness: Zones of Regulation utilized in all classrooms, Calming spaces, glitter jars, tools etc
- Implementation of Responsive Classroom Morning Meetings.
- Monthly “Family Day” focused on building positive relationships across grade levels.
- Proactive preventative measures implemented to build positive school climates utilizing restorative practices school wide.
- Continue professional development for teachers and staff on restorative language.
- Continue professional development for teachers and staff on Trauma Informed practices.
- School wide launch of core values and school wide theme focused on increasing positive student interactions
- Barton LMC goals
- 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 services.
- Monthly counselor lessons, targeted counselor small group sessions
- Zones of Regulation utilization school wide.
- Restructure and launch Barton’s RTI TSS. Including a new system of referral process that embeds the coaching cycle and utilization of quality intervention materials.
- Enhanced focus on progress monitoring and analysis of effectiveness of the RTI TSS model at Barton.
- Implement a new model of Basic Skills Co-Teaching Push in mixed with Basic Skills pull out to maximize effectiveness of intervention success rates.
- Intentional focus on expanding Tier 2 and Tier 3 supports to include - Mentor Coach, SEL groups, Clubs based on student interest.
Indicators of Success
- Consistent Implementation: 100% of sessions scheduled and conducted monthly.
- Attendance Rate: At least 70% staff participation in team building PLCs.
- Active Participation: High engagement in activities such as group discussions and exercises.
- Improved Collaboration: 80% of staff report better team dynamics and communication.
- Interdepartmental Collaboration: Increase in cross-departmental initiatives.
- Enhanced Problem-Solving: Fewer unresolved challenges between staff.
- Leadership Feedback: Positive input from school leadership on team cohesion.
- Feedback: Staff feedback will be gathered through a combination of informal conversations and formal surveys, providing valuable insights into the effectiveness of wellness initiatives. This comprehensive approach will allow for the identification of positive trends, such as increased engagement, improved well-being, and overall satisfaction with the activities. Informal methods, such as casual check-ins or focus groups, will offer real-time feedback and encourage open dialogue, while formal surveys will provide structured data for analysis. Together, these feedback mechanisms will help to continuously refine and improve wellness offerings based on staff needs and preferences.
- Daily morning meetings and Monthly Family Days focused on Barton core values.
- Building based LMC teams will implement strategic plans for climate improvement developed in the 23-24 school year during the 24-25 year, with the aim of reducing incidents of bullying in disciplinary actions by 10% compared to the previous year.
- See Clara Barton LMC Goals
- Utilizing the Collaborative for Academic, Social and Emotional Learning (CASEL) Indicators of Schoolwide Social-Emotional Learning (SEL), all schools will complete a quarterly analysis and reflection to assess the implementation of Social-Emotional Learning (SEL) protocols.
- All schools within CHPS will begin the implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.
- Monthly Counselor Lessons and Small Group Sessions:
Success is indicated by the completion of all monthly sessions, with feedback showing improved student engagement in social-emotional learning. - Second Step Lessons & NJ Bar Lessons:
Success is indicated by full implementation in classrooms, with improved student behavior and conflict resolution skills. - Zones of Regulation School-Wide:
Success is indicated by consistent use across the school, with reductions in behavioral referrals and increased student self-regulation.
GOAL #2 - PURPOSE & PASSION - Develop highly engaging learner-centered experiences within an environment that promotes voice, choice, and passion for learning.
Action
- Hire and retain staff for a diverse workforce that reflects and promotes Cherry Hill Public Schools Diversity, Equity, and Inclusion practices.
- 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.
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Targeted Action Plans for Chronic Absenteeism
Goal: Purpose & Passion (Action 6)
Major Active
- Monthly PLC Sessions:
Facilitate monthly Professional Learning Community (PLC) sessions between new staff and the Principal/Admin Intern to address critical areas of instructional and professional support, offering regular opportunities for guidance and reflection. - Increase Classroom Observation Opportunities:
Establish structured opportunities for new staff to observe veteran teachers, allowing them to learn effective instructional strategies and classroom management techniques through real-world experience. - Mentorship Program for New Hires:
Assign new hires a mentor teacher to provide ongoing coaching, guidance, and emotional support. Ensure that mentors have release time to observe and coach new teachers during the school day. - Diversify the Staff: Continue to prioritize diversity in hiring practices to build a staff that reflects the student population. The goal is to increase the diversity of the staff by 10% over the next school 2 years, ensuring a more inclusive and representative workforce.
- Mentor Development and Support:
Provide mentor teachers with training and professional development to enhance their coaching and leadership skills, ensuring effective support for new hires. - Monitor and Assess New Teacher Progress:
Use feedback surveys and regular check-ins to monitor new teacher progress and satisfaction, identifying areas where additional support may be needed. - Implementation of Amplify CKLA K-5 district wide
- Year 2 of implementation of Eureka Math Squared
- Continuation of Coaching Cycles in mathematics and ELA throughout the K-12 program.
- Building based LMC teams will collaborate with building administration to plan professional learning opportunities for staff and PLC focus areas.
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Smart Goal: Economically Disadvantaged Students' Math Achievement:
- Specific: To address the achievement disparity among economically disadvantaged students in Math NJSLA performance at Clara Barton Elementary, we aim to increase the average score of this group by 5-10 points on the 2025 Spring NJSLA Math assessment.
- Measurable:Based on the 2024 Spring NJSLA data, the economically disadvantaged students had an average score of 744. Our goal is to raise this average by 5-10 points,749 - 754 by the 2025 Spring NJSLA assessment.
- Achievable: By implementing targeted interventions, including small-group instruction, Title 1 Math support, and access to additional math resources, we will support economically disadvantaged students in improving their math proficiency. Regular progress monitoring through benchmark assessments will ensure that the interventions are effective.
- Relevant: Closing the achievement gap among economically disadvantaged students aligns with our school’s mission to provide equitable educational opportunities for all students, regardless of socioeconomic background.
- Time-Bound: This goal will be achieved by the Spring of 2025, as measured by the NJSLA Math assessment.
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SMART Goal for Clara Barton Elementary School (ELA for Economically Disadvantaged Students):
- Specific: To address the achievement disparity among economically disadvantaged students in ELA at Clara Barton Elementary, we aim to increase the average score of this group by 5-10 points on the 2025 Spring NJSLA ELA assessment.
- Measurable: Based on the 2024 Spring NJSLA data, the economically disadvantaged students in ELA had an average score of 731. Our goal is to raise this average to between 736 and 741 by the 2025 Spring NJSLA assessment.
- Achievable: By implementing targeted interventions such as differentiated instruction, Title 1 reading support, and access to additional literacy resources, we will support economically disadvantaged students in improving their reading and comprehension skills. Progress will be monitored through benchmark assessments to ensure the interventions are effective.
- Relevant: Improving the ELA performance of economically disadvantaged students aligns with our school’s mission to provide equitable educational opportunities and close achievement gaps.
- Time-Bound: This goal will be achieved by the Spring of 2025, as measured by the NJSLA ELA assessments.
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Major Activity: Targeted Action Plans for Chronic Absenteeism
Goal: Purpose & Passion (Action 6)
- Objective: To reduce chronic absenteeism among the 63 students at Clara Barton, 34 in the economically disadvantaged demographic, with a focus on the top 30% most at risk, using targeted action plans and scalable interventions for the remaining students.
- Data-Driven Approach:
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- 34 students are identified as at risk for chronic absenteeism, representing 36.6% of students in the attendance concern category.
- Top 30% of students most at risk:
- This equates to approximately 11 students
- These students have the highest rates of absenteeism and require immediate, intensive intervention.
Action Plan for Top 15% Most At-Risk Students (11 students): Absentee tracker
1. Intensive Case Management
- Each of the top 30% (11 students) will be assigned a designated case manager (counselor or administrator) to oversee a tailored attendance improvement plan. This plan will include:
- Daily attendance monitoring.
- Regular check-ins with both the student and their family to address ongoing challenges.
- Immediate responses to any unexcused absence with home visits or calls.
- Weekly progress reports to school leadership.
Measurement: Tracking daily attendance and documenting progress in weekly reports; goal to reduce absenteeism by 20% among these students.
2. Comprehensive Family Support
- Conduct a needs assessment for each family to identify barriers to attendance (transportation, health issues, etc.)
- Provide access to community resources, such as transportation vouchers, mental health services, or other essential supports.
Measurement: Number of families connected to community services and the impact on attendance improvement (tracked monthly).
3. Academic & SEL Support
- Implement tutoring and mentorship for these students, ensuring that they do not fall behind academically due to their absences.
- Integrate these students into social-emotional learning programs that focus on coping strategies and resilience to reduce school avoidance behaviors.
Measurement: Track academic progress and participation in SEL programs, with pre- and post-intervention surveys.
4. Behavioral Contracts & Incentives:
- Develop an attendance contract with these students and their families, outlining clear attendance goals.
- Offer tailored incentives for attendance improvement, such as special privileges, recognition, or rewards for consistent attendance over a set period.
Measurement: Monitor attendance contract compliance and participation in incentive programs; assess improvements on a bi-weekly basis.
Scalable Interventions for the Remaining 85% of At-Risk Students (58 students):
1. Attendance Letters:
- Send monthly attendance warning letters to the families of the 30 students who are at risk but not in the top 30%, informing them of their child’s current attendance status and the potential impact on academic success.
Measurement: Number of letters sent and follow-up on any attendance changes within two weeks of the letter distribution.
2. Counselor Interventions:
- Schedule bi-weekly meetings between school counselors and students to discuss any personal or academic challenges contributing to absenteeism.
- Provide strategies for improving attendance and resolving issues.
Measurement: Track the number of counseling sessions conducted and document interventions. Assess any subsequent changes in attendance.
3. Phone Calls Home:
- Initiate phone calls home after each unexcused absence to check on student wellbeing, remind families of the importance of attendance, and address any emergent issues.
- Use these calls to offer information about support services available to the family.
Measurement: Number of calls made, issues identified during calls, and any resulting follow-up actions (e.g., referrals to support services).
Indicators of Success
- Monthly PLC Sessions:
Success is indicated by consistent attendance and participation from new staff in PLC sessions, with at least 90% of new staff attending monthly and reporting increased confidence in handling instructional challenges through end-of-year feedback surveys. - Increase Classroom Observation Opportunities:
Success is indicated by new staff completing at least two classroom observations per month, with positive feedback from both the observing teachers and the observed teachers on the usefulness of the experience in improving instructional practices. - Mentorship Program for New Hires:
Success is indicated by new teachers reporting high satisfaction with their mentorship experience, with 85% or more rating the mentoring relationship as effective in helping them navigate their first year. - Diversify the Staff:
Success is indicated by an increase in the percentage of staff from diverse backgrounds, ensuring that the staff composition is increasingly reflective of the student population, with measurable progress by the end of the school year. - Mentor Development and Support:
Success is indicated by mentors attending professional development sessions and providing positive feedback on the training. Additionally, new teachers report feeling well-supported by their mentors in quarterly feedback forms. - Monitor and Assess New Teacher Progress:
Success is indicated by improved retention rates of new teachers, with regular check-ins and surveys showing that new staff feel supported and engaged, leading to reduced attrition and greater job satisfaction. - Increase in NJSLA Math Scores:
The average NJSLA Math score for economically disadvantaged 4th-grade students (prior year’s 3rd graders) increases 5-10 points on the 2025 Spring assessment. - Progress Monitoring Data:
Quarterly assessments and benchmark tests show steady improvement in math scores for economically disadvantaged students, with at least a 2-3 point increase per quarter. - Increased Participation in Math Interventions:
A majority of economically disadvantaged students (80% or more) actively participate in targeted interventions such as small-group instruction and Title 1 Math support, with documented attendance and engagement. - Reduction in Achievement Gap:
The gap between the average math scores of economically disadvantaged students and the overall student population decreases by at least 5 points by the end of the academic year. -
Identical action for other content area
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Monitoring & Follow-Up:
- Data Reviews: Monthly RTI (Response to Intervention) meetings will review attendance data for both the top 15% and the remaining 85% of at-risk students. Interventions will be adjusted based on attendance trends.
- Parent Feedback: Gather feedback from families during quarterly check-ins to ensure interventions are addressing their specific needs and challenges.
- By splitting the approach between the highest-risk students and the larger group, Clara Barton Elementary School can provide the intensive support needed for those with the greatest barriers while ensuring that all at-risk students receive intervention and monitoring.
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.
Action
- Provide students with opportunities beyond the classroom to develop their skills, interests, and passion
- To develop a comprehensive framework that promotes and provides educational opportunities centered on environmental responsibility, resource conservation, and sustainable practices within the district.
Major Active
- 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.
- 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.
- School Wide Stem Day & Student Wellness Day
- Promote Recycling and Waste Reduction: Implement and maintain a school-wide recycling program. Educate students and staff on the importance of reducing waste and recycling properly.
- Energy Conservation: Encourage energy-saving practices such as turning off lights and electronics when not in use. Explore ways to reduce energy consumption within the school building.
- CourtYards/Garden and Green Space: Maintain and expand school gardens and green spaces.Integrate gardening and environmental education into the curriculum.
- Community Engagement: Foster partnerships with local environmental organizations and businesses. Organize community clean-up events or tree planting activities.
- Reduce Single-Use Plastics: Advocate for reducing the use of single-use plastics in the school cafeteria and classrooms.Promote reusable water bottles and lunch containers.
- Environmental Education:Develop and facilitate environmental education programs and workshops for students and staff.Organize eco-themed assemblies and presentations.
Indicators of Success
- Eagles Nest Meetings to promote student voice
- Circle Practice implementation and data collected from student voice circles
- Student interest clubs feedback
- STEM Day Slide Overview
- Student Wellness Day Agenda
- Recycling and Waste Reduction:Success is indicated by the consistent participation in a school-wide recycling program, with measurable reductions in waste and increased recycling rates, as tracked by waste audits and feedback from staff and students.
- Community Engagement and Green Spaces:Success is indicated by the expansion and maintenance of the school’s gardens and green spaces, along with active partnerships with local environmental organizations and successful community events, such as clean-up days or tree plantings.