BRET HARTE SMART GOALS

• Create a culture of well-being, collaboration, and support that prioritizes the health and wellness of teachers and staff.
• Promote a district culture that is equitable, restorative, and inclusive for all students.
• Ensure all students have equitable access to comprehensive support services that promote their academic success, social-emotional development, and overall well-being.

 

• Prioritizing and promoting staff wellness by incorporating wellness activities into PLC and faculty meetings, with at least four wellness-focused activities throughout the year. At Least 70% of staff will participate in the activities. 
  • Schedule and implement staff wellness activities during PLC and faculty meetings at least once per quarter.
  • Gather feedback from staff after each activity to evaluate effectiveness and adjust future wellness efforts.
• The following is a building-based LMC goal: To improve the flow and clarity of communication between staff, parents, and administration to ensure transparency, foster trust, and support student success.
  • Implement regular and structured updates for staff and parents regarding key events, changes, and decisions.
  • Create multiple communication channels (e.g., newsletters, email updates, and meetings) to ensure information reaches all stakeholders.
  • Solicit feedback from staff and families regularly to assess the effectiveness of communication efforts and make necessary adjustments.

• Implement proactive, preventative measures such as Positive Behavioral Interventions and Supports (PBIS), Culturally Responsive Teaching, and Restorative Practices to build and maintain a positive school climate.
  • Implement the SW-PBSIS program to promote positive behavior
  • Recognize the diversity of our school and community through school and class initiatives and utilize SMORE to celebrate and recognize diverse populations.
• Ensure all students can access various Social-Emotional Learning (SEL) supports tailored to meet their needs, including mental health services, counseling, medical care, and other essential resources. This will foster emotional well-being, resilience, and overall student success.
  • SEL Lessons schedule 

• List of Resources Provided to Families from School Counselor as Needed

• Develop a strategic communication plan that includes measurable objectives focused on moving the district toward achieving its goals.
• 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. 
• Ensure smooth and effective transitions for students receiving special educational services, whether moving between levels to attend different buildings for appropriate programs/services or are new enrollees to the district, thereby promoting their academic success and emotional well-being.
• 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.

 

• Provide targeted support to teachers in effectively implementing the district’s new ELA curriculum (CKLA) and math (Eureka Math Square), ensuring they have the resources, training, and guidance to promote student success and curriculum fidelity.
  • Planned and coordinated coaching opportunities in both reading and math with in-district and out-of-district instructional coaches.
  • Provide explicit planning opportunities for students during PLC meetings.
  • Invest in materials and resources to support the programs. 

 

• In the 2023-2024 school year, 15% of Bret Harte Elementary students were identified as chronically absent, according to the NJ School Performance Reports. After analyzing the data, 35 students in grades K-4 were identified as chronically absent (5th-grade students were excluded due to graduation). The objective is to reduce the chronic absenteeism rate by 10% among the remaining identified students who are still enrolled.
  • To achieve this reduction, the following strategies will be implemented:
    • Send written notifications to families when a student has accumulated 4 and 7 absences.
    • Assign a staff member to formally reach out to families of students with excessive absences.
    • Schedule in-person meetings with families of students showing continued absenteeism.

 

• Increase student achievement on the NJSLA ELA assessment by implementing targeted instructional strategies, data-driven interventions, and professional development for teachers.
  • Review and analyze NJSLA data, and present key findings to staff.
  • Highlight areas of both strength and areas for improvement.
  • Identify students who are close to meeting proficiency thresholds.

 

• Collaborate with middle school CST and school counselor to ensure a smooth and supportive transition for 5th-grade students entering the Middle School program, focusing on addressing individual academic, social, and emotional needs to promote student success in their new environment.

• Middle School Counselor and Principal Visits scheduled for 5th Grade Class before the end of the school year

 

• Provide opportunities for incoming Kindergarten students and new students in grades 1-5, along with their families, to participate in orientation activities.
  •  Kindergarten Parent Orientation and Sneak and Peek. These events will help familiarize them with the school environment, staff, and routines, fostering a smooth transition and building a strong sense of community.
• Implement retention strategies to create a supportive and inclusive work environment for all staff, promoting job satisfaction, professional growth, and long-term commitment to the school community.
  • Actively contribute to district initiatives to recruit highly qualified and diverse staff members.
  • Hold regular meetings with non-tenured teachers to provide targeted support in the areas where they need assistance.

• Implement a comprehensive community relations plan in the 2024-2025 school year to enhance stakeholder involvement and foster a deeper understanding of CHPS's vision and mission, ultimately establishing pride and ownership.
• Provide students with opportunities beyond the classroom to develop their skills, interests, and passions. 
• To develop a comprehensive framework that promotes and provides educational opportunities centered on environmental responsibility, resource conservation, and sustainable practices within the district. 

• 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. 
  • All age groups will have opportunities to share student voices with regard to school climate.
  • Students in grade five will have an opportunity to participate in Safety Patrol.
  • All 4th and 5th grade students are encouraged to participate in Band or Orchestra.
  • All 5th-grade students will participate in Chorus.
• 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.
• Expand experiences beyond the classroom to incorporate climate change education in grades K-12 using an interdisciplinary approach. 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.