BRET HARTE SMART GOALS
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Priority 1: ACADEMIC Achievement and Outcomes AIMS and GOALS: Increase each student’s math proficiency by strengthening K-12 instructional practices. -Goal 1bii. By 2030, the district will ensure that all students meet or exceed the Annual Targets outlined in School Performance Reports, achieving measurable progress in math skills. Increase each student’s literacy proficiency by strengthening K-12 instructional practices. -Goal 2cii. By 2030, the district will ensure that all students meet or exceed the Annual Targets outlined in School Performance Reports, achieving measurable progress in literacy skills. Improve student science proficiency by strengthening K-12 instructional practices. -Goal 2aii. By 2030, the district will ensure that all students meet or exceed the Annual Targets outlined in School Performance Reports, achieving measurable progress in science skills. |
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Who is Responsible |
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Increase each student’s math proficiency by strengthening K-12 instructional practices Goal 1bi. & 1bii: Increase overall math proficiency by 2% for grades 3-5 on state assessments. Each subgroup—Multilingual Learners and Students with IEPs, —will each increase by at least 1%. Grade 3 Math: Based on NJSLA data, approximately 68% of 3rd-grade students met or exceeded expectations in mathematics, while 32% did not meet expectations. By June 2026, 3rd-grade students will demonstrate a minimum 2% increase in proficiency on benchmark assessments in the priority math domains of Operations and Algebraic Thinking, Modeling and Reasoning, and Geometry. This growth will be supported by consistent use of higher-order questioning strategies to deepen student reasoning and problem-solving. Grade 4 Math: Based on NJSLA data, approximately 60% of 4th-grade students met or exceeded expectations in mathematics, while 40% did not meet expectations. By June 2026, 4th-grade students will demonstrate a minimum 2% increase in proficiency on benchmark assessments in the priority math domains of Operations and Algebraic Thinking, Modeling and Reasoning, and Geometry. This growth will be supported by consistent use of higher-order questioning strategies to deepen student reasoning and problem-solving. Grade 5 Math: Based on NJSLA data, approximately 71% of 5th-grade students met or exceeded expectations in mathematics, while 29% did not meet expectations. By June 2026, 5th-grade students will demonstrate a minimum 2% increase in proficiency on benchmark assessments in the priority math domains of Operations and Algebraic Thinking, Modeling and Reasoning, and Geometry. This growth will be supported by consistent use of higher-order questioning strategies to deepen student reasoning and problem-solving.. |
Strengthen Core Instruction -Implement consistent use of high-quality math curriculum Eureka Math² with fidelity. -The math coach will collaborate with teachers to integrate higher-order questioning strategies into daily math instruction in order to promote deeper student reasoning and problem-solving. Targeted Interventions -Use benchmark and formative assessment data to identify students for Tier II/III math interventions. -Provide small-group instruction and targeted support during I&E. Professional Development & PLCs -Offer math PD on best practices (e.g., number talks, math discourse, engagement). -Use PLC time to analyze math data, adjust instruction, and share effective strategies. Student Engagement in Math -Celebrate math growth through recognition programs (“Taco Tuesday”). -Provide student voice opportunities (surveys or reflections) to adjust practices for motivation and relevance. Data-Driven Monitoring -Conduct 3x per year data review cycles to track overall growth and subgroup progress. -Use walkthroughs and coaching feedback to ensure alignment with instructional practices. -Share progress with staff and celebrate gains to maintain momentum. Family & Community Connections -Host math family nights or workshops to build home-school math connections. -Share resources for families to support math at home in fun, engaging ways. |
Building Principal - Provide overall leadership and vision. - Ensure alignment with district priorities and BHES School Improvement Plan. - Allocate resources (time, budget, staffing) for PD implementation. Math Coach - Lead math-specific PD sessions (Eureka Squared, interventions, data use). - Model instructional practices and support coaching cycles. -Collaborate with grade-level teams on math implementation. MTSS Intervention Team (BSI teachers, counselor, MTSS support) - Share student performance data to guide PD priorities. - Align intervention strategies with PD outcomes. - Provide staff with Tier 2/3 instructional strategies. Teachers - Actively participate in PD and coaching cycles. - Implement learned strategies in classroom practice. - Provide feedback on PD effectiveness and student impact. |
Full implementation by June 2026 Data reviews three times per year: December 2025, March 2026, and June 2026 |
Student Achievement Data -State assessment results showing a 2% increase overall and at least 1% growth in targeted subgroups. -Growth on district benchmarks and common unit assessments. Instructional Practice -Walkthrough/observation data showing stronger math practices (discourse, small groups, scaffolds). -PLC notes documenting data use and instructional planning. Interventions & Supports -Progress monitoring from Title I/MTSS math groups. -Struggling students will be identified through analysis of assessment data, and targeted intervention groups will be created. The math coach will support teachers by providing resources and guidance to address identified student needs. Monitoring & Accountability -Three data reviews per year with documented action steps. -Disaggregated reports showing subgroup progress. -Student growth in intervention groups will be monitored through ongoing formative assessments, benchmark data, and teacher progress checks. Data will be reviewed with the math coach and grade-level teams to evaluate the effectiveness of resources and instructional strategies, and adjustments will be made as needed. |
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Increase each student’s literacy proficiency by strengthening K-12 instructional practices By Spring 2026, the percentage of 3rd-grade students scoring at Level 4 (meeting or exceeding expectations) is expected to increase from approximately 41% (26/63 students) to 51% (32/63 students), as measured by the New Jersey Student Learning Assessments (NJSLA). In addition, a high priority for improvement will be in the area of writing, as school performance in most writing domains fell below both district and state averages. By Spring 2026, the percentage of 4th-grade students scoring at Level 4 (meeting or exceeding expectations) will increase from approximately 60% (35/58 students) to 65% (38/58 students), as measured by the New Jersey Student Learning Assessments (NJSLA). In addition, a high priority for improvement will be in the area of writing, as school performance in most writing domains fell below both district and state averages. By Spring 2026, the percentage of 5th-grade students scoring at Level 4 (meeting or exceeding expectations) will increase from approximately 60% (36/60 students) to 65% (39/60 students), as measured by the New Jersey Student Learning Assessments (NJSLA). In addition, a high priority for improvement will be in the area of writing, as school performance in most writing domains fell below both district and state averages. |
Strengthen Core Instruction (CKLA ELA) -Implement CKLA ELA curriculum with fidelity across all grades. -Emphasize foundational skills (phonemic awareness, phonics, fluency, comprehension, vocabulary) embedded within CKLA. -In grades 3–5, place a stronger focus on writing development through CKLA writing lessons and extended writing opportunities. -Support engagement and inquiry during CKLA lessons by using strategies that promote student discussion, questioning, and critical thinking. Targeted Interventions -Use mCLASS data (DIBELS, Maze, and benchmarks) to identify students for Tier II/III literacy support. -Provide differentiated small-group instruction aligned to individual student needs (decoding, fluency, comprehension, writing). -Monitor subgroup progress during three data review cycles (fall, winter, spring) and adjust interventions accordingly. -Professional Development & PLCs -Provide PD on CKLA implementation and effective writing instruction. -Use PLCs to analyze mCLASS and benchmark data, and to identify specific standards to target based on NJSLA results. -Professional Learning Community (PLC) sessions will be scheduled for teachers to collaboratively restructure the Intervention and Enrichment (I&E) block to provide more targeted supports that meet the diverse learning needs of students. Grade bands, with 1st teachers organizing planning sessions, and 2nd–grade teachers working together, and 3rd–through 5th–grade teachers working together to align strategies and resources. -Student Engagement in Literacy -Increase student ownership of learning through strategies that spark inquiry, discussion, and questioning within CKLA. -Embed opportunities for collaborative analysis of texts to deepen comprehension and vocabulary development. -Celebrate growth in fluency, comprehension, and writing to build motivation and confidence. Data-Driven Monitoring -Conduct 3x per year data review cycles using mCLASS (DIBELS, Maze) and benchmark assessments to track growth. -Disaggregate results to monitor subgroup performance (Multilingual Learners, Students with IEPs, Free/Reduced Lunch students). -Use NJSLA and benchmark analysis to identify priority standards and drive instructional adjustments. Family & Community Connections -Host literacy family nights to model strategies that support fluency, comprehension, and writing at home. -Share updates with families on student progress and highlight strategies used in CKLA. |
Building Principal - Provide overall leadership and vision. - Ensure alignment with district priorities and BHES’s School Improvement Plan. - Allocate resources (time, budget, staffing) for PD implementation. Literacy Coach - Facilitate CKLA and literacy-focused PD. - Provide modeling, co-teaching, and resource support. - Track and report implementation progress in literacy classrooms. MTSS Intervention Team (BSI teachers, counselor, MTSS support) - Share student performance data to guide PD priorities. - Align intervention strategies with PD outcomes. - Provide staff with Tier 2/3 instructional strategies. Teachers - Actively participate in PD and coaching cycles. - Implement learned strategies in classroom practice. - Provide feedback on PD effectiveness and student impact. |
Full implementation by June 2026 Data reviews three times per year: December 2025, March 2026, and Jun e 2026 |
Student Achievement Data-Growth on mCLASS measures (DIBELS, Maze, and benchmarks) across all grades. -Increased percentage of students meeting or exceeding proficiency benchmarks. -Improved performance on NJSLA ELA, particularly in identified priority standards. Instructional Practice Evidence -Walkthrough and observation data showing consistent CKLA implementation and evidence of strong literacy practices (fluency routines, text-based discussions, writing integration). -PLC documentation reflecting analysis of mCLASS and NJSLA data to adjust instruction. -Teacher implementation of strategies that increase student inquiry, discussion, and engagement with complex texts. -Grade-level CKLA planning sessions will be scheduled, during which teachers will collaborate with instructional coaches to plan lessons, align instructional practices, and ensure consistency in implementation across classrooms. Intervention & Support Evidence-Progress monitoring records from Tier II/III supports showing improvement in fluency, comprehension, and writing. -Evidence of differentiated supports tailored to subgroup needs (e.g., decoding for MLs, comprehension scaffolds for IEP students). -Student work samples demonstrating growth in reading comprehension and extended writing. Stakeholder Engagement-Student reflections or surveys indicating increased confidence in reading and writing. -Family participation in literacy night and workshops supporting fluency and comprehension. -Celebrations and recognition programs highlighting growth in literacy skills. Monitoring & Accountability-Evidence of three data review cycles (fall, winter, spring) using mCLASS, benchmark, and NJSLA data. -Reports disaggregated by subgroups showing measurable progress. -Regular updates shared with staff and families to highlight gains and areas of focus. |
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Who is Responsible |
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Improve student science proficiency by strengthening K-12 instructional practices Increase the percentage of grade 5 students meeting or exceeding expectations on the NJSLA-Science by 2%. |
Strengthen Core Instruction -Align instruction to the New Jersey Student Learning Standards for Science (NJSLS-S) with a focus on inquiry, hands-on investigations, and scientific practices. -Integrate literacy (reading informational texts, writing explanations) and math skills (data collection, graphing, analysis) into science lessons. Data Analysis & Targeted Supports -Unpack NJSLA-Science results to identify priority standards and areas of weakness. -Use classroom and benchmark assessments to provide scaffolds and additional support for Multilingual Learners, Students with IEPs, and Free/Reduced Lunch students. Collaboration & Monitoring -Use grade-level meetings to review student work and share strategies aligned to NJSLS-S. -Conduct 3x per year progress checks to monitor growth and subgroup progress. Student Engagement -Strengthen engagement by connecting science concepts to real-world problems and local phenomena. -Encourage students to explain their reasoning through evidence-based discussions and written responses. |
Building Principal (Dr. Kizee) -Provide overall leadership and vision. -Ensure alignment with district priorities and BHES’s School Improvement Plan. Allocate resources (time, budget, scheduling) for science instruction and professional development. Classroom Teachers (Grades 3–5) -Deliver NJSLS-aligned science instruction with inquiry-based practices. -Analyze classroom assessments, benchmarks, and NJSLA results to identify areas of need. Engage students in hands-on, real-world learning experiences that build scientific reasoning. |
Full implementation by June 2026 Data reviews three times per year: December 2025, March 2026, and June 2026 |
Student Achievement Data -Classroom and benchmark data showing progress on NJSLS-S standards. Instructional Practice Targeted Supports Monitoring & Accountability |
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Priority 3: ALIGNING STUDENT SUPPORTS TO MIRROR STUDENT NEEDS AIMS and GOALS: Goal 3a: By 2030, Multi-tiered Systems of Support (MTSS) data will indicate an increase in the percentage of students whose needs are effectively supported through tiered programming. |
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Increase the alignment of student instruction and support to most effectively meet the needs of each child. Goal 3a: Conduct an overhaul of the MTSS system and protocols to ensure that academic, social-emotional, and behavioral supports are aligned to student needs. Strengthen Tier I instruction, intensify and monitor Tier II/III interventions, and implement data-driven cycles of review to provide consistent, equitable support. |
MTSS System & Protocols Overhaul -Redesign MTSS protocols to align with best practices, ensuring clarity in referral, progress monitoring, and exit criteria. -Train all staff in updated MTSS expectations, including Tier I classroom responsibilities and intervention documentation. -Establish clear expectations for Tier I fidelity supported by walkthroughs, coaching, and feedback. Data-Driven Review Cycles -Conduct 3x per year data reviews (fall, winter, spring) using multiple measures (mCLASS, benchmark data, NJSLA, classroom assessments, SEL screeners). -Use data to place students into appropriate tiers and identify priority standards for academic focus. -Monitor both academic growth and SEL/behavioral data to ensure balanced support. Targeted Academic & SEL/Behavior Interventions -Implement small-group interventions in reading, math, and writing with a focus on intensity and duration to accelerate progress. -Provide SEL and behavior support (restorative practices, counseling groups, behavior plans) for students demonstrating social-emotional needs. Professional Development -Provide staff training on MTSS structures, use of data, evidence-based interventions, and SEL supports. -Embed PD into PLCs focused on data analysis, student case studies, and intervention planning. Collaboration & Communication -Hold MTSS Intervention Team meetings (admin, teachers, interventionists, counselors) to review progress and adjust support. -Communicate with families about student progress, interventions, and strategies for home reinforcement. |
Building Principal: Provide leadership, align MTSS overhaul to SIP, allocate resources for staffing, training, and materials. Academic Coaches: Coordinate MTSS Meeting Dates and Intervention Cycles, Monitor building benchmark data MTSS Intervention Team: Lead system redesign, guide data analysis cycles, document interventions, and oversee progress monitoring. Classroom Teachers: Implement Tier I best practices, collect ongoing data, deliver Tier II interventions, and collaborate with the team. Counselors/Support Staff: Provide SEL interventions, behavior supports, and connect families to external services when needed. |
September–October 2025: Revise MTSS protocols and train staff. October 2025: Fall MTSS data review cycle. January 2026: Winter MTSS data review cycle. April 2026: Spring MTSS data review cycle. September 2025 – June 2026: Implement interventions (academic & SEL/behavioral) and hold monthly MTSS team meetings. September 2025 kickoff; November 2025, February 2026, May 2026: Professional development on MTSS and intervention strategies. June 2026: End-of-year review of MTSS effectiveness and student outcomes. |
Student Data Growth: Increased percentage of students meeting or exceeding benchmarks in mCLASS, math benchmarks, and NJSLA. Tiered Support Impact: Reduction in the number of students requiring Tier III interventions, with more needs met at Tiers I and II. Fidelity of Instruction: Walkthrough and observation data showing Tier I instruction aligned to best practices. Progress Monitoring: MTSS documentation reflecting interventions matched by intensity and duration with consistent tracking. SEL/Behavior Outcomes: -Decrease in major behavior incidents and evidence of improved student regulation through SEL supports. -The school will implement a PBSIS (Positive Behavior Support in Schools) program to promote and celebrate positive student behavior while also fostering positive mental health across the school community. Stakeholder Feedback: Positive feedback from staff, students, and families on the alignment and effectiveness of supports. |
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Priority 4: CLIMATE & FAMILY ENGAGEMENT AIMS and GOALS: To cultivate an organizational structure that fosters successful collaboration by empowering stakeholders to be problem-solvers and responsible decision-makers, working together with a shared purpose. Goal 4ai. By 2030, all Cherry Hill Public Schools will have fully functioning Labor Management Collaborative (LMC) teams that meet monthly, set and achieve clear goals, and include representatives from all labor titles within each school building. AIMS and GOALS: Increase the sense of physical and emotional safety for students, families, staff and the community. Goal 4c. By 2030, Cherry Hill Public Schools will increase the percentage of students, parents, and staff reporting positive school climate by fostering a culture of trust, collaboration, and mutual respect. |
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Who is Responsible |
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To cultivate an organizational structure that fosters successful collaboration by empowering stakeholders to be problem-solvers and responsible decision-makers, working together with a shared purpose. Goal 4ai: BHES will sustain a fully functioning Labor Management Collaborative (LMC) team that meets monthly, includes representatives from all labor titles, and sets and achieves clear, measurable goals aligned to the School Improvement Plan. Goal 4c: BHES will cultivate an organizational structure that fosters successful collaboration by empowering stakeholders to be problem-solvers and responsible decision-makers, working together with a shared purpose. This will be achieved by sustaining and advancing the work of the established Labor-Management Collaborative (LMC) and implementing school-wide initiatives that strengthen the climate and family engagement. |
Strengthen School Climate & Safety -Implement building-wide initiatives that promote physical and emotional safety (restorative practices, SEL integration, recognition programs). -Provide PD on trauma-informed practices and classroom strategies that foster belonging. Increase Family Engagement -The school will collaborate with the PTA to plan and implement activities that promote positive behavior, strengthen community connections, and foster a positive school climate for students and families. -Enhance communication systems (newsletters, multilingual outreach, parent feedback loops). Elevate Student Voice -Expand opportunities for student leadership (Climate ambassadors, and Safety Team. -Increase recognition programs (Student of the Month assemblies, PBSIS inititiative) to celebrate student contributions. |
Labor Management Collaborative (LMC) Team: -Meet monthly to monitor climate goals and staff & student wellness initiatives. -Ensure representation from all labor groups and maintain transparency. -Problem-solve collaboratively and provide recommendations for improvement. Building Principal: -Provide overall leadership for climate and family engagement. -Ensure LMC goals align with the School Improvement Plan. -Allocate resources to support Family Days, SEL initiatives, and staff wellness. Counselor/SEL Team: -Lead Eagles Nest Circles and SEL small groups. -Support restorative practices and student interpersonal relationship-building. -Coordinate wellness initiatives for staff and families. Student Character Committee -Plan activities to reward and acknowledge positive behaviors Staff Wellness Committee -Plan and implement activities that promote staff wellness and community. Classroom Teachers: -Integrate SEL/character value lessons into daily routines. -Communicate with families and model positive climate practices. -Model SEL/character values and promote positive peer relationships. PTA/Family Leaders: -Partner in planning and supporting Family Days and engagement events. -Provide feedback to strengthen family-school partnerships. |
September 2025-June 2026 -Launch schoolwide behavioral expectations SEL/character values theme -Bi-Monthly PBSIS Assemblies/Student of the Month -Staff wellness activities and community building Activities - PTA Community-Based Events |
Sustain & Strengthen LMC (Year 3 Focus) -Hold monthly LMC meetings and project artifacts -Ensure representation from all labor titles and use LMC as a platform for collaborative problem-solving. -Monitor progress toward LMC goals in staff wellness, communication, and workload balance. -Share updates with staff to maintain transparency and build trust. Enhance School Climate & Safety -Implement building-wide initiatives that promote physical and emotional safety. -Provide staff PD on trauma-informed strategies, classroom management, and inclusive practices. -Expand staff wellness initiatives (recognition programs, wellness days, morale boosters). Improve Student Interpersonal Relationships -Decrease negative student interactions by expanding use of restorative practices and peer mediation. -Provide counselor-led SEL groups that focus on conflict resolution, empathy, and teamwork. Increase Family Engagement -Host Family Days, curriculum nights, and workshops to strengthen family-school partnerships. -Use feedback from families to shape engagement strategies and address areas of need. Elevate Student Voice & Engagement -Celebrate student contributions through recognition programs. -Provide platforms for students to help design climate-building activities and propose solutions. Monitor & Review Progress -Conduct mid-year and end-of-year reviews of LMC and climate/family engagement goals. -Document progress in meeting LMC goals and their connection to BHES’s School Improvement Plan- Goals. -Adjust strategies based on staff, student, and family feedback to ensure continuous improvement. |
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Priority 5: STAFF RECRUITMENT & RETENTION AIMS and GOALS: To enhance and customize professional development to support all staff in their job roles and responsibilities. Goal 5c. By 2030, each school will implement a tailored professional development framework, collaboratively designed with staff to align training with the unique needs of their roles. |
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SMART GOAL/ Major Activities |
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Who is Responsible |
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To enhance and customize professional development to support all staff in their job roles and responsibilities. Goal 5c: BHES will implement a tailored professional development framework, collaboratively designed with staff through LMC committee input and staff surveys, to ensure 100% of professional learning sessions are aligned with the specific needs of teachers’ roles. Progress will be measured through staff feedback surveys, PLC reflections, and classroom implementation checks, with at least 85% of staff reporting that PD directly supports their practice and student learning outcomes. |
Conduct Staff Needs Assessment
Form a Collaborative PD Design Team (LMC & SCIP)
Develop a Tailored PD Calendar
Differentiate PD Delivery
Provide Ongoing Coaching & Support
Monitor & Gather Feedback
Evaluate Impact on Practice & Student Learning
Celebrate & Share Growth
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Building Principal - Provide overall leadership and vision. - Ensure alignment with district priorities and BHES’s School Improvement Plan. - Allocate resources (time, budget, staffing) for PD implementation. Math Coach -Lead math-specific PD sessions (Eureka Squared, interventions, data use). - Model instructional practices and support coaching cycles. -Collaborate with grade-level teams on math implementation. Literacy Coach - Facilitate CKLA and literacy-focused PD. - Provide modeling, co-teaching, and resource support. - Track and report implementation progress in literacy classrooms. MTSS Intervention Team (BSI teachers, counselor, MTSS support) - Share student performance data to guide PD priorities. - Align intervention strategies with PD outcomes. - Provide staff with Tier 2/3 instructional strategies. Classroom Teachers - Actively participate in PD and coaching cycles. - Implement learned strategies in classroom practice. - Provide feedback on PD effectiveness and student impact. |
Full implementation by June 2026 Data reviews three times per year: December 2025, March 2026, and June 2026 |
Staff Feedback & Surveys - ≥85% of staff report PD sessions directly supporting their instructional practice. - Increased satisfaction with PD relevance and differentiation. Classroom Walkthrough Data - Observable increase in use of strategies introduced during PD (e.g., CKLA engagement, Eureka Math engagement, MTSS interventions). - Consistent alignment of instructional practices across grade levels. PLC & Coaching Reflections - Teachers share evidence of implementation (lesson plans, student work samples). - Increased collaboration noted in PLC agendas and reflections. Student Outcomes - Growth in benchmark data (literacy, math, MTSS progress monitoring). - Improved student engagement and participation, documented by teachers and coaches. Implementation Fidelity Checks - Coaches and administrators track follow-through on PD strategies during observations. - PD Design Team reviews implementation data during 3x/year checkpoints. Celebrations & Recognition - Staff examples of successful strategy use highlighted at faculty meetings or newsletters. - Shared best practices showcased during PLC, Title 1 PD days or district presentations. |