Cooper SMART GOALS

STUDENT WELLNESS

Priority 1: ACADEMIC Achievement and Outcomes

AIMS and GOALS: 

To enhance the quality of the district’s preschool program, ensuring alignment with state early childhood education standards.

Goal 1a: CHPS will strategically expand the preschool program in alignment with available Preschool Expansion Aid (PEA) funding to ensure access to high-quality early education opportunities for all eligible students.

Increase each student’s math proficiency by strengthening K-12 instructional practices.
Goal 1bi. By 2030, the district will achieve a 10% increase in math proficiency across grades 3-11 on state math assessments while ensuring measurable annual growth for all students. 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 1ci. By 2030, the district will achieve a 10% increase in overall proficiency rates for students in grades 3-11 on state ELA assessments while ensuring measurable annual growth for all students. 

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 2di. By 2030, the district will achieve a 5% increase in science proficiency across grades 3-11 on state assessments for all students. 

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.

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

By June 2026, Cooper will increase the percentage of students meeting or exceeding expectations on the NJSLA-M by at least +2 percentage points schoolwide, and raise the Math median Student Growth Percentile (mSGP) from 47 to ≥50 overall.

Instructional Focus Cycles on Priority Standards

• Map three 6–8 week focus cycles (Fall/Winter/Spring) centered on identified evidence statement (ES) clusters; embed daily Eureka Math² problem-solving routines, fluency, and discourse moves; incorporate Number Talks and 3-Act tasks to strengthen reasoning.
• Use common exit tickets aligned to the targeted evidence statements each week to check for mastery and adjust instruction.

Collaborative Data Teams (PLCs)

• Monthly PLC data meetings: analyze NJSLA item-level evidence statements, unit assessments, ST Math dashboards, and exit-ticket trends; identify students for re-teach/extension and plan the next cycle’s moves.

Targeted Professional Learning & Coaching

• PD on fractions progressions (Gr 3–5), multi-step problem structures, and explicit vocabulary & representations (tape/area models, number lines).
• Coaching cycles (walkthrough → model/co-teach → feedback) prioritizing grades/teachers by ES needs.

Family & Student Engagement

• Family Math event with take-home fraction/measurement kits; post short “how-to” videos for at-home strategies.
• Student-friendly “Power-Up Math” goals in each class (weekly targets for accuracy and perseverance).

Principal & Math Teacher Coach: set focus cycles, monitor progress, lead PLCs and PD.

Grade 3–5 Teams & Special Education Teachers: implement core & small-group plans; track exit-ticket mastery.

Interventionists/EA Support: deliver targeted small-group lessons and progress monitoring.

Families & Students: participate in at-home practice and goal-setting.

October 2025:

Launch Cycle 1 (fractions foundations & problem solving); baseline common assessments.

November 2025 / February 2026: PLC data reviews; refine groups; launch Cycles 2 & 3 (measurement/geometry; fraction operations & conversions).

January & April 2026: Midyear and pre-NJSLA checks (mock items aligned to ES clusters).

June 2026: End-of-year summative review and goal reporting.

NJSLA-M proficiency rate increases ≥+2 pp schoolwide, contributing to the district’s 5-year +10pp goal.

Math mSGP increases from 47 → ≥50

Exit-ticket/standards checklist mastery (on ES-aligned items) averages ≥80% by cycle end.

ST Math usage & accuracy: ≥85% of students meet weekly usage targets with problem-solving accuracy trending up.

Common assessment gains: each cycle shows ≥10% growth on priority standards from pre → post.

PLC implementation artifacts: agendas, item analysis, small-group rosters, and re-teach plans logged monthly.

By June 2026, James F. Cooper Elementary School will increase the percentage of students meeting or exceeding expectations on the NJSLA-ELA from 52% (schoolwide average across grades 3–5 in 2025) to at least 55%, representing a 3-point gain toward the district’s long-term 10% growth goal by 2030.

In addition, all student subgroups (economically disadvantaged, students with disabilities, and multilingual learners) will demonstrate measurable progress toward annual state targets as outlined in the School Performance Report.

K–2 students will demonstrate growth in foundational literacy skills as measured by DIBELS: the percentage of students at/above benchmark will increase by 10 percentage points from BOY to EOY 2026.

Instructional Practices

• Strengthen Amplify CKLA Tier 1 instruction with fidelity checks and coaching.
• Expand use of small-group targeted intervention during I/E blocks.

Professional Learning

• Engage staff in PLCs focused on evidence-based reading practices and analyzing DIBELS/NJSLA evidence statements.
• Provide coaching cycles with the Literacy Coach on comprehension and vocabulary instruction.

Family & Community Engagement

• Host literacy workshops for families (strategies for reading at home, accessing digital literacy platforms).
• Share grade-level expectations and strategies in newsletters and ClassDojo updates.

Principal & Literacy Teacher Coach: set focus cycles, monitor progress, lead PLCs and PD.

Grade K–5 Teams & Special Education Teachers: implement core & small-group plans; track exit-ticket mastery.

Interventionists/EA Support: deliver targeted small-group lessons and progress monitoring.

Families & Students: participate in at-home practice and goal-setting.

Sept. 2025–June 2026 (weekly instruction, quarterly fidelity checks)

Oct 2025–June 2026 (ongoing, reviewed monthly in MTSS meetings)

Sept 2025 (BOY), Jan 2026 (MOY), May 2026 (EOY)

Monthly PLC meetings; PD in Sept, Nov, Feb, Apr

Nov 2025, Feb 2026 (family workshops)

NJSLA 2026: ≥55% of students schoolwide meet/exceed expectations (up from 52%).

DIBELS EOY 2026: 10-point increase in students on/above benchmark in Grades K–2.

Progress Monitoring: Monthly MTSS data reviews; PLC agendas/minutes

• Parent attendance logs

• Family survey feedback

By June 2026, James F. Cooper Elementary School will increase Grade 5 science proficiency (Level 3+4) from 31% → 38% (+7 percentage points) and reduce Level 1 from 33% → ≤22%.

In addition, students in the following subgroups will demonstrate growth as indicated below:

• Females 21% → ≥30% L3+4; • Students with Disabilities 0% → ≥10% L3+4; while maintaining or improving other groups’ performance.

Strengthen NGSS-aligned core instruction

• Identify all Level 1–2 students from Spring 2025; create Tier 2/3 plans with weekly small-group investigations targeting prerequisite ideas (matter/energy, systems, scale) and science language (vocabulary, read-think-talk-write).
• Ensure equitable talk structures (random call, structured turn-taking, roles) and representation in phenomena/examples; embed sentence stems for CER and argument from evidence.

Family & Community Engagement

• Host “Family STEAM Night” (hands-on stations mirroring our investigations)
• Publish a monthly “Science at Home” one-pager (simple at-home phenomena prompts).
• Share Unit updates in the PAWS newsletter (unit highlights; what to ask your child).

Principal: set focus cycles, monitor progress, lead PLCs and PD.

Grade 3–5 Teams & Special Education Teachers: implement core & small-group plans; track exit-ticket mastery.

Sept. 2025–June 2026 (weekly instruction, quarterly fidelity checks)

Monthly PLC meetings; PD in Sept, Nov, Feb, Apr

PLC calibration artifacts, unit plans, walk-through look-fors

% of students meeting unit success criteria

Spring 2026 L3+4 ≥38% (Level 1 ≤22%).

Spring 2026 Level 1 reduction and subgroup gains (Females, SWD)

STUDENT WELLNESS

Priority 3: ALIGNING STUDENT SUPPORTS TO MIRROR STUDENT NEEDS

AIMS and GOALS:
Increase the alignment of student instruction and support to most effectively meet the needs of each child. 

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. 

SMART GOAL/ Major Activities 

Key Actions

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

By June 2026, Cooper will strengthen its MTSS framework to ensure at least 90% of students demonstrate measurable growth on math priority standards (fractions, multi-step problem solving, measurement/geometry) as evidenced by Eureka Math² assessments, intervention progress monitoring, and NJSLA alignment.

By June 2026, James F. Cooper Elementary School will strengthen its Multi-Tiered System of Supports (MTSS) in literacy by reducing the percentage of students identified as “well below benchmark” on DIBELS BOY by at least 10 percentage points by EOY, while increasing the percentage of students “at or above benchmark” in K–2 literacy by at least 10 points. In grades 3–5, all students receiving Tier 2 or Tier 3 supports will demonstrate measurable growth on DIBELS and NJSLA evidence statements aligned to their identified needs.

MTSS Math Supports

• Use small-group lessons during the I/E period to provide support on prerequisite standards (e.g., fraction concepts, area models, unit conversions).
• Leverage ST Math & Equip diagnostic tasks to personalize practice tied to the ES focus; set usage expectations (e.g., ST Math ~60+ puzzles/wk average) and monitor by class.

MTSS Literacy Supports

• Use BOY, MOY, and EOY DIBELS benchmarks to monitor early literacy growth.
• Provide Tier 2 and Tier 3 interventions using Leveled Literacy Intervention (LLI) and Orton-Gillingham-based supports.
• Monitor student progress in I&RS/504 meetings monthly.

Collaborative Problem Solving (I&RS/MTSS Team)

• Monthly MTSS meetings review Tier 2/3 data, track fidelity of interventions, and update parent communication.
• Cross-discipline support (special education, EAs, LTC) ensures alignment of interventions with classroom instruction.

Family & Student Engagement

• Share student intervention goals and progress with families.
• “Power-Up Math” growth charts in classrooms so students track their own mastery of priority standards.

Principal & LTC: Oversee MTSS implementation, lead data meetings, track fidelity.

Grade-level teachers: Deliver Tier 1 focus lessons; document Tier 2 supports.

Interventionists & EAs: Provide Tier 2 and Tier 3 support, progress monitoring.

School Counselor/I&RS: Facilitate MTSS meetings, maintain student plans.

Families/Students: Participate in goal-tracking and at-home practice.

October 2025: Universal screening & baseline data collection; Tier 2/3 groups set.

November–May: 6–8 week intervention cycles with bi-weekly monitoring.

January & April 2026: Midyear & pre-NJSLA reviews.

June 2026: Final data review; evaluate growth & MTSS fidelity.

Outcome Metrics:

≥90% of students show growth on grade-level math assessments aligned to fractions, problem solving, measurement.

Leading Indicators:

• Intervention fidelity logs show 95% implementation of Tier 2/3 sessions.
• Bi-weekly progress monitoring graphs show consistent upward trends.
• ST Math: ≥85% of Tier 2/3 students meet usage/accuracy targets.
• PLC/MTSS agendas and parent updates documented quarterly.

STUDENT WELLNESS

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.

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

By June 2026, James F. Cooper Elementary School will strengthen climate and family engagement by:

Establishing a fully functioning Labor Management Collaborative (LMC) team that meets monthly, sets and monitors 3–4 actionable goals, and includes representatives from all labor titles in the building.

Increasing positive responses on the School Climate Survey by at least +5 percentage points in the areas of “sense of belonging,” “communication,” and “safety” for students, staff, and families, contributing to the district’s 2030 goal of improved climate perceptions.

Labor Management Collaborative (Goal 4ai)

• Form an LMC team with representatives from teachers, educational assistants, secretaries, support staff, and administration.
• Meet monthly to review data, set building-level priorities, and share progress with staff.
• Post LMC updates in faculty newsletters and staff meeting minutes to ensure transparency.

Family & Community Engagement (Goal 4c)

• Expand family learning events:
  • Family Math Night with take-home fraction/measurement kits
  • Literacy Workshops with home-reading strategies & digital platform access
  • Family STEAM Night with hands-on stations aligned to classroom investigations
• Launch a “Family Voice” survey to collect input on communication, school events, and climate.
• Share outcomes and next steps in the Cooper PAWS Newsletter and ClassDojo.
• Spotlight positive climate initiatives (Jaguar Ambassadors, Power-Up Assemblies, Safe & Kind campaigns) to reinforce belonging and safety.

Principal & LMC Co-Chairs: organize meetings, set agendas, track progress.

Teacher & Staff Representatives: share input, communicate updates to peers.

School Counselor & Character Education Committee: monitor climate data, lead Safe & Kind campaigns.

PTA & Family Engagement Committee: plan and host family workshops/events.

Families & Students: participate in events, provide survey feedback.

September 2025: Establish LMC membership

October 2025:set initial goals, launch BOY climate survey.

Monthly (Sept–June): LMC meetings, review data, monitor progress.

Oct., Jan., May: Family Voice Surveys.

Nov 2025, Feb 2026, May 2026: Family Engagement Events (Math, Literacy, STEAM).

June 2026: End-of-year climate data review; evaluate goal progress.

LMC agendas, minutes, and quarterly progress updates.

≥90% staff representation across labor titles in LMC membership.

Increased positive responses (≥+5 pp) on School Climate Survey items for belonging, communication, and safety.

Family event participation logs & feedback surveys.

Documentation in newsletters, ClassDojo, and Board updates of engagement initiatives.

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. 

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

During the 2025–2026 school year, Cooper Elementary School will enhance staff recruitment and retention by developing and implementing a tailored professional development framework that directly supports teacher and educational assistant capacity in relation to the school’s NJSLA proficiency goals (ELA, Math, Science) and MTSS implementation.

By June 2026, at least 90% of staff will report in survey feedback that professional learning experiences were aligned to their specific job roles and responsibilities.

Collaborative PD Framework Design

• Form a PD Planning Committee (teachers, educational assistants, literacy/math/science coaches, school counselor, administration).
• Use staff feedback, student NJSLA/benchmark data, and MTSS priorities to design role-specific PD strands (e.g., instructional staff, non-classroom staff, educational assistants).

Align PD to Academic & MTSS Goals

• Provide PD cycles directly linked to Cooper’s SMART Goals for ELA, Math, and Science (e.g., Amplify CKLA small-group interventions, Eureka Math² discourse strategies, NGSS science inquiry practices).
• Train staff in MTSS Tier 1 universal supports (safe & kind language, behavior data tracking) and Tier 2/3 targeted intervention tools (progress monitoring with EasyCBM, DIBELS, ST Math).

Onboarding & Mentoring for Retention

• Expand Cooper’s new staff onboarding program with ongoing mentoring, classroom visits, and peer collaboration opportunities.
• Establish a Novice–Veteran Teacher Support Club to strengthen teacher belonging and reduce attrition.

Recognition & Growth Pathways

• Highlight staff leadership in school initiatives (e.g., Family Engagement Nights, Character Ed assemblies, STEAM Fair, Sustainability projects).
• Create professional growth spotlights in the Cooper P.A.W.S. newsletter to celebrate staff contributions.

Principal (lead)
 

Literacy/Math Coaches
 

ScIP Planning Committee
 

MTSS Committee & Labor Management Collaborative Team

September 2025: PD Committee established; staff feedback survey distributed.

October–December 2025: Initial PD sessions launched, aligned to NJSLA/MTSS goals.

January 2026: Mid-year staff survey; refine PD framework.

February–May 2026: Continued cycles of role-specific PD; mentoring & recognition initiatives implemented.

June 2026: End-of-year staff survey; retention data reviewed.

Staff survey data (≥90% satisfaction on alignment of PD to job role).

Staff retention increase of at least 3% from 2024–25 baseline.

Evidence of classroom implementation (observation notes, walkthrough data, lesson plans).

Increased staff participation in MTSS, committee work, and leadership initiatives.

NJSLA proficiency gains in ELA, Math, and Science aligned to district goals.