GOAL #1 - Student Wellness - Create frameworks of learning and support for all students to develop the skills needed for social and emotional wellness.
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 that all students have equitable access to comprehensive support services that promote their academic success, social-emotional development, and overall well-being.
Schools will provide opportunities for staff to engage in wellness activities (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 Staff Wellness PLCs
Mindfulness exercises during each Faculty Meeting
Proactive preventative measures implemented to build positive school climates (e.g. Positive Behavioral Interventions and Supports (PBIS), Culturally Responsive Teaching, Restorative Practices)
Restorative Circles and Incident Reflection Forms will be included in staff responses to code of conduct infractions
Check-In, Check-Out Practices will be used to support students with repeated behaviors
Quarterly, we will evaluate the effectiveness of disciplinary policies and practices to ensure that they are aligned with the goal of promoting an equitable, restorative, and inclusive school culture.
Cooper LMC will meet to review disciplinary data and analyze the effectiveness of interventions.
Cooper LMC will adjust the process for documenting Tier 1 and 2 classroom concerns and for reporting Tier 3 and 4 behavior concerns.
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.
SEL Lessons scheduled for each Day 1-5 Cycle
Check In, Check Out for Identified Students
List of Resources Provided to Families from School Counselor as Needed
Staff feedback collected through both informal and formal methods will highlight positive trends.
Google Forms to document participation
Staff Wellness Survey
Building based LMC teams will implement strategic plans for climate improvement developed in the 23-24 school year with the aim of reducing incidents of bullying in disciplinary actions by 10% compared to the previous year.
Comparison of Incident Data from 2023-24 and 2024-25
LMC Meeting Notes
Finalized Reporting forms for Tier 1 and 2 Incidents and Tier 3 and 4 Incidents
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.
School Climate Survey Data
GOAL #2 - PURPOSE & PASSION - Develop highly engaging learner-centered experiences within an environment that promotes voice, choice, and passion for learning.
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 they are 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.
Support the district’s communication plan by delivering consistent, weekly communications to staff and families
No Place for Hate Designation Requirements will be implemented at Cooper School for the 2024-25 School Year
Collaboration with Middle School Child Study Teams to support students with transition from 5th Grade to Middle School Program
Middle School Counselor and Principal Visits scheduled for 5th Grade Class prior to the end of school year
Opportunities for Incoming Kindergarten and Gr. 1-5 New Students and their families to participate in orientation activities such as Parent Orientation, Pop-Up Storytime and Playtime, and Kindergarten Open House
Implementation of retention strategies to foster a supportive and inclusive work environment.
All schools will develop goals that are aligned with district goals using the SMART goals format with actionable steps towards attainment. There will be a specific emphasis on Math and English Language Arts (ELA) and subgroup performance.
Currently, 65% of students in kindergarten and grade 1 scored at or above benchmark level on the Beginning of the Year DIBELS assessment for phoneme segmentation. By the end of the year, this skill must be in place in order for the decoding, reading, and writing skills to be on target for reaching grade level.
In 2023-24, only 12% of Black/African American students in Grades 3-5 Met or Exceeded expectations on the Mathematics portion of NJSLA
Implement strategies to reduce chronic absenteeism to 6% or less of the student population.
Copies of weekly staff updates and community newsletters
Evidence of Completion of 3 Required Projects Approved by ADL
Copy of presentations shared with rising 6th grade students
Invitations to school transition events and visitor sign-in sheets
Non-Tenured Teacher PLC Meetings for mentorship and support
Implementation of actions identified by Cooper LMC to improve Leadership Support
Math and ELA Benchmark Data using mClass Data System
By June 2025, at least 37% of Black/African American students in Grades 3-5 will Meet or Exceed expectations on the mathematics portion of the NJSLA.
By May 2025, 94% of students in kindergarten and grade 1 will score at or above the grade-level benchmark for Phoneme Segmentation portion of the DIBELS Assessment in order for the decoding, reading, and writing skills to be on target for reaching grade level.
NJ School Performance Report on Chronic Absenteeism
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.
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 voice with regard to school climate
Cooper Council will meet to implement changes based on student voice
Students in grades 4 and 5 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.
Building-based- Elementary Indicators might include records of activities available to students, # of students participating, meeting notes, flyers, etc.
Creation of a Climate and Sustainability Team (CAST) at Cooper School.
Agendas, sign-in sheets, meeting notes, and documentation of the completion of at least two school-wide projects.
