Kilmer SMART GOALS

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

Increase each student’s literacy proficiency by strengthening K-12 instructional practices

1. Increase overall ELA proficiency by 2% for all students in grades 3-5 on NJSLA.
2. Increase overall ELA proficiency for students with IEPs (grades 3-5) by 1%.

• 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.

• Use mCLASS data (DIBELS, Maze, and benchmarks) to identify students for Tier II/III literacy support
• -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.
• Facilitate peer observations and coaching cycles centered on CKLA delivery, writing instruction, and literacy best practices.
• Building Focus and PD for Element 3: Closing Achievement Gap
• Conduct 3x per year data review cycles using mCLASS (DIBELS, Maze) and benchmark assessments to track growth.
• Disaggregate results to monitor subgroup performance, specifically special education
• Use NJSLA and benchmark analysis to identify priority standards and drive instructional adjustments.

Building Principal

• Allocate resources (time, budget, staffing) for PD implementation.

Literacy Teacher 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
 

• 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

• State assessment results showing a 2% increase overall and at least 1% growth with special education students.

• Growth on mCLASS measures (DIBELS, Maze, and benchmarks) across all grades.
• Increased percentage of students meeting or exceeding proficiency benchmarks.
• Subgroup progress (Multilingual Learners, Students with IEPs, Free/Reduced Lunch students) showing at least a 1% gain.
• Improved performance on NJSLA ELA, particularly in identified priority standards.
• 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.
• Progress monitoring records from Tier 2&3 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.
• Student reflections or surveys indicating increased confidence in reading and writing.
• Celebrations and recognition programs highlighting growth in literacy skills.
• 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. 

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

Improve student science proficiency by strengthening K-12 instructional practices

1. Increase the percentage of grade 5 students meeting or exceeding expectations on the NJSLA-Science by 2%. 
2. Increase the percentage of grade 5 students with IEPs meeting or exceeding expectations on the NJSLA-Science by 1%.

• 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.

Building Principal

• Allocate resources (time, budget, scheduling) for science instruction and professional development.

Classroom Teachers (Grades 3–5)

• Analyze classroom assessments, benchmarks, and NJSLA results to identify areas of need.

• Data reviews three times per year: December 2025, March 2026, and June 2026

• Growth on NJSLA-Science, with overall proficiency up 2% and at least 1% gain with special education students.
• Classroom and benchmark data showing progress on NJSLS-S standards.
• Analysis of NJSLA-Science results to identify focus standards and adjust instruction.
• Walkthroughs and student work showing inquiry-based, hands-on learning aligned to NJSLS-S.
• Documented scaffolds and subgroup growth during 3x per year data reviews.

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

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

1. Utilizing staff interventionists to provide consistent Tier 2 and 3 interventions.
2. Intervention leadership meetings to progress monitor student achievement and take necessary actions to meet student needs.
3. Attendance check in initiative.
4. Monthly attendance class recognition. 
5. Building Goal:  Element 3 - Closing the Achievement Gap

• Implementing a Tier 2 & 3 intervention schedule for staff designated as intervention specialists.
• Intervention leadership data meetings (at least once every 6 weeks.
• PD for staff - multiyear plan (year 1 focus:  tracking MTSS forms and use of data.
• MClass training for grades 3-5 Guidelines and 
• Collaboratively developing agreements and norms for meetings.

• Assigning mentors to students.
• Tracking connection points with students/parents.
• Reviewing 2024 - 2025 attendance data to identify students who missed 10+ days.
• Reviewing attendance data quarterly.

• Intervention leadership team consisting of administration, LTC, BSI staff, school counselor, CST
• Staff mentors will include Encore teachers, EAs, Title I specialists
• Main office staff will support attendance data efforts alongside administration, school counselor, nurse, Title I specialists

• September 2025 - June 2026

• Data tracking form/progress monitoring data for tier 2 and 3 students.
• Intervention leadership data meeting calendar and meeting notes.
• Decrease chronic absenteeism 2% from previous school year (18+ absences).
• At least 90% of staff will earn a 3 for element 3.

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

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 4c: Kilmer Elementary 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 schoolwide initiatives that strengthen climate and family engagement.

Increase Family Engagement

-Host curriculum nights, and workshops that promote collaboration between home and school.

-Enhance communication systems (newsletters, multilingual outreach, parent feedback loops).
 

Elevate Student Voice

-Expand opportunities for student leadership at all grade levels.

-Increase recognition programs to celebrate student contributions.

Building Principal 

-Provide overall leadership for climate and family engagement.

-Allocate resources to support SEL initiatives, and staff wellness.

School Counselor
-Second Step implementation

-Support restorative practices and student interpersonal relationship-building.

-Coordinate wellness initiatives for staff and families.
 

Classroom Teachers:

-Integrate SEL/character value lessons into daily routines.

-Promote student voice and recognition programs.

-Communicate with families and model positive climate practices.

Student Leaders 

-Participate in Student Voice Roundtables.

-Model SEL/character values and promote positive peer relationships.

Family Engagement

-Provide feedback to strengthen family-school partnerships.

September 2025: Launch of SEL/character values theme; LMC sets annual goals (wellness, communication, climate).
 

December 2025: Check-in #1 – Review LMC progress, celebrate SEL/character values with recognition events, initiate staff wellness activity.
 

March 2026: Check-in #2 – Mid-year review of climate/family engagement initiatives; showcase SEL/character values through student activities.
 

June 2026: Check-in #3 / End-of-Year Review – Final recognition of SEL/character growth, staff wellness initiative, and LMC report on goal attainment.

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.

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

-Provide multilingual communication to ensure equitable access for all families.

-Use feedback from families to shape engagement strategies and address areas of need.

Elevate Student Voice & Engagement

-Expand opportunities for student input through Student Voice Roundtables, and Student Clubs.

-Celebrate student contributions through recognition programs.

-Provide platforms for students to help design climate-building activities and propose solutions.

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

To enhance and customize professional development to support all staff in their job roles and responsibilities.

Goal 5c: Kilmer Elementary 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
 

• Distribute surveys and hold focus groups to identify role-specific PD priorities.
   
• Analyze student data and classroom observations to align PD with instructional needs.
   

Form a Collaborative PD Design Team (LMC & SCIP)
 

• Include grade-level reps, specialists, and support staff voices.
   
• Meet regularly to co-design PD themes, schedules, and formats.
   

Develop a Tailored PD Calendar
 

• Build a yearlong framework that balances district initiatives with school-specific needs.
   
• Ensure sessions align with Stockton committees (Literacy, Math, STEM, Culture & Climate, etc.).
   

Differentiate PD Delivery
 

• Offer options (workshops, PLCs, peer observations, coaching cycles, online modules).
   
• Create role-specific pathways (e.g., general education, Special Education, BSI, educational assistants).
   

Provide Ongoing Coaching & Support
 

• Pair staff with instructional coaches or mentors.

• Integrate follow-up coaching into PD cycle for classroom application.
   

Monitor & Gather Feedback
 

• Use exit tickets, PLC reflections, and mid-year surveys.
   
• Track participation and engagement rates.
   

Evaluate Impact on Practice & Student Learning
 

• Conduct classroom walkthroughs focused on PD strategies in action.
   
• Compare student outcome data (literacy/math benchmarks, attendance, engagement).
   

Celebrate & Share Growth
 

• Highlight teacher successes in newsletters, staff meetings, and other updates.
   
• Share PD impact stories with district leadership and the PTA.

Building Principal 

-  Provide overall leadership and vision.

-  Ensure alignment with district priorities and Stockton’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. 

-Provide staff with PD on supporting students and families through concerns about chronic absenteeism

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. Improved school attendance from students who are considered to be chronically absent.
 

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, or district presentations.