Kingston 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

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

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

Strengthen Core Instruction

-Implement consistent use of high-quality math curriculum Eureka Math² with fidelity.

-Increase use of math discourse, problem-solving strategies, and engagement  across grades 3–5.

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.

-Building Focus and PD for Element 3: Closing Achievement Gap

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.
 

Building Principal 

-  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 with SPED students.

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%.

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.

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.

-Facilitate coaching cycles centered on CKLA delivery, writing instruction, and literacy best practices.

-Building Focus and PD for Element 3: Closing Achievement Gap

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 (SPED)

-Use NJSLA and benchmark analysis to identify priority standards and drive instructional adjustments.

Building Principal

-  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.

Full implementation by June 2026
 

Data reviews three times per year: 

December 2025, March 2026, and June 2026

Student Achievement Data

-Growth on mCLASS measures (DIBELS, Maze) across all grades.

-State assessment results showing a 2% increase overall and at least 1% growth with SPED students.

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

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

SPED—will increase by at least 1%.

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.

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

Student Achievement Data
 

-Growth on NJSLA-Science, with overall proficiency up 2% and at least 1% gain with SPED students.

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

1 & 2. Utilizing BSI & Pilot Program to provide consistent Tier 2 and 3 interventions.

3. Principal/BSI & LTC meetings to progress monitor student achievement and take necessary actions to meet student needs.

4.  Attendance check in initiative

5.  Building Goal:  Element 3 - Closing the Achievement Gap

6. (optional) Schedule monthly Tier 1 & 2 grade level PLCs

1. Implementing a Tier 2 & 3 intervention schedule for BSI
2. Implementing a Tier 2 intervention schedule for LTC
3. Principal & BSI/LTC data meetings (at least once every 6 weeks.

    4. Tracking connection points with students/parents

    4. Reviewing 2024 - 2025 attendance to identify students who missed 18+ days. Letters to families of chronically absent children.

4. Positive Paw Print for children who “Strive for 5!” 

4. Check-ins with CA students

4. Parent phone calls at 10 Absences. 

4. Reviewing data quarterly.

4. PD for staff - multiyear plan (year 1 focus:  tracking forms and use of data.

5. MClass training for 3-5 grade 

6. Guidelines and Agreements for meetings.

1. BSI, IRS Team, Principal
2. LTS, IRS, Principal
3. Principal, LTC, BSI
4. Encore, Paras, Counselor, Principal
5.  LTC
6. MTSS Team

1. October - May 2026
2. Oct. - May 2026
3. Oct. - May 2026
4. Oct. - April 2026
5. Oct. - April 2026

1. Data tracking form/progress monitoring data for tier 2 and 3 students.
2. Data tracking form/progress monitoring data for Tier 2 students.
3. Principal & LTC/BSI data meeting calendar and meeting notes.
4. Decrease chronic absenteeism by 15% (18+ absences)
5. 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

1. Student Hall of Heroes
2. Additional adult support during recess
3. Behavior PD program run in independent groups during PLC
4. Bulldog Packs Initiative
5. Picture Perfect Lunch/Picture Perfect Recess

1. Schedule Monthly recognitions

1. Create certificates, wardrobe

1. Morning announcement reminders for our trait of the month.

2. Schedule 2 classes per month to receive the Manner Banner.

2. Assign encore teachers to recess K-2

3.Develop groups, share log-ins, monitor video usage

4. 1 PLC per month planning time for BDP

4. Monthly BDP sessions school-wide

5.Ed Assistants monitor and track PPL/PPR

1.Classroom teachers

2. Encore

3. all professional staff

4. All Teachers

5. Ed Assistants

1.Oct. 2025

2. Nov. 2025

3. Sept. 2025

4. Sept. 2025

5. Jan. 2026

1. class recognition once a month from Oct to June

2. tracking form for students recognized. (optional: include photo and description in Bulldog Bulletin)

3. tracking form for completion of PPL/PPR

4. Bulldog Pack  student enrollment

5. Scheduled meetings, agendas, and attendance

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

1. De-escalation PD for Paras
2. CKLA PD
3. CKLA PD - Writing
4. 1 on 1 check in meetings with new staff
5. Foundational Five PLC for teachers new to the profession

4. Schedule one 1 on 1 check in with new staff every MP (3 total)

4. Schedule two 1 on 1 check in mtg. with all staff

1.District

2. District

3. LTC

4. Principal

5. Principal

1. Aug. 2025

2. Nov.  2025

3. Sept. - Oct 2025

4. July - Aug. 2025

96% of staff are retained (staff leaving due to promotion or personal reasons not counted)