Malberg Early Childhood Center 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. Strengthen preschool students’ foundational math skills through high-quality, research-based instructional practices, ensuring early proficiency that supports continued growth and success throughout K–12 mathematics learning. Strengthen preschool students’ foundational literacy skills through high-quality, research-based instructional practices, ensuring early proficiency that supports continued growth and success throughout K–12 mathematics learning. |
||||
|
SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
|
Decrease the percentage of preschool students performing below grade-level expectations in math by 10% by the end of the 2025–2026 school year. Decrease the number of preschool students performing below grade-level expectations in literacy by 10% by the end of the 2025–2026 school year. |
Implement research-based math instruction, provide targeted small-group interventions, and use formative assessments to guide instruction. Implement evidence-based literacy instruction, provide targeted small-group support, and use formative assessments to inform teaching. |
Preschool teachers, instructional coach, and school principal. |
Ongoing throughout the 2025–2026 school year, with checkpoint reviews at each checkpoint period. |
Teaching Strategies GOLD data and progress-monitoring reports. |
|
STUDENT WELLNESS |
||||
|
Priority 3: ALIGNING STUDENT SUPPORTS TO MIRROR STUDENT NEEDS AIMS and GOALS: Goal 3a: By 2030, Preschool Intervention & Referral Services (PIRT) 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 percentage of preschool students whose needs are effectively supported through tiered programming, as measured by PIRT data, by 2030. By 2030, reduce chronic absenteeism so PIRT data shows more students effectively supported through tiered programming. |
Implement tiered intervention strategies, provide professional development for staff on differentiated support, and monitor student progress regularly. Send parent letters, make social worker phone calls, share resource guides, and include attendance reminders in weekly newsletters. |
Preschool teachers, intervention specialists, PIRT team, and school administrators. Preschool social worker, principal, teachers, and office staff. |
Ongoing with annual reviews, culminating in 2030. Ongoing throughout each school year with monthly attendance monitoring; full improvement by 2030. |
PIRT data reports, progress monitoring records, and documentation of tiered intervention implementation. Attendance records, PIRT data trends, copies of parent communications, and social worker support logs. |
|
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 |
|
Ensure the Malberg ECC LMC team is fully functioning, meets monthly, sets clear goals, and includes representatives from all preschool staff roles by 2030. Increase the percentage of Malberg ECC students, parents, and staff reporting a positive school climate by 2030 through strengthened family partnerships, collaboration, and trust. |
Schedule monthly LMC meetings, provide training on collaborative goal-setting, and ensure participation from teachers, educational assistants, and support staff. Strengthen PTA relationships, utilize preschool social workers and the Community Parent & Involvement Specialist (CPIS) to foster trust and collaboration, and offer more family workshops and engagement opportunities. |
Principal and LMC team members. Principal, preschool social workers, CPIS, teachers, and PTA leadership. |
Ongoing, with monthly meetings during the school year, full implementation by 2030. Ongoing throughout the school year with annual climate surveys and quarterly family engagement events; full implementation by 2030. |
Meeting agendas and minutes, documented goals and outcomes, and records of staff participation from all preschool roles. Annual school climate survey results, attendance and feedback from family workshops, documentation of PTA collaboration, and records of social worker/CPIS family outreach. |
|
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 |
|
By 2030, Malberg ECC will implement a tailored professional development framework that addresses the unique needs of preschool staff, including new and returning teachers. |
Launch the Preschool Academy with structured PD for new vs. returning staff, improve articulation with kindergarten teachers, provide a combination of self-paced PD, PLCs, full-day in-services, and structured coaching with consistent support from coaches, social workers, and interventionists. |
Principal, instructional coaches, social workers, interventionists, and preschool teaching staff. |
Ongoing throughout the 2025–2026 school year, with evaluation each quarter; full framework implementation by 2030. |
Participation and completion records from Preschool Academy sessions, PLC attendance, coaching logs, staff feedback surveys, and documentation of improved kindergarten articulation. |