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Paine SMART GOALS


Priority 1: ACADEMIC Achievement and Outcomes AIMS and GOALS: 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. 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
Goal: In ELA, on the fourth grade NJSLA, our ED students' achievement (meet or exceed expectations) will increase by 10% or 35% of ED students will meet expectations. Goal: In Math, on the fourth grade NJSLA, our ED students' achievement (meet or exceed expectations) will increase by 10% or 35% of ED students will meet expectations. Goal: Paine 5th Graders will achieve a 5% increase in science proficiency as compared to the 2025 5th Grade Class.	Implementation of curriculum with fidelity. Documentation of curriculum walkthroughs Participation and documentation of coaching cycles for teachers Implementation of curriculum with fidelity. Documentation of curriculum walkthroughs	Coaches, teachers of math and ELA, BSI teachers All Grade Level teachers	Sept 25 - June26	-State assessment results showing a 2% increase overall and at least 1% growth in targeted subgroups. -Growth on district benchmarks and common unit assessments. -Walkthrough/observation data showing stronger math practices (discourse, small groups, scaffolds). -PLC notes documenting data use and instructional planning. -Progress monitoring from Title I/MTSS math groups. -Work samples or subgroup data showing improved problem-solving. -Three data reviews per year with documented action steps. -Disaggregated reports showing subgroup progress.


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
Goal: By the end of the school year, MTSS data will show a 10% increase in the percentage of students whose academic, behavioral, and social-emotional needs are effectively supported through tiered programming (Tier 1, Tier 2, and Tier 3). Goal: By June 2026, our school will reduce the percentage of students who are chronically absent (missing 10% or more school days) by 10% compared to the 2024–2025 school year.	Progress will be monitored monthly through MTSS team meetings, using universal screener data, intervention progress monitoring, and behavior tracking to guide adjustments to supports. Progress will be assessed through consistent attendance monitoring, targeted family outreach, and implementation of early intervention strategies. Utilizing our Title 1 Student Advocate, we will monitor students with 7 or more absences with phone calls and support.	MTSS team along with grade level content teachers that have students in tiers 2 + 3. This will be supported by our BSI teachers, coupled with our counselors	Sept 2025-June 2026	Marked improvement in classroom performance Fewer referrals to CST MTSS goal achievement measured once per 6 weeks of intervention increased percentage of students meeting or exceeding benchmarks in mCLASS, math benchmarks, and NJSLA. Reduction in number of students requiring Tier III interventions, with more needs met at Tiers I and II. MTSS documentation reflecting interventions matched by intensity and duration with consistent tracking. Decrease in major behavior incidents and evidence of improved student regulation through SEL supports. Subgroup data (MLs, IEPs, Free/Reduced Lunch) showing at least 1% growth in students effectively supported. Positive feedback from staff, students, and families on the alignment and effectiveness of supports. Progress will be measured quarterly using attendance data from the student information system.


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
Goal: By June 2025, Paine will have a fully functioning Labor Management Collaborative (LMC) team. Goal: Thomas Paine Elementary School will strengthen its school climate by building a culture of trust, collaboration, and mutual respect among students, staff, and families. By using NJSCI climate survey data, the school will increase the percentage of students, staff, and parents who report a positive school climate by 10% compared to the 2024–2025 baseline results.	Meets monthly, Establishes and tracks at least two clear, measurable goals aligned with school improvement priorities, and Includes representatives from all labor titles within the building. This will be accomplished through: Intentional initiatives such as staff team-building and wellness activities Student leadership opportunities, restorative practices, monthly Tiger Rallies, I Caught a Tiger Program Ongoing collaboration with our Paine PTA to support and organize family engagement events.	Melissa + LMC LMC - planning and implementation of the survey. PTA Liasion staff School counselors	Sept 2025-June 2026	Progress will be monitored through submission of monthly meeting agendas, minutes, and goal progress updates to district leadership. Progress will be monitored annually, with full achievement of the 10% increase by June 2030.


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
Goal: By June 2026, we will implement a tailored professional development (PD) framework that is collaboratively designed with staff through the LMC to align training with the unique needs of their roles.	At least three role-specific PD sessions delivered during the school year, Quarterly LMC reviews to gather staff feedback and adjust the PD plan, and	Melissa + LMC + CHEA Leadership	Sept 2025 - June 2026	A staff satisfaction survey showing at least a 10% increase in positive ratings regarding the relevance and effectiveness of professional development compared to the previous year.