Sharp SMART GOALS
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STUDENT WELLNESS |
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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. Increase each student’s literacy proficiency by strengthening K-12 instructional practices. 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 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. Increase the percentage of students accessing experiential learning opportunities. Goal 1e. By 2030, 25% of all Cherry Hill graduates will have completed an experiential learning opportunity or coursework aligned to their post-secondary interests. Increase the percentage of students able to identify a potential college and/or career pathway. Goal 1fii. By 2030, the district will ensure that 90% of all 12th grade students have an action plan articulating an understanding and options for their individual path. |
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SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
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Increase each student’s literacy proficiency by strengthening K-12 instructional practices
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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 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 Data-Driven Monitoring -Conduct 2x 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 two times per year: December 2025 and March 2026 |
Student Achievement Data -State assessment results showing a 2% increase overall and at least 1% growth with SPED students. -Growth on district benchmarks and common unit assessments. Instructional Practice -PLC meetings focused on data use and instructional planning. Monitoring & Accountability -Three data reviews per year -Disaggregated reports showing subgroup progress. -Grade-level CKLA planning sessions will be scheduled, during which teachers will collaborate with instructional coaches to plan lessons, align instructional practices, and ensure consistency in implementation across classrooms. |
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SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
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Increase each student’s math proficiency by strengthening K-12 instructional practices
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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 two times per year: December 2025 and March 2026 |
Student Achievement Data -State assessment results showing a 2% increase overall and at least 1% growth with SPED students. |
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STUDENT WELLNESS |
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Priority 3: ALIGNING STUDENT SUPPORTS TO MIRROR STUDENT NEEDS AIMS and GOALS: 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. |
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SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
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Increase the alignment of student instruction and support to most effectively meet the needs of each child. Goal 3a: Align all MTSS systems and protocols to ensure that academic, social-emotional, behavioral and chronic absenteeism supports are aligned to student needs. Strengthen Tier I instruction, intensify and monitor Tier II/III interventions, and implement data-driven cycles of review to provide consistent, equitable support. |
MTSS System & Protocols Overhaul -Redesign MTSS protocols to align with best practices, ensuring clarity in referral, progress monitoring, and exit criteria. -Train all staff in updated MTSS expectations, including Tier I classroom responsibilities and intervention documentation. -Establish clear expectations for Tier I fidelity supported by walkthroughs, coaching, and feedback. Data-Driven Review Cycles -Conduct 3x per year data reviews (fall, winter, spring) using multiple measures (mCLASS, benchmark data, NJSLA, classroom assessments, SEL screeners, Genesis Data on Chronic Absenteeism). -Use data to place students into appropriate tiers and identify priority standards for academic focus. -Monitor both academic growth and SEL/behavioral data to ensure balanced support. Targeted Academic & SEL/Behavior Interventions -Implement small-group interventions in reading, math, and writing with a focus on intensity and duration to accelerate progress. -Provide SEL and behavior support (restorative practices, counseling groups, behavior plans) for students demonstrating social-emotional needs. -Work to support students and families with 10 or more absences in order to avoid chronic absenteeism. -Track subgroup progress (Multilingual Learners, Students with IEPs, Free/Reduced Lunch) to ensure equity in access and outcomes. Professional Development -Provide staff training on MTSS structures, use of data, evidence-based interventions, and SEL support and chronic absenteeism support. -Embed PD into PLCs focused on data analysis, student case studies, and intervention planning. Collaboration & Communication -Hold MTSS Intervention Team meetings (admin, teachers, interventionists, counselors) to review progress and adjust support. -Communicate with families about student progress, interventions, and strategies for home reinforcement. |
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STUDENT WELLNESS |
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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. 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. |
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SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
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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: Sharp Elementary will sustain a fully functioning Labor Management Collaborative (LMC) team that meets monthly, includes representatives from all labor titles, and sets and achieves clear, measurable goals aligned to the School Improvement Plan. |
Strengthen School Climate & Safety
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Labor Management Collaborative (LMC) Team: -Meet monthly to monitor climate goals and staff & student wellness initiatives. -Ensure representation from all labor groups and maintain transparency. -Problem-solve collaboratively and provide recommendations for improvement. Building Principal -Ensure LMC goals align with the School Improvement Plan. |
Sept-Nov 2025: LMC sets annual goals (wellness, communication, climate). December 2025: Check-in #1 – Review LMC progress, and initiate staff wellness activity. March 2026: Check-in #2 – Mid-year review of LMC climate initiatives June 2026: Check-in #3 / End-of-Year Review – LMC report on goal attainment. |
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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: Sharp 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 community 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. |
School Counselor -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. |
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. |
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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. |
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SMART GOAL/ Major Activities |
Key Actions |
Who is Responsible |
Target Date or Timeline |
Evidence of Effectiveness |
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To enhance and customize professional development to support all staff in their job roles and responsibilities. Goal 5c: Joseph D. Sharp 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, PLC reflections, and classroom implementation checks, with at least 50% of staff reporting that PD directly supports their practice and student learning outcomes. |
Form a Collaborative PD Design Team (LMC & SCIP)
Develop a Tailored PD Calendar
Differentiate PD Delivery
Provide Ongoing Coaching & Support
Monitor & Gather Feedback
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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. |
Full implementation by June 2026 Data reviews three times per year: December 2025, March 2026, and June 2026 |
90% of staff are retained (staff leaving due to promotion or personal reasons not counted) |