WEST SMART GOALS

STUDENT WELLNESS

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Indicators of Success

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Evidence of Effectiveness

Promote a district culture that is equitable, restorative, and inclusive for all students.

·        Proactive, prevention measures implemented to build positive school climates (e.g. PBIS, Culturally Responsive Teaching, Restorative Practices)

Full implementation of the NJ School Climate Improvement Program.

-We will continue the ongoing work with the School Climate Committee due to the Survey completed in April 2023. West will continue to meet with the SCC to evaluate the date to change current trends and practices

Ongoing 2023-

24 school year

Administration, School Climate Committee

-Align staff professional development and school messages based on results of our school based survey.

·        Disciplinary issues are addressed in a way that is evidence-based, developmentally appropriate, and culturally responsive.

All schools will provide targeted interventions (e.g. counseling, mentoring, check in/check out, etc…) for students who are at risk of engaging in disciplinary infractions.

West will continue to partner with Cherry Hill Police Department, Litte Warriors, and Hard Work No Excuses to support the students. West will review data and monthly liaison meetings.

Monthly

All Staff; Adminstration

West will use Restorative Practices/Circle strategies within the school community.

Address disproportionate disciplinary outcomes for students of color, students with disabilities, and other historically marginalized groups by providing staff training on implicit bias, examining discipline data regularly to identify trends, and implementing policies and practices that promote equity and fairness.

·        Assess the level of equity and inclusivity within the district and identify areas for improvement, ensuring that all students have equal access to educational opportunities.

Conduct school-based equity audit including a comprehensive analysis of student leadership opportunities at the high school level.

West will review and analyze the current demographics that exist within its school-based leadership committees. West will use various advisory committees and student organizations to analyze, discuss, review, and strategies school data to prioritize school-based issues and concerns within the academic school community.

These groups may include but are not limited to: the Principal Advisory Committee, Student Government, Board of Ed Reps, and Grade Level Advisory Committees.

West will provide Restorative Practice professional development and training for staff.

Ongoing

West Staff, Student Organizations and Administration

West will support and promote diversity and inclusion of all its students, representing the overall school population on its various school leadership comittees.

West RP Committee will provided mini month highlights/tips/stratgies during department and faculty meeting.

Ongoing review and analysis of discipline data.

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Indicators of Success

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Evidence of Effectiveness

Ensure that all students have equitable access to comprehensive support services that promote their academic success, social- emotional development, and overall well-being.

• Students at risk for mental, emotional, or behavioral health challenges are provided with appropriate interventions that

support both prevention and early intervention including access to a range of SEL supports that meet their individual needs.

·        Implementarion of the CASEL Indicators of Schoolwide SEL

-HR teachers will conduct restorative circles

- Quarterly Surveys given to Staff and Students

Daily

HR Teachers, Admin

-Classroom practices will show SEL protocols in use during formal/informal observations and walkthroughs

Assess readiness for implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.

Assistant principal in charge of Intervention and Referral Services (I&RS) will work the Student Services supervisors and Guidance counselors to assess current alignment with NJTSS. Training modules will be scheduled for Guidance. The Assistant principal and Guidance will work to turn-key necessary NJTSS information prior to the close of 2023-2024 school year with certificated staff

October 2023-

May 2024

Assistant Principal & Guidance Counselors

I&RS agendas referencing NJTSS. Training agendas for NJTSS. Agendas for turn-keying NJTSS information to certificated staff.

• School staff are provided with professional development

opportunities to assist them in how to identify and address student needs related to mental, emotional, and behavioral health.

By January 1, 2023, all schools will complete a self-assessment for Positive Behavioral Interventions & Supports Implementation.

West and the School Climate Committee will continue implementing the school-based Restorative Practices initiative throughout the school year.

All Year

All staff, RP and SCC

Staff participation in school- hosted and sponsored events.

Assess readiness for implementation of the New Jersey Tiered System of Supports (NJTSS) in the 2024-2025 school year.

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Actions

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Evidence of Effectiveness

Create a culture of well- being, collaboration, and support that prioritizes the health and wellness of teachers and staff.

Schools will provide opportunities for staff to engage in wellness activities including professional development discussions focused on stress management, mindfulness, and personal well-being.

Positive staff feedback will be obtained through informal and formal methods.

• SEL PD for staff after school, Inservice days - Feb. 16 - Health & Wellness Day for Staff, Morale Staff Committee
• (Staff developed Outings, events, and PDs) and Holiday Party Dec. 22, Staff Phillies Game, Sixers Staff Game, NYC trip

All Year

All Staff; Administration; Staff Morale Committee

- Participation in the optional staff community building activities; Staff Morale Committee does something for most faculty or department meetings

Staff implementation of strategies learned during wellness sessions.

-Community Building Activities

All Year

All Staff; Administration; Staff Morale Committee

- Increased staff wellness demonstrated through survey feedback; Liaison Committee; other groups as appropriate

All schools will dedicate a minimum of 1 full required staff meeting to the topic of staff wellness.

- Meeting with Staff Morale Committee, Health & Wellness Committee

All Year

- staff morale committee

- Increased staff wellness demonstrated through survey feedback; Liaison Committee; other groups as appropriate

The District will establish system wide Employee Resource Groups that will promote collaboration and understanding, while allowing staff with opportunities to practice self-care.

The district's current mentoring and teacher buddy programs will be expanded to not only provide social interaction and collaboration but also to foster discussions about overall wellness, resulting in a more comprehensive and beneficial experience.

- Mentoring and Buddy Program will be expanded - ScIP team will assist with supporting new teachers, peer observations - Pineapple project; New Teacher Survival Guide

All Year

Mentors/Buddie s; Administration; ScIP Team

-Will see increased collaboration among staff members; new teachers indicate they feel supported

Staff new to the district (in years 1 and 2) will have the chance to participate in wellness check- ins and information-sharing gatherings, providing valuable opportunities for support and collaboration.

Diva Richards - Hard Work No Excuses, Project Little Warriors, Feb. Inservice - staff wellness activities

All Year; February In- service

-Morale Committee; All Staff; Administration

-New staff feel included in all things West

PURPOSE & PASSION

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Establish an environment at every school where every student feels safe, welcomed, and respected, has access to academic support, and benefits from an inclusive, academically focused culture.

Establish professional learning to include learning cycles that are personalized, intensive, and ongoing to enhance instructional practice, feedback and reflection for continued growth.

Evidence of enhanced professional learning will be evident in both formal and informal classroom visitations.

- Staff receive training in Eureka for Algebra 1; - Use of Instructional Coaches to support teachers in ELA and Math

- Training to be ongoing

-Ms. Barnes, District Math Supervisor - Kristi Blundetto, Algebra I teachers

-Increase average scores by 5% from 2022-23 to 2023-24 school year on Benchmark tests; Increase test scores by 5% on State tests

Restructure the way mandatory professional development offerings are provided.

Culture of excellence centered on academic achievement, critical thinking, college and career preparedness as evidenced by growth and performance in coursework, including grades, GPA, IEP goals, and language acquisition goals.

Establish a culture for positive relationships where there is acceptance of diveristy and strong character education practices.

-Data on District Benchmarks will be analyzed for measurement of curriclum effectiveness and the need for instructional revisions;

-Title 1 Goals outline an intention to show improved scores on state and Benchmark assessments

-Title I teachers will work with students identified by the I&RS team

- Utilization of Restorative Circles in HR

- CPeace PLC meetings will share information at faculty meetings on cultural proficiency and character education

- All year

Ms. Barnes Ms. Roskoph Department Team Members District Curriculum Supervisors Instructional Coaches

Title I Teachers

-Department Agendas; - Students will improve their scores overall by 5% on Benchmark and state assessments; Benchmark data should show improvement on specific standards that are areas of concern; - Teachers will include Character.org principles into their HR circle discussions

Existence of positive teacher-student relationships reflective of effective communication, mutual respect, and high expectations.

School based SMART goals aligned to achievement with actionable steps towards attainment. Specific emphasis on Math and ELA and subgroups.

Utilize multiple opportunties to support student learning including individulaized instruction, peer tutoring, after school help, formative and summative assessments to improve student achievement.

All schools will exhibit positive growth in NJSLA outcomes for mathematics and literacy, aiming to meet or surpass state averages.

-Curriculum Team Building Walkthroughs

-Monthly Grade Level Attendance Data Pulls to address student absence concerns

All Year

Curriclum Supervisors and Department Administrators; Grade Level Assistant Principals; Instructional Coaches

-Continue to promote 100% participation in District Benchmarks

-Demonstrate improved attendance metrics from the prior year

-Student attendance at HW Club, Lunch Tutoring, and Mentoring Services

100% student participation on district benchmark assessments

Decrease in chronic absenteeism aligned with School Performance Report Card minimum threshold.

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Evidence of Effectiveness

Hire and retain staff for a diverse workforce that reflects and promotes Cherry Hill Public Schools Diversity, Equity and Inclusion programming

Establish a recruitment strategy to attract a wide pool of candidates including partnering with community organizations and colleges/ universities, as well as establishing partnerships to support hard to fill disciplines.

Review and revise interview questions to reflect district values of DEI.

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Review and revise exit interview process to better understand retention rates.

Increase ways to source staffing diversity that more closely represents the student body.

Recruitment, hiring plan, and practices will be presented to the Board through the HR Committee.

Implementation of retention strategies to foster a supportive and inclusive work environment.

Establishment of teams to support teachers at all levels- new, veteran, master

Mentor Teachers; Buddy Teachers; New Teacher Survival Guide; Building PD; addressing climate concerns

All Year

All Staff and Administration

-Increased morale and retention (year over year) based on survey data/exit interviews

New exit interview process to align with retention goals

Explore opportunities for staff revitalization and rejuvenation through wellness programs.

Explore shared service agreements and partnerships with other school districts or local universities to help fill gaps in specialized classes. (i.e. World Languages)

Deepen opportunities for collaboration and partnership with local colleges and universities.

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Examine possible opportuities for partnership with the Camden County Workforce Development organization.

Engage community partners to provide opportunities for learning extensions and/or experiential learning.

Review recruitment and retention strategies for the School Aged Child Care Program (SACC)

Establish a plan for enhancing the SACC program

CONNECTING BEYOND OUR CLASSROOM

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Evidence of Effectiveness

Provide students with opportunities beyond the classroom to develop their skills, interests and passions.

Ensure that all students have access to a range of extracurricular, co-curricular, or leadership activities that meet their interests with attention to addressing barriers to participation, such as financial constraints, transportation, and scheduling conflicts to ensure equitable access.

Provide staff with support and resources to effectively support students

-Analyze demographic data of extracurricular, co- curricular, or leadership activities groups and share data with staff

-Promote extracurricular, co-curricular, or leadership activities to all students and target subpopulations

-Throughout the 2023-24 school year

-All Staff; - Administration; - Coaches; Club Advisors; etc.

-Increased diversity in extracurricular, co-curricular, or leadership activities groups

Increase student voice regarding the types of extracurricular, co- curricular, or leadership activities offered at their schools including service learning opportunities and those beyond the classroom.

Expansion of experiential learning opportunities for students

-Continued expansion of structured learning experiences for our students through Penn, Jefferson, and other organizations

-Continued collaboration with colleges to build enrollment in dual credit courses and certification programs

-Continue to build enrollment in CTE pathways in finance and construction

-Throughout the 2023-24 school year

-SLE Advisor; - Student Activities Advisor

-Expand enrollment in Finance and Construction to at least one cohort each in the 2024-2025 school year.

- Career Day every year with various opportunities to expose students to career options

Expansion of special education resources and information to support families