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Woodcrest 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. 

 

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. 

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 (grades 3-5) on NJSLA.
  2. Increase overall math proficiency for students (grades 3-5) with IEPs on NJSLA (not students participating in the DLM) by 1%

Strengthen Core Instruction:

  • implement EM2 curriculum with fidelity
  • increase use of math discourse, problem-solving strategies (read-draw-write), and engagement across grades 2-5
 

Professional Development/PLCs:

  • utilize PLC time to analyze math data, inform instruction and share strategies
  • Staff book study: Building Thinking Classrooms
  • Use walkthroughs and coaching feedback to ensure alignment with instructional practices
 

Data Analysis

  • Analyze data and target interventions through MTSS data meetings

Principal: Allocate time and resources needed to implement PD

 

Math Coach: 

  • Lead PD and PLC sessions to support EM2 instruction and implementation
  • Model instructional strategies and coaching cycles
  • Lead Building Thinking Classrooms book study
 

MTSS Team

  • Analyze student performance data to identify students and provide teachers with Tier 2 instructional strategies
 

Teachers

  • Actively participate in PD, PLCs and coaching 
  • Implement instructional and intervention strategies
  • Provide feedback on PD effectiveness and student impact

Full Implementation by June 2026

 

Data Reviews & MTSS Data Meetings: 

November 2025, 

January 2026

April 2026

Student Achievement Data

 

Spring NJSLA - Math 2026 Assessment results: 

  • 2% growth in proficiency for students in Grades 3-5
  • 1% growth in proficiency for students with IEPs in Grades 3-5

 

 

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 literacy (reading and writing) proficiency by 2% for all students (grades 3-5) on NJSLA.
  2. Increase overall literacy (reading and writing) proficiency for students (grades 3-5) with IEPs on NJSLA (not students participating in the DLM) by 10%

Strengthen Core Instruction:

  • implement CKLA ELA curriculum with fidelity across all grade levels
  • emphasize foundational literacy skills in grades K-2 (phonemic awareness, phonics, fluency, comprehension, vocabulary)
  • emphasize and support writing development through CKLA writing lessons and extended writing opportunities
  • support engagement and questioning during CKLA lessons

Data Analysis

  • Analyze data and target interventions through MTSS data meetings
  • Use mCLass data (DIBELS, MAZE and benchmarks to identify students for Tier â…” literacy support

Professional Development and PLCs

  • Train all staff to utilize mClass to analyze data and interventions
  • utilize PLC time to analyze literacy data, inform instruction and share strategies
  • Use walkthroughs and coaching feedback to ensure alignment with instructional practices

Principal: Allocate time and resources needed to implement PD

 

Literacy Coach

  • Lead PD and PLC sessions to support CKLA instruction and implementation
  • Model instructional strategies, co-teach, provide resources, and lead coaching cycles
  • “Science of Writing” professional development sessions

MTSS Team

  • Analyze student performance data to identify students and provide teachers with Tier 2 instructional strategies

BSI Teacher

  • Collaborate with MTSS team to analyze data to identify students in need of intervention, set intervention goals, and collect and review student data

Teachers

  • Actively participate in PD, PLCs and coaching 
  • Implement instructional and intervention strategies
  • Provide feedback on PD effectiveness and student impact

Full Implementation by June 2026

 

Data Reviews & MTSS Data Meetings: 

November 2025, 

January 2026

April 2026

Student Achievement Data

 

Spring NJSLA - ELA 2026 Assessment results: 

  • 2% growth in proficiency for students in Grades 3-5
  • 1% growth in proficiency for students with IEPs in Grades 3-5

Improve student science proficiency by strengthening K-12 instructional practices.

  1. Increase overall science proficiency by 2% for Gr 5 students on NJSLA.
  2. Increase overall science proficiency for Gr 5 students with IEPs on NJSLA by 10%

Strengthen Core Instruction:

  • implement science curriculum with fidelity

Professional Development/PLCs:

  • utilize PLC time to analyze assessment data, review student work and share strategies aligned to NJSLA Science.

Data Analysis

  • Analyze data and target interventions through MTSS data meetings

Principal: Allocate time and resources needed to implement PD

 

Teachers: Analyze classroom assessment and district benchmarks

Full Implementation by June 2026

 

Data Reviews & MTSS Data Meetings: 

November 2025, 

January 2026

April 2026

Student Achievement Data

Spring 2026 NJSLA - Science : 

  • 2% growth in proficiency overall 
  • 1% growth in proficiency for students with IEPs 

 

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

Increase the alignment of student instruction and support to most effectively meet the needs of each child. 

 

By April 2026, all K-5 teachers will be trained in understanding/analyzing mClass data and utilizing mClass intervention strategies for Tier 1 support

Professional Development/PLCs:

  • mClass training for all K-5 staff. 
  • PLC follow-up regarding use of mClass data and interventions in Tier 1 instruction
  • training for MTSS team on MTSS process
 

MTSS Data Meetings

  • meet in grade-level data meetings to review literacy and math data. 
  • Identify students in need of support and relevant Tier 1/Tier 2 interventions

Principal: Allocate time and resources needed to implement PD and facilitate data analysis meetings

 

Teachers

  • analyze mClass data
  • participate in MTSS data and team meetings identify, implement and progress monitor Tier 1/2 interventions for students
 

Literacy Coach/Math Coach:

  • Lead MTSS data meetings
  • lead follow-up PLC meetings to identify interventions and support implementation
 

MTSS Team

  • Analyze student performance data to identify students for Tier 1/2 interventions

Data Reviews & MTSS Data Meetings: 

November 2025, 

January 2026

April 2026

By April 2026: 

  • notes from MTSS Data Meetings
  • PLC notes/PD notes on mClass implementation
  • monitor student movement on MTSS

 

 

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.


 

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

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.

 
  1. Focus on Woodcrest Core Values: Shining Shark Recognition Program and Shark Squad Buddy Days


 

Focus on Woodcrest Core Values:

  • Facilitate 6 Shining Shark Recognition and Shark Squad Days
  • Develop procedures and process for Shining Sharks, share with staff
  • Develop Core Value lessons for Shark Squad Days, pair classes

 

Principal: Allocate time and resources needed to implement programs

 

Teachers

  • Follow Shining Shark recognition procedures
  • Collaborate with Shark Squad buddy classroom
  • participate in LMC opportunities and provide actionable feedback, strategies and suggestions

June 2026

 

Core Values:

  • 6 Shark Squad Meetings
  • 6 Shining Shark Recognitions
  • Mid-year review of number of students recognized, collect staff feedback on Shark Squads

Core Values

  • Recognize at least 50% of students for Shining Shark program


 


 

SMART GOAL/ Major Activities 

Key Actions 

Who is Responsible

Target Date or Timeline

Evidence of Effectiveness

Woodcrest 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.





 

Labor Management Collaborative

  • Continue to schedule twice-monthly meetings: Work session and session open to all staff.
  • Focus on transparency, openness, and community-building with staff
  • engage all staff in goal-setting process; identify and implement steps to goal





 

Labor Management Collaborative Team:

  • Continue to meet bi-monthly: one work session meeting and one open meeting for staff
  • Ensure representation from all labor groups and maintain transparency.
  • Problem-solve collaboratively and provide recommendations for improvement.
  • Meeting minutes are posted on Staff Site for transparency
 

Principal: Allocate time and resources needed to implement LMC goal work and collaboration

 

Teachers:

  • Participate in LMC opportunities and provide actionable feedback, strategies and suggestions
  • Participate in shared leadership opportunities

September 2025:

set annual goals
 

Review Progress on Goals and Initiatives

December 2025

March 2026

June 2026

LMC

  • Review meeting attendance to encourage more staff to attend
  • Use surveys to collect staff feedback


 

 

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
 

To enhance and customize professional development to support all staff in their job roles and responsibilities.

 
  1. Provide “hands-on” de-escalation training for Educational Assistants
  2. Professional learning for “Science of Writing” in CKLA
  3. Support for new staff
  4. Professional development and collaboration time for ASD teachers
  5. Staff Book Study selections
    1. Building Thinking Classrooms
    2. Strive For Five
    3. Good Autism Practice for Teachers


 		  

Support New Staff

  • Schedule quarterly check in meetings with new staff
  • Schedule PLCs for new staff regarding school/district procedures and policies
  • Assign informal buddy teachers for new staff
 

Plan for PD sessions

  • Organize and facilitate book study groups (October to May)
  • Plan collaborative PLC time for ASD teachers with teachers from other buildings




 

Principal: 

  • Allocate time and resources needed to implement PD
  • Facilitate meetings with new staff
 

Literacy Coach

  • facilitate CKLA PLC/PD sessions
 

Teachers

  • Facilitate and participate in staff book study groups
 

Special Ed Dept

  • Support for PD for ASD teachers
  • Support for training EAs
  

Support New Staff:

Schedule meetings once per quarter

 

Book Study Groups: October 2025 - May 2026


 		  

May 2026: Review retention rates of new staff

 

May 2026: Survey staff on book study groups, practices/approaches gleaned, relevancy of study