District Goal 1: Project-Based Learning

Education today requires shifting from passive learning to active problem-solving. By embedding Project-Based Learning, we ensure students do not simply memorize content, but apply standard-aligned concepts to real-world challenges fostering the critical thinking, collaboration, and adaptability they need to thrive in higher education and modern careers. This goal is directly tied to the District Strategic Plan Goal 1: Student Learning Experience - to create academically rigorous programs that address the whole child and are inclusive to all to maximize student success so that students develop a love of learning.

Progress Indicators

By June 2027:

• Collect and report student performance on using Project Based Learning rubric indicators at least twice during the school year to demonstrate growth in key skills.
• Establish, train and support a district PBL Cohort I consisting of 10 teachers representing multiple grade levels and content areas.
• Each cohort teacher will design and implement at least two high-quality, standards-aligned PBL units during the school year.
• PBL Implementation Pulse Survey, administered quarterly to teachers, to gather data on understanding of PBL design elements, teaching practices, project implementation, and student access to PBL.
• Administer the High Quality PBL (HQPBL) survey annually to students and staff to gather feedback on the HQPBL criteria for implemented projects from both staff and students’ perspectives.
• Walkthrough data collected by administrators shows evidence of student collaboration, inquiry, authentic problem-solving, and student ownership.
• Gather feedback from Professional Learning Communities (PLCs) on the strengths and areas for improvement of the Project Based Learning.

Goal 2: South Hunterdon Regional High School Pathways Program

High school should not just lead to graduation, it should clearly map a range of possibilities for students after high school. The Pathways Program equips every 9th grader with early exposure to diverse careers, financial literacy, AI literacy, and workplace readiness before they select a specialized high school pathway at the end of 9th grade. Students in grades 9-12 will have access to monthly guest speakers and a Spring Career Fair in the spring to discover their passions, understand postsecondary options (college, trades, military, workforce), and make informed, confident choices about their futures. This goal is directly tied to the District Strategic Plan Goal 1: Student Learning Experience and Strategic Plan Goal 2: Community Engagement.

Progress Indicators

By June 2027:

• 100% of freshmen complete College & Career Exploration Exploration course that will focus on instruction in career exploration, financial literacy, workplace readiness, artificial intelligence literacy, and postsecondary planning.
• South Hunterdon Pathways Program will introduce students to the district's four career pathways with each student selecting one of the four pathways by the end of 9th grade.
• Conduct monthly Career Speaker Series beginning in October during Flex, providing students in grades 9–12 with opportunities to learn about a variety of career pathways through presentations by professionals from diverse industries.
• Conduct a Spring 2027 Career Fair for all students in grades 9–12 by partnering with local employers, trade organizations, military representatives, and community agencies to expand students' awareness of career and postsecondary opportunities.
• Develop a Marketing Plan for student internships by the end of the school year.
• Each 9th grade student will complete an interest survey to help assist with their Pathway selection.
• Pre and Post student survey to evaluate the effectiveness of Year One implementation and develop recommendations for program expansion during the 2027–2028 school year.
• Gather feedback from Professional Learning Communities (PLCs) on the strengths and areas for improvement of the Pathways Program.

Goal 3: Character Strong Program Across K–8

Academic success is built on a foundation of emotional well-being, safety, and belonging. By bringing Character Strong consistently across all K–8 schools, we create a unified, district-wide culture where positive behavior, social-emotional learning, and strong relationships are explicitly taught and reinforced. Supporting our staff and partnering with families at home ensures students build the character, resilience, and personal respect needed to thrive both in and out of the classroom. This goal is directly tied to District Strategic Plan Goal 3: Health and Wellness for Students and Staff - to ensure all staff, students and stakeholders feel safe and supported within the learning environment.

Progress Indicators

By June 2027:

• Train all K-8 staff in Character Strong.
• Implement the Character Strong curriculum in all K–8 classrooms with fidelity through regular classroom lessons, activities, and schoolwide character-building initiatives.
• Provide ongoing professional learning, coaching, and collaborative planning opportunities to support staff in effective implementation of Character Strong practices.
• Integrate Character Strong themes and strategies into schoolwide activities, student recognition programs, and positive behavior supports to reinforce a consistent culture across all K–8 schools.
• Each teacher will send out the monthly theme to families for Character Strong as well as resources/ideas of how this can be reinforced at home.
• Analyze school discipline referrals, HIB reports, positive referrals compared to last year as a way to measure the impact of the program climate.
• Gather feedback from Professional Learning Communities (PLCs) on the strengths and areas for improvement for Character Strong.

Goal 4: Ensure Healthy Technology Habits and Student Well-Being Through Purposeful Technology Use

To protect student mental health and academic focus, technology must be used with intention rather than becoming a distraction. By implementing state device regulations, setting clear guidelines for AI, and teaching digital citizenship, we protect our students from screen fatigue while empowering them with healthy habits. Expanding hands-on learning experiences allows us to protect valuable face-to-face instruction and foster a balanced lifestyle. This goal is directly tied to Strategic Plan Goal 3: Health and Wellness for Students and Staff - to ensure all staff, students and stakeholders feel safe and supported within the learning environment.

Progress Indicators

• Implement the New Jersey Student Use of Internet-Enabled Devices law with fidelity across all schools by establishing consistent collection and storage procedures, communicating expectations to students and families, and monitoring implementation throughout the school year to support improved student focus, engagement, and well-being.
• Implement the District's AI Guidelines with fidelity in all schools that includes training at the start of the school year for all 5-12 teachers and students facilitated by the Superintendent.
• Reduce unnecessary student screen time during the school day by increasing opportunities for hands-on learning, collaboration, discussion, project-based learning, outdoor learning, and other non-screen instructional experiences.
• Provide annual professional learning for staff focused on purposeful technology integration, student digital wellness, screen time awareness, and strategies for balancing technology with active learning.
• Expand student instruction in digital wellness by implementing the Common Sense Media Digital Citizenship Curriculum for students in grades K–8 through the district's media specialists, while providing all students with learning experiences focused on healthy technology habits, responsible AI use, social media awareness, online safety, attention management, and maintaining a healthy balance between digital and offline experiences.
• Engage families through educational resources and community events that provide practical strategies for supporting healthy technology use, managing screen time, and promoting positive mental health at home.
• Monitor implementation and impact by reviewing student, staff, and family feedback, classroom observations, and available screen time analytics to inform continuous improvement and future district practices.
• Examine curriculum in grades 9-12 and where there are opportunities for students to learn digital citizenship.
• Gather feedback from Professional Learning Communities (PLCs) on the strengths and areas for improvement for the areas addressed in this goal.

Goal 1: Enhance the academic success of all students by using data monitoring to empower leaders and staff to make informed decisions about academic programs and supports. - Strategic Plan Goal 1: Student Learning Experience

• Provide professional development for leaders and teachers on interpreting data and identifying instructional implications.
  • 90% of staff participate in at least two data-focused PD sessions annually.
  • Pre/post PD surveys show a 20% increase in staff confidence with data use.
• Schedule quarterly data team meetings at district, school, and grade/department levels.
  • 100% of scheduled data meetings occur and are documented.
  • Meeting minutes include specific instructional or program adjustments.
• Use data findings to create targeted intervention or enrichment plans with timelines and accountability.
  • Intervention plans are in place for 100% of our Tier III identified students within two weeks of data review.
  • At least 70% of students in targeted interventions meet growth targets by year’s end.

• Integrate state assessments, benchmark assessments, classroom formative data, teacher input and attendance/behavior metrics into decision-making.
  • All data reports include at least three sources of student performance information.

• Implementation of Link-it as a data software tool that can be used by staff and also share progress updates with families and the community.
• The Director of Curriculum will present information regarding the progress made on this goal throughout the year to the Board of Education and community.

Goal 2: Establish the foundation for full PreK–8 implementation of the Character Strong program by building staff capacity, creating consistent program structures, and fostering community awareness and support. - Strategic Plan Goal 3: Health and Wellness for Students and Staff

• Provide comprehensive professional development on Character Strong principles and practices for all PreK–8 staff.
• Develop a clear, district-wide implementation plan including timelines, roles, and responsibilities.
• Launch awareness campaigns and resources to involve families and community members in supporting character development.
• Establish metrics and data collection processes to monitor implementation fidelity and initial impact.

Goal 3: Develop and implement a district-wide Community Classroom Program that actively engages local professionals in sharing their expertise with students across all grade levels and content areas, fostering real-world connections, enhancing curriculum relevance, and strengthening school–community partnerships. - Strategic Plan Goal 2: Community Engagement

• Identify and invite community members from diverse professions to participate.
• Create a clear framework for matching volunteers with appropriate classrooms, projects, or events.
• Collaborate with teachers to integrate volunteer expertise into specific content areas and standards.
• Gather feedback from students, staff, and volunteers to assess engagement, learning outcomes, and program growth.
• Develop ongoing communication, recognition, and training to maintain volunteer involvement year after year.

Goal 4: Redesign the high school student experience to ensure every graduate is Future Ready by developing personalized College and Career Readiness Pathways that align with student interests, local workforce needs, and higher education opportunities. (This is a multi-year goal) - Strategic Plan Goal 1: Student Learning Experience

• Develop a Career & College Pathway Framework
  • Identify and design multiple, clearly defined pathways (e.g., STEM, Health Sciences, Skilled Trades, Visual and Performing Arts & Communications, Entrepreneurship, Education, and Public Service).
  • Align each pathway to rigorous academic coursework, industry-recognized credentials, dual enrollment opportunities, and work-based learning experiences.

• Implement an individualized academic and career plan for each student beginning in 9th grade.
  • Train counselors and advisors to support students in pathway selection, progress monitoring, and postsecondary planning.

• Continue to expand Dual Credit and Industry Certification Opportunities
  • Partner with local colleges, universities, and industry leaders to provide increased access to early college courses, apprenticeships, and credentialing programs.
  • Ensure equitable access for historically underserved student populations.

• Enhance Work-Based Learning & Community Partnerships
  • Establish internships, job shadowing, and mentorship programs with local employers.

Goal 1: To improve the academic success of all students through data monitoring that empowers leadership and staff to make informed decisions regarding academic programming and support.

• Academic expectations, goals, and achievement levels that will be used to monitor progress, which will be shared with faculty, administrative team, Board members, and the community.
• Implementation of an Accelerate Block in our K-4 and 5/6 academic schedules.
• Flex block in grades 7/8 will be data driven and prescriptive depending on student needs.
• Teaching staff in grades K-8 will be using iReady as a diagnostic tool to monitor student progress.
• Utilization of various intervention tools to improve student academic performance.
• Continued emphasis on small group instruction that can be identified in daily lesson planning and classroom observations/walkthroughs.
• Utilization of our Instructional coaches to help support this work.
• The Director of Curriculum will present information regarding the progress made on this goal throughout the year to the Board of Education and community.

Goal 2: Continue with the implementation of a Multi Tiered System of Support (MTSS) for all students that focuses on providing interventions and enrichment based on individual student needs.

• Partnership with Magnolia Consulting Group who will be providing support to the administrative and teaching staff on the implementation of an effective MTSS. 
• Implementation of benchmark assessments.
• Continued utilization of the Flex period in grades 9-12. 
• Report will be run every two weeks for any students below 70 in grades 7-12 to be identified for additional support.

Goal 3: Professional Learning Communities focused on essential standards, formative assessment and data analysis.   

• Each PLC will create norms to start the school year.
• PLC meeting agendas will include information regarding academic performance data being used to inform decision-making processes for students.
• Analyze formative assessment and personalized online programs to monitor student progress by skill, standard, and content area. 

Goal 4: To build community and promote healthy relationships among educators and students to teach the social-emotional and conflict resolution skills necessary to reduce conflict.

• District-wide committee to focus on the following for 2024-2025:
• Expectations for what we would like to see in our students (Profile of an Eagle).
• Examine current discipline practices
• Examine restorative practices and their implementation K-12.
• Develop a common language K-12 in reference to student expectations.
• Recommendations from the committee to be implemented district-wide for the 2025-2026 school year.
• Facilitation of a District Wellness Day for staff on the March Professional Development Day.

Goal 5: Facility planning for the new 5-8 school as well as planning the future of the preschool program. 

• Provide oversight of the building of the 5-8 school.
• Continue staff planning for the new 5-8 school. 
• Continue educational planning for the new 5-8 school.
• Academic schedule for the new 5-8 building
• Co-Curricular/Extra-Curricular activities for the 5-8 building
• Present to the community and Board of Education facility options for universal preschool that include educational and fiscal impacts.
• Conduct focus group sessions for community members in fall to collect feedback as to facility planning for universal preschool.
• Provide the community feedback to the Board of Education for decision-making

Goal 1: Blended/Personalized Learning techniques will be utilized to meet the needs of diverse learners within all classrooms throughout the district.

● Instructional staff will unpack essential standards and identify key skills to develop rigorous learning objectives to increase student achievement.

● Teachers will focus on implementing core practice 3a (Small group instruction is differentiated based on student needs) in order to drive personalized instruction for all students through the use of data.

● Evidence of small group instruction will be identified in daily lesson planning and classroom observations/walkthroughs.

● Instructional coaches will be utilized to help support this work.

Goal 2: Begin the development of a Multi Tiered System of Support (MTSS) for all students that focuses on providing interventions and enrichment based on individual student needs.

● Screening of all new students who enter the district.

● Ensure that all students have access to grade-level curriculum and standards.

● Common assessments (formative and summative).

● Implementation of benchmark assessments.

● Utilization of the Flex period in grades 7-12.

● Evaluate Standards with Support in grades K-8.

● Report will be run every two weeks for any students below 70 in grades 7-12 to be identified for additional support.

Goal 3: Professional Learning Communities focused on essential standards, formative assessment and data analysis.

● The administration will maximize PLC time by utilizing after school faculty meeting time for PLC’s.

● Each PLC will create norms to start the school year.

● The focus for PLC work will be identifying essential standards for units being taught and creating formative assessments focused on the essential standards.

● Analyze formative assessment results to determine which students need interventions or enrichment.

● PLC template will be completed and submitted to building administration at the conclusion of each meeting.

Goal 4: Identifying and removing institutional barriers, and creating access and opportunities to foster the success of our students. Ensure equity of educational opportunities and reduce the disparity of results between diverse groups of students.

● Administrative team will use district and individual school level data, disaggregated by race/ethnicity, national origin, language, special education, gender, socioeconomic status and mobility to inform district decision making.

● Diversity, Equity and Inclusion (DEI) team will provide resources to classroom teachers to help celebrate diversity using read alouds, student led presentations and guest speakers throughout the school year.

● Continue working on developing restorative practices to bias incidents and conflict when appropriate.

● Assembly Program for our 7th and 8th grade students focused on the Holocaust.

● Challenge Day Program for 8th and 9th graders focused on uniting our school community.

● Utilize Zones of Regulation PreK-6.

● Support DEI initiatives through recruitment and retention of staff.

● Review of our Gifted and Talented Program by an outside consultant.

Goal 5: Continue with the transition for a new district configuration upon the completion of construction.

● Begin the construction of the new 5-8 building.

● Provide oversight of the renovation of the PreK-4 school.

● Continue staff planning for our new district configuration.

● Continue educational planning for the new district configuration.

○ Academic schedule for the renovated PreK-4 building.

○ Academic schedule for the new 5-8 building

○ Program expansion for the 9-12 building for the 2024-2025 school year and beyond.

● Develop a contingency plan for the 5-8 building not being ready for September 2024.

Goal 1: Blended/Personalized Learning techniques will be utilized to meet the needs of diverse learners within all classrooms throughout the district.

● Identify and develop a 2nd cohort of teachers from all three schools in the district to participate in training and coaching during the 2022-2023 school year.

○ Full day, six hour professional development session for Cohort II teachers and administrative team.

○ Classroom visits throughout the year to each cohort member which will include observations of lessons, personalized feedback, suggested resources and coaching plans.

○ Five two-hour professional development sessions throughout the school year after school.

● Cohort I teachers from the 2021-2022 school year as well as the district’s instructional coaches will support Cohort II teachers during the 2022-2023 school year.

● Collection of data from students/teachers through surveys and focus groups to measure the instructional impact in the classroom.

Goal 2: Introduce Priority Practices to our teaching staff and utilize a self assessment tool to identify specific and targeted practices for educator professional development.

● Instructional staff will utilize the Core Practices Framework to develop their individual professional development plan at the start of the 2022-2023 school year.

● Instructional staff will use a Swivl camera to record a lesson while focusing on a specific area of practice.

● Instructional staff members will conduct peer observations.

● Collaboration with colleagues that focuses on sharing instructional strategies to be put into practice.

● Survey teachers to identify practices/areas they would be interested/feel confident in supporting colleagues to enhance their practice.

● Utilize our district instructional coaches to help support this work.

Goal 3: Identifying and removing institutional barriers, and creating access and opportunities to foster the success of our students. Promote equality of educational opportunities and reduce the disparity of results between diverse groups of students.

● Administrative team will use district and individual school level data, disaggregated by race/ethnicity, national origin, language, special education, gender, socioeconomic status and mobility to inform district decision making.

● Implementation of a software program (Talking Points) that will allow educators to establish two-way communication via text message with Spanish speaking parents in their native language.

● Use of late buses so that transportation is not a barrier for students who would like to participate in after school extracurricular activities.

● Diversity, Equity and Inclusion (DEI) team will provide resources to classroom teachers to help celebrate diversity using read alouds, student led presentations and guest speakers throughout the school year.

● Review of our Special Education Program by an outside consultant.

Goal 4: Continue to expand and refine Social Emotional strategies and programs through data driven practices to meet the specific needs of students, families, and staff.

● Train all staff in Youth Mental Health First Aid during the 2022-2023 school year.

● Partnership with First Children’s Service Provider to provide the district with a mental health clinician who will be a full-time mental health clinician to work with a caseload of students throughout the district. The clinician will be able to provide individual and family therapy, complete crisis assessments as well as act as a conduit to support and resources outside of the district.

● Administer social-emotional learning benchmark to students across the district to assess needs and interventions.

● Implementation of a district Therapy Dog Program with the goal of having one certified therapy dog in each of our school buildings on a daily basis.

Goal 5: Begin the transition of preparing for a new district configuration during the 2024-2025 school year.

● Begin the construction of a new 5-8 building.

● Prepare for the renovation of the LPS school into a district PreK-4 school.

● Prepare for the transition to the St. John’s School for LPS students in the 2023-2024 school year.

● Begin staff planning for our new district configuration.

● Work on educational planning for the new district configuration.

○ Academic schedule for the renovated PreK-4 building.

○ Academic schedule for the new 5-8 building

○ Academic schedule for the 9-12 high school as well as program expansion for the 2024-2025 school year and beyond.

Goal 1: Blended/Personalized Learning techniques will be utilized to meet the needs of diverse learners within all classrooms throughout the district.

Oversight Committee: Curriculum and Technology

● Full day, six hour professional development session for Cohort One teachers and administrative team.

● Classroom visits throughout the year to each cohort member which will include observations of lessons, personalized feedback, suggested resources and coaching plans.

● Five two-hour professional development sessions throughout the school year after school.

● Codification of “Promising Practices” that emerge throughout the year which can be used district-wide as examples to support implementation of BPL and other district initiatives

Goal 2: Extend and expand strategies used to differentiate for all students’ cultural backgrounds with a focus on Resources (perspectives/diversity), Culturally Responsive Planning and Culturally Responsive Instruction.

Oversight Committee: Curriculum and Technology

● Continued curricular review to ensure reflection of our diverse population of students and adjust as needed (e.g. identify specific discussion starters/essential questions/resources that explicitly reach multiple perspectives.

● Continue culturally responsive teacher training for staff.

● Role-specific review of practices/procedures followed by staff members who are not classroom teachers (e.g. counselors, librarians, nurses, coaches, support staff) when working with students/families and adjust to be culturally responsive.

● Examine placement criteria used for honors and AP classes.

Goal 3: Professional Learning Communities (PLCs) - Develop an understanding of

Professional Learning Communities and begin to establish structures that allow PLCs to be implemented.

Oversight Committee: Curriculum and Technology

● Training of the administrative team.

● Training of staff in how to establish and utilize effective PLC’s.

● Provide time for teachers to meet for PLC’s.

● Each PLC will create norms for the year.

● Each PLC will establish SMART goals for the year related to student achievement.

● PLC’s will collect data related to SMART goals.

Goal 4: Continue to expand and refine Social Emotional strategies and programs through data driven practices to meet the specific needs of students, families, and staff.

Oversight Committee: Personnel and Curriculum/Technology

● Support staff members in training experiences within and outside of the district that focus in the area of SEL.

● Programs to inform and support student and staff SEL (e.g. Mind of a Student).

● Announce activities/events/sessions to parents and other community members (including leaders and senior citizens within the community) throughout the school year as they present themselves (in person and/or virtual).

● Conduct developmentally appropriate surveys to gather objective data to be used to drive programming decisions.

● Investigate Attitudes in Reverse Program to help support student mental health, specifically the therapy dog program.

● Launch of the HC Safe Schools app that allows students to make anonymous reports about concerns of safety or student wellness. The app is a student-focused tool for alerting caring adults about students who need help. This app is a great addition to our continuous effort to increase student safety and provide students with a safe, completely anonymous, outlet to share concerns.

● Implementation of an Employee Assistance Program for staff.

● Continue working with Care Plus NJ to provide mentalhealth workshops throughout the school year for parents.

Goal 5: Continued work on district safety, security and facilities.

Oversight Committee: Budget/Finance and School/Community (Full Board)

● The district safety committee will continue to work on developing a Comprehensive District Safety Plan to harden our facilities.

● Superintendent review of District Safety and Security.

○ District Safety and Security Program Review Timeline 2021-2022

● Conduct a school safety audit for each school in the district using the REMS Site Assessment tool.

● Student Discipline - Explore Restorative Justice Practices that include an educational component.

● Continue district-wide assessment committee to begin examining equity among grading practices (use of the zero, below 50, what is mastery, second chance learning).

● Conduct parent/guardian sessions that inform/educate regarding culturally responsive teaching practices (in person and/or virtual).

● Review of our ESL Program by an outside consultant