SCHOOL IMPROVEMENT PLAN
1
Part A - Vision Evaluation, Development, and Revision
Current Vision Purpose and Statement
Bloomfield Public Schools in Bloomfield, New Jersey, state the vision that "the
Bloomfield Public School district, a culturally diverse system, is committed through cooperative
efforts within an educational community to provide an equal opportunity for all learners to
achieve individual success and to be prepared to meet the needs of an evolving Society" (District
Mission, n.d.).
Their philosophy states “the Bloomfield Public Schools are organized to meet the needs
of the students from the time they enter kindergarten until they graduate from high school.
Teachers and administrators are sincerely interested in the welfare and progress of each
individual. The students who attend our schools come first. We have an obligation to provide a
cost-effective education program that meets the instructional needs of each student. It is also our
responsibility to welcome the children into an educational environment that is conducive to the
teaching/learning process. A positive learning environment is created to assist students in
developing to their fullest potential” (District Mission, n.d.).
Evaluation of the Vision Statement
The Bloomfield Public Schools' vision statement focuses on student welfare and a "cost
effective education program”. This presents a solid foundation, but requires refinement. While
the statement is generally understandable, it lacks specificity. This hinders its clarity for all
stakeholders. The statement is brief enough to be remembered, falling well within the 100-word
guideline. However, it only partially answers the necessary “who, what, why, and how”. Their
SCHOOL IMPROVEMENT PLAN
2
mission statement broadly covers their what and who being student education, but lacks real
detail on the specific strategies, or the “how” as well as the “why". Bloomfield’s vision statement
fails to highlight any unique approaches or strengths that would set Bloomfield Public Schools
apart. While it does allow for some flexibility, the statement is too broad, causing it to lose focus.
While it hints at organizational values like student welfare and cost-effectiveness, it doesn’t
explicitly articulate core beliefs or philosophies.
Bloomfield’s vision statement is realistic and simple, however, it lacks the aspirational
quality that inspires action. Despite being a “vision statement” it comes off less as a vision,
lacking the energy and emotion needed to inspire one to a call to action and more of a bland
statement. Due to its lack of inspiration, it's unlikely to serve as a strong energy source or
rallying point. While achieving a "positive learning environment" is commendable, the statement
doesn't evoke a sense of celebration or shared achievement beyond basic compliance. To
improve, the vision should incorporate concrete goals, reflect unique organizational strengths,
explicitly state core values, and inspire a sense of collective purpose. It should move beyond
simply stating intentions to outlining a clear path towards achieving exceptional educational
outcomes.
Review and Revision Plan
It is necessary to periodically revisit the vision statement for Bloomfield Public Schools
in order to ensure continued alignment. The first step in the process is to form a representative
committee with teachers, administrators, parents, students, and members of the community. This
committee will gather information through surveys, focus groups and forums, to understand how
things are perceived as of now, and what will be needed moving forward.Once the information is
SCHOOL IMPROVEMENT PLAN
3
gathered, the next step would be the analysis of data. The committee will be looking for common
threads, examples of best practice, and draft vision statements that reflect clarity, equity and the
value of the community. The draft statements will be shared for more feedback with a broader
audience before the final commitment is made by the school board.
SCHOOL IMPROVEMENT PLAN
4
Part B - Data Collection, Analysis, and Goals
Data Analysis
By the New Jersey Department of Education, chronic absenteeism is defined as being
absent for 10% or more of the days enrolled during the school year. Research indicates that
absences can negatively impact a student's ability to succeed in school.The 2023-2024 data for
Bloomfield Middle School shows that 14.4% of students were chronically absent, which is the
same as the state average. Schools with a chronic absenteeism rate of 10% or higher are required
to develop a corrective action plan to improve attendance rates. Bloomfield has created an
attendance team in order to track and manage students with chronic absenteeism. Along with this
team, BMS has been working to provide incentives for both students and teachers to come to
school. The fact that the school's chronic absenteeism rate mirrors the state average suggests that
it is facing similar challenges in this area.
Bloomfield Middle School student body has 45% of their students coming from
economically disadvantaged homes which can be a major contributing factor to their absenteeism
percentage as many of the students from this group are also part of a transient population. Many
of the reasons for students with chronic absenteeism list familial issues including having to stay
home to watch sick siblings, having parents who work when they are awake, homelessness, and
more. Teacher attendance for the 2023-2045 year averaged out at 92% attendance for the year.
Both in the 2023-2024 school year and the 2024-2025 year, teachers were absent the most in
December and January which is often seen right before or right after school breaks.
Compared to the 2023-2024 school year, teacher absenteeism has improved 3 out of the 7
months that have occurred so far. The other 4 months have seen no improvement, with the
SCHOOL IMPROVEMENT PLAN
5
number remaining stagnant. In comparison, student attendance decreased in both September of
2024 as well as January of 2025 when compared to the numbers from the 2023-2024 school year.
December and March saw an increase in attendance of students compared to the 2023-2024
school year and the remainder of the current school year is stagnant.
While the school has effectively used the data to identify potential problem students,
issues within attendance and issues with in the community that impact attendance, data collection
on their resolutions imply that there might be a need for revision and different implementations
to solve this problem.
Smart Goals
1. By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the
percentage of 7th-grade students with chronic unexcused absences from the current baseline of
9% to 7%. This reduction will improve student engagement, academic performance, and overall
well-being, aligning with the school's commitment to student success.
2. By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the
percentage of 8th-grade students with chronic unexcused absences from the current baseline of
6% to 4%. This reduction will improve student engagement, academic performance, and overall
well-being, aligning with the school's commitment to student success.
3. By January 31, 2026, Bloomfield Middle School will improve teacher attendance during
December 2025 and January 2026 by 2% (compared to the average teacher attendance rate for
December 2024 and January 2025). This will be achieved through a combination of proactive
wellness initiatives, recognition of consistent attendance, and streamlined absence reporting
procedures.
SCHOOL IMPROVEMENT PLAN
6
Part C - Relation to the School’s Vision
Smart Goals
1. By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the
percentage of 7th-grade students with chronic unexcused absences from the current baseline of
9% to 7%. This reduction will improve student engagement, academic performance, and overall
well-being, aligning with the school's commitment to student success.
2. By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the
percentage of 8th-grade students with chronic unexcused absences from the current baseline of
6% to 4%. This reduction will improve student engagement, academic performance, and overall
well-being, aligning with the school's commitment to student success.
3. By January 31, 2026, Bloomfield Middle School will improve teacher attendance during
December 2025 and January 2026 by 2% (compared to the average teacher attendance rate for
December 2024 and January 2025). This will be achieved through a combination of proactive
wellness initiatives, recognition of consistent attendance, and streamlined absence reporting
procedures.
Alignment of SMART Goals with School Vision
Goal 1 directly aligns with the school's mission to "provide an equal opportunity for all
learners to achieve individual success" and the philosophy that "students who attend our schools
come first" and that the school has "an obligation to provide a cost-effective education program
that meets the instructional needs of each student." Improved attendance is foundational for
SCHOOL IMPROVEMENT PLAN
7
academic success and ensures students benefit from the educational opportunities provided.
Reducing chronic absenteeism contributes to a "positive learning environment" where students
can "develop to their fullest potential."
Similar to Goal 1, Goal 2 supports the mission of providing "an equal opportunity for all
learners to achieve individual success" and the philosophy that prioritizes students and their
instructional needs. By decreasing chronic absenteeism in 8th grade, the school is actively
working to ensure these students are well-prepared to meet the needs of an evolving society as
they transition to high school. A consistent presence in school fosters a "positive learning
environment" crucial for their development.
Goal 3 aligns with the mission by supporting the "cooperative efforts within an
educational community" and the philosophy that emphasizes the importance of teachers and
administrators being "sincerely interested in the welfare and progress of each individual."
Improved teacher attendance ensures consistency and stability in the learning environment,
directly impacting the quality of education and the support students receive. It contributes to an
educational environment that is "conducive to the teaching/learning process," allowing students
to "develop to their fullest potential."
Meaningful Involvement of Diverse Community Members and Partners
The Bloomfield Public School District's vision emphasizes its identity as a "culturally
diverse system" and its commitment to providing "an equal opportunity for all learners."
Meaningfully involving diverse community members and partners is crucial to realizing this
vision and ensuring that school initiatives, such as the outlined SMART goals, are relevant,
responsive, and impactful for all students. This section will explore how diverse community
SCHOOL IMPROVEMENT PLAN
8
members and partners can be actively engaged in identifying needs and utilizing diverse
community resources to meet shared goals, with the school's vision serving as a central reference
point. To ensure the SMART goals truly address the needs of the diverse student population, it is
essential to involve a wide array of community voices in the initial and ongoing identification of
these needs. This can be achieved through various strategies.
Organizing forums specifically designed to gather input from different cultural, ethnic,
linguistic, and socioeconomic groups within Bloomfield. These sessions can provide valuable
qualitative data on the challenges students and families face, including factors contributing to
absenteeism. Ensuring accessibility through language translation and culturally sensitive
facilitation is paramount. Collaborating with local organizations that serve diverse populations
(e.g., cultural centers, faith-based groups, social service agencies). These organizations often
have established trust within specific communities and can provide insights into the unique needs
and barriers their constituents experience. Developing surveys and needs assessment tools that
are accessible in multiple languages and are distributed through channels that reach diverse
community members. This may involve partnering with community leaders or organizations to
ensure wider participation.
Establishing advisory committees composed of parents, community leaders, and
representatives from diverse backgrounds. These committees can provide ongoing feedback on
school initiatives and help identify emerging needs. While the current needs assessment focused
on attendance data, future assessments should strive to disaggregate data by relevant
demographic factors (while maintaining student privacy) to identify disparities and inform
targeted interventions. Community partners can help interpret this data through their unique
SCHOOL IMPROVEMENT PLAN
9
cultural lenses.
Bloomfield possesses a wealth of diverse community resources that can be leveraged to
support the achievement of the SMART goals and the broader school vision. Meaningful
involvement of community partners is key to identifying and effectively utilizing resources such
as mentoring programs, academic support and tutoring, social and emotional support services,
cultural enrichment programs, and parent engagement initiatives.
Collaborating with community organizations that offer mentoring programs, particularly
those that match mentors with students from similar backgrounds or who can provide culturally
relevant support. This can address issues contributing to absenteeism by providing students with
positive role models and supportive relationships. Partnering with local educational centers,
libraries, or community groups that offer tutoring or academic enrichment programs. These
resources can help students who may be struggling academically, which can be a contributing
factor to disengagement and absenteeism.
Collaborating with community-based mental health agencies, family support services,
and youth development organizations. These partnerships can provide students and families with
access to crucial resources that address underlying issues contributing to chronic absenteeism,
such as stress, anxiety, or family challenges. Partnering with local cultural institutions, artists,
and community groups to offer programs that celebrate the diversity of Bloomfield. This can
foster a more inclusive and engaging school environment, making students feel more connected
and valued, which can positively impact attendance. Working with community organizations to
develop culturally sensitive parent engagement programs. This can empower parents from
diverse backgrounds to actively participate in their children's education and support the school's
SCHOOL IMPROVEMENT PLAN
10
goals. Resources such as language support and culturally relevant workshops can increase
parental involvement.
By meaningfully involving diverse community members and partners in both identifying
needs and utilizing resources, the SMART goals become truly "shared goals" that reflect the
priorities and values of the entire Bloomfield community. This collaborative approach directly
aligns with the school's vision of being a "culturally diverse system" committed to providing "an
equal opportunity for all learners." When diverse voices are heard and community resources are
leveraged, the school is better equipped to create a more inclusive and equitable learning
environment where all students feel a sense of belonging and are supported in achieving
"individual success." This also helps to address the diverse needs of its student population in a
culturally responsive manner.
Diverse community member involvement strengthens the "cooperative efforts within an
educational community" by fostering genuine partnerships between the school and its diverse
stakeholders. It also helps to prepare students to "meet the needs of an evolving Society" by
exposing them to the richness and diversity of their community and equipping them with the
skills to collaborate with individuals from various backgrounds.
Communication of Needs Assessment Results (SMART Goals) to Stakeholders
Transparent and effective communication of the needs assessment results, represented by
the 3-5 SMART goals, is crucial for fostering buy-in, ensuring accountability, and promoting
collaborative efforts among all stakeholders within the Bloomfield Public School District and the
wider community. A multi-faceted communication strategy will be employed to reach various
audiences with relevant information. The following outlines the key stakeholder groups and the
SCHOOL IMPROVEMENT PLAN
11
proposed methods for communicating the SMART goals:
Students
Age-appropriate presentations during school assemblies to introduce the goals, explain
their purpose in improving the school environment and student well-being, and highlight how
student actions can contribute to their achievement. Teachers will facilitate discussions about the
goals within their classrooms, ensuring students understand the connection between attendance,
engagement, and their academic success. Inclusion of the SMART goals and progress updates in
school newsletters, websites, or through regular school-wide announcements. Visual aids, such
as posters displaying the goals and progress, can also be utilized. Engaging student government
representatives in understanding and promoting the goals among their peers.
Parents/Guardians
Regular communication through school newsletters and emails outlining the SMART
goals, the rationale behind them by linking them to the needs assessment findings, and the
expected impact on student outcomes. Brief discussions during parent-teacher conferences to
inform parents about the attendance goals for their child's grade level and the school-wide
efforts. A dedicated section on the school website outlining the school improvement plan,
including the SMART goals, their alignment with the school vision, and progress updates.
Presenting the SMART goals and answering questions during Parent Teacher Organization
(PTO) or other parent association meetings.Sending home concise flyers or brochures explaining
the goals and providing tips for parents to support improved attendance.
Teachers and Staff
SCHOOL IMPROVEMENT PLAN
12
Comprehensive presentations and discussions about the SMART goals during faculty
meetings, emphasizing their role in achieving these goals through consistent attendance
monitoring, engaging instruction, and proactive interventions for students with attendance issues.
Integrating discussions about the SMART goals and strategies for improving student attendance
into relevant professional development sessions. Regular updates on the progress towards
achieving the goals through internal communication channels.Utilizing shared platforms (e.g.,
Google Drive, learning management systems) to provide access to data, resources, and progress
reports related to the SMART goals.
School Administration and Board
Regular updates and in-depth discussions on the progress towards achieving the SMART
goals during administrative team meetings. Quarterly or semesterly reports detailing the data
related to each SMART goal, progress made, challenges encountered, and next steps. Explicitly
incorporating the SMART goals and progress updates within the formal School Improvement
Plan documents. Regular presentations to the School Board outlining the SMART goals, their
alignment with the school's vision and strategic plan, the data informing these goals, and
progress updates. Providing the School Board with written reports summarizing the needs
assessment findings and the established SMART goals.
Community Members and Partners
Publicly posting the SMART goals and progress updates on the school website to ensure
transparency and inform the wider community. Organizing community forums to share the
school's improvement efforts, including the SMART goals, and solicit feedback and support.
Discussing the SMART goals and potential areas of collaboration during meetings with
SCHOOL IMPROVEMENT PLAN
13
community partners. Including a section on the school's progress towards achieving its goals,
including the SMART goals, in the school's annual report to the community.
Key Communication Principles
Throughout the communication process, the following principles will be emphasized:
Clarity, accessibility, transparency, regularity, data-driven updates, positive framing, and
opportunities for feedback. Information will be presented in a clear, concise, and easily
understandable manner, avoiding jargon and using language accessible to all stakeholders.
Translation services will be utilized when necessary. Openly sharing the data, rationale, and
progress related to the SMART goals will build trust and foster a sense of shared responsibility.
Providing timely and consistent updates on the progress towards achieving the goals provides
transparency.
Using data to illustrate progress and inform discussions allows for feedback and
discussion amongst stakeholders while highlighting the positive impact of achieving the goals on
student success and the overall school environment keeps them motivated and driven. This all
aims to create opportunities for stakeholders to provide feedback and ask questions about the
SMART goals and the implementation process.
By implementing this comprehensive communication plan, Bloomfield Middle School
aims to ensure that all stakeholders are well-informed about the needs assessment results and the
subsequent SMART goals. This shared understanding will foster a collaborative environment
essential for achieving these goals and ultimately realizing the school's vision of providing an
equitable and successful educational experience for all learners within a culturally diverse
SCHOOL IMPROVEMENT PLAN
15
Part D - Resource Management
The Bloomfield Public School District's budget for the 2025-2026 school year reveals a
multifaceted approach to addressing the district's needs while navigating financial challenges.
The budget outlines investments in several key areas, demonstrating a commitment to enhancing
the educational experience for students. A core focus is on academic programs, exemplified by
the implementation of "Eureka Math Squared" for grades K-5, a curriculum designed to align
with New Jersey Student Learning Standards and foster a strong mathematical foundation.
Technology enhancement is another priority, with the budget allocating resources for 500
new student Chromebooks for incoming freshmen and the replacement of outdated interactive
boards with Boxlight Interactive Panels. Recognizing the importance of human capital, the
budget emphasizes professional development, providing comprehensive training for staff,
mentoring for new teachers, and support for Professional Learning Communities. Staffing needs
are also addressed, with the addition of new positions, including ABA teachers, a Speech
Language Pathologist, and an ESL teacher, to comply with unfunded state mandates.
Furthermore, the budget includes significant investments in facility improvements across various
schools, encompassing HVAC upgrades, window replacements, and other renovations to provide
a safe and conducive learning environment.
The district is operating with a total budget of $145,677,454, primarily managed through
the General Fund, which includes a tax levy of $83,064,572. The Special Revenue Fund and the
Debt Service Fund account for the remaining portions of the budget. A notable challenge is the
SCHOOL IMPROVEMENT PLAN
16
$1,593,537 reduction in State Aid, which the district plans to offset through a combination of a
2% tax levy increase, withdrawals from maintenance and emergency reserve funds, and surplus
from the prior year. This strategy reflects a need to balance fiscal responsibility with the
commitment to maintaining and improving educational services. The budget's allocation of
resources and the strategies employed to address financial constraints indicate a proactive
approach to meeting the evolving needs of the Bloomfield Public School District.
SCHOOL IMPROVEMENT PLAN
17
IMPROVEMENT PLAN: PART E - IMPLEMENTATION AND MONITORING PROGRESS TEMPLATE
Goal #1:
By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the percentage of 7th-grade students
with chronic unexcused absences from the current baseline of 9% to 7%. This reduction will improve student engagement,
academic performance, and overall well-being, aligning with the school's commitment to student success.
Actions, Strategies,
and Interventions Timeline
Estimated Costs,
Funding Sources, and
Resources
Person(s)
Responsible
Positions will suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact
on Student Learning
What will serve as this
evidence?
Action 1.1:
Implement a
proactive
communication
system with families
regarding
attendance.
This could include
automated phone calls
or text messages for
daily absences,
positive attendance
calls home, and regular
newsletters
highlighting the
importance of
attendance.
Action 1.1: Ongoing,
starting at the
beginning of the
school year.
Action 1.2: Conduct
workshops at the
beginning of each
semester (Fall 2025,
Spring 2026).
Action 1.3: Ongoing
throughout the school
year.
Action 1.4:
Mentorship program
Human Resources
Teachers:
Allocation: Training
on attendance
monitoring, early
intervention strategies,
and culturally
responsive classroom
management.
Estimated Cost: This
cost is embedded
within existing salaries
and professional
development funds.
10% of professional
School Principal:
Overall accountability
for achieving the goal.
Assistant Principal:
Day-to-day
management of
attendance policies and
interventions.
Counseling
Department Head:
Coordination of
support services for
students with
attendance issues.
Faculty and Staff
Data Collection:
Daily attendance
records will be
maintained by teachers
and attendance staff.
The school's student
information system (or
other designated
system) will be used to
track absences,
including excused and
unexcused.
Regular reports will be
generated, including:
Weekly and monthly
attendance rates for
Evidence of Impact
on Student Learning
Data Collection:
Student grades and
assessment data will
be collected.
Standardized test
scores will be tracked.
Data on student
engagement (e.g.,
participation in
extracurricular
activities, classroom
engagement) will be
gathered.
Surveys will be used to
SCHOOL IMPROVEMENT PLAN
18
Action 1.2: Conduct
parent/guardian
meetings or
workshops focused
on the importance of
attendance and the
impact of absences.
These sessions can
provide resources,
strategies for ensuring
regular attendance, and
information about
school support
services.
Action 1.3: Foster
strong student-
teacher relationships.
Encourage teachers to
connect with students
individually, creating a
supportive and
welcoming classroom
environment where
students feel valued
and missed when
absent.
Action 1.4: Establish
a mentorship
established by the end
of Fall 2025,
continuing throughout
the year.
II. Addressing
Barriers to
Attendance:
Action 2.1: Conduct
survey/focus groups at
the beginning of Fall
2025.
Action 2.2:
Partnerships developed
by the end of Fall
2025, ongoing
collaboration.
Action 2.3: Review
policies at the
beginning of Fall
2025, implement
revisions as needed.
Action 2.4: Ongoing
support throughout the
school year.
development budget
Counselors/Social
Workers:
Allocation: Dedicated
time for working with
students with
attendance issues,
home visits, and
family support.
Estimated Cost:
Within existing
salaries, outlined in
new year contracts
possibly a small
allocation for travel
expenses for home
visits, which is not
specified in the budget.
Administrators:
Allocation: Oversight
of attendance policies,
data analysis, and
coordination of
interventions.
Estimated Cost: Part
Engagement:
Teachers:
Monitor and record
attendance accurately.
Implement engaging
instructional practices
to promote attendance.
Communicate with
parents/guardians
about attendance
concerns.
Participate in
professional
development on
attendance strategies.
Collaborate in
Professional Learning
Communities (PLCs)
to share best practices.
Counselors/Social
Workers:
Provide support
services to students
with chronic absences.
Conduct home visits
and family meetings as
7th grade. Number
and percentage of
students with chronic
unexcused absences.
Trends in attendance
patterns (e.g., day of
the week, time of
year).
Data Analysis and
Synthesis:
A designated team
(e.g., attendance
committee) will review
attendance data
regularly.
Data will be
disaggregated by
subgroups (e.g.,
demographics) to
identify disparities.
Analysis will focus on
identifying factors
contributing to
absenteeism.
Findings will be
summarized in reports
and presentations.
Regular Monitoring,
Evaluation, and
gather student and
teacher perceptions of
the impact of
attendance on learning
Data Analysis and
Synthesis:
Correlations between
attendance rates and
academic outcomes
will be examined.
The impact of
attendance
interventions on
student learning will
be evaluated.
Qualitative data (e.g.,
survey responses) will
be analyzed to provide
context. Findings will
be synthesized to
determine the overall
impact of attendance
improvement efforts
on student learning.
Evaluation of
Curriculum,
Instruction, and
Assessment
Practices:
SCHOOL IMPROVEMENT PLAN
19
program for students
who are at risk of or
have a history of
absenteeism.
Pairing these students
with trusted adults
(teachers, counselors,
community volunteers)
can provide additional
support and guidance.
Action 2.1: Conduct a
school-wide survey or
focus groups to
understand the
reasons behind
student absences.
Gathering data directly
from students and
families can identify
common barriers such
as transportation
issues, health
concerns, or lack of
engagement.
Action 2.2: Develop
partnerships with
community
organizations to
address identified
III. Promoting
Engagement and
Positive School
Climate:
Action 3.1: Ongoing,
with curriculum
adjustments
throughout the year.
Action 3.2: Expand
activities at the
beginning of Fall
2025, ongoing
throughout the year.
Action 3.3: Implement
recognition program at
the beginning of Fall
2025, ongoing.
Action 3.4: Ongoing
efforts to promote a
positive climate.
IV. Targeted
Interventions for
Students with High
Absenteeism:
of their regular
salaries.
Attendance
Staff/Clerk:
Allocation: Managing
attendance records,
generating reports, and
communicating with
parents.
Estimated Cost:
Already covered in the
budget.
Fiscal Resources
Professional
Development:
Allocation: Funds for
workshops, training
materials, or
consultants focused on
attendance
improvement.
Estimated Cost: As
mentioned before, the
needed.
Connect families with
community resources.
Attendance
Staff/Clerks:
Maintain accurate
attendance records.
Generate attendance
reports for analysis.
Communicate with
parents/guardians
regarding attendance.
Administrators:
Provide leadership and
support for attendance
initiatives.
Analyze attendance
data to identify trends
and patterns.
Allocate resources to
support attendance
improvement efforts.
Facilitate
communication and
Revision:
The attendance
committee will meet
regularly (e.g.,
monthly) to review
data and progress
toward the goal.
The effectiveness of
interventions will be
evaluated.
The plan will be
revised as needed
based on data and
feedback.
Findings will be
shared with faculty,
parents, and the school
community.
The school's
curriculum will be
reviewed to ensure it is
engaging and relevant
to students.
Instructional practices
will be evaluated to
identify strategies that
promote student
engagement and
attendance.
Assessment practices
will be examined to
ensure they accurately
measure student
learning and provide
timely feedback.
Professional
development will be
provided to support
teachers in
implementing effective
practices.
SCHOOL IMPROVEMENT PLAN
20
barriers.
This could involve
collaborating with
local transportation
services, healthcare
providers, or social
service agencies.
Action 2.3: Review
and revise school
policies related to
excused and
unexcused absences
to ensure clarity and
fairness.
Streamlining the
process for reporting
absences and
providing necessary
documentation.
Action 2.4: Provide
resources and
support for students
with chronic health
conditions or other
challenges that may
impact attendance.
Connecting families
Action 4.1:
Attendance team
established by the
beginning of Fall
2025, regular meetings
throughout the year.
Action 4.2:
Individualized plans
developed as needed,
starting in Fall 2025.
Action 4.3:
Counseling services
available throughout
the school year.
Action 4.4: Tiered
intervention system
implemented at the
beginning of Fall
2025, ongoing.
document does not
provide a total cost for
Professional
Development, making
it difficult to estimate.
Technology:
Allocation: Funds for
software or systems to
track attendance,
analyze data, and
communicate with
parents (if not already
in place).
Potential use of
Chromebooks (from
the "Technology
Enhancement" section)
to support online
learning for students
who are absent but
able to work remotely.
Estimated Cost: Costs
for software or
additional tech tools
are not specified. The
Chromebook cost is in
collaboration among
stakeholders.
SCHOOL IMPROVEMENT PLAN
21
with school nurses,
counselors, or special
education services.
Action 3.1:
Implement engaging
and relevant
instructional
strategies that make
students want to
come to school.
Focus on active
learning, project-based
learning, and
incorporating student
interests into the
curriculum.
Action 3.2: Enhance
extracurricular
activities and clubs to
provide students with
opportunities to
connect with peers
and develop interests.
A wider range of
activities can increase
students' sense of
belonging and
motivation to attend
school.
the budget, but not
specifically for
attendance.
Materials and
Supplies:
Allocation: Incentives
for good attendance,
materials for parent
workshops, resources
for students struggling
with attendance.
Estimated Cost: Could
be a small allocation
from the general
supplies budget, but
not broken out.
Contracted Services:
Allocation: Potential
for contracted services
such as home liaisons
or external support for
families.
Estimated Cost: Not
detailed in the budget.
SCHOOL IMPROVEMENT PLAN
22
Action 3.3: Recognize
and reward good and
improved attendance.
Implement positive
reinforcement
strategies such as
certificates, small
incentives, or public
acknowledgment of
students with excellent
or improved
attendance.
Action 3.4: Promote a
positive and inclusive
school climate where
all students feel safe,
respected, and
supported.
Address issues such as
bullying and create a
culture of acceptance
and belonging.
Action 4.1: Establish
an attendance team
that meets regularly
to review data on
student absences and
Home Liaisons:
If BMS hires 2 part-
time home liaisons, the
annual cost could
range from $30,000 to
$60,000 (including
salary and benefits).
SCHOOL IMPROVEMENT PLAN
23
identify students with
chronic absenteeism.
This team should
include administrators,
counselors, social
workers, and
potentially teachers.
Action 4.2:
Implement
individualized
attendance plans for
students with chronic
unexcused absences.
These plans should be
developed
collaboratively with
the student, family,
and relevant school
personnel and address
the specific reasons for
the absences.
Action 4.3: Provide
targeted counseling
and support services
to students struggling
with attendance.
School counselors and
social workers can
work with students to
SCHOOL IMPROVEMENT PLAN
24
address underlying
issues contributing to
absenteeism, such as
anxiety, depression, or
family challenges.
Action 4.4:
Implement a tiered
intervention system
for addressing
unexcused absences,
with increasing levels
of support and
consequences for
repeated absences.
This system should be
clearly communicated
to students and
families.
Goal #2:
By January 31, 2026, Bloomfield Middle School will improve teacher attendance during December 2025 and January 2026
by 2% (compared to the average teacher attendance rate for December 2024 and January 2025). This will be achieved
through a combination of proactive wellness initiatives, recognition of consistent attendance, and streamlined absence
reporting procedures.
SCHOOL IMPROVEMENT PLAN
25
Actions, Strategies,
and Interventions Timeline
Estimated Costs,
Funding Sources, and
Resources
Person(s)
Responsible
Positions will suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact
on Student Learning
What will serve as this
evidence?
Action 1: Targeted
Wellness Workshops
Strategy: Provide
practical, skill-building
workshops focused on
stress reduction and
resilience.
Intervention:
Mindfulness and
Meditation Training:
Offer 2-hour
workshops on
techniques for daily
practice.
Time Management for
Educators: Conduct
sessions on prioritizing
tasks, managing
workload, and
avoiding burnout.
Ergonomics and
Physical Well-being:
Provide guidance on
setting up workspaces
Action 1: Targeted
Wellness Workshops
Planning Phase (May
2025 - July 2025):
Identify workshop
topics and presenters.
Develop workshop
materials. Schedule
workshop dates and
times.
Implementation Phase
(August 2025 -
November 2025):
Promote workshops to
staff.
Conduct workshops.
Distribute follow-up
resources.
Action 2: Wellness
Champions Network
Planning Phase (May
2025 - June 2025):
Develop a recruitment
Action 1: Targeted
Wellness Workshops
Estimated Cost:
Facilitator Fees: $100
- $300 per workshop
hour (depending on
expertise and whether
internal or external
facilitators are used).
For 2-hour workshops,
this could range from
$200 - $600 per
session.
Materials: $50 - $200
per workshop series
for handouts, supplies
(e.g., yoga mats for
mindfulness), printing.
Venue/Technology:
Minimal if using
existing school
facilities and virtual
Principal: Provides
leadership, allocates
resources, and
monitors progress.
They will work with
the leadership team to
ensure the goal is met.
Assistant
Principal(s): Support
the Principal in
implementation, may
oversee specific
initiatives (e.g., data
tracking,
communication).
Teachers:
Are the primary focus
of the goal. Will be
expected to participate
in any new initiatives
or programs aimed at
improving attendance.
Baseline Data:
Collect teacher
attendance data for
December 2024 and
January 2025.
Calculate the average
teacher attendance rate
for this period. This
establishes the baseline
against which
improvement will be
measured.
SOURCE: School's
attendance records
system (e.g., electronic
database, manual
logs).
Ongoing Data
Collection:
Collect teacher
attendance data for
Potential Links
Between Teacher
Attendance and
Curriculum,
Instruction, &
Assessment
Curriculum:
Consistent teacher
presence allows for
better curriculum
implementation,
pacing, and
adjustments based on
student needs.
Disruptions due to
absences can hinder
coherence.
Instruction: Teacher
absences can lead to
inconsistent
instructional quality, a
lack of personalized
support, and
disruptions in
SCHOOL IMPROVEMENT PLAN
26
to prevent physical
strain and promote
comfort.
Details:Schedule
workshops
strategically (e.g.,
before the holiday
season). Offer both in-
person and virtual
options for
accessibility.Provide
resources and follow-
up materials to
reinforce learning.
Action 2: Wellness
Champions Network
Strategy: Create a
peer-support network
to promote wellness
within the school.
Intervention:
Recruit and Train
Wellness Champions:
Identify teachers
passionate about
wellness and provide
them with training on
basic support and
resource sharing.
plan.
Create training
materials for
Champions.
Implementation Phase
(July 2025 - Ongoing):
Recruit and train
Wellness Champions.
Establish regular
meetings.
Support Champion-led
initiatives.
Action 3: Enhanced
Communication
about Wellness
Benefits
Planning Phase (June
2025 - August 2025):
Develop a wellness
newsletter template.
Create a dedicated
wellness page on the
school website.
Plan a benefits fair.
Implementation Phase
(September 2025 -
Ongoing):
platforms. Could be
$50 - $100 per in-
person session for
room setup or
technology needs.
Marketing/Communi
cation: $20 - $50 per
workshop series for
flyers, emails, website
updates.
Follow-up Materials:
Minimal if digital
resources are used.
Total Estimated Cost
per Workshop Series
(e.g., 3-4 workshops):
$770 - $2650
(assuming some in-
person and some
virtual).
Funding Sources:
School Budget:
Professional
development funds,
general operating
budget.
Grants: Education-
May be asked to
provide feedback on
factors affecting
attendance and
potential solutions.
Department
Heads/Team
Leaders:
Communicate
information to their
teams. May play a role
in supporting teachers
within their
department. Monitor
attendance trends
within their
department.
School
Counselor(s)/Social
Worker(s):
May provide support
to teachers facing
challenges that impact
attendance. Can offer
resources and
strategies for well-
December 2025 and
January 2026. Track
the types of absences
(e.g., sick leave,
personal days,
professional
development).
SOURCE: School's
attendance records
system.
Qualitative Data:
Conduct surveys or
focus groups with
teachers to gather
information on:
Factors that affect their
attendance.
Perceptions of school
climate and support.
The effectiveness of
any implemented
initiatives.
SOURCE: Teacher
surveys, focus group
transcripts.
Analyze teacher
feedback from
meetings or informal
classroom
management and
routines.
Assessment: Frequent
teacher absences can
affect the consistency
and validity of
assessments, as well as
the quality of feedback
provided to students.
SCHOOL IMPROVEMENT PLAN
27
Establish Regular
Meetings: Facilitate
monthly meetings for
Wellness Champions
to share ideas and plan
activities.
Support School-wide
Initiatives: Empower
Champions to organize
wellness activities
(e.g., walking groups,
healthy potlucks).
Details: Ensure
representation from
different departments
or grade levels.
Provide ongoing
support and
recognition for
Wellness Champions.
Action 3: Enhanced
Communication
about Wellness
Benefits
Strategy: Proactively
communicate
information about
available wellness
benefits and resources.
Distribute monthly
wellness newsletters.
Launch the wellness
page on the website.
Host the benefits fair.
Action 4: Attendance
Recognition Program
with Tiered Rewards
Planning Phase (May
2025 - July 2025):
Define criteria for
"excellent" and
"improved"
attendance. Determine
the types of rewards
and incentives.
Establish a system for
tracking and
recognizing
attendance.
Implementation Phase
(August 2025 -
Ongoing):
Communicate the
program to staff.
Implement monthly
drawings and quarterly
awards. Explore
focused grants,
wellness grants (local,
state, or national).
PTA/PTO: May
contribute to wellness
initiatives.
Health Insurance
Providers: Some offer
wellness program
funding or resources.
Resources:
Internal Facilitators:
Teachers, counselors,
nurses, HR staff with
relevant expertise.
External Facilitators:
Local wellness
professionals,
consultants
specializing in stress
reduction, time
management,
ergonomics.
Space: Classrooms,
meeting rooms, gym.
Technology:
Projectors, screens,
video conferencing
being.
School Nurse:
Tracks health-related
absences. Educates
staff on health and
wellness.
Administrative Staff:
Track and record
attendance data.
Support
communication efforts.
District-Level
Support:
The District
Administration
(Superintendent, etc.)
provides support and
resources to the
school.
The Human Resources
Department may be
involved in policies
related to leave and
attendance.
The Professional
discussions related to
attendance.
SOURCE: Meeting
minutes, notes from
administrative
observations.
Research-Based Best
Practices:
Review research on
teacher attendance,
wellness programs,
and strategies to
improve staff
morale.Identify
evidence-based
practices that could be
implemented at the
school.
SOURCE:
Educational journals,
research databases,
professional
organizations.
Data Analysis:
Compare the average
teacher attendance rate
SCHOOL IMPROVEMENT PLAN
28
Intervention:
Wellness Newsletter:
Create a monthly
newsletter featuring
tips, resources, and
upcoming events.
Dedicated Wellness
Page on Website:
Develop a section on
the school website
with links to EAP,
health insurance
information, and
community resources.
Benefits Fair: Host a
fair where employees
can learn about and
enroll in wellness
programs.
Details: Use a variety
of communication
channels (email,
website, staff
meetings). Highlight
success stories and
testimonials.
Action 4: Attendance
Recognition Program
with Tiered Rewards
feasibility of end-of-
year bonus.
Action 5:
"Attendance Shout-
Outs"
Planning Phase
(August 2025):
Create a physical or
virtual "Shout-Out"
board. Integrate
"Attendance
Appreciation" into
faculty meeting
agendas.
Implementation Phase
(September 2025 -
Ongoing):
Encourage staff to use
the "Shout-Out" board.
Consistently include
the "Attendance
Appreciation" segment
in meetings.
Action 6: User-
Friendly Digital
Absence Reporting
System
platforms (e.g., Zoom,
Google Meet).
Printing/Digital
Platforms: For
materials.
Action 2: Wellness
Champions Network
Estimated Cost:
Training for
Champions: $50 -
$150 per champion for
initial training
materials or external
facilitator fees (if
needed).
Meeting Facilitation
(Internal Time):
Minimal direct cost,
but requires release
time or stipends for
facilitators if meetings
are outside of regular
hours. Estimate $50 -
$100 per monthly
meeting for facilitator
time if stipends are
involved.
Development
Department can offer
training on wellness or
stress management.
for December 2025
and January 2026 to
the baseline data from
the previous
year.Calculate the
percentage of
improvement (or
decline). Analyze
trends in absence
types.
METHOD:
Descriptive statistics
(mean, percentages),
trend analysis.
Qualitative Data
Analysis:
Identify common
themes and patterns in
teacher surveys, focus
group discussions, and
feedback. Connect
qualitative findings to
quantitative data to
provide context and
explanation.
METHOD: Thematic
SCHOOL IMPROVEMENT PLAN
29
Strategy:Implement a
tiered system to
incentivize and reward
consistent attendance.
Intervention: Monthly
Perfect Attendance
Drawing: Enter
teachers with no
absences in a monthly
drawing for a small
prize (e.g., gift card to
a local business).
Quarterly Attendance
Awards: Recognize
teachers with excellent
attendance (e.g., 1 or
fewer absences) each
quarter with a
certificate and public
acknowledgment at a
faculty meeting. End-
of-Year Attendance
Bonus (Explore
Feasibility):
Investigate the
possibility of offering
a small bonus or
additional professional
development funds to
Planning Phase (May
2025 - August 2025):
Evaluate current
system or research
new options. Select
and
implement/upgrade the
system. Develop
training materials.
Implementation Phase
(September 2025 -
October 2025):
Train staff on the new
system. Launch the
digital reporting
system.
Monitoring Phase
(November 2025 -
Ongoing):
Gather feedback from
staff. Address any
issues or make
refinements.
Action 7: Proactive
Substitute
Management
Planning Phase (June
Materials for
Activities: $20 - $100
per activity (e.g.,
supplies for walking
groups, healthy snack
ingredients).
Recognition for
Champions: $50 -
$200 per year for small
tokens of appreciation.
Total Estimated
Annual Cost: $700 -
$2500 (depending on
the number of
champions and
activities).
Funding Sources:
School Budget:
Professional
development funds,
student activity funds
(if activities involve
students as well).
PTA/PTO: May
support peer-led
initiatives.
Wellness Grants:
Could fund the
training and activities
analysis.
Integration of
Research and
Evidence:
Combine findings
from data analysis and
qualitative data with
evidence-based best
practices to: Assess the
effectiveness of
implemented
strategies. Identify
areas for
improvement.Inform
future decisions.
System for
Monitoring,
Evaluating, and
Revising the Plan
Regular Monitoring:
Monthly Attendance
Reports: Generate
monthly reports on
teacher attendance
rates. Quarterly Data
SCHOOL IMPROVEMENT PLAN
30
teachers with
outstanding attendance
for the entire year.
Details:
Clearly define
"excused" vs.
"unexcused" absences
for the program.
Ensure the program is
perceived as fair and
equitable.
Action 5:
"Attendance Shout-
Outs"
Strategy: Create a
system for colleagues
and administrators to
publicly acknowledge
and appreciate
consistent attendance.
Intervention: "Shout-
Out" Board: Designate
a physical or virtual
space where staff can
post positive notes
about colleagues'
dedication and
consistent presence.
Principal's
2025 - August 2025):
Develop/refine the
substitute teacher
database. Create a
system for advance
lesson plan
preparation. Plan
substitute teacher
orientation sessions.
Implementation Phase
(September 2025 -
Ongoing):
Organize and maintain
the substitute database.
Communicate
procedures for advance
lesson plans. Conduct
substitute teacher
orientations.
Monitoring and
Evaluation
Ongoing Monitoring
(September 2025 -
January 2026):
Collect teacher
attendance data
regularly.Track
participation in
wellness initiatives.
of the network.
Resources:
Passionate
Teachers/Staff:
Willing to serve as
champions.
HR/Counseling Staff:
To provide initial
training and ongoing
support.
Meeting Space:
Classrooms,
conference rooms.
Communication
Channels: Email, staff
bulletin boards,
internal website.
Action 3: Enhanced
Communication
about Wellness
Benefits
Estimated Cost:
Wellness Newsletter:
$20 - $100 per issue
for design software (if
needed) and staff time
for content creation.
Minimal if using
Review Meetings:
Conduct meetings with
the administrative
team, department
heads, and
representatives from
the school
counselor/social
worker and nurse's
office to review
attendance data and
qualitative feedback.
Ongoing Feedback
Collection: Maintain a
system for teachers to
provide continuous
feedback (e.g., online
form, suggestion box).
Evaluation:
Mid-Year Evaluation:
Conduct a more in-
depth evaluation of the
plan's progress at the
mid-year point (e.g.,
end of the first
semester). Analysis of
quantitative and
qualitative data,
SCHOOL IMPROVEMENT PLAN
31
"Attendance
Appreciation"
Segment: Dedicate a
brief segment of each
faculty meeting for the
principal to
acknowledge and
thank teachers with
notable attendance
records.
Details: Encourage
participation from all
staff members. Focus
on positive
reinforcement and
appreciation.
Action 6: User-
Friendly Digital
Absence Reporting
System
Strategy: Implement or
upgrade to a digital
system for reporting
absences that is
efficient and
accessible.
Intervention: Evaluate
and Select/Upgrade
System: Choose a
Gather feedback from
staff on the
effectiveness of
initiatives
Target Period
(December 2025 -
January 2026):
Continue monitoring
attendance data
closely.
Evaluation Phase
(February 2026):
Analyze attendance
data for December
2025 and January
2026. Compare data to
the baseline from the
previous year.
Evaluate the impact of
each initiative. Report
findings to
stakeholders. Adjust
the plan for future
implementation.
existing
communication
platforms.
Website
Development: $100 -
$500 for initial setup
of a dedicated page (if
not already existing
and requiring
significant work).
Ongoing maintenance
is primarily staff time.
Benefits Fair: $100 -
$500 for venue setup,
refreshments, small
giveaways. May be
higher if external
vendors require fees.
Staff Time:
Significant for content
creation, website
updates, and fair
organization.
Funding Sources:
School Budget:
Communications
budget, HR budget.
comparison to
baseline, assessment of
implemented
strategies. End-of-Year
Evaluation: A
comprehensive
evaluation at the end
of the year to
determine the overall
success of the plan and
inform future
initiatives.
Plan Revision:
Adjustments Based on
Monitoring: Make
minor adjustments to
the plan as needed
based on the ongoing
monitoring process..
Major Revisions Based
on Evaluations:
Conduct more
significant revisions to
the plan based on the
findings of the mid-
year and end-of-year
SCHOOL IMPROVEMENT PLAN
32
system that allows for
easy online reporting,
automated
notifications to
administrators and
substitute coordinators,
and integration with
payroll. Provide
Comprehensive
Training: Offer
training sessions and
create user guides for
all staff on how to use
the system.Gather
Feedback and Refine:
Regularly solicit
feedback from staff on
the system's usability
and make
improvements as
needed.
Details: Ensure the
system is accessible
from various devices
(computers,
smartphones). Provide
a backup method for
reporting absences in
case of technical
Health Insurance
Providers/EAP: May
provide materials or
even sponsor a
benefits fair.
Resources:
HR Department: To
provide benefit
information.
Communications/IT
Staff: For newsletter
design and website
updates.
Volunteers: To help
with the benefits fair.
Existing
Communication
Channels: Email,
school website, staff
meetings.
Action 4: Attendance
Recognition Program
with Tiered Rewards
Estimated Cost:
Monthly Drawings:
$20 - $50 per month
evaluations.
SCHOOL IMPROVEMENT PLAN
33
issues.
Action 7: Proactive
Substitute
Management
Strategy: Improve the
efficiency of securing
and preparing
substitute teachers.
Intervention:
Substitute Teacher
Database: Maintain an
organized database of
qualified and reliable
substitute teachers.
Advance Preparation
for Planned Absences:
Develop a system for
teachers to provide
lesson plans and
necessary materials to
substitutes in advance
of planned
absences.Substitute
Teacher Orientation:
Conduct regular
orientations to
familiarize substitutes
with school policies,
procedures, and
for gift cards or small
prizes ($200 - $500
annually).
Quarterly Awards:
$50 - $150 per quarter
for certificates and
small tokens of
appreciation ($200 -
$600 annually).
End-of-Year
Bonus/PD Funds:
This is the most
significant potential
cost and highly
variable based on the
number of eligible
staff and the amount of
the reward. Could
range from $1,000 to
$10,000+ depending
on the scale.
Communication/Trac
king: Minimal if using
existing systems.
Funding Sources:
School Budget:
General operating
budget, discretionary
SCHOOL IMPROVEMENT PLAN
34
classroom
management
strategies.
Details: Provide
substitutes with access
to essential
information (e.g.,
student schedules,
emergency
procedures). Gather
feedback from teachers
and substitutes to
improve the process.
funds.
Potential
Sponsorships: Local
businesses might
sponsor small prizes.
Resources:
Administrative Staff:
To track attendance
and manage the
program.
Budget Allocation:
For the rewards.
Communication
Channels: To
announce winners and
acknowledge
recipients.
Action 5:
"Attendance Shout-
Outs"
Estimated Cost:
"Shout-Out" Board:
$20 - $50 for materials
(bulletin board, paper,
pens) if physical.
Minimal for a virtual
SCHOOL IMPROVEMENT PLAN
35
space.
Principal's Time:
Requires a small
amount of time during
faculty meetings.
Total Estimated
Annual Cost: Very
minimal.
Funding Sources:
School Budget:
Minimal, can likely be
covered by existing
supplies.
Resources:
Physical Space: For a
bulletin board.
Virtual Platform: For
online shout-outs (e.g.,
shared document,
forum).
Principal/Administra
tors: To lead the
acknowledgment
during meetings.
Action 6: User-
Friendly Digital
Absence Reporting
SCHOOL IMPROVEMENT PLAN
36
System
Estimated Cost:
System Evaluation
and Selection: Staff
time for research and
demos.
Software/Subscriptio
n Costs: $5 - $20+ per
user per year, or a
larger annual license
fee depending on the
vendor and features.
Could range from
$500 - $5,000+
annually for the entire
school.
Implementation and
Training: Staff time
for setup and training
sessions. Potential cost
for external trainers if
needed ($500 -
$2,000).
Ongoing
Maintenance and
Support: Included in
subscription costs or
requires IT staff time.
SCHOOL IMPROVEMENT PLAN
37
Funding Sources:
School Budget:
Technology budget,
administrative budget.
Potential Grants: For
technology upgrades.
Resources:
IT Department: To
evaluate, implement,
and maintain the
system.
Administrative Staff:
To manage and utilize
the system.
Training
Staff/Materials: To
educate all employees
on using the system.
Action 7: Proactive
Substitute
Management
Estimated Cost:
Substitute Teacher
Database: Staff time
SCHOOL IMPROVEMENT PLAN
38
for creation and
maintenance (HR).
Potential cost for
database software if
not already in place.
Advance Preparation
System: Primarily
requires clear
communication and
expectations, minimal
direct cost.
Substitute Teacher
Orientation: Staff
time for planning and
conducting
orientations. Potential
cost for materials or
guest speakers ($50 -
$200 per orientation).
Communication
Tools: Minimal if
using existing email
and website.
Funding Sources:
School Budget: HR
budget, professional
development funds
(for orientation
SCHOOL IMPROVEMENT PLAN
39
materials or speakers).
Resources:
HR Department: To
manage the database
and orientation.
Experienced
Teachers/Administra
tors: To lead
orientation sessions.
Communication
Channels: To reach
out to substitutes and
provide information.
Goal #3:
By the end of the 2025-2026 academic year, Bloomfield Middle School will decrease the percentage of 8th-
grade students with chronic unexcused absences from the current baseline of 6% to 4%. This reduction will
improve student engagement, academic performance, and overall well-being, aligning with the school's
commitment to student success.
Actions, Strategies, and Interventions Timeline
Estimated
Costs, Funding
Sources, and
Resources
Person(s)
Responsible
Positions will
suffice.
Names are
unnecessary.
Means of Evaluation
Procedures for
Monitoring
Evidence of Impact on Student
Learning
What will serve as this evidence?
Action 1.1: Implement a proactive
communication system with families
regarding attendance.
Action
1.1:
Ongoing,
Human
Resources
School
Principal:
Overall
Data Collection:
Daily attendance
Evidence of Impact on Student
Learning
Data Collection:
SCHOOL IMPROVEMENT PLAN
40
This could include automated phone
calls or text messages for daily
absences, positive attendance calls
home, and regular newsletters
highlighting the importance of
attendance.
Action 1.2: Conduct parent/guardian
meetings or workshops focused on the
importance of attendance and the
impact of absences.
These sessions can provide resources,
strategies for ensuring regular
attendance, and information about
school support services.
Action 1.3: Foster strong student-
teacher relationships.
Encourage teachers to connect with
students individually, creating a
supportive and welcoming classroom
environment where students feel valued
and missed when absent.
Action 1.4: Establish a mentorship
program for students who are at risk
of or have a history of absenteeism.
Pairing these students with trusted
adults (teachers, counselors, community
volunteers) can provide additional
support and guidance.
starting at
the
beginning
of the
school
year.
Action
1.2:
Conduct
workshops
at the
beginning
of each
semester
(Fall
2025,
Spring
2026).
Action
1.3:
Ongoing
throughou
t the
school
year.
Action
1.4:
Mentorshi
p program
Teachers:
Allocation:
Training on
attendance
monitoring,
early
intervention
strategies, and
culturally
responsive
classroom
management.
Estimated Cost:
This cost is
embedded
within existing
salaries and
professional
development
funds. 10% of
professional
development
budget
Counselors/
Social
Workers:
Allocation:
Dedicated time
for working
accountability
for achieving
the goal.
Assistant
Principal:
Day-to-day
management
of attendance
policies and
interventions.
Counseling
Department
Head:
Coordination
of support
services for
students with
attendance
issues.
Faculty and
Staff
Engagement:
Teachers:
Monitor and
record
attendance
accurately.
Implement
engaging
instructional
records will be
maintained by
teachers and
attendance staff.
The school's
student
information system
(or other
designated system)
will be used to
track absences,
including excused
and unexcused.
Regular reports
will be generated,
including:
Weekly and
monthly
attendance rates
for 7th grade.
Number and
percentage of
students with
chronic unexcused
absences. Trends
in attendance
patterns (e.g., day
of the week, time
of year).
Data Analysis and
Synthesis:
A designated team
(e.g., attendance
Student grades and assessment data
will be collected.
Standardized test scores will be
tracked.
Data on student engagement (e.g.,
participation in extracurricular
activities, classroom engagement)
will be gathered.
Surveys will be used to gather
student and teacher perceptions of the
impact of attendance on learning.
Data Analysis and Synthesis:
Correlations between attendance
rates and academic outcomes will be
examined.
The impact of attendance
interventions on student learning will
be evaluated.
Qualitative data (e.g., survey
responses) will be analyzed to
provide context. Findings will be
synthesized to determine the overall
impact of attendance improvement
efforts on student learning.
Evaluation of Curriculum,
Instruction, and Assessment
Practices:
The school's curriculum will be
reviewed to ensure it is engaging and
relevant to students.
Instructional practices will be
evaluated to identify strategies that
SCHOOL IMPROVEMENT PLAN
41
Action 2.1: Conduct a school-wide
survey or focus groups to understand
the reasons behind student absences.
Gathering data directly from students
and families can identify common
barriers such as transportation issues,
health concerns, or lack of engagement.
Action 2.2: Develop partnerships with
community organizations to address
identified barriers.
This could involve collaborating with
local transportation services, healthcare
providers, or social service agencies.
Action 2.3: Review and revise school
policies related to excused and
unexcused absences to ensure clarity
and fairness.
Streamlining the process for reporting
absences and providing necessary
documentation.
Action 2.4: Provide resources and
support for students with chronic
health conditions or other challenges
that may impact attendance.
Connecting families with school nurses,
counselors, or special education
services.
Action 3.1: Implement engaging and
relevant instructional strategies that
establishe
d by the
end of Fall
2025,
continuing
throughou
t the year.
II.
Addressin
g
Barriers
to
Attendan
ce:
Action
2.1:
Conduct
survey/foc
us groups
at the
beginning
of Fall
2025.
Action
2.2:
Partnershi
ps
developed
by the end
of Fall
with students
with attendance
issues, home
visits, and
family support.
Estimated Cost:
Within existing
salaries,
outlined in new
year contracts
possibly a small
allocation for
travel expenses
for home visits,
which is not
specified in the
budget.
Administrators
:
Allocation:
Oversight of
attendance
policies, data
analysis, and
coordination of
interventions.
Estimated Cost:
Part of their
regular salaries.
Attendance
practices to
promote
attendance.
Communicate
with
parents/guardi
ans about
attendance
concerns.
Participate in
professional
development
on attendance
strategies.
Collaborate in
Professional
Learning
Communities
(PLCs) to
share best
practices.
Counselors/
Social
Workers:
Provide
support
services to
students with
chronic
absences.
Conduct
committee) will
review attendance
data regularly.
Data will be
disaggregated by
subgroups (e.g.,
demographics) to
identify disparities.
Analysis will focus
on identifying
factors
contributing to
absenteeism.
Findings will be
summarized in
reports and
presentations.
Regular
Monitoring,
Evaluation, and
Revision:
The attendance
committee will
meet regularly
(e.g., monthly) to
review data and
progress toward
the goal.
The effectiveness
of interventions
will be evaluated.
The plan will be
revised as needed
promote student engagement and
attendance.
Assessment practices will be
examined to ensure they accurately
measure student learning and provide
timely feedback.
Professional development will be
provided to support teachers in
implementing effective practices.
SCHOOL IMPROVEMENT PLAN
42
make students want to come to school.
Focus on active learning, project-based
learning, and incorporating student
interests into the curriculum.
Action 3.2: Enhance extracurricular
activities and clubs to provide
students with opportunities to connect
with peers and develop interests.
A wider range of activities can increase
students' sense of belonging and
motivation to attend school.
Action 3.3: Recognize and reward
good and improved attendance.
Implement positive reinforcement
strategies such as certificates, small
incentives, or public acknowledgment of
students with excellent or improved
attendance.
Action 3.4: Promote a positive and
inclusive school climate where all
students feel safe, respected, and
supported.
Address issues such as bullying and
create a culture of acceptance and
belonging.
Action 4.1: Establish an attendance
team that meets regularly to review
data on student absences and identify
students with chronic absenteeism.
This team should include administrators,
counselors, social workers, and
2025,
ongoing
collaborati
on.
Action
2.3:
Review
policies at
the
beginning
of Fall
2025,
implement
revisions
as needed.
Action
2.4:
Ongoing
support
throughou
t the
school
year.
III.
Promotin
g
Engagem
ent and
Positive
Staff/Clerk:
Allocation:
Managing
attendance
records,
generating
reports, and
communicating
with parents.
Estimated Cost:
Already
covered in the
budget.
Fiscal
Resources
Professional
Development:
Allocation:
Funds for
workshops,
training
materials, or
consultants
focused on
attendance
improvement.
Estimated Cost:
As mentioned
home visits
and family
meetings as
needed.
Connect
families with
community
resources.
Attendance
Staff/Clerks:
Maintain
accurate
attendance
records.
Generate
attendance
reports for
analysis.
Communicate
with
parents/guardi
ans regarding
attendance.
Administrato
rs:
Provide
leadership and
support for
based on data and
feedback.
Findings will be
shared with
faculty, parents,
and the school
community.
SCHOOL IMPROVEMENT PLAN
43
potentially teachers.
Action 4.2: Implement individualized
attendance plans for students with
chronic unexcused absences.
These plans should be developed
collaboratively with the student, family,
and relevant school personnel and
address the specific reasons for the
absences.
Action 4.3: Provide targeted
counseling and support services to
students struggling with attendance.
School counselors and social workers
can work with students to address
underlying issues contributing to
absenteeism, such as anxiety,
depression, or family challenges.
Action 4.4: Implement a tiered
intervention system for addressing
unexcused absences, with increasing
levels of support and consequences
for repeated absences.
This system should be clearly
communicated to students and families.
School
Climate:
Action
3.1:
Ongoing,
with
curriculu
m
adjustmen
ts
throughou
t the year.
Action
3.2:
Expand
activities
at the
beginning
of Fall
2025,
ongoing
throughou
t the year.
Action
3.3:
Implement
recognitio
n program
at the
beginning
before, the
document does
not provide a
total cost for
Professional
Development,
making it
difficult to
estimate.
Technology:
Allocation:
Funds for
software or
systems to track
attendance,
analyze data,
and
communicate
with parents (if
not already in
place).
Potential use of
Chromebooks
(from the
"Technology
Enhancement"
section) to
support online
learning for
students who
are absent but
attendance
initiatives.
Analyze
attendance
data to
identify trends
and patterns.
Allocate
resources to
support
attendance
improvement
efforts.
Facilitate
communicatio
n and
collaboration
among
stakeholders.
SCHOOL IMPROVEMENT PLAN
44
of Fall
2025,
ongoing.
Action
3.4:
Ongoing
efforts to
promote a
positive
climate.
IV.
Targeted
Interventi
ons for
Students
with High
Absenteei
sm:
Action
4.1:
Attendanc
e team
establishe
d by the
beginning
of Fall
2025,
regular
meetings
throughou
able to work
remotely.
Estimated Cost:
Costs for
software or
additional tech
tools are not
specified. The
Chromebook
cost is in the
budget, but not
specifically for
attendance.
Materials and
Supplies:
Allocation:
Incentives for
good
attendance,
materials for
parent
workshops,
resources for
students
struggling with
attendance.
Estimated Cost:
Could be a
small allocation
SCHOOL IMPROVEMENT PLAN
45
t the year.
Action
4.2:
Individual
ized plans
developed
as needed,
starting in
Fall 2025.
Action
4.3:
Counselin
g services
available
throughou
t the
school
year.
Action
4.4:
Tiered
interventio
n system
implement
ed at the
beginning
of Fall
2025,
ongoing.
from the
general supplies
budget, but not
broken out.
Contracted
Services:
Allocation:
Potential for
contracted
services such as
home liaisons
or external
support for
families.
Estimated Cost:
Not detailed in
the budget.
Home
Liaisons:
If BMS hires 2
part-time home
liaisons, the
annual cost
could range
from $30,000 to
$60,000
(including
salary and
benefits).
SCHOOL IMPROVEMENT PLAN
47
References
Bloomfield Board of Education. (2025 April 29). 2025-2026 Final Budget [PowerPoint slides].
Bloomfield School District
District mission. (n.d.). Bloomfield School District. Retrieved March 30, 2025, from
https://www.bloomfield.k12.nj.us/apps/pages/index.jsp?uREC_ID=364825&type=d
Student attendance. (n.d.).
https://www.nj.gov/education/safety/sandp/attendance/
