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Accountability and flexibility are hallmarks of Gwinnett County Public Schools' success. Key to that success is ensuring that each school community understands the progress being made by its schools, as well as what plans will drive improvement. Each school creates a collaborative Local School Plan for Improvement (LSPI) to increase student achievement results, with targeted goals based on the four strategic priorities within the district’s Blueprint for the Future: Empathy, Equity, Effectiveness, and Excellence. All schools across the district will focus on goals 2A- Multi-tiered Systems of Support and 2B- Opportunity and Access. Additionally, schools are required to select one goal from each of the other strategic priorities. LSPI goals are dynamic, like our schools, and are updated to reflect changes that occur in schools. Multiple data points are used to determine areas needing improvement and to identify specific, measurable, annual objectives. Schools then determine how to use research-based strategies to achieve these goals, using flexibility as needed. The LSPI development process involves teachers, parents, students, and community members, so the entire school community has the opportunity to be involved in conversations about school improvement.

 

2024 - 2025 Local School Plan for Improvement (LSPI)


School: DULUTH HIGH           Principal: Cindy Kinchen
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.B - Staff and Student Well Being

Duluth High School believes that facilitating a positive school culture creates an environment in which students and teachers feel comfortable achieving their full potential both
academically and professionally.

 
  1.  Duluth High School will promote staff wellbeing by:
    1. Implementing a tiered, differentiated new teacher support and mentoring program.
    2. Recognizing staff through teacher and employee recognition and whole school events.
    3. Participating in Social Emotional Learning (SEL) training through faculty and department meetings.
  2. Duluth High School will promote student wellbeing by:
    1. Utilizing our PBIS plan to reward students who make mature decisions aligned with We are Kind. We are Invested. We are Present.
    2. Students will receive rewards at multiple points in the semester for positive behaviors e.g. zero tardies, zero discipline referrals, passing all classes, etc.
    3. Implement branding throughout campus that promotes our PBIS themes, student life, school activities and represents the diversity of our student population
    4. Initiate Scholar-Athlete Recognition program.
  3. Gathering and valuing student input regularly through our monthly Student Advisory Council (SAC) meetings in which students bring feedback from all students in their advisement classes.
  4. Increasing representation of all student groups in classes and programs through student-led initiatives: 
    1. Inaugural Year of Student Athlete Leadership Team (SALT) to develop initiatives to increase attendance at sporting events.
    2. Duluth Reps (representation from each club and student group) developing an outreach plan to recruit and retain members.  
    3. Cluster School Collaboration to generate early exposure to high school extracurriculars 
  5. Designing Advisement lessons with an SEL focus utilizing the Character Strong Curriculum and students created SEL lessons. 
  6. Duluth High School will build parent capacity and engagement by:
    1. Supporting parents with their child's academic and social emotional learning.
    2. Utilizing Counselors, Administration, and the Family Center to provide support and information to parents in transition phases. 
    3. Increasing parent communication with teachers and the whole school through Parent Square. 
    4. Developing events in collaboration with the PTSA and community stakeholders.  

Percent of students chronically absent: 
2023/2024: 32%
Target: 25%

Positive response to Educational Effectiveness Student Survey (EES) Item: 
Student Belonging: 
2023/2024: 75.5%
Target: 78.8%

Student Well-Being:
2023/2024: 66.1%
Target: 69%

Student Satisfaction:
2023/2024: 56.4%
Target: 59%

Positive response to the Cultural Proficiency Educational Effectiveness Staff Survey (EES) items:
Staff Support:
2023/2024: 87.4%
Target: 90%

 
Equity 2.A - Multi-tiered System of Supports

Duluth High School recognizes the need to provide differentiated interventions and supports to meet the diverse needs of each and every student.

 
  1. Duluth High School will utilize data to offer the following academic supports:
    1. The 9th Grade Academy model.
      1. Dedicated counselors and case manager to support students’ academic, behavioral, and SEL needs as well as lead small group mentoring.
      2. Not Turned In (NTI) Room and Intensive Intervention Room (IIR) to provide academic intervention support.
      3. Locally created recovery of credit and credit recovery opportunities offered during advisement periods in the spring.
    2. Targeted, multi-tiered interventions during lunch/advisement.
    3. On time adjustments through evaluation of intervention effectiveness using the MTSS Air Rubric as a tool.
    4. Dedicated advisement and interventions for Multilingual Learners.
    5. Use of technology and software to provide differentiated instruction and remediation.
    6. Duluth Summer Program and dedicated credit recovery /GOC/local module lab for students to make up failed credits.
  2. Duluth High School will offer various non-academic supports:
    1. Teacher guidelines for effective classroom management and incorporation of SEL work in the classroom. 
    2. Duluth High School’s PBIS Behavior Intervention Flowchart to all teachers and staff.
    3. Behavior Intervention through multi-tiered levels of support (e.g. Teachers, Counselors, case managers, administrators, etc.) for students to work on affective skills such as conflict resolution, attendance, goal setting, and self-reflection.
  3. Duluth High School will increase parent capacity by providing support and information to parents regarding their child's academic and social learning through workshops, Open House days, Parent Portal days, and additional parent outreach activities.

Percent of students who are universally screened for wellbeing during the first screening window:
2023/2024: 94% 
Target: 96%

Percent of 9th grade students universally screened for additional support in Math and ELA during the first screening window:
2023/2024: 97%
Target: 98%

Percent of all Milestone tests in which students scored at Proficient & Distinguished level:
2023/2024: LA - 43.4%, MA - 30.3%,  SC - 52.5%, SS - 41.3%
Target: LA - 44%, MA - 31%, SC - 52.6%, SS - 41.9%

Difference in percent of Hispanic students scoring at Proficient & Distinguished level on the Milestone tests and the general overall students :
2023/2024: LA - 11.4%, MA - 6.4%,  SC - 7.2%, SS - 4.8%
Target: LA - 10%, MA - 5.5%,  SC - 6%, SS - 4%
 
Multilingual Learner English proficiency progress based on ACCESS Test growth :
2023/2024: 64.4% 
Target:  68%

 
Equity 2.B - Opportunity and Access

Duluth High School prioritizes the expansion of student opportunity and access to high quality, rigorous and relevant coursework in an effort to best position our students for success in college and career.
  1. Duluth High School will expand and prioritize student opportunities through open enrollment in Advanced Placement (AP) classes. 
    1. Use of AP Potential reports to reach out to students who would be successful in AP classes.
    2. Analysis of Equal Opportunity Schools (EOS) survey results to identify potential AP students and leaders.
  2. The administrative team will develop a year-long professional development program aligned to our instructional focus. Collaborative Learning Teams (CLTs) will lead collegial conversations that effectively engage each and every student at Duluth High School by increasing our capacity to:
    1. Utilize ML Strategies
    2. Develop and implement common literacy practices 
    3. Provide feedback that accurately reflects student mastery
  3. The Family Center staff along with counselors will provide support for parents and students enrolling in non-traditional GCPS programs, such as Phoenix High School, Acceleration Academy, Dual Enrollment, Grayson Tech, Maxwell High School, Work-Based Learning, etc.
  4. The Family Center will host Wildcat Chats to empower families in supporting their students through their high school years (academic needs, attendance concerns, SEL needs, etc.).

Difference between % of Black students with discipline incidents and overall %:
2023/2024: 6.9%
Target: 3%

Advanced Placement and Dual Enrollment participation and performance:
2023/2024 
Course Participation: 50.2%
Test Participation: 87.5%
Performance: 72.7%
Target: 
Course Participation: 53%
Test Participation: 89%
Performance: 75%
Effectiveness 3.A - Results-Based Evaluation System

Duluth High School leverages data-driven decision making to facilitate conversations with all stakeholders to advance teaching and learning.
  1. Duluth High School will implement and support the following data-driven initiatives:
    1. Wildcat Walk Ins: School-wide targeted learning walks where teachers conduct peer observations. 
    2. CLT Planning Days: Additional paid collaborative planning days during the school year and summer for teachers to plan, analyze data, and design lessons.
    3. Increased Teacher Leadership: 
      1. Monthly training of Department Chairs to serve as instructional leaders for their content area.
      2. Use the Collaborative Learning Team (CLT) rubric & common agenda created to monitor and improve course team effectiveness.
      3. Instructional Leadership Team (ILT) meets 4 times a semester to participate  in and produce professional development aligned to our Instructional Framework.
  2. Duluth High School will leverage District Assessment data to inform instructional decisions.
    1. Course teams will collaboratively analyze disaggregated district assessment data to inform decisions about how best to focus instruction and plan for remediation/extensions.
  3. Duluth High School will build parent capacity and engagement by increasing parent communication and support and empowering families with relevant information for supporting their students through their high school years (academic needs, attendance concerns, SEL needs, etc.).

Percent of student grades less than 70%:
2023/2024: 7% 
Target: 5%


Improved performance on the CCRPI Progress component:
2023/2024: 86.5 
Target: 88.0
Excellence 4.B - Postsecondary and Workforce Readiness

Duluth High School understands the importance of preparing each and every student for post-secondary success in college and/or career through opportunities to reach their future goals.
  1. Duluth High School will prepare students for postsecondary success by: 
    1. Partnering with local colleges to offer Dual Enrollment opportunities both on and off campus.
    2. Hosting college information sessions and college fairs built into the school day.
  2. Duluth High School will prepare students for workforce success by:
    1. Increasing student access to and participation in industry-approved courses and certifications.
    2. Engaging in early identification of students whose interests are aligned with Maxwell High School and Grayson Tech.
    3. Providing hands-on work experience for students through Work-Based Learning and school enterprise opportunities and work ready activities (Job Fairs and Soft Skills Seminars).
    4. Expanding Advisory Council connections with local businesses through partnerships and leveraging our Duluth Business Association members. 
  3.  Duluth High School will, by utilizing Counselors, Administration, and the Family Center, provide support and information to parents in transition phases such as FASFA, college information, Dual Enrollment, Grayson Tech, Maxwell, Work-Based Learning, 

Percent of students graduating in 4 years:
2023/2024: 88.2%
Target: 90%

Difference in the graduation rate of Hispanic students and overall students: 
2023/2024: 4.82%
Target: 4%

Percent of all 12th graders completing a CTE Pathway:
2023/2024: 16.76%
Target: 18%

Pass rate of CTE End of Pathway exams:
2023/2024: Coming Soon on CTAE dashboard
Target: +3%

Number of students enrolled in 1+ CTAE course at Grayson Tech or Maxwell:
2023/2024: 39 
Target: 50

Percent of 9th graders who earned 5 credits at the end of their 9th grade year:
2023/2024: 91.6%
Target: 92%