2025 - 2026 Local School Plan for Improvement (LSPI)
School: SECKINGER HIGH Principal: Jimmy Fisher
District Strategic Priorities/Goals
Rationale
Action Steps (Implementation Design)
How will you measure growth? Growth Factors (Baseline & Targets)
Equity 2.A - Multi-tiered System of Supports
Seckinger High School will implement a comprehensive framework to fully operationalize a multi-tiered system of support to students to address academic and non-academic student needs.
Equity 2.A - Multi-tiered System of Supports
Seckinger High School will implement a comprehensive framework to fully operationalize a multi-tiered system of support to students to address academic and non-academic student needs.
Empathy 1B:Staff and student wellbeing
Seckinger High School will promote student and staff well-being through prioritizing self-care, physical and mental health, and social-emotional learning.
Seckinger High School will provide opportunities to elevate student voice, ownership, and agency in the design of their school experience and be responsive to their requests.
Implementing the MTSS Framework
We set up a robust infrastructure encompassing leadership development, effective team collaborations, professional learning, and active engagement of families and the community.
We employ screening practices, data-informed decision-making, a multi-level prevention system, and progress monitoring to ensure optimal student success and development.
Iterative School Improvement Strategy for Enhancing Community Support and Academic Rigor
We Plan: What do we want our students to learn?
We Do: How will we teach it?
We Check: How will we know when our students have learned?
We Act: How will we respond when students learn? How will we respond when students don't learn?
School Instructional Framework
We guarantee a classroom framework that includes an engaging introduction with a defined learning target, an activating strategy, a mini-lesson, differentiated small-group instruction, student collaboration, independent practice, and a summarizing activity.
We implement personalized small-group instruction, guided by daily formative assessments conducted during instructional time.
Monitoring Teaching & Learning - EES STUDENT Survey Themes
Continuous Improvement (CI):
CI benchmarks are set using the following growth targets:
Starting Value
Expected Growth
<50
3 percentage points
50 - 59.9
2.5 percentage points
60 - 69.9
2 percentage points
70 - 79.9
1.5 percentage points
80 - 84.9
1 percentage point
85 - 89.9
0.1 percentage point
>90
Maintain
EES Theme
2022-2023 (GCPS/SKG
2023-2024 (GCPS/SKG)
2024-2025 (GCPS/SKG)
2025-2026 (GOAL)
Belonging and Identity
59.5%/59.2%
58.9%/60.5%
64.3%/64.6%
66.6%
Clear and Shared Focus
67.1%/66.4%
62.2%/62.7%
66.9%/67.8%
69.8%
Effective Leadership
65.4%/65.4%
64.6%/66.1%
68.4%/68.7%
70.7%
High Standards and Expectations
78.5%/78.1%
76.2%/77.5%
78.6%/81.2%
82.2%
Monitoring of Teaching and Learning
57.9%/56.1%
57.8%/57.8%
63.0%/62.6%
65.5%
Parent and Community Involvement
67.7%/67.9%
67.6%/70.2%
72.2%/75.3%
76.8%
Relationship Skills
69.0%70.8%
67.1%/70.1%
70.5%/72.3%
73.8%
Responsible Decision Making
69.7%/71.3%
64.2%65.1%
70.4%/70.4%
71.9%
Self-Awareness
77.2%/77.7%
73.6%/73.4%
76.2%/76.6%
78.1%
Self-Management
72.0%/72.2%
69.8%/69.1%
72.9%/72.6%
74.1%
Social Awareness
78.2%81.2%
75.6%/77.2%
78.4%/80.5%
79.9%
Supportive Learning Environment
55.1%/58.2%
57.1%60.8%
61.6%/64.7%
66.7%
Equity 2.B - Opportunity and Access
Seckinger High School will expand opportunities to engage in and have access to high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities.
Multi-Lingual Learners
Add additional staff to support our ML students.
Add additional classes to support ML students. (Physics, Language Development Content, Civic Engagement)
Encouraging teachers to complete the ESOL GACE Prep Course through PD&E
Seckinger High School Theory of Action 2025-2026
After reviewing and discussing the ideal state of student learning, we believe that we need to focus our efforts on our CLT leaders with a specific focus on growing the CLT leaders to be able to better support the teachers on their learning team.
During CLT Meetings, teachers will...
plan conversation starters for quality interactions (listening and speaking)
plan with an emphasis on the most heavily weighted AKS on the DAs and EOCs (high priority standards)
plan using district resources, authentic texts, and ML scaffolds
analyze student data and student work samples and create lists of students for intervention/reteaching and reassessment
create opportunities to demonstrate mastery through reteaching and reassessing
will develop lessons with an emphasis on the use of language objectives
will monitor and support the progress of all students with an emphasis on ML students
CLT leads have not been provided with the professional development to effectively lead their teams. We plan to provide professional development in the following areas:
facilitate teacher-led small group instruction with an emphasis on high-priority standards
create an expectation of student-centered instruction/student owning the learning (student goal setting)
assess and respond to student learning during instruction (language development and academic progress)
provide (adjust) instruction based on data to meet needs of all students with an emphasis on high priority standards
provide bell-to-bell instruction
reference the Learning Target throughout the lesson
deliver multiple opportunities to demonstrate mastery through reteaching and reassessing
Advanced Placement/Gifted Representation
Seckinger High School will offer additional Advanced Placement courses for the 2025/2026 school year - AP African-American Studies, AP Microeconomics, and AP Comparative Government.
Continue partnership with Equal Opportunity Schools
Identify students that are interested in participating in an Advanced Placement course
Identify students who have the potential to succeed in AP courses using AP potential data.
Identify students that teachers recommend for an Advanced Placement course
Identify barriers for students preventing them from taking Gifted and Advanced Placement classes.
AP Parent Night (January) to recruit students for AP courses prior to course registration.
AP Club - promote and share opportunities created by advanced placement classes with all interested students.
AP recruitment videos - used to promote registration in AP classes
Updated website to promote opportunities and benefits of Advanced Placement Courses
Discipline Proportionality
Develop and implement a PBIS plan
Establish a team of teachers to support PBIS
Utilize MTSS Framework to reduce disruptions to learning and address disproportionality in discipline.
