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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.

 

2025 - 2026 Local School Plan for Improvement (LSPI)


School: COLLINS HILL HIGH           Principal: Lee Augmon
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

When students feel safe, supported, and emotionally regulated, they are more engaged, build stronger relationships, and develop critical social-emotional skills. This foundation enhances academic performance and contributes to a positive, productive classroom environment. At Collins Hill High School, we are committed to promoting positive well-being and expanding student voice, ownership, and agency by creating more opportunities for students to shape their educational experience.
  1. Realignment of the Collins Hill student leadership organization including: GSLT, Peer Leaders, SALT, and 9th Grade Leadership Team
  2. Rebranding of the "You Belong Here" Campaign that features students and teachers throughout the building. 
  3. Establish the SOAR Board student grade-level competition to encourage students to engage in high levels of scholarship, service, and spirit. 
  4. Facilitate quarterly opportunities for student feedback via open forums with CHHS Administration.

Percentage of students responding positively to the following Educational Effectiveness Survey (ESS) Item: "I enjoy coming to this school."  

2024-2025 Baseline =  39.4%

2025-2026 Target = 40%
Equity 2.A - Multi-tiered System of Supports

During the 2024-2025 school year, Collins Hill High School focused on the development of an Instructional Framework to enhance the quality of instruction across classrooms.  For the 2025–2026 school year, Collins Hill High School is prioritizing the reduction of instructional variability across classrooms and strengthening the fidelity of Tier 1 instruction. Our focus includes targeted small group interventions, alignment to course-specific curricula, consistent use of formative assessments, and robust progress monitoring. We believe this work is essential to advancing student achievement and are committed to deepening our efforts in these key areas. 
  1. Explicit training for teachers on the CHHS Instructional Framework.
  2. Training for teachers on data analysis of common formative and summative assessments. 
  3. The daily use of effective research proven instructional strategies in all classrooms. 
  4. Maintaining instructional focus on student voice and small group instruction.
  5. Conducting peer observations of the tenets of the CHHS Instructional Framework. 

Baseline:

CHHS had the following percentage of students score at the Proficient & Distinguished levels on Milestone Exams for the 2024-2025 School Year: 

Biology 50% 

Algebra 44% 

US History 44% 

American Literature 45.3% 

Our goal for 2025-2026 will be to increases the percentage of students scoring in the proficient and distinguished levels on Milestones to the following percentages: 

Biology 55% 

Algebra 50% 

US History 50% 

American Literature 50% 

Graduation Rate & Cohort Monitoring:

2024-2025 Baseline: 

9th grade on track = 84%

10th grade on track = 71%

11th grade on track = 72%

2025 Projected Graduation Rate = 88%

2025-2026 Goals: 

9th grade on track = 90%

10th grade on track = 80%

11th grade on track = 80%

2025 Projected Graduation Rate = 90%
Equity 2.B - Opportunity and Access

Collins Hill High School will expand student access to rigorous, high-quality, and culturally relevant curriculum, including advanced coursework (e.g., AP and Dual Enrollment) and enrichment opportunities across the arts, gifted education, and CTE pathways and reduce exclusionary discipline practices for marginalized groups.
  1. Enhance vertical alignment with cluster schools to create pathways for Advanced Placement and Dual Enrollment opportunities
  2. Analyze PSAT, and Milestone data to identify students with AP and Gifted "potential" 
  3. Host College and Career Fairs
  4. Education of and recruitment for Career and Technical Education (CTE) Pathway opportunities
  5. Enhance school-wide implementation of PBIS
  6. Increase the non-exclusionary behavior interventions offered at CHHS to support positive changes in student behavior

Gifted & Talented Representation

2024-2025 Baseline data indicate 14.5% CHHS economically disadvantaged students were served in Gifted classes.

Goal for 2025-2026 = increase to 16% of CHHS economically disadvantaged students will be served in Gifted classes.

Dual Enrollment Representation

2024-2025 Baseline data indicate 3% of CHHS economically disadvantaged students were enrolled in Dual Enrollment Courses.

Goal for 2025-2026 = increase to 5% of CHHS economically disadvantaged students will be enrolled in Dual Enrollment Courses

CTE Pathway Completion

Baseline = TBD of CHHS pathway completers in the class of 2025 were economically disadvantaged students.

Goal = 5 % of CHHS pathway completers in the class of 2026 will be economically disadvantaged students

Advanced Placement Enrollment Representation  

2024-2025 Baseline data indicate that 30% of CHHS economically disadvantaged students were enrolled in AP Courses.

Goal for 2025-2026 will be to increase to 33% of CHHS economically disadvantaged students will be enrolled in AP Courses. 

Discipline Disproportionality: Rate of Economically Disadvantaged Student Group Overrepresented in ISS and OSS

Baseline for 2024-2025

ISS = 16.3%

OSS = 7.5 %

Tribunals = 2.4 %

Goals for 2025-2026

ISS = 10%

OSS = 5 %

Tribunals =   2 %