Grayson High School will promote student and staff wellbeing through prioritizing self-care, physical and mental health, and social emotional learning.

Grayson High will provide and develop additional resources to address student supports and opportunities for involvement as well as attendance

Grayson High will provide additional opportunities to elevate employee voice, ownership, and be responsive to requests.

Grayson High School will implement rewards and recognition through PBIS incentives.

Grayson High School will reinstate the Big Board challenge rewards based on the grade level with the highest level of academics, behavior, and attendance.

Grayson High School will provide employees with opportunities to share their voice and ownership through department chair meetings as well as open-door policy for administration.

Grayson High School will provide teacher recognition (as noted by peers) at monthly Faculty Meetings as well as social media spotlights.

Grayson High School administrators will write positive postcards to faculty and staff each week. 

Student Wellbeing - Student Survey

“I enjoy coming to this school.”

30% positive responses; Baseline = 57.6%; Target = 58.6%

Student Wellbeing - Chronic Absenteeism

Current (9/6/22) = 8 students or 2.44%;

GCPS Baseline = 15.9%; Target = 15.4%

Staff Support - Staff Survey

“When there is a problem in my school, we talk about how to solve it.”

50% positive responses;

GCPS Baseline = 78.4%; Target = 78.9%

Grayson High School will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.

Grayson High school will develop a MTSS team to analyze MAP data, EOC data, common assessment data, formative assessments and district assessment data throughout the school year to provide targeted intervention for students in Tier 2. 

Grayson High School will provide high quality instruction for all students. Teachers will continue to use common assessment data as well as GCPS assessment data to progress monitor and provide targeted instruction

Grayson High School course teams will  analyze common formative assessment data to provide remedial support prior to summative assessments.

 Grayson High School will embed intervention strategies, increase parent communication, progress monitor, goal-set, and provide counselor interventions.

Grayson High School will implement targeted interventions by offering after school credit recovery opportunities, with additional support for ELL and Special Education students.

Grayson High School will provide professional development before and afterschool for teachers who teach students who are receive a combination of  ELL and Special Ed services throughout the day.  These teachers will receive targeted professional development led by district coaches during CLTs throughout the school year. 

Grayson High School will use of an Instructional Support Coordinator to serve as a liaison between the school, students, and parents in regard to student academic progress.

Grayson High School will reteach and reassess the commonly missed concepts on each classroom assessment to provide reteaching, remediation, and recycling of information.

Grayson High School will provide targeted support for Algebra I, Biology, and American Literature course teams in the area of data analysis, data talks, and instructional strategies needed to improve student performance.

Percent of all Milestone tests in which students scored at Beginning level (lowest performance level).

Current = 17.3% at Beginning level (460 out of 2663); GCPS Baseline = 22.6%; Target = 21.6%

Grayson High School will expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities.

Grayson High School will utilize the GCPS MAP assessments in Math and Language Arts for all 9th and 10th grade students. This assessment will be used as a universal screener to automatically identify and refer any student scoring 90 or above for gifted testing. The MAP test is given three times per subject area over the course of a school year. Parent and teacher recommendations will still be utilized as an additional method to test the gifted and talented.

Grayson High School  use MAP testing as a universal screener.

Grayson High School utilize student, parent, and teacher recommendations to assist with gifted and talented identification.

Grayson High School will communicate with parents/guardians regarding the benefits of providing consent for testing.

Grayson High School will provide equal opportunity for students to participate in Advanced Placement and Dual Enrollment courses. 

Grayson Technical Program provide students from throughout the county with career pathway completion opportunities as well as career and post-secondary readiness. 

Gifted & Talented Representation: Number of Student Racial/Ethnic Groups Underrepresented in Gifted & Talented Programs

> Student Racial/Ethnic Groups; White, Black, Hispanic, Asian, American Indian, Multiracial

Current = 2 groups (Black & Hispanic)

GCPS Baseline = 2; Target = 2

Grayson High School will redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth.

Grayson High School will provide high quality instruction for all students. English and Mathematics teachers will continue to use common assessment data as well as GCPS assessment data to progress monitor and provide targeted instruction. Specific support for teachers will be provided through targeted professional development, CLTs, and frequent reflective review of data.

Grayson High School will embed intervention strategies, increase parent communication, progress monitor, goal-set, and provide counselor interventions.

Grayson High School will implement targeted interventions by offering after school credit recovery  opportunities, with additional support for ELL and Special Education students. 

Grayson High School will use of an Instructional Support Coordinator to serve as a liaison between the school, students, and parents in regard to student academic progress.

Grayson High School will reteach and reassess the commonly missed concepts on each classroom assessment to provide reteaching, remediation, and recycling of information.

Grayson High School will provide targeted support for ELA and Math course teams in the area of data analysis, data talks, and instructional strategies needed to improve student performance.

Grayson High School will provide professional development for teachers who support Special Education and ELL students.  This professional learning will occur before and afterschool and during weekly CLTs. 

CCRPI Progress: Milestones Growth - Grayson High School will improve the overall performance on the CCRPI Content Mastery component by accelerating annual growth/performance on the ELA and Math EOC assessments.

Baseline (2021 CCRPI) = Achievement Rates

English - 69.63% (Distinguished - 28.52; Proficient - 20.00)

Mathematics - 23.46% (Distinguished - 3.45; Proficient - 6.21)

Grayson High School will prepare each and every student for post-secondary and workforce readiness so that they have multiple pathways to success based on their demonstrated knowledge, skills, abilities, and interests.

Embedded intervention strategies, increase parent communication, student progress monitoring, goal-setting, counselor interventions, etc.

Grayson High School will embed intervention strategies, increase parent communication, progress monitor, goal-set, and provide counselor interventions.

Grayson High School will implement targeted interventions by offering after school credit recovery opportunities. 

Grayson High School will use of an Instructional Support Coordinator to serve as a liaison between the school, students, and parents in regard to student academic progress.

Percent of 9th graders who are on-track to graduate in 4 years at the end of their 9th grade year. (On-track includes students who have accrued at least 5 credits - including one credit each in language arts, mathematics, and science.) 

Baseline (based on class of 2025) = 76.25% (171 out of 626 off track).

GCPS Baseline = 73.6%; Target = 75.1%

The Cohort Analyzer for the Class of 2025 (as of 6/13/23) indicates that out of 854 students in 9th grade, 79.98% are on track. This data reflects 161 students failing with less than 5 credits (94 of which failed language arts, mathematics, and science).