Increase the cultural competency and proficiency of our organization and individual staff members. Staff members will demonstrate cultural competency with fidelity.

1. Foster a supportive and inclusive school community by celebrating student and family assets (cultural, social-emotional, and academic), and dedicating Creek Connect time to social-emotional learning, post-graduate relevance, and relationship building.
2. Strengthen home-school partnerships and teaching practices through professional learning for teachers on supporting diverse students, and by providing workshops for families to aid student success at home.
3. Create systems, structures, and processes that institutionalize and operationalize the GCPS commitment to recognizing, valuing, and leveraging differences to interact effectively and better serve our students, staff, and community.

Percent of staff responding positively to the following cultural proficiency EES Staff Survey Item: 

•  We are provided training to meet the needs of a diverse student population in our school.
  • 24-25 SY Data: 73%
  • 25-26 SY Goal: 75%

Percent of students responding positively to the following sense of belonging EES Student Survey items:

• There’s at least one adult in this school I can talk to if I have a problem
  • 24-25 SY Data: 65%
  • 25-26 SY Goal: 68%
• I am comfortable interacting with people from different backgrounds.
  • 24-25 SY Data: 80%
  • 25-26 SY Goal: 82%

Percent of families responding positively to the following cultural proficiency EES Family Survey items:

• This school respects the different cultures represented in our community.
  • 24-25 SY Data: 90%
  • 25-26 SY Goal: 90%

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.

1. Reduce variability and increase the fidelity of High-Quality Tier 1 instruction for all students including: differentiated small-group instruction based on formatives, grade level curriculum, ongoing formative assessment, and progress monitoring.
2. Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.
3.  Increase student attendance and reduce the number of students identified as chronically absent through a combination of high-quality Tier 1 instruction and targeted student supports.

Milestones Performance Index in all content areas and for all subgroups (%Developing/Proficent/Distinguished)

• 24-25 SY Data:  

  • US History: GMAS data pending score release from DOE

  • Biology: GMAS data pending score release from DOE

  • Algebra C & C: GMAS data pending score release from DOE

  • American Literature: GMAS data pending score release from DOE

• 25-26 SY Goal:

  • US History: GMAS data pending score release from DOE

  • Biology: GMAS data pending score release from DOE

  • Algebra C & C: GMAS data pending score release from DOE

  • Lit and Comp 2: GMAS data pending score release from DOE

Percentage of students performing at or above grade-level on the Reading portion of the Language Arts Milestones assessment.

• 24-25 SY Data: GMAS data pending score release from DOE

• 25-26 SY Data: GMAS data pending score release from DOE

English Learner progress towards English language proficiency will increase to 60 in 25-26 SY (as determined by ACCESS scores).

• 24-25 Data TBD

Percent of students absent less than 10% of enrolled days: 

24-25 Data: 52.55%

25-26 Goal: 55.55%

MHS will earn Distinguished designation from the GaDOE PBIS recognition system.

To cultivate a high level of student engagement and foster deeper learning, we will expand opportunities and access to high-quality, rigorous, and culturally relevant curriculum. This includes leveraging Instructional Conversations and incorporating proficient and distinguished achievement level descriptors to enhance advanced coursework (e.g., Advanced Placement and dual enrollment) and enrichment activities (e.g., the arts, gifted, STEM, career technical education).

1. Increase students’ opportunities to learn and achieve by consistently implementing a high-quality curriculum that reflects grade-level expectations, focusing on science of reading.
2. Implement a multi-faceted approach to identify gifted learners using SAT/PSAT scores, teacher recommendations, and a comprehensive eligibility process, ensuring appropriate placement in advanced courses (ACC, Honors, AP) and experiential learning opportunities (Maxwell, Grayson, Work Based Learning) while removing participation barriers.
3. Enhance academic experiences and foster student growth through dedicated Creek Connect workshops focused on learning, creativity, and real-world applications, complemented by ongoing professional development for teachers on instructional conversations and accessible parent workshops to boost engagement.

Advanced Coursework

• Percentage of Students participating in AP or Dual Enrollment Coursework.
  • 24-25 SY Data: TBD
  • 25-26 SY Goal: TBD
• AP Test Participation
  • 24-25 SY Data: 65.3%
  • 25-26 SY Goal: 80%
• AP/DE Performance
  • 24-25 SY Data: 53%
  • 25-26 SY Goal: 56%

Number of student groups that are overrepresented in the ISS/OSS based on the Discipline Disproportionality Index.

• 24-25 SY Data: 1 student group African American at 1.24
• 25-26 SY Goal: 0 student groups identified

Percentage of students identified as gifted/talented. 

24-25 SY Data: 8%

25-26 SY Goal: 10%

Redefine the actions, behaviors, and outcomes that determine the standards for student success as measured by Results - Based Evaluation System (RBES) to support school improvement and student growth.

1. Enhance instructional quality and student growth through collaborative Tier 1 instructional planning that emphasizes Instructional Conversations, alongside consistent and differentiated professional learning for staff.
2. Drive continuous school improvement by implementing constructive feedback mechanisms among all stakeholders, including students, parents, teachers, and the community.

Milestones Proficiency Rate (%Proficient/Distinguished)

• 24-25 SY Data:
  • US History: TBD
  • Biology: TBD
  • Algebra C & C: TBD
  • American Literature: TBD
• 25-26 SY Data Goals
  • US History: TBD
  • Biology: TBD
  • Algebra C & C: TBD
  • Lit and Comp II: TBD

Improvement Progress – MLL and Special Education Students % Proficient and Distinguished

• 24-25 SY Data:
  • MLL: TBD
  • Sped: TBD
• 25-26 SY Data Goals:
  • MLL: TBD
  • Sped: TBD

Percent of staff responding positively to the following EES Staff Survey Item:

• I am willing to be held accountable for student learning.
  • 24-25 SY Data:
    • 83%
  • 25-26 SY Data Goal:
    • 86%
• My colleagues are willing to be help accountable for student learning.
  • 24-25 SY Data:
    • 65.4%
    • 70.4%

Percent of staff engaged as measured by the Gallup Survey

• 24-25 SY Data: 45%
• 24-25 SY Goal: 50%

Percent of staff actively disengaged as measured by the Gallup Survey

• 24-25 SY Data: 16%
• 25-26 SY Goal: 10%

Prepare every student for postsecondary and workforce readiness so that they have multiple pathways to success based on their demonstrated knowledge, skills, abilities, and interests.

1. Boost student achievement and post-graduation readiness through educational enrichment, extended learning opportunities, targeted Creek Connect lessons focusing on essential skills like time management, and the implementation of Tier 1 instructional strategies to maximize scholarship and advancement opportunities.
2. Intentionally incorporate opportunities for students to develop competencies defined by the Portrait of a Graduate
3. Promote the value of multiple pathways to success and support students in identifying their strengths, and interests to choose the best path for them.

Percent of students that graduate high school in 4 or 5 years.

• 4-Year Graduation Rate: 
  • 24-25 SY Data: TBD
  • 25-26 SY Goal: TBD
• 5-Year Graduation Rate: 
  
  • 24-25 SY Data: TBD
  • 25-26 SY Goal: TBD

Percent of 9th, 10th, and 11th grade students who are on-track to graduate in four (4) years at the end of the school year.

• 9th Grade Students On-Track
  • 24-25 SY Data: 75.3%
  • 25-26 SY Goal: 78.3%
• 10th Grade Students On-Track
  • 24-25 SY Data: 62.3%
  • 25-26 SY Goal: 66.3%
• 11th Grade Students On-Track
  • 24-25 SY Data: 67.4%
  • 25-26 SY Goal: 70.4%

Percent of all 12th graders completing a CTE pathway.

• 24-25 SY Data: TBD
• 25-26 SY Goal: TBD

Percent of 12th grades who are eligible for the HOPE scholarship.

• 24-25 SY Data: TBD
• 25-26 SY Goal: TBD

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Boost family engagement and academic awareness by having the Parent Instructional Coordinator lead monthly parent workshops and English classes, and by using multiple channels to inform students and parents about the SAT/ACT, AP, and Dual Enrollment opportunities, emphasizing the value of advanced coursework.
2. Ensure inclusive communication by utilizing translators and interpreters for all written and verbal communications in multiple languages.

Percent of families responding positively to the following cultural proficiency EES Family Survey items:

• This school respects the different cultures represented in our community.
  • 24-25 SY Data: 90%
  • 25-26 SY Goal: 90%