At Grayson High School, chronic absenteeism remains a significant barrier to student achievement, with 15% of our student population currently missing 15 or more of instructional days. Research and local data indicate that when students feel heard, valued, and involved in shaping their school experience, their engagement and sense of belonging increase both critical factors in improving daily attendance. By intentionally creating structures that elevate student voice and agency, we can better understand the root causes of absenteeism and co-create responsive, student-driven solutions. This approach fosters a stronger school culture, empowers students to take ownership of their learning journey, and supports our mission to ensure every student is present, connected, and thriving each day.

1. Establish a Student Attendance Advisory Council (SAAC) to collect feedback on attendance challenges and brainstorm solutions
2. Conduct student focus groups across all grade levels to identify barriers to attendance and gather suggestions for increasing engagement
3. Implement student-designed initiatives (e.g., spirit weeks, flexible check-ins, mentorships, incentives) aimed at improving daily attendance
4. Monitor and review chronic absentee data monthly, disaggregated by subgroup, to ensure equity in implementation
5. Attendance Contracts
6. SARC meetings
7. Dr. Richardson and social workers will meet bi-weekly to identify students with chronic absences.
8. Meetings with various stakeholders will be held to identify the reason for the absenteeism, create a plan of action and provide appropriate resources if needed
9. Behavior Coach will conduct periodic follow-up meetings with students  to provide support
10. Dr. Richardson, Shaylin Holley, Shaun Harrison and Sebastian (Rudy) Smith will reward students through verbal praise and small incentives for improvement in attendance and AWOLS

• Monthly Attendance Reports from Lotus Notes (compared to baseline 15% -2025 EOY percentage)

• Student Survey Data on voice, ownership, engagement (administered fall and spring)

• Participation Logs for initiatives

• Mentor/Mentee Reflection Logs

• Quarterly LSPI Progress Reviews

Grayson High School will reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, grade level curriculum, ongoing formative assessments, and progress monitoring. Additionally, Grayson High School will develop and improve our multi-tiered system of supports. We aim to implement a comprehensive framework to fully support each student by addressing academic and non-academic student needs and remove barriers to this success. 

1. Implement Instructional Framework to be used in all content areas
2. Common Agenda with data protocol embedded for CLTs
3. Anchor Standards Focus: Identify key anchor standards in each subject and ensure spiral review throughout the year.
4. Formative Assessments: Increase the frequency and use of FAs to provide real-time instructional adjustments.
5. Instructional Framework Calibration: Conduct quarterly review sessions with instructional coaches and department leads to ensure alignment with the schoolwide framework across all content areas.
6. Data-Driven PLCs: Empower CLTs to regularly disaggregate data and create re-teaching/intervention plans for underperforming standards.
7. Begin Standards Based Grading-Looking at essential AKS, Not NTIs
8. Review and revise grading practices to include creating Safety Nets for all content areas
9. CLT Implementation and Development by utilizing the CLT Self-Assessment Rubric
10. Post-Planning Days in the Summer for each content area
11. Sacred Planning Days for Math and Language Arts
12. Analyze and disaggregate data to determine next steps for planning and instructional moves
13. Continue MTSS Implementation: Additional MTSS Support personnel, Behavior Coach. Improving SST process
14. Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)
15. Continue PBIS incentives and rewards- Rams Respectful, Ready and On Time
16. New Teacher Orientation Program
17. Utilizing IXL in REP classes
18. Credit Recovery
19. 8th Period Day
20. Summer Intersession 
21. Targeted Instructional Rounds: Pair admin and teacher leaders for walkthroughs with a focus on engagement, rigor, and scaffolding for diverse learners.
22. Intensive Content-Specific Interventions: Use Ram Time and Saturday School for targeted remediation based on EOC domains where students struggle most.
23. Peer Tutoring and Mentoring Programs: Establish peer academic support groups for core tested areas, particularly in 9th and 11th grade.

• 100% of teachers will implement core components of the Instructional Framework, as verified through classroom walkthroughs and peer observations.
• 100% of CLTs will submit data-driven instructional plans aligned with CFA (Common Formative Assessment) results at least once per month.
•  Increase EOC Proficiency Rates by 3–5 percentage points across key content areas

Academic Performance

Baseline: We will start by using the most recent standardized test scores, classroom assessments, and graduation rates as the baseline to determine where students are currently in terms of academic achievement. Additionally, we will consider historical data on subject-specific performance (e.g., mathematics, English language arts) and the current common assessment, and AP exam participation and success rates.

Target: Our target will be to show improvement in standardized test scores (e.g., EOC, SAT/ACT), aiming for at least a 5-10% increase in proficiency rates across core subjects over the next academic year. Additionally, we aim for a 5% improvement in AP exam passing rates and higher participation in advanced coursework.

Graduation Rate

Baseline: The current graduation rate of 95.6 will serve as the baseline. This includes data on 4-year and 5-year graduation rates.

Target: Our goal is to improve the graduation rate by 2-3% over the next two years by addressing barriers such as attendance, academic support, and early interventions for at-risk students. We will also track the on-time graduation rate and aim for increased participation in post-graduation planning activities (college, vocational training, workforce).

  Attendance Rate

Baseline: Current average daily attendance data, including chronic absenteeism rates. 15% missing 15+ days

Target: Our target is to reduce chronic absenteeism by 10% and increase overall attendance by 3-5% over the next year. We will implement targeted interventions like mentorship programs, family outreach, and incentive parties to help improve attendance.

Social-Emotional Well-Being

Baseline: We will use data from CCE student surveys, counselor feedback, and existing behavioral reports (including discipline records, PBIS) to establish a baseline for students' emotional and mental well-being.

 Target: Our goal is to increase the percentage of students reporting a positive sense of belonging by 10% and reduce disciplinary incidents by 5-10%.

At Grayson High School, we believe that all students deserve access to rigorous and culturally relevant coursework. This year, we focused on expanding awareness and enrollment in Advanced Placement, Dual Enrollment, and Gifted programs.

Increase specificity and improve communication around access to honors and AP course opportunities.

Continue to encourage participation in Gifted Endorsement Program-Cluster Gifted Endorsement Offered 2025-26.

  Equal Opportunity Schools increasing participation in AP/Dual Enrollment (Surveys and PD).

AP Help Sessions during Advisement/Ram Time.

 AP Contract

Monitor and improve strong instructional programming (AP, Dual Enrollment) to ensure students have variety of options regarding rigorous and preparatory classes.

College Fairs, FAFSA completion assistance, etc.

Review grading practices in AP Courses.

 College Fairs, FAFSA completion assistance, Counselor Support, Parent/Student Informational Sessions about AP courses and Dual Enrollment

Baseline Data 2025 Cohort:

Advanced Coursework for Seniors 221(59%)

Dual Enrollment participation rate=114(15%)

AP Test Performance Rate 3+=262 (30%)

Took an AP Course=431

Honor Graduate-272 (35%)

Post Secondary:

4-year college-84%

2-year technical college-16%

Military: 21 students

 Access to High-Quality and Culturally Relevant Curriculum

Baseline: We will conduct a thorough audit of the current lessons across all grade levels and subjects, specifically assessing how culturally relevant reading passages, articles, names in experiences in word problems, etc. is to the diverse student body. Data will also include student feedback from surveys on their engagement with the curriculum, particularly in terms of cultural representation and relatability.

 Target: Within the next year, we aim to ensure that 100% of core curriculum areas (English, Social Studies, Science, and Mathematics) integrate culturally relevant content that reflects the diversity of our student population. Additionally, we will aim for at least 90% of students to report feeling that their culture and background are represented in the curriculum. This will be measured through annual student surveys and teacher reports.

Participation in Advanced Coursework (AP & Dual Enrollment)

 Baseline: We will start by analyzing current student participation and success rates in Advanced Placement (AP) courses, dual enrollment programs, and other advanced academic opportunities. Data points will include the number of students enrolled in AP courses, their passing rates on AP exams, and the number of students involved in dual enrollment programs.

 Target: Our goal is to increase student enrollment in AP courses and dual enrollment programs by 10% over the next year. Additionally, we aim for a 5% increase in AP exam pass rates and a 10% improvement in dual enrollment course completion rates. We will also work to ensure equitable access by monitoring participation among different student subgroups, striving for equality representation across all demographics.

 Student Engagement Levels

 Baseline: Baseline data will include current student engagement levels, derived from surveys, attendance records, and classroom participation rates. We will also assess current academic performance through grades, assessments, and formative evaluations.

 Target: Our target is to increase overall student engagement by 15%, measured through surveys assessing the students’ perceived connection to their coursework and school activities. We will also work to improve academic achievement by increasing the percentage of students earning A’s and B’s in core courses by 10%. This will be monitored through quarterly academic performance reviews and failure reports.

 Enrichment Activities and Extracurricular Engagement

 Baseline: We will assess current participation in enrichment activities, such as after-school clubs, sports, arts programs, and community service initiatives. Baseline data will include enrollment figures, attendance, and student feedback regarding the quality and variety of activities available.

 Target: Our target is to increase student participation in enrichment activities by 15% in the next academic year. We will also ensure that at least 90% of students are engaged in at least one extracurricular activity. We will specifically focus on creating more opportunities for students to engage in leadership, arts, and complete CTAE pathways, aiming for broader representation across different student groups.

Behavioral Engagement and Positive School Climate

Baseline: We will start by reviewing current behavioral data, including suspension and disciplinary records, as well as student perceptions of school climate, derived from surveys and focus groups.

 Target: Our goal is to decrease the suspension rate by 10% and reduce the number of behavioral referrals by 15%. We aim to increase student satisfaction with the school climate, particularly focusing on perceptions of inclusivity, respect, and fairness, with a target of 85% of students reporting positive views on school climate in our annual survey.

 Teacher Professional Development in Culturally Relevant Pedagogy

 Baseline: We will gather data on current teacher training, focusing on professional development related to culturally relevant pedagogy, advanced coursework instruction, and student engagement strategies.

 Target: Our target is for 100% of teachers to participate in at least one professional development session each semester focused on learners. By the end of the academic year, we aim to see a 10% increase in teacher confidence and effectiveness in delivering reassessments and student feedback.

 Tracking Progress and Reporting

 Quarterly Data Reviews: The leader Quarterly Data Reviews: The leadership team will conduct quarterly reviews of student progress toward these targets. This will include and participation records.

 By setting clear, measurable targets around access to rigorous and culturally relevant coursework, student engagement, advanced course participation, and enrichment, we are ensuring that Grayson High School creates an environment where all students are challenged, supported, and empowered to succeed both academically and behaviorally.

Grayson High School students will thrive in the six core competencies defined by the Portrait of a Graduate.

1. Maintain and support athletic and academic teams, along with clubs and activities, to ensure needs of the whole learner are met
2.  Provide multiple opportunities for parents to connect with school and teachers
3. Credit Recovery Program (Ram Time, NTI Room, 8th Period Day, Saturday School, etc.)
4. Utilize Cohort Analyzer to identify students who are off track for graduation
5. Utilize Counseling Team to assist students with finding scholarships and work programs along with other post-secondary options
6. Increase number of students taking JROTC
7. Monitor and improve instructional programs. Focus on Tier 1 instructional supports
8. Increase CTAE options and encourage students to complete pathways.
9. Market Day twice a year (first semester and second semester).
10. Case Managers advisement teachers for their caseloads
11. Field Trips to local colleges and universities
12. Field Trip to Phoenix High School
13. Hired an additional MTSS support personnel to facilitate SSTs for off track students
14. Work-Based Learning & CTAE Pathway Promotion: Increase awareness of non-college pathways and elevate visibility of successful completers.
15. Scholarship & FAFSA Blitz Events: Partner with local agencies to ensure families receive hands-on financial aid support.
16. Job Skills Bootcamps: Add short-term programming (résumé writing, interview prep, financial literacy) before graduation.

Graduation Rate

Post Secondary

 Four-Year College:  87.4%

Two-Year College:  12.6%

 CTAE Pathway Completion Rate:

We are currently working with a cohort of 136 students, with 82% of them off-track. Our post-secondary goals are to increase the percentage of students attending 4-year and 2-year institutions and ensure a higher completion rate for CTAE pathways. The plan includes specific targets and a detailed implementation strategy aimed at improving academic outcomes and preparing students for successful post-secondary opportunities.

Based on the baseline data, the following specific targets have been set to improve both student achievement and post-secondary readiness:

 Increase the percentage of on-track students in the graduating cohort.

 Target

Increase the percentage of on-track students from 18% to 40% by the end of the academic year (an increase of 22%).

 Improve Post-Secondary Enrollment Rates

 Target

Four-Year College Enrollment: Increase the rate from 87.4% to 90% by the time of graduation.

Two-Year Technical College Enrollment: Increase the rate from 12.6% to 15%.

Improve CTAE Pathway Completion Rate

 Target

Increase the CTAE pathway completion rate by 10% (this will be assessed based on current completion data and student progress toward certification).