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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: MOUNTAIN VIEW HIGH           Principal: Stephanie Stewart
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

We desire to create conditions under which each student receives what they need to develop to their full academic and social potential.
  1. All teachers will focus on High Quality Tier 1 Instruction with full implementation of the Mountain View Instructional Framework to include consistent use of district resources, references to COMM center, and accommodations and strategies that support ML, 504 and students served with IEPs.
  2. Utilize instructional rounds with APs, Department Chairs, and teachers focused on the MVHS Instructional Framework. Build instructional consistency for success by intentionally scheduling a minimum of 2 rounds per semester using common observation tools and protocols.
  3. Implement monthly staff development sessions that include whole group and choice-based opportunities. These sessions will align with the instructional framework, integrate the new digital tech ecosystem, and support for mastery learning and mastery grading. Additional topics may be incorporated based on staff needs and feedback/input.
  4. Focus on strengthening CLTs, using a common agenda and protocols/tools to develop and implement shared lessons, mini lessons, teacher-led small group instruction, assessments, data analysis, and student support systems. CLTs will meet regularly with their leads and APs to ensure alignment, monitor progress, and support consistent, high-quality instruction and timely interventions across all classrooms.
  5. For all non-EOC courses with district assessments, CLTs will work to improve and track mastery proficiency band data in Pear assessment.
  6. APs, MTSS Coordinator, and Instructional Coach will meet regularly with EOC CLTs (Lit and Comp. II, Algebra C&C, U.S. History, and Biology).
  7. Focus on grading for mastery using the mastery cycle (Teach, Assess, Reteach, Reassess), ensuring grades are aligned to students’ mastery of AKS over the entire semester/year.  Implementing and using multiple safety nets (not grading behavior, participation, and/or effort) and consistent 2-way communication with families over the course of the semester.
  8. APs, Teachers, and Counselors will work collaboratively to improve the local school Graduation Rate by implementing a cohort model. The team will meet monthly to discuss cohort students that are on-track, off-track, on the dropout list. They will communicate frequently about student progress.
  9. Use advisement time to provide additional academic support (i.e. intervention, reteaching, remediation, tutoring, NTI makeups, reassessment).
  10. Host multiple credit recovery and course recovery opportunities.
  11. Grow and Improve PBIS: provide clear expectations for behavior (as outlined in the Student Handbook), increase public recognition of success i.e. PBIS Bears of the Month, staff implementing the program with fidelity, analyze data, increase frequency of point redemption.
  12. Implement monitoring MTSS processes to delineate between Academic Press and Supportive Community.   Supportive community to be led by counselors.  Academic press to be led by MTSS coordinator and teachers.
  13. Our counselors will monitor and provide interventions for chronic absenteeism.  We will target students who have missed 15-25 days.

4 Year Graduation Rate:

2023: 87.35%

2024: 89.78% 

2025: 91.83% (as of 6/23/25)

2026: 93%

Baseline for 2026: 75.37%

 

Cohort On Track to Graduate Status:

     9th Grade:

         Baseline: NA

         Target: 92%

     10th Grade:

          Baseline: 90.69% (2024/25) 

          Target: 94%

     11th Grade:

          Baseline: 75.49% (2024/25) 

          Target: 90%

 

Milestones Performance (Developing, Proficient, Distinguished Combined):

Baseline Spring 2025:

     Lit & Comp. II – No Baseline

     Algebra C&C – 75% (2024/25) 

     U.S. History – 75% (2024/25) 

     Biology – 73% (2024/25) 

Target Goals

     Lit & Comp. II – 85% or exceed district expected level of performance, whichever is greater

     Algebra C&C - 80% or exceed district expected level of performance, whichever is greater

     U.S. History - 80% or exceed district expected level of performance, whichever is greater

     Biology - 80% or exceed district expected level of performance, whichever is greater

 

PBIS Level:

     Baseline 24-25: Operational 

     Target: 25-26 - Operational

     Long-Term Goal: Maintain Operation/Distinguished by 2027
Equity 2.B - Opportunity and Access

We believe it is important to provide access for each student to opportunities that can positively affect their future.
  1. Sustain and grow the SUMMIT program from ninth to tenth grade.
  2. Support and grow our large post-secondary program including Dual Enrollment and Advanced Placement classes. 
  3. Increase communication to ensure all students and parents are aware of advanced coursework opportunities such as AP classes and dual enrollment, using survey data to help identify students eligible for advanced programs.
  4. Increased counselor communication with students, families, and teachers about graduation requirements.
  5. Increase CTAE pathway completer rates by focusing on marketing.  Increase awareness of the importance of End of Pathway Assessment (EOPA).  Intentional focus on retention and growth within each course of the pathway.  
  6. Use Universal Screener (iReady) and other acceptable methods to assist in increased referrals to the gifted program and ensure students receive additional academic support as needed.
  7. Administer the SAT during the school day. Enhanced marketing strategies outlining the importance of the SAT and the benefits of completing the test.
  8. Increase communication to ensure all students and parents are aware of Maxwell/Grayson opportunities.  Use the ASVAB and other methods to identify students with interest in technical careers.
  9. Utilize the scheduling team approach to ensure our master schedule supports opportunity and access for students.
  10. Utilize student leaders to increase awareness of athletic, fine arts, and school-sponsored club activities for students to support school engagement, the whole-student, and student choice with an emphasis on ownership of their education.
  11. Increase number of teachers with Gifted and ESOL Certification to ensure we provide a wide variety of teaching strategies and classes to meet student needs. 
  12. Focus on ESOL endorsement for all ELA teachers through local school professional development.

Dual Enrollment:

Percent of students taking one or more AP courses:

Baseline: 16.41% (348 students, 538 segments, 2181 students as of 5-21-25)

Target:  18% 

Advanced Placement:

Total number of students taking at least one AP course:

Baseline 594 (587 in 2024)

Target: 605

Number of exams:

Baseline: 1234 (1066 in 2024)

Target:  1250

Percent of students scoring a 3+

Baseline 88.89% (80.41% in 2024)

Target: 91%

 

SUMMIT Growth

Baseline: 9th grade courses: 4 content sections for cohort (2024/25)

Target Goal 9th grade courses: 5 content sections for cohort

 

Increasing overall gifted percentage:

Baseline: 23.6% (2024/25) 

Target Goal: 25%

 

SAT Participation 

Baseline: 87% (2024/25) 

Target Goal: 90%

 

Increase Number of Pathway Completion Students:

Audio Visual Technology and Film (I)

     Baseline: 9 (2024/25)

     Target Goal:  6

Audio Visual Technology and Film (II -Media broadcasting)

     Baseline: New Pathway

     Target Goal:  3

Business and Technology

     Baseline: 5 (2024/25) 

     Target Goal: 18

Early Childhood Education

     Baseline: 7 (2024/25) 

     Target Goal: 17

Computer Science

     Baseline: 13 (2024/25) 

     Target Goal: 13

Fashion Merchandising & retail management

     Baseline: Did not have a complete pathway(2024/25)

     Target Goal: 8

Engineering and Technology

     Baseline: 16 (2024/25)

     Target Goal: 20

Number of Teacher Certifications

Gifted

     Baseline: 49 (2024/25) 

     Target: 51

 

ESOL:

     Baseline: 34 (2024/25) 

     Target: 40 (School-wide)

    Additional Target: All ELA teachers certified by May 22, 2027

    Baseline 8/16

    Target  12/16
Excellence 4.A - Preferred Education Destination

Mountain View High School strives to be the first choice for high school education for students and families.  We also strive to be the school of choice for high-quality teachers and support staff to serve students. 
  1. Provide engaging, relevant instruction in every classroom that makes students excited about coming to school.
  2. Continue to seek and use teacher, students, and community member input when making schoolwide decisions.
  3. Provide teacher support and instructional consistency through strong Collaborative Learning Teams.  All teams will meet weekly to collaborate.
  4. Increase pride in school by providing a large amount of athletic, fine arts, club, and community school activities to promote belonging and school community.
  5. Maintain a robust teacher and student recognition plan.
  6. Continue to promote and maintain a strong PTSA and School Council.
  7. Ensure clear, high, and consistent expectations regarding school rules and referrals.  
  8. Increase positive touch points with students and families.  
  9. Increase touch points with feeder cluster schools through game day visits and special events.
  10. Continue to provide a student-led club/activity fairs for rising ninth grade families and all students as part of a comprehensive registration plan.
  11. Add "Snacks with Stewart" multiple times during the year to have open conversations with students to gain input and insight during all lunches.

Student Survey:

I feel safe at school.

     Baseline: 64.3%

     Target Goal: 68%  

I enjoy coming to this school.

     Baseline: 45.1%

     Target Goal: 50%

 

Staff Survey:

Peer observation/coaching and feedback is a tool we use to improve instruction.

     Baseline: 71%

     Target Goal: 74%  

My professional learning community work results in improved student learning

     Baseline: 86.1%

     Target Goal: 89%

 

Parent Survey:

I am encouraged to collaborate with my student's teachers about my student's learning

     Baseline: 53.1%

     Target Goal: 58%

I feel welcome at this school.

     Baseline: 73.5%

     Target Goal: 78%