• Discipline Rates,
• Quarterly Assessments scores - Mathematics
• PARCC Scores - Mathematics (Middle grades 6, 7, 8)
• PARCC Scores - Algebra I (Grade 9)

Where we were: Chesapeake Science Point opened in the 2005-2006 school year, and initially offered grades 6-8, with a grade being added each academic year. The school was created with the purpose of providing a high-quality, rigorous education that focused on STEM. During the first few years, the school battled programmatic issues, such as no gymnasium, no interscholastic sports and no student transportation system. Compounding this were financial concerns, leading to a shortage of instructional materials and resources. These issues combined to create yet another issue with recruiting and retaining high-quality teachers. Where we are: Our students and staff represent a wide spectrum of ethnicities and cultures, and their backgrounds

and stories enrich our school culture. Of our 462 students, one-third is African-American, one--third is Caucasian, and the remaining one-third is a mix of Hispanic, Asian and Multiracial students. Some of our students and staff are fluent in their native languages, including French, Turkish, Spanish, Hindi, Chinese and Korean. A small percentage of our students receive specialized services. The school now offers interscholastic athletics for high school students. Sports currently offered are Boys and Girls Soccer, Golf, Track and Field, Boys Basketball and Girls Volleyball. The school boasts an award-winning Math Team, Robotics Team and Science Olympiad Team, and consistently has one of the best performances in the county Science Fair. The school offers various clubs and activities to students that help cultivate a love for STEM, including Math Team, Science Bowl, Science Olympiad, SeaPerch, Vex, MDoT Bridge Builder, Community Service, STEAM in Social Studies, Music Club and Student Government Association. To support our students who are not on grade level and those who are not meeting the expectations on the PARCC assessment, we offer a Saturday Academy to address the standards in which students have yet to master. We currently offer two foreign languages for students, Spanish and Turkish. Students are afforded the opportunity to take AACC courses in our Dual Credit program, where AACC professors come to school so that students can take the classes during their regular high school schedule. The school pays the tuition for these classes. Some students are on track to earn as Associate’s degree before they graduate high school. About one-half of our middle school students are enrolled in credit-bearing math courses, and all 8th graders earn either one credit in Spanish or two credits in Turkish. One-fourth of our students have not expressed an interest in STEM-related fields. Parents of those students have expressed that the school is a safe learning environment for their children.

Where we will be: We aim to recruit and retain a 100% highly-qualified and diverse staff to meet the ever-changing needs of our students. We hope to add German and French to our foreign language offerings, based on feedback from parents. In the next five years. we hope to continue to increase the percentage of students meeting or exceeding state scores on standardized assessments. One-fourth of our high school students will be in the AACC college cohort, and will have a chance to earn an Associate’s degree before graduating high school. We want to continue to develop the foundation of our community by incorporating Positive Behavior Intervention Strategies (multi-tiered system of support), and we have begun a Classroom Advisory period for the first time this year. In a targeted and intentional manner, we will focus our efforts in the 2018-2019 school year on the following Indicators of Success:

On the 2018 PARCC Assessment, only 25% of the eighth grade population earned a passing score of 4 or higher. Theses very students will sit for the Algebra 1 PARCC in 2019. In addition, 50% of our ninth graders who took the 2018 Algebra 1 PARCC, earned a passing score.

• Access to transportation

None of the above mentioned choices influenced our story and or choice of indicators.

• Socio-economic community issues (employment, income levels, housing costs)
• Significant changes over time in student/community demographics