MCAP Scores - Algebra I (Grade 9)

CHS PARCC Algebra 1 data revealed that only 57% of all students were proficient in Math with an average score of 3.  Over the last 3 years overall performance has decreased overall. 

Structurally, several changes have occured with regard to the Algebra 1 team and scheduling, more sections have been created of everyday Algebra 1 which is in alignment to the Secondary Math office and Superintendent’s focus on 9th grade promotion. Since everyday Algebra 1 counts as 1 full credit per semester, increased success with student outcomes in those sections represents an increased likelihood of promotion from 9th to 10th grade. Additionally, the teachers have received professional development from the Secondary Math office specifically for Algebra 1 teachers. A teacher resource specialist from the Secondary Math Office is working with supporting our daily Algebra 1 classes on a regular basis. 

Chesapeake High School students continue to adapt to the assessment expectations of the Algebra 1 MCAP.  The teachers and staff have been participating in on-going Algebra 1 Professional Development to grow themselves and their pedagogical knowledge for teaching mathematics to today’s students.  Students are continuing to grow their mathematical understanding and mathematical reasoning through hands-on learning experiences that focus on introducing math content through the Concrete-Representational- Abstract process (CRA).  Rather than memorizing math facts and practicing assessments questions repeatedly, students are developing their number sense and problem solving abilities.  Developing these skills will prepare them to solve the real-world problems they will face on the MCAP Assessments, as well as the real problems they will face outside of Chesapeake High School.  Chesapeake High School is committed to creating students who feel empowered by mathematics.  This empowerment will ensure that our students can successfully tackle the Algebra 1 MCAP assessment and much more. 

Key Challenge #2: Families in Crisis (mental, physical, emotional, financial)

Due to the challenges and conditions that some of our students are facing in their homes  and their need to feel connected and a part of our school community, we are committed to providing a warm, inviting, and positive environment for our students and their families. Our intimate once a week Advisory periods are built into the schedule to help promote a sense of belonging and the ability to feel connected to an adult in the building.  Students are able to utilize the ROAR period four days of the week to connect with staff members and content resources which we hope will also make them feel a part of our school community.

More of our families are experiencing significant trauma which impacts the students who enter our doors daily.  There is an increase of students working part time jobs to assist with family obligations.  Due to these jobs, many of our students either miss school or fall asleep in class.  There are families who are stressed about the state of our economy and are dealing with the issue of homelessness.  It can be difficult to concentrate when students are concerned with not knowing where they are going to lay their heads at night.  

In addition, we deal with a population that is transient at times.  Families are subject to find new residences which transfers them from one school to the next.  When inappropriate behaviors are prevalent, that too can force a family to change schools.  Due to the challenges that our students experience at home, many of them seek support from our school counselors and psychologists throughout the school day.  Through our school counseling office, we are able to connect families to community provided resources with the help of our Pupil Personnel Worker.

• Significant increase/reduction in student enrollment numbers