2017 campus compass - old donation school · globally competitive skills - all students will...

2017 Campus CompassOld Donation School

Virginia Beach City Public Schools is pleased to provide you the 2017 Campus Compass, our nineteenth Annual School Report Card. The purpose of this report card is to communicate to various audiences regarding educational accountability and to demonstrate our commitment to ensuring that every child is challenged and supported to reach his or her full potential. This report card includes information for the 2016-2017 school year related to school, staff, and student characteristics in addition to measures related to Compass to 2020. Additionally, performance data for this school that is required under the Every Child Achieves Act of 2015 is provided by the Virginia Department of Education and can be found on the School Quality Profile website (http://schoolquality.virginia.gov/schools/old-donation-school). Other general information about your child's school and all other schools in the division is available at www.vbschools.com.

Accreditation Status

State Accreditation Status

Fully Accredited

Federal Accountability Status

Status Not Designated by Federal Government for 2016-2017 School Year

Standards of LearningPassing Rates

100% 100% 100% 100%

0%

20%

40%

60%

80%

100%

Engl ish Math History Science

Dr. Kelly A. Hedrick, PrincipalMs. Susanne R. Meyerholz, Assistant PrincipalMrs. Janet M. Smallwood, Assistant Principal

4633 Honeygrove RoadVirginia Beach, VA 23455

757-648-3240 (phone)757-473-5106 (fax)

http://www.kempslndods.vbschools.com

Compass to 2020 : Charting the CourseThis report card provides information about measures that are aligned to the four goals of our strategic framework, Compass to 2020, illustrated in the storyboard above. In addition, illustrated below is the work done across the division during the 2016-2017 school year to support Compass to 2020. To learn more about our strategic framework visit http://www.vbschools.com/compass/ and to view an interactive version of the storyboards visit http://www.vbschools.com/compass/2020/storyboards/.

2017 Campus Compass - Old Donation School

School Characteristics - Fall 2016

Staff CharacteristicsStaff by Position

Administrative/Intern: 3 Instructional: 85Classified: 26 Other: 4

Staff by Subgroup

8.5%3.5%African

American

0.0%0.0%American Indian

3.4%2.4%Asian

86.4%92.9%Caucasian

1.7%1.2%Hispanic

0.0%0.0%Native

Hawaiian

0.0%0.0%

Multiracial

81.4%83.5%

Female

18.6%16.5%

Male

0% 20% 40% 60% 80% 100%

Al l Staff Instructional Staff

Additional Characteristics for Instructional Staff

Division DivisionSchool (MS) (Entire)

Average years of teaching experience

14.8 14.1 14.5

Percentage new to the system 2.4% 7.8% 9.3%

Staffing InformationPupil-Teacher Ratio - Grades K-5

(without resource personnel)

K 1 2 3 4 5

-- -- 20:1 21:1 26:1 24:1

Pupil-Teacher Ratio - Grades K-5(with resource personnel)

K 1 2 3 4 5

-- -- 16:1 17:1 21:1 18:1

Average Class Size - Grades 6-12

English Mathematics Science Social Studies

22.5 23.9 24 24

Student CharacteristicsGrade Levels

2-8

Student Membership

School: 1,147Division (MS): 15,679

Division (Entire): 67,214

Students by Subgroup

4.4%24.2%23.7%

African American

0.0%0.3%0.2%

American Indian

16.5%5.9%5.9%

Asian

63.2%49.9%49.7%

Caucasian

6.3%10.1%11.0%

Hispanic

0.5%0.5%0.5%

Native Hawaiian

9.2%9.1%8.9%

Multiracial

50.4%49.3%48.8%

Female

49.6%50.7%51.2%

Male

9.5%36.4%37.4%Economically

Disadvantaged

100.0%17.1%

13.1%Gifted

0.4%2.2%2.1%Limited English

Proficiency

1.0%11.4%

10.2%Special

Education

0% 20% 40% 60% 80% 100%

School Divis ion(MS) Divis ion(Enti re)

Virginia Beach City Public Schools 2


Goal 1: High Academic ExpectationsAll students will be challenged and supported to achieve a high standard of academic performance and growth; gaps between these expectations and the realities for our student subgroups will be addressed.

· Literacy and Numeracy - All students will acquire the literacy and numeracy skills necessary for success in school and life.

· Content-Specific Knowledge and Skills - All students will know and be able to apply critical concepts within each of the core, exploratory, or elective courses.

· Globally Competitive Skills - All students will demonstrate proficiency in globally competitive skills such as critical thinking, innovation, problem solving, communication, and collaboration.

Reading on Grade Level

Reading on Grade Level is assessed within Virginia Beach City Public Schools through the use of formative reading assessments. In grades K-2, students are administered the Developmental Reading Assessment (DRA) (http://www.pearsonschool.com/DRA2). In grades 3, 6, and 9, students are administered the Reading Inventory (RI) (http://www.hmhco.com/products/assessment-solutions/literacy/sri-index.htm).

Percentage of Students Reading on Grade Level100% 99% 98%

75% 76%69%

0%

20%

40%

60%

80%

100%

Grade 2 Grade 3 Grade 6

School

Division

Critical Thinking Assessments

Critical Thinking is assessed within Virginia Beach City Public Schools through the use of performance-based assessments designed to measure critical-thinking, problem-solving, and written communication skills. In grades 4 and 7, students are administered the locally developed Integrated Performance Task (IPT) (http://www.vbschools.com/schools/testing/IptFaq.asp). In grade 12, students are administered the College and Work Readiness Assessment (CWRA+) (http://www.vbschools.com/schools/testing/cwra.asp).

Percentage of Students Scoring at the Emerging Level or Higher on the IPT98% 98% 96% 100% 100% 97%

71%

91%

70%81% 87%

58%

0%

20%

40%

60%

80%

100%

Gr. 4 Critical

Thinking

Gr. 4 Problem

Solving

Gr. 4 Written

Communication

Gr. 7 Critical

Thinking

Gr. 7 Problem

Solving

Gr. 7 Written

Communication

School

Division

Percentage of Students Scoring at the Proficient Level or Higher on the CWRA+

The CWRA+ was not administered during the 2016-2017 school year.



Rigorous Coursework

Students who participate in rigorous coursework during middle school and high school are more prepared for the challenges that they face in college and the workplace. The chart below provides the percentage of students who were enrolled in rigorous coursework during the 2016-2017 school year.

Percentage of Students Enrolled in Rigorous Coursework100% 100%

71%

56%

0%

20%

40%

60%

80%

100%

Eighth Grade Students Earning High School Credit Middle School Students Enrolled in Advanced

Courses

School

Division

Graduation Cohort

Beginning with the students who entered the ninth grade in 2004-2005, Virginia began tracking individual students over the four years of a traditional high school career to determine the percentage who graduate on time along with the percentage who drop out of school. Below you will find the On-Time Graduation Rate and Cohort Dropout Rate for the Class of 2017.

On-Time Graduation Rate

92%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Division

Cohort Dropout Rate

4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Division

Scholarships

The table below shows the dollar value of the scholarships offered and accepted by students in this school and the division. The amount of renewable scholarships is multiplied by four, and the dollar value of ROTC and military academy appointments is included. Pell grants, work study, and student loans are not included in the reported amounts.

Scholarships Offered

School Division

-- $92,069,452

Scholarships Accepted

School Division

-- $61,194,917



Detailed Data By Subgroup

Goal 1: High Academic ExpectationsAll students will be challenged and supported to achieve a high standard of academic performance and growth, and gaps between these expectations and the realities for our student subgroups will be addressed.

Table 1: Percentage of Students Reading on Grade Level

GroupGrade 2 Grade 3 Grade 6

School Division School Division School Division

All Students 100.0% 75.5% 99.0% 76.2% 98.4% 69.3%

African American < 65.0% < 63.4% 100.0% 50.9%

Asian 100.0% 82.8% 100.0% 87.2% 97.4% 82.5%

Caucasian 100.0% 79.6% 98.6% 81.3% 98.7% 76.8%

Hispanic < 71.0% < 71.1% 94.4% 65.8%

Multiracial < 80.0% < 80.0% 100.0% 72.1%

Economically Disadvantaged < 66.5% < 66.4% 96.9% 55.9%

Students with Disabilities < 28.9% < 29.7% < 23.4%

African American Males < 62.5% < 57.5% < 47.5%

Reading on Grade Level is only reported for students in grades K-3, 6, and 9. Subgroups with less than 10 students (<) are not reported.

Table 2: Percentage of Students Scoring at the Emerging Level or Higher on the IPT

Gr 4 CT Gr 4 PS Gr 4 WC Gr 7 CT Gr 7 PS Gr 7 WCGroup School Division School Division School Division School Division School Division School Division

All Students 97.7% 70.6% 98.4% 90.7% 96.1% 70.4% 99.6% 81.5% 99.6% 87.2% 96.9% 58.3%

African American < 56.7% < 84.7% < 57.6% 100.0% 70.0% 92.3% 78.9% 92.3% 41.1%

Asian 96.0% 83.5% 96.0% 94.1% 96.0% 82.1% 100.0% 88.8% 100.0% 95.6% 93.1% 75.5%

Caucasian 97.6% 75.6% 98.8% 93.8% 96.4% 75.6% 100.0% 86.2% 100.0% 90.7% 99.3% 65.0%

Hispanic < 67.3% < 87.4% < 66.4% 100.0% 81.2% 100.0% 84.0% 85.7% 54.6%

Multiracial 100.0% 74.2% 100.0% 91.9% 100.0% 72.5% 96.0% 82.1% 100.0% 88.1% 100.0% 60.5%

Economically Disadvantaged 100.0% 60.6% 100.0% 85.9% 92.3% 59.9% 96.0% 74.1% 100.0% 81.7% 96.0% 46.1%

Students with Disabilities < 24.6% < 62.5% < 26.1% < 51.3% < 54.7% < 16.2%

African American Males < 47.6% < 79.4% < 46.1% < 66.0% < 71.6% < 28.0%

The IPT is only administered to students in grades 4 and 7. Subgroups with less than 10 students (<) are not reported.

Table 3: Percentage of Students Scoring at the Proficient Level or Higher on the CWRA+

GroupStudents Scoring at the Proficient

Level or Higher on the CWRA+

School Division

All Students -- --

African American -- --

Asian -- --

Caucasian -- --

Hispanic -- --

Multiracial -- --

Economically Disadvantaged -- --

Students with Disabilities -- --

African American Males -- --

The CWRA+ was not administered during the 2016-2017 school year.




Goal 1: High Academic ExpectationsAll students will be challenged and supported to achieve a high standard of academic performance and growth, and gaps between these expectations and the realities for our student subgroups will be addressed.

Table 4: Rigorous Coursework

Group

Eighth Grade Students EarningHigh School Credit

Middle School Students Enrolled in Advanced Courses

School Division School Division

All Students 100.0% 71.2% 100.0% 56.2%

African American < 53.3% 100.0% 33.6%

Asian 100.0% 80.7% 100.0% 71.7%

Caucasian 100.0% 79.3% 100.0% 66.7%

Hispanic 100.0% 68.8% 100.0% 51.5%

Multiracial 100.0% 66.9% 100.0% 54.8%

Economically Disadvantaged 100.0% 55.5% 100.0% 38.1%

Students with Disabilities < 20.2% < 8.9%

African American Males < 46.4% 100.0% 29.1%

Enrollment in rigorous coursework is only calculated at the middle school and high school levels.Subgroups with less than 10 students (<) are not reported.

Table 5: Graduation Cohort

GroupOn-Time Graduation Rate Cohort Dropout Rate


All Students -- 91.9% -- 4.4%

African American -- 89.8% -- 5.6%

Asian -- 97.3% -- 1.8%

Caucasian -- 92.9% -- 3.5%

Hispanic -- 88.4% -- 8.1%

Multiracial -- 91.0% -- 4.5%

Economically Disadvantaged -- 95.5% -- 0.5%

Students with Disabilities -- 91.3% -- 7.5%

African American Males -- 86.9% -- 7.1%

On-time graduation rate and cohort dropout rate is only calculated at the high school level.Subgroups with less than 10 students (<) are not reported.



Goal 2: Multiple PathwaysAll students will experience personalized learning opportunities to prepare them for postsecondary education, employment, or military service.

Academic and Career Planning

Beginning in elementary school and continuing through middle and high school, students work with their school counselors to develop an academic and career plan to help them identify the appropriate courses and experiences to pursue to support their future endeavors. The chart below is based on information gathered from the 2016-2017 School Climate Survey administered to students in grades 5, 8, and 12 and their parents.

Percentage of Students and Parents Reporting That Students' Academic

and Career Planning Process Helped Them to Make Informed Decisions

About College, Employment, or Military Service

72%

86%76% 73%

0%

20%

40%

60%

80%

100%

Students Parents

School

Division

Personalized Learning

Goal 2 of Compass to 2020 specifically calls for personalized learning opportunities for students. This means tapping into what is most relevant to students (i.e., goals, strengths, interests, and needs) and using this to partner with them in the learning process. The chart below provides student and parent perception data regarding personalized learning opportunities based on information gathered from the 2016-2017 School Climate Survey.

Percentage of Students and Parents Reporting That

Students Were Provided With Personalized Learning Opportunities

73%

95%

68%

85%

0%

20%

40%

60%

80%

100%

Students Parents

School

Division



College Readiness Benchmarks

College Readiness is assessed within Virginia Beach City Public Schools through the use of four nationally recognized standardized tests. In Grade 8, all students are administered the PSAT 8/9. In Grade 10, all students are administered the PSAT/NMSQT. Additionally, students have the opportunity to take either the ACT or SAT at any point throughout high school. The SAT suite of tests (PSAT 8/9, PSAT/NMSQT, SAT) report whether a student is on track to pass college courses based on the areas of evidence-based reading and writing and mathematics. The ACT provides similar information for the areas of English, mathematics, reading, and science.

Percentage of Students Meeting College-Readiness Benchmarks on the SAT Suite of Assessments100% 99%

61%

39%

0%

20%

40%

60%

80%

100%

PSAT 8/9 Evidence-Based Reading and Writing PSAT 8/9 Mathematics

School

Division

Percentage of Students Meeting College-Readiness Benchmarks on the ACT

79%

58%65%

54%

0%

20%

40%

60%

80%

100%

English Mathematics Reading Science

Division



Table 6: Percentage of Students Reporting the Academic and Career Planning Process Helped Them to

Make Informed Decisions About College, Enrollment, or Military Service

Group School Division

All Students 72.0% 75.7%

African American 66.7% 78.4%

Asian 79.2% 79.3%

Caucasian 71.9% 74.8%

Hispanic 67.9% 73.3%

Multiracial 63.0% 75.8%

African American Males < 78.1%

Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (<) are not reported.





Table 7: Percentage of Students Meeting College-Readiness Benchmarks on the SAT Suite of Assessments

Group

PSAT 8/9

Evidence-BasedReading & Writing

Mathematics


All Students 100.0% 61.4% 98.9% 39.1%

African American < 37.0% < 18.2%

Asian 100.0% 73.7% 96.9% 59.2%

Caucasian 100.0% 71.9% 100.0% 47.1%

Hispanic 100.0% 58.0% 92.9% 34.9%

Multiracial 100.0% 59.0% 100.0% 36.3%

Economically Disadvantaged 100.0% 45.0% 100.0% 24.2%

Students with Disabilities < 18.7% < 9.6%

African American Males < 29.3% < 17.8%

The SAT Suite of Assessments is only reported for students in grades 8-12. Subgroups with less than 10 students (<) are not reported.

Table 8: Percentage of Students Meeting College-Readiness Benchmarks on the ACT

GroupEnglish Mathematics Reading Science

School Division School Division School Division School Division

All Students -- 79.1% -- 58.1% -- 65.2% -- 54.5%

African American -- 51.1% -- 22.5% -- 32.4% -- 21.4%

Asian -- 87.2% -- 80.2% -- 69.8% -- 64.0%

Caucasian -- 87.3% -- 66.8% -- 74.9% -- 64.2%

Hispanic -- 71.0% -- 46.4% -- 65.2% -- 43.5%

Multiracial -- 84.5% -- 62.0% -- 67.6% -- 59.2%

Economically Disadvantaged -- 57.6% -- 34.8% -- 41.9% -- 30.0%

Students with Disabilities -- 26.3% -- 15.8% -- 26.3% -- 15.8%

African American Males -- 41.5% -- 23.1% -- 23.1% -- 21.5%

The ACT is only reported for students in grades 9-12. Subgroups with less than 10 students (<) are not reported.

Table 9: Percentage of Students Reporting They Were Provided

With Personalized Learning Opportunities

Group School Division

All Students 73.2% 67.7%

African American 75.0% 70.6%

Asian 83.0% 74.7%

Caucasian 73.4% 65.7%

Hispanic 69.0% 65.9%

Multiracial 55.6% 68.6%

African American Males < 72.2%




Goal 3: Social-Emotional DevelopmentAll students will benefit from an educational experience that fosters their social and emotional development.

School Climate

In order to facilitate the best learning environment, schools strive to provide an environment that is safe, orderly, and a welcoming place to learn. The charts below provide student and parent perception data regarding this school’s learning environment based on information gathered from the 2016-2017 School Climate Survey.

Percentage of Students and Parents Reporting the

School is a Safe and Orderly Place to Learn

90%98%

83%92%

0%

20%

40%

60%

80%

100%

Students Parents

School

Division

Percentage of Students and Parents Reporting the

School is a Welcoming Place to Learn

88%98%

81%89%

0%

20%

40%

60%

80%

100%

Students Parents

School

Division

Student Participation

In addition to the learning that occurs in the classroom, students are encouraged to participate in activities outside of the classroom to facilitate their own personal growth and development. The charts below display the percentage of students participating in extracurricular activities, clubs, athletics, and community service based on information gathered from the2016-2017 School Climate Survey.

Percentage of Students Reporting Participation in Extracurricular Activities, Clubs, or Athletics

75%68%

0%

20%

40%

60%

80%

100%

Students

School

Division

Percentage of Students Reporting Participation in Community Service

63%

40%

0%

20%

40%

60%

80%

100%

Students

School

Division




Goal 3: Social-Emotional DevelopmentAll students will benefit from an educational experience that fosters their social and emotional development.

Table 10: School Climate

GroupPercentage of Students Reportingthe School is a Safe and Orderly

Place to Learn

Percentage of Students Reportingthe School is a Welcoming Place to

Learn


All Students 90.3% 82.7% 88.0% 80.9%

African American 100.0% 84.4% 91.7% 82.9%

Asian 94.3% 86.5% 86.8% 85.0%

Caucasian 89.0% 82.8% 90.2% 80.7%

Hispanic 79.3% 78.3% 82.8% 77.2%

Multiracial 96.3% 81.8% 77.8% 80.6%



Table 11: Student Participation

GroupPercentage of Students Reporting

Participation in Extracurricular Activities, Clubs, or Athletics

Percentage of Students Reporting Participation in Community Service


All Students 75.1% 68.2% 63.4% 40.3%

African American 75.0% 66.2% 58.3% 42.1%

Asian 86.8% 70.4% 68.0% 43.3%

Caucasian 73.8% 69.0% 65.3% 39.5%

Hispanic 69.0% 66.4% 57.1% 37.1%

Multiracial 65.4% 71.2% 48.1% 41.7%



Goal 4: Culture of Growth and ExcellenceVirginia Beach City Public Schools will be defined by a culture of growth and excellence for students, staff, parents, and the community.

Partners and Volunteers

The Partners in Education and Volunteers in Education programs support collaborative efforts between schools and the community that promote academic success and personal growth for the division’s students. Community partners from businesses, military commands, faith-based groups, and civic organizations and volunteers from the community work with schools to design innovative educational opportunities to meet the unique needs of students and schools.

Number of Participating Partners and Volunteers

School Division

949 21,885


Produced by the Department of Planning, Innovation, and Accountability.

Additional information about the data used in this report card can be found athttp://www.vbschools.com/school_data/report_cards/

Notice of Non-Discrimination Policy

Virginia Beach City Public Schools does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation/gender identity, pregnancy, childbirth

or related medical condition, disability, marital status, age, genetic information or veteran status in its programs and activities and provides equal access to the Boy Scouts

and other designated youth groups. School Board policies and regulations (including, but not limited to, Policies 2-33, 4-4, 4-6, 4-43, 5-7, 5-19, 5-20, 5-44, 6-7, 7-48, 7-49, 7-

57 and Regulations 4-4.1, 4-4.2, 4-6.1, 4-43.1, 5-44.1, 7-11.1, 7-17.1 and 7-57.1) provide equal access to courses, programs, counseling services, physical education and athletic,

vocational education, instructional materials and extracurricular activities.

To seek resolution of grievances resulting from alleged discrimination or to report violations of these policies, please contact the Title VI/Title IX Coordinator/Director of

Student Leadership at (757) 263-2020, 1413 Laskin Road, Virginia Beach, Virginia, 23451 (for student complaints) or the Section 504/ADA Coordinator/Chief Human Resources

Officer at (757) 263-1133, 2512 George Mason Drive, Municipal Center, Building 6, Virginia Beach, Virginia, 23456 (for employees or other citizens). Concerns about the

application of Section 504 of the Rehabilitation Act should be addressed to the Section 504 Coordinator/Executive Director of Student Support Services at (757) 263-1980, 2512

George Mason Drive, Virginia Beach, Virginia, 23456 or the Section 504 coordinator at the student’s school. For students who are eligible or suspected of being eligible for

special education or related services under IDEA, please contact the Office of Programs for Exceptional Children at (757) 263-2400, Laskin Road Annex, 1413 Laskin Road,

Virginia Beach, Virginia, 23451.

Alternative formats of this publication which may include taped, Braille, or large print materials are available upon request for individuals with disabilities. Call or write

Department of Planning, Innovation, and Accountability, Virginia Beach City Public Schools, 2512 George Mason Drive, P.O. Box 6038, Virginia Beach, VA 23456-0038.

Telephone 263-1199 (voice); fax 263-1131; 263-1240 (TDD) or email Mary Ann Morrill at [email protected].

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No part of this publication may be produced or shared in any form without giving specific credit to Virginia Beach City Public Schools.

Mission

The Virginia Beach City Public Schools, in partnership with the entire community, will

empower every student to become alife-long learner who is a responsible,

productive and engaged citizen within the global community.

Superintendent

Dr. Aaron C. SpenceVirginia Beach City Public Schools

2512 George Mason DriveVirginia Beach, VA 23456-0038

School Board Members

Mrs. Beverly M. Anderson, Chair(At-Large)

Mr. Daniel D. Edwards, Vice Chair(District 2 - Kempsville)

Mrs. Sharon R. Felton(District 6 - Beach)

Mrs. Dorothy M. Holtz(At-Large)

Mrs. Victoria Manning(At-Large)

Mr. Joel A. McDonald(District 3 - Rose Hall)

Mrs. Ashley K. McLeod(At-Large)

Mrs. Kimberly A. Melnyk(District 7 - Princess Anne)

Mrs. Trenace B. Riggs(District 1 - Centerville)

Mrs. Carolyn T. Rye(District 5 - Lynnhaven)

Mrs. Carolyn D. Weems(District 4 - Bayside)

2017 campus compass - old donation school · globally competitive skills - all students will...

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