Princess Elisabeth of Bohemia. Correspondence between Princess ...
2017 Campus Compass - Princess Anne High School...2017 Campus Compass Princess Anne High School...
Transcript of 2017 Campus Compass - Princess Anne High School...2017 Campus Compass Princess Anne High School...
-
2017 Campus CompassPrincess Anne High 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/princess-anne-high). 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
91%85%
89% 91%
0%
20%
40%
60%
80%
100%
Engl ish Math History Science
Mr. Danny M. Little, PrincipalMs. Sherri L. Brooks, Assistant PrincipalMr. Ryan O'Meara, Assistant PrincipalMs. Shana Remian, Assistant PrincipalMrs. Helen T. Cox, International Baccalaureate CoordinatorMr. Wayne A. Varney, Special Education Coordinator
4400 Virginia Beach BoulevardVirginia Beach, VA 23462
757-648-5600 (phone)757-473-5004 (fax)
http://www.princessannehs.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 - Princess Anne High School
School Characteristics - Fall 2016
Staff CharacteristicsStaff by Position
Administrative/Intern: 7 Instructional: 127Classified: 72 Other: 5
Staff by Subgroup
25.1%15.0%African
American
1.4%0.0%American Indian
1.4%1.6%Asian
69.7%81.9%Caucasian
0.9%0.8%Hispanic
0.0%0.0%Native
Hawaiian
1.4%0.8%
Multiracial
72.0%70.1%
Female
28.0%29.9%
Male
0% 20% 40% 60% 80% 100%
Al l Staff Instructional Staff
Additional Characteristics for Instructional Staff
Division DivisionSchool (HS) (Entire)
Average years of teaching experience
16.0 15.3 14.5
Percentage new to the system 7.1% 9.3% 9.3%
Staffing InformationPupil-Teacher Ratio - Grades K-5
(without resource personnel)
K 1 2 3 4 5
-- -- -- -- -- --
Pupil-Teacher Ratio - Grades K-5(with resource personnel)
K 1 2 3 4 5
-- -- -- -- -- --
Average Class Size - Grades 6-12
English Mathematics Science Social Studies
23.2 20.9 24.7 25.2
Student CharacteristicsGrade Levels
9-12
Student Membership
School: 1,810Division (HS): 20,791
Division (Entire): 67,214
Students by Subgroup
17.7%24.6%23.7%
African American
0.4%0.3%0.2%
American Indian
8.5%6.4%5.9%
Asian
58.6%51.0%
49.7%Caucasian
7.6%9.7%11.0%
Hispanic
0.7%0.5%0.5%
Native Hawaiian
6.5%7.5%8.9%
Multiracial
50.8%48.7%48.8%
Female
49.2%51.3%51.2%
Male
26.5%32.6%
37.4%Economically
Disadvantaged
29.1%15.9%
13.1%Gifted
0.7%1.3%2.1%Limited English
Proficiency
11.1%10.3%10.2%Special
Education
0% 20% 40% 60% 80% 100%
School Divis ion(HS) Divis ion(Enti re)
Virginia Beach City Public Schools 2
-
2017 Campus Compass - Princess Anne High School
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 Level
85% 79%
0%
20%
40%
60%
80%
100%
Grade 9
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 IPT
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
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.
Virginia Beach City Public Schools 3
-
2017 Campus Compass - Princess Anne High School
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 Coursework
59% 57%
0%
20%
40%
60%
80%
100%
High 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%
94%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Division
School
Cohort Dropout Rate
4%
2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Division
School
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
$10,746,310 $92,069,452
Scholarships Accepted
School Division
$7,131,410 $61,194,917
Virginia Beach City Public Schools 4
-
2017 Campus Compass - Princess Anne High School
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 9
School Division
All Students 84.8% 79.4%
African American 70.1% 65.0%
Asian 92.1% 82.4%
Caucasian 86.0% 86.1%
Hispanic 87.1% 72.6%
Multiracial 90.3% 81.0%
Economically Disadvantaged 75.2% 69.3%
Students with Disabilities 30.0% 31.2%
African American Males 60.0% 60.3%
Reading on Grade Level is only reported for students in grades K-3, 6, and 9. Subgroups with less than 10 students (
-
2017 Campus Compass - Princess Anne High School
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 4: Rigorous Coursework
Group
High School Students Enrolled in Advanced Courses
School Division
All Students 59.3% 57.4%
African American 32.2% 37.9%
Asian 86.8% 75.3%
Caucasian 63.0% 65.0%
Hispanic 50.0% 53.9%
Multiracial 68.8% 59.2%
Economically Disadvantaged 36.2% 39.7%
Students with Disabilities 6.9% 6.1%
African American Males 19.9% 29.0%
Enrollment in rigorous coursework is only calculated at the middle school and high school levels.Subgroups with less than 10 students (
-
2017 Campus Compass - Princess Anne High School
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
77%83%
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
63%
92%
68%
85%
0%
20%
40%
60%
80%
100%
Students Parents
School
Division
Virginia Beach City Public Schools 7
-
2017 Campus Compass - Princess Anne High School
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 Assessments
76%
58%
89%
71%63%
38%
84%
57%
0%
20%
40%
60%
80%
100%
PSAT Evidence-Based Reading
and Writing
PSAT Mathematics SAT Evidence-Based Reading
and Writing
SAT Mathematics
School
Division
Percentage of Students Meeting College-Readiness Benchmarks on the ACT
85%76%
81%
69%79%
58%65%
54%
0%
20%
40%
60%
80%
100%
English Mathematics Reading Science
School
Division
Detailed Data By Subgroup
Goal 2: Multiple PathwaysAll students will experience personalized learning opportunities to prepare them for postsecondary education, employment, or military service.
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 76.7% 75.7%
African American 77.8% 78.4%
Asian 87.5% 79.3%
Caucasian 75.7% 74.8%
Hispanic 73.3% 73.3%
Multiracial 73.7% 75.8%
African American Males < 78.1%
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (
-
2017 Campus Compass - Princess Anne High School
Detailed Data By Subgroup
Goal 2: Multiple PathwaysAll students will experience personalized learning opportunities to prepare them for postsecondary education, employment, or military service.
Table 7: Percentage of Students Meeting College-Readiness Benchmarks on the SAT Suite of Assessments
Group
PSAT SAT
Evidence-BasedReading & Writing
MathematicsEvidence-Based
Reading & WritingMathematics
School Division School Division School Division School Division
All Students 75.8% 62.6% 57.7% 38.1% 89.1% 84.0% 70.9% 57.1%
African American 47.0% 39.8% 28.8% 17.0% 70.2% 61.8% 29.8% 27.8%
Asian 89.7% 70.8% 89.7% 55.6% 93.0% 85.6% 89.5% 70.9%
Caucasian 83.5% 72.6% 62.8% 47.6% 93.0% 90.9% 75.4% 65.3%
Hispanic 68.0% 55.2% 32.0% 27.1% 75.0% 85.4% 62.5% 50.0%
Multiracial 77.1% 68.8% 71.4% 38.9% 90.9% 85.4% 72.7% 60.5%
Economically Disadvantaged 59.6% 46.4% 36.2% 22.4% 78.0% 68.6% 56.1% 37.1%
Students with Disabilities 30.0% 19.1% 0.0% 7.6% 45.5% 40.6% 27.3% 24.5%
African American Males 30.0% 31.8% 23.3% 15.8% 68.8% 58.8% 37.5% 29.0%
The SAT Suite of Assessments is only reported for students in grades 8-12. Subgroups with less than 10 students (
-
2017 Campus Compass - Princess Anne High School
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
81%
100%
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
78%
94%
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
82%
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
Virginia Beach City Public Schools 10
-
2017 Campus Compass - Princess Anne High School
Detailed Data By Subgroup
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
School Division School Division
All Students 80.8% 82.7% 78.4% 80.9%
African American 76.5% 84.4% 82.4% 82.9%
Asian 87.5% 86.5% 75.0% 85.0%
Caucasian 81.5% 82.8% 80.6% 80.7%
Hispanic 73.3% 78.3% 73.3% 77.2%
Multiracial 80.0% 81.8% 68.4% 80.6%
African American Males < 85.0% < 84.1%
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (
-
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].
vbschools.comyour virtual link to Hampon Roads' largest school system
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)