2016 Campus Compass
First Colonial High School
Virginia Beach City Public Schools is pleased to provide you the 2016 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 2015-2016 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/first-colonial-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 2015-2016 School Year
Standards of Learning
Passing Rates
100%
92%
92%
87%
89%
80%
60%
40%
20%
0%
Engl i s h
Dr. Nancy B. Farrell, Principal
Ms. Ann M. Bissell, Assistant Principal
Mr. Gary D. Clark, Assistant Principal
Dr. David B. Judge, Assistant Principal
Ms. Deborah M. Shelton, Assistant Principal
Ms. Michelle Angelique Phillips, Legal Studies Academy Coordinator
Ma th
Hi s tory Sci ence
1272 Mill Dam Road
Virginia Beach, VA 23454
757-648-5300 (phone)
757-496-6719 (fax)
http://www.firstcolonialhs.vbschools.com
Compass to 2020 : Charting the Course
This 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 2015-2016 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/.
2016 Campus Compass - First Colonial High School
School Characteristics - Fall 2015
Staff Characteristics
Student Characteristics
Staff by Position
Grade Levels
Administrative/Intern:
Classified:
Instructional:
Other:
6
43
125
4
9-12
Student Membership
Staff by Subgroup
African
American
5.6%
14.6%
Students by Subgroup
1.6%
1.7%
American Indian
23.7%
24.6%
16.9%
African American
4.0%
4.5%
Asian
87.2%
Caucasian
American Indian
74.2%
0.2%
0.3%
0.3%
1.6%
5.1%
Hispanic
5.7%
6.3%
1.9%
Asian
Native
Hawaiian
0.0%
0.0%
Multiracial
0.0%
0.0%
61.6%
62.9%
Native Hawaiian
20%
Al l Sta ff
40%
60%
10.9%
9.7%
10.7%
Hispanic
38.4%
37.1%
Male
0%
50.2%
51.4%
63.3%
Caucasian
Female
80%
100%
0.5%
0.4%
0.3%
Ins tructiona l Sta ff
8.8%
7.3%
6.6%
Multiracial
Additional Characteristics for Instructional Staff
Average years of teaching
experience
Percentage new to the system
School
Division
(HS)
Division
(Entire)
16.2
15.5
14.9
0.8%
5.2%
5.1%
Staffing Information
K
--
1
2
3
4
----Pupil-Teacher Ratio - Grades K-5
(with resource personnel)
5
--
1
--
5
--
2
--
3
--
4
--
Female
48.8%
48.7%
50.6%
Male
51.2%
51.3%
49.4%
37.1%
32.4%
28.5%
Economically
Disadvantaged
Pupil-Teacher Ratio - Grades K-5
(without resource personnel)
K
--
Division (HS): 20,993
Division (Entire): 67,927
School: 1,902
12.6%
15.8%
17.8%
Gifted
1.8%
1.3%
1.9%
Limited English
Proficiency
10.0%
10.2%
7.9%
Special
Education
Average Class Size - Grades 6-12
English
Mathematics
Science
Social Studies
23.5
23
23.5
23.4
Virginia Beach City Public Schools
0%
School
20%
40%
Di vi s i on(HS)
60%
80%
100%
Di vi s i on(Enti re)
2
2016 Campus Compass - First Colonial High School
Goal 1: High Academic Expectations
All 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/assessmentsolutions/literacy/sri-index.htm).
Percentage of Students Reading on Grade Level
100%
83%
81%
80%
60%
School
40%
Division
20%
0%
Grade 9
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 11, 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
96%
100%
79%
94%
91%
79%
80%
63%
60%
Division
40%
20%
0%
Gr. 4 Critical
Thinking
Gr. 4 Problem
Solving
Gr. 4 Written
Communication
Gr. 7 Critical
Thinking
Gr. 7 Problem
Solving
Gr. 7 Written
Communication
Percentage of Students Scoring at the Proficient Level or Higher on the CWRA+
School
71%
Division
63%
0%
10%
20%
30%
40%
50%
Virginia Beach City Public Schools
60%
70%
80%
90%
100%
3
2016 Campus Compass - First Colonial 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 2015-2016 school year.
Percentage of Students Enrolled in Rigorous Coursework
100%
80%
School
60%
Division
40%
59%
56%
20%
0%
High School Students Enrolled in Advanced Courses
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 2016.
On-Time Graduation Rate
School
91%
Division
91%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
70%
80%
90%
100%
Cohort Dropout Rate
School
5%
Division
5%
0%
10%
20%
30%
40%
50%
60%
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
$10,310,987
$77,038,651
Scholarships Accepted
School
Division
$6,574,249
$49,938,012
Virginia Beach City Public Schools
4
2016 Campus Compass - First Colonial High School
Detailed Data By Subgroup
Goal 1: High Academic Expectations
All 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
Grade 9
Group
All Students
School
82.6%
Division
80.6%
African American
63.2%
65.0%
<
80.9%
Caucasian
88.4%
88.3%
Hispanic
71.4%
71.5%
Multiracial
88.9%
87.2%
Economically Disadvantaged
69.9%
69.4%
Students with Disabilities
36.4%
38.9%
African American Males
65.6%
60.8%
Asian
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
Group
All Students
Gr 4 CT
School Division
-78.9%
Gr 4 PS
School Division
-95.6%
Gr 4 WC
School Division
-78.9%
Gr 7 CT
School Division
-90.6%
Gr 7 PS
School Division
-94.2%
Gr 7 WC
School Division
-62.7%
African American
--
67.0%
--
92.3%
--
68.6%
--
84.6%
--
89.7%
--
42.8%
Asian
--
84.9%
--
96.5%
--
89.5%
--
94.4%
--
97.0%
--
78.3%
Caucasian
--
84.0%
--
97.4%
--
82.6%
--
93.4%
--
95.5%
--
70.0%
Hispanic
--
76.6%
--
95.4%
--
77.5%
--
88.8%
--
95.8%
--
60.7%
Multiracial
--
81.3%
--
94.7%
--
80.5%
--
89.5%
--
94.6%
--
64.3%
Economically Disadvantaged
--
70.3%
--
93.6%
--
71.5%
--
87.4%
--
91.5%
--
49.4%
Students with Disabilities
--
44.3%
--
81.7%
--
38.4%
--
76.7%
--
74.5%
--
19.8%
African American Males
--
61.5%
--
89.2%
--
59.4%
--
82.4%
--
84.6%
--
32.8%
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+
Students Scoring at the Proficient
Level or Higher on the CWRA+
School
Division
71.1%
63.3%
Group
All Students
African American
50.0%
41.4%
Asian
90.9%
71.4%
Caucasian
75.0%
71.9%
Hispanic
74.3%
61.5%
Multiracial
65.2%
58.5%
Economically Disadvantaged
56.7%
48.5%
Students with Disabilities
11.1%
18.7%
African American Males
48.3%
35.9%
The CWRA+ is only administered to students in Grade 11. Subgroups with less than 10 students (<) are not reported.
Virginia Beach City Public Schools
5
2016 Campus Compass - First Colonial High School
Detailed Data By Subgroup
Goal 1: High Academic Expectations
All 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
High School Students Enrolled in
Advanced Courses
School
Division
59.4%
56.4%
Group
All Students
African American
29.2%
37.6%
Asian
69.4%
74.2%
Caucasian
69.2%
63.9%
Hispanic
49.0%
50.8%
Multiracial
57.3%
59.0%
Economically Disadvantaged
33.2%
38.6%
Students with Disabilities
4.8%
6.4%
African American Males
20.3%
28.9%
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
All Students
On-Time Graduation Rate
School
Division
91.0%
91.3%
African American
88.0%
88.2%
4.3%
5.6%
<
96.6%
<
1.2%
Caucasian
93.2%
92.5%
3.4%
4.1%
Hispanic
90.4%
89.8%
5.8%
6.2%
Multiracial
82.4%
91.6%
14.7%
5.1%
Economically Disadvantaged
95.3%
94.4%
0.0%
0.3%
Students with Disabilities
90.7%
85.5%
4.7%
12.0%
African American Males
89.4%
84.6%
0.0%
7.6%
Group
Asian
Cohort Dropout Rate
School
Division
4.7%
4.6%
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.
Virginia Beach City Public Schools
6
2016 Campus Compass - First Colonial High School
Goal 2: Multiple Pathways
All 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 2015-2016 Compass to 2020 Monitoring 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
100%
79%
80%
School
60%
Division
40%
78%
66%
71%
20%
0%
Students
Parents
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 2015-2016 Compass to 2020 Monitoring Survey.
Percentage of Students and Parents Reporting That
Students Were Provided With Personalized Learning Opportunities
100%
75%
80%
School
60%
Division
40%
84%
90%
53%
20%
0%
Students
Virginia Beach City Public Schools
Parents
7
2016 Campus Compass - First Colonial 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
88%
100%
80%
School
60%
Division
40%
67%
83%
62%
62%
41%
55%
40%
20%
0%
PSAT Evidence-Based Reading
and Writing
PSAT Mathematics
SAT Evidence-Based Reading
and Writing
SAT Mathematics
Percentage of Students Meeting College-Readiness Benchmarks on the ACT
100%
80%
School
60%
Division
40%
78%
75%
54%
63%
55%
60%
48%
50%
20%
0%
English
Mathematics
Reading
Science
Detailed Data By Subgroup
Goal 2: Multiple Pathways
All 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
All Students
School
65.7%
Division
79.1%
African American
76.7%
82.7%
<
83.3%
Caucasian
63.1%
78.5%
Hispanic
62.7%
75.3%
Multiracial
68.6%
79.4%
African American Males
73.3%
83.2%
Asian
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (<) are not reported.
Virginia Beach City Public Schools
8
2016 Campus Compass - First Colonial High School
Detailed Data By Subgroup
Goal 2: Multiple Pathways
All 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
PSAT
SAT
All Students
Evidence-Based
Reading & Writing
School
Division
66.7%
62.5%
School
40.8%
Division
40.2%
African American
37.0%
35.6%
11.1%
17.9%
Group
Asian
Mathematics
Evidence-Based
Reading & Writing
School
Division
88.0%
83.3%
School
61.6%
Division
55.5%
81.8%
60.8%
31.8%
22.6%
Mathematics
<
74.9%
<
57.7%
<
83.2%
<
64.7%
Caucasian
76.3%
74.1%
50.5%
48.8%
88.0%
90.0%
64.5%
65.4%
Hispanic
60.5%
55.2%
25.6%
32.9%
88.9%
83.1%
50.0%
46.2%
Multiracial
63.0%
64.7%
51.9%
42.7%
100.0%
83.9%
70.0%
56.4%
Economically Disadvantaged
44.6%
44.8%
23.7%
25.0%
77.8%
65.3%
48.1%
35.1%
Students with Disabilities
22.2%
18.4%
5.6%
9.9%
<
41.9%
<
18.6%
African American Males
26.3%
33.1%
10.5%
18.0%
<
52.7%
<
19.0%
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
Group
English
Division
75.3%
Mathematics
School
Division
53.7%
55.0%
Reading
School
Division
63.0%
60.2%
School
48.1%
Science
Division
50.1%
All Students
School
78.4%
African American
53.3%
43.6%
20.0%
21.0%
33.3%
28.4%
26.7%
18.1%
<
82.1%
<
69.5%
<
75.8%
<
67.4%
84.7%
86.2%
62.1%
65.8%
66.9%
70.2%
53.2%
59.1%
Asian
Caucasian
Hispanic
<
69.9%
<
48.2%
<
55.4%
<
44.6%
Multiracial
50.0%
67.1%
10.0%
50.0%
30.0%
50.0%
10.0%
50.0%
Economically Disadvantaged
65.2%
45.6%
34.8%
28.5%
39.1%
30.5%
26.1%
27.2%
Students with Disabilities
<
21.1%
<
15.8%
<
15.8%
<
0.0%
African American Males
<
36.4%
<
23.2%
<
22.2%
<
15.2%
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
All Students
School
52.8%
Division
75.1%
African American
56.8%
75.2%
Asian
<
83.2%
Caucasian
51.3%
75.3%
Hispanic
54.9%
71.3%
Multiracial
51.4%
75.3%
African American Males
43.8%
75.8%
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (<) are not reported.
Virginia Beach City Public Schools
9
2016 Campus Compass - First Colonial High School
Goal 3: Social-Emotional Development
All 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 2015-2016 Compass to 2020 Monitoring
Survey.
Percentage of Students and Parents Reporting the
Percentage of Students and Parents Reporting the
School is a Safe and Orderly Place to Learn
School is a Welcoming Place to Learn
100%
81%
86%
92%
92%
100%
80%
School
Division
80%
60%
School
60%
40%
Division
40%
20%
84%
88%
92%
70%
20%
0%
0%
Students
Parents
Students
Parents
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 the
2015-2016 Compass to 2020 Monitoring Survey.
Percentage of Students Reporting Participation in Extracurricular Activities, Clubs, or Athletics
100%
80%
School
60%
Division
40%
70%
68%
20%
0%
Students
Percentage of Students Reporting Participation in Community Service
100%
80%
School
60%
Division
40%
42%
38%
20%
0%
Students
Virginia Beach City Public Schools
10
2016 Campus Compass - First Colonial High School
Detailed Data By Subgroup
Goal 3: Social-Emotional Development
All students will benefit from an educational experience that fosters their social and
emotional development.
Table 10: School Climate
Percentage of Students Reporting
the School is a Safe and Orderly
Place to Learn
School
Division
80.9%
86.1%
Group
All Students
African American
Percentage of Students Reporting
the School is a Welcoming Place to
Learn
School
Division
70.4%
83.9%
73.3%
86.0%
67.4%
85.3%
<
92.0%
<
90.2%
Caucasian
83.0%
88.0%
70.8%
84.7%
Hispanic
76.0%
80.1%
66.7%
77.8%
Multiracial
82.9%
85.2%
71.4%
83.0%
African American Males
66.7%
85.0%
61.1%
84.5%
Asian
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (<) are not reported.
Table 11: Student Participation
Percentage of Students Reporting
Participation in Extracurricular
Activities, Clubs, or Athletics
School
Division
69.9%
68.3%
Group
All Students
African American
Percentage of Students Reporting
Participation in Community Service
School
38.4%
Division
42.3%
64.4%
66.1%
45.5%
41.2%
<
69.3%
<
50.1%
Caucasian
70.8%
70.1%
38.5%
42.1%
Hispanic
70.6%
64.4%
37.3%
40.9%
Multiracial
66.7%
69.7%
28.6%
42.2%
African American Males
58.8%
64.7%
29.4%
40.2%
Asian
Survey only administered to students in grades 5, 8, and 12. Subgroups with less than 10 students (<) are not reported.
Goal 4: Culture of Growth and Excellence
Virginia 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
687
Division
50,361
Virginia Beach City Public Schools
11
Produced by the Department of Planning, Innovation, and Accountability.
Additional information about the data used in this report card can be found at
http://www.vbschools.com/school_data/report_cards/
Mission
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/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].
The Virginia Beach City Public Schools, in
partnership with the entire community, will
empower every student to become a
life-long learner who is a responsible,
productive and engaged citizen within the
global community.
Superintendent
Dr. Aaron C. Spence
Virginia Beach City Public Schools
2512 George Mason Drive
Virginia 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)
vbschools.com
your virtual link to Hampon Roads' largest school system
Mrs. Kimberly A. Melnyk
(District 7 - Princess Anne)
Mrs. Trenace B. Riggs
(District 1 - Centerville)
Mrs. Carolyn T. Rye
(District 5 - Lynnhaven)
No part of this publication may be produced or shared in any form without giving
specific credit to Virginia Beach City Public Schools.
Mrs. Carolyn D. Weems
(District 4 - Bayside)