School Accountability Report Card & Annual Report to the Los Angeles County Board of Education Report Period: 2018-19
Odyssey Charter School Grade Levels Served: K-8 School Administrator: Sylvia Corona School Address:725 W. Altadena Drive, Altadena, CA 91001 School Telephone:626-229-0993 School Website: https://www.odysseycharterschool.org CDS Code- 19-10199-6116883
Odyssey Charter School Report Year: 2018-19
Table of Contents
Section 1: School Accountability Report Card (SARC) Supplementary Sections
I. EXECUTIVE SUMMARY 3
II. OUR CHARTER, OUR COMMUNITY, OUR STUDENTS 6 A. Academic Performance of Charter School & Resident Comparison Schools B. Demographics of Charter School & Comparison Schools C. Applicant Pool Demographics D. Student Recruitment
III. CHARTER SPECIFIC ACCOUNTABILITY 10 A. Measurable Pupil Outcomes B. California Assessment of Student Performance and Progress
IV. STAFFING AND STAFF DEVELOPMENT 27 A. Staff Recruitment and Retention B. Professional Development Plan
V. SCHOOL GOVERNANCE 31 A. Board Composition B. Board Recruitment and Retention C. Board Meetings
Section 2: Appendixes
I. CALIFORNIA SCHOOL DASHBOARD REPORTS 27 A. EQUITY REPORT B. STATUS AND CHANGE REPORT C. STUDENT GROUP REPORT
II. LCAP UPDATE ON 2017-18 Goals 30
IV. LACOE FACILITIES REPORT & CHARTER SCHOOL RESPONSE 47
Section 3: CDE School Accountability Report Card (SARC) 58 This section comprises the School Accountability Report Card and contains information CDE requires all California public schools to publish annually.
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Odyssey Charter School Report Year: 2018-19
Section 1:
School Accountability Report Card: Supplementary Sections The following sections provide additional information relevant to the operation of a charter school that is not contained in the California Department of Education’s School Accountability Report Card (SARC). This information is of interest to the County Board; the charter school’s authorizing entity. The SARC, SARC Supplementary Sections, and Required Appendixes fulfill the County Board’s requirement of providing an Annual Report to the County Board. (Board Policy)
I. EXECUTIVE SUMMARY
Odyssey’s unique school design continues to offer families in the Pasadena/Altadena and surrounding communities a public school choice for approximately 484 students in kindergarten through 8th grade. Our unique school design and instructional program educates students in three interdependent learning domains— academic excellence, social emotional wellbeing, and social responsibility. These three domains are seen working in unison throughout our educational program, in every classroom, with the aim of developing students who are active in their learning, aware of their interests, and who seek to explore and expand their knowledge beyond the classroom. Our dynamic learning environment embraces the individual and varied learning styles of all students and is tailored to meet the needs of those who learn best by doing.
Over the course of Odyssey Charter School’s organizational history, diversity has been a key element and distinguishing characteristic of the school community. For the past 20 years, Odyssey’s unique school design has offered families in the Pasadena/Altadena and surrounding communities a high-quality public school choice. Our multi-faceted learning environment embraces the individual and varied learning styles of a diverse student body. Through active learning environments and classrooms, students experience learning in both traditional and innovative ways that blend content, modalities, approaches, and pedagogies.
Odyssey’s education program is well suited for:
Students who would find greater success in a developmentally appropriate environment that focuses on both academic and social emotional learning Students whose learning style may limit their ability to achieve their learning potential in a conventional classroom employing traditional methods Students designated as English learners, foster youth, and free and reduced price meal (“FRPM”)-eligible students who can benefit from a unique and supportive school design Students who are high achieving, engaged, self-directed and independent thinkers Students with disabilities for whom a least restrictive or modified inclusion model is deemed appropriate
2018-19 Highlights and Accomplishments Odyssey hit a milestone accomplishment on successfully renewing our charter petition for the 4th time marking 20 years of operation. Simultaneously, we opened a new replication school, OCS – South, authorized by the Pasadena Unified School District and opened our doors to 166 Tk-3rd grade students and families to provide a high quality public education choice in our community. While we are proud of these accomplishments, it created some unexpected changes in the 2018-2019 school year. One of those changes was in our new organization structure with the addition of a second school and a new principal. Our principal, Ms. Corona, was to provide the educational leadership required to continue staff’s focus, attention, and
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Odyssey Charter School Report Year: 2018-19
commitment to our 2017-18 goal of strengthening our shift to Standards Based Grading. Staff engaged in a book study of Standards Based Learning in Action by Tom Schimmer. The book study created a common understanding amongst the teaching staff around the philosophy of standards-based learning and created common practices. These common practices better link instruction, assessments, and reporting to the common core standards. Studies show standards-based teaching practices correlate to higher academic achievement (Craig, 2011; Schoen, Cebulla, Finn, & Fi, 2003). As we continue on this shift, staff will continue to be addressed across the grade levels via professional development activities and discussions to best focus on meeting the learning needs of students at all grade levels.
2018-19 Challenges The 2018-2019 school year started by continuing to ensure our support programs and services remained consistent for our students that fall within the achievement gap as our CAASPP score for spring 2018 demonstrated success implementing these strategies. Those supports are: reading interventions through our LLI program, technology in the classroom to support individualized student learning in math, and continued small group implementation on focused instruction in all classrooms. Unfortunately, we experienced an unprecedented staff turnover throughout the year 2 with 2 middle school classrooms; two our inclusion specialists, our reading intervention teacher, and our technology teacher. Additionally, two teachers were on medical leave during CAASPP testing. In the end, these changes and challenges interrupted the focus and flow of the 2018-2019 school year and as a result our CAASPP test scores dropped in comparison to our 2017-2018 scores. There was an overall drop of 3% to our ELA scores and an overall 4% drop to our Math scores.
The following tables contain our students’ performance on for the past 3 years of the CAASPP in the areas of English/ Language Arts & Literacy and Mathematics.
Academic Performance of Charter School Three Year (2017-2019) Data Trend on the California Assessment of Student Performance and Progress (CAASPP) English Language Arts & Literacy Mathematics Percentage of students who have Percentage of students who have
Met or Exceeded Standard Met or Exceeded Standard
e e
Races Races
Hispanic Hispanic
Disabilities Disabilities
ELStudents ELStudents
All students All
All All Students
Two or Mor Two or More Two
Disadvantaged Disadvantaged
Studentswith Studentswith
Socioeconomically Socioeconomically
AfricanAmerican AfricanAmerican
White/ Caucasian White/ Caucasian White/
2019 76.2 33.3 67.3 76.5 89.1 57† 48 * 63.7 19.2 45.2 67.6 84.1 32.6 34.1 * 2018 78.7 48.3 69.6 80 90 59† 40.8 * 67.9 25 50.9 74.3 85.7 47† 29.2 * 2017 78 50 63.8 83.9 92.5 57† 45.4 36.4 66 15 42.9 77.4 87.4 40† 34.1 27.8 Table Legend “—“ Data not available,*= Fewer than 10 students; data not reported, †= Data at CAASPP Results is incorrect for this group, this figure was obtained from a professional data analysis by EdTec, Inc. Staff at LACOE were made aware of this reporting error in September 2018. Source: CAASPP Test Results for English Language Arts/Literacy and Mathematics (https://caaspp.cde.ca.gov/sb2018/default)
These academic areas of focused improvement and challenges continue to bring great opportunities for us to gather as a community of faculty, staff, and administrators and embrace them together. We will continue to focus our efforts on narrowing the achievement gap for our student learning groups.
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Odyssey Charter School Report Year: 2018-19
Moving forward, we will continue to focus our efforts on improving test scores while also narrowing the achievement gap for our student learning groups. In the 2019-2020 school year we will focus on three goals:
1. Improve teacher practice by providing effective feedback in the area of math instruction. This will be done by incorporating learning walks around campus for teachers to observe effective teaching techniques from each other. Teachers will also use video recording to self-reflect on their teaching craft. Lastly, teachers will also receive feedback from the instructional leader during teacher check-ins. 2. Implementation of iReady. iReady provides an adaptive diagnostic for grades K–12 which pinpoints student needs down to the sub-skill level and generates an online instruction for grades K–8. This computer program will also provide teachers with meaningful, actionable insights that make differentiating instruction a reality for teachers. It will also help teachers spot trends across student groups. 3. Improve student support services by maximizing the skill set of our teacher assistants. A greater emphasis will be placed on providing guidance and training for our teacher assistants to assist with small group intervention.
We are proud of the innovative and unique community we have collectively worked so hard to create for students and families in the Pasadena area and look forward to sharing the success of the strategies for closing the achievement gap on our 2019-2020 Annual Report.
For more information on our SARC or LCAP please visit our website at: https://odysseycharterschool.org/governance/
II. OUR CHARTER, OUR COMMUNITY, OUR STUDENTS A. Academic Performance of Charter School & Resident Comparison Schools
Academic Performance of Charter and Resident Comparison Schools 2019 California Assessment of Student Performance and Progress (CAASPP) (List all resident public schools included on the list provided by the Charter School Office and provide the CAASPP data indicated in the table. If additional, specific schools are identified in your charter petition, be sure to include these schools.) English Language Arts & Literacy Mathematics Percentage of students who have Percentage of students who have
Met or Exceeded Standard Met or Exceeded Standard
Races Races
Hispanic Hispanic
wo or More wo
Disabilities Disabilities
ELStudents ELStudents
All students All
All All Students
% of charter %
Two or More Two T
Disadvantaged Disadvantaged
Studentswith Studentswith
GradesServed
Socioeconomically Socioeconomically
AfricanAmerican AfricanAmerican
White/ Caucasian White/ Caucasian White/ school school enrollment Odyssey Charter K-8 76.2 33.3 67.3 76.5 89.1 56.1 48 * 63.7 19.2 45.2 67.6 84 38.3 32.6 * School McKinley School K-8 2.8 38.1 32.8 33.4 * 51.2 31.4 11.9 3.2 31.4 23.2 23.9 * 53 23 6 17.9 Altadena ES K-5 4.5 37.6 32 34.8 * * 34.1 4.5 7.1 24.7 24 24.6 * * 20 0 0 Franklin ES K-5 28.3 26.1 13.3 27.4 * * 23.2 4.8 0 16.1 12.5 15 * * 14.6 4.5 0 Charles Eliot MS 6-8 16.3 24.1 15.5 21.1 37.5 47.6 17.6 3.5 0 13.6 6.2 10.9 25 38.1 9.6 1.2 0 Washington MS 6-8 4.5 20.7 17.5 19.4 * * 19.1 8.6 1.2 13.6 11.8 12.4 * * 11.4 3.2 0 Table Legend “—“ Data not available,*= Fewer than 10 students; data not reported, †= Data at CAASPP Results is incorrect for this group, this figure was obtained from a professional data analysis by EdTec, Inc. Staff at LACOE were made aware of this reporting error in September 2018. Source: CAASPP Test Results for English Language Arts/Literacy and Mathematics (https://caaspp.cde.ca.gov/sb2018/default)
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Odyssey Charter School Report Year: 2018-19
B. Academic Performance of Charter and Similar Comparison Schools
Academic Performance of Charter and Similar Comparison Schools 2019 California Assessment of Student Performance and Progress (CAASPP) (List all resident public schools included on the list provided by the Charter School Office and provide the CAASPP data indicated in the table. If additional, specific schools are identified in your charter petition, be sure to include these schools.)
English Language Arts & Literacy Mathematics Percentage of students who have Percentage of students who have
Met or Exceeded Standard Met or Exceeded Standard
School
ces Races
Name Ra
African African African
Hispanic Hispanic
American American
Disabilities Disabilities
Disadvantaged Disadvantaged
EL Students EL Students EL
All students All
All Students All
Two or More More Twoor More Twoor
Students with with Students with Students
Socioeconomically Socioeconomically
Grades Served Grades
White/ Caucasian White/ Caucasian White/ Odyssey Charter K-8 76.2 33.3 67.3 76.5 89.1 56.1 48 * 63.7 19.2 45.2 67.6 84.1 38.3 32.6 * School McKinley School K-8 38.1 32.8 33.4 * 51.2 31.4 11.9 3.2 31.4 23.2 23.9 * 53 23 6 17.9 Odyssey Charter K-5 70 20 59 73 84 43 36 * 63 20 45 68 81 40 32 * School Aveson ES K-5 62.3 15.4 52.1 * 66.9 50 29.4 * 36.6 7.14 22.9 * 39.6 26.8 17.6 * Don Benito ES K-5 56.2 35.5 45.5 75 71.8 39.6 21.2 9.1 49.8 35.5 38.7 75 64.3 29.5 25.8 0 Hamilton ES K-5 69.8 60.6 53.6 100 84.5 53.1 23.5 18.5 58.5 33.3 39.3 92.7 72.4 38.2 14.7 22.2 Norma Coombs K-5 44.4 40.4 39.1 * 61.9 38.3 21.1 8 36.4 19.1 34.5 * 57.4 29.1 21.1 16 Alternative Sierra Madre ES K-5 69.3 40 58.9 * 75.2 56.4 40.9 * 70.2 60 51.7 * 76.7 54.4 47.7 * Odyssey Charter 6-8 82 50 73 83 94 70 57 * 64 18 45 67 87 36 33 * School Sierra Madre MS 6-8 67.9 39.5 58.5 76 72.1 41.7 24.2 * 58.4 32.5 47.4 72 61.1 35.4 24.2 * Table Legend “—“ Data not available,*= Fewer than 10 students; data not reported, †= Data at CAASPP Results is incorrect for this group, this figure was obtained from a professional data analysis by EdTec, Inc. Staff at LACOE were made aware of this reporting error in September 2018. Source: CAASPP Test Results for English Language Arts/Literacy and Mathematics (https://caaspp.cde.ca.gov/sb2018/default)
C. Demographics of Charter School & Resident Comparison Schools
Pasadena Washington Odyssey Altadena Eagle Rock Charles Eliot Luther Demographic Unified Middle Charter Elementary Elementary MS Burbank MS Category School School School (PUSD) (LAUSD) (PUSD) (LAUSD) District (PUSD) Black/African 9.3% 12.1% 23.1% 2% 19.5% 1.8% 14.5% American American Indian or 0.2% 0.2% 0% 0.3% 0.2% 0.6% 0% Alaska Native Asian 3.1% 5.0% 0.9% 10.7% 1.6% 1.3% 0.9%
Filipino 0.4% 1.9% 0.4% 15.2% 1.6% 1.8% 0.2%
Hispanic or Latino 30% 58.3% 57.3% 45.8% 64.7% 88.5% 82.6%
Pacific Islander 0% 0.2% 0% 0% 0.2% 0.6% 0.2%
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Odyssey Charter School Report Year: 2018-19
White 43.8% 18.5% 12.4% 25% 8.4% 4.8% 1.3%
Two or More Races 13.2% 3.3% 4.4% 0% 3.5% 0% 0.4% Not reported/ 0.2% .05% 1.3% 0.9% 0.24% 0.1% 0% Other Other Demographics
Free/Reduced Price 30% 61.6% 68.9% 50.1% 74.7% 18.6% 86.6% Meal Eligible English Language 3.9% 15.8% 18.2% 9.4% 14% 9.1% 20.7% Learners Students with 12.6% 14.5% 16.9% 11.9% 19.5% 17.6% 16.7% Disabilities
Foster Youth 0% 1.6% 1.3% 1.1% 4.1% 0.4% 3.7%
Homeless Youth 0.4% 2.4% 1.8% 1.4% 4.1% 3.5% 3.7% Source: CDE Data and Statistics/ Demographics Student & School/Data Files (Downloadable)/Enrollment by School; PowerSchool SIS https://data1.cde.ca.gov/dataquest/
D. Demographics of Charter School & Resident Similar Schools
Odyssey Aveson Norma Sierra Sierra Madre Demographic McKinley Don Charter School of Hamilton Coombs Madre Middle Category (K-8) Benito School Leaders Alternative Elementary School
Total Enrollment 484 973 434 554 605 382 689 555
Black/African 9.3% 17.1% 6.7% 12.1% 10.2% 23.8% 4.1% 7.6% American American Indian 0.2% 0.4% 0.2% 0.4% 0.2% 0% 0% 0.4% or Alaska Native Asian 3.1% 8.1% 6% 3.2% 14.2% 1.3% 9.9% 12.4%
Filipino 0.4% 2.9% 1.8% 3.2% 3.8% 2.4% 1.5% 0.7%
Hispanic or Latino 30% 55.6% 22.8% 41.9% 40.8% 55.2% 23.5% 27%
Pacific Islander 0% 0% % 0.2% 0.3% 0% 0.1% 0%
White 43.8% 13.3% 58.1% 31.4% 24.5% 12% 57% 47% Two or More 13.2% 1.8% 3.5% 6.7% 5.8% 5% 3% 4.3% Races Not reported/ 0.2% 0.8% 0.9% 0.9% 0.2% 0.3% 0.9% 0.5% Other
Free/Reduced Price Meal 30% 64.1% 18.9% 40.6% 43.1% 64.9% 17.9% 24.1% Eligible English Language 3.9% 15.2% 3.2% 7.8% 12.7% 17.5% 3.8% 4% Learners Students with 12.6% 12.9% 7.4% 13.9% 10.2% 18.6% 11.3% 14.6% Disabilities
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Odyssey Charter School Report Year: 2018-19
Foster Youth 0% 1.3% 0% 0.4% 0.7% 0.5% 0% 1.4%
Homeless Youth 0.4% 2.2% 0.2% 0.5% 1.2% 0.5% 0% 0.4% Source: CDE Data and Statistics/ Demographics Student & School/Data Files (Downloadable)/Enrollment by School; PowerSchool SIS https://data1.cde.ca.gov/dataquest/
E. Applicant Pool Demographics
Applicant Pool Demographics (Provide data as reported by applicants) Demographics of Demographics of Newly Overall School Ethnicity Applicant Pool Enrolled Students Demographics African American 3.65% 9% 9.3% American Indian/ 0.00% 0% 0.0% Alaska Native Asian* 5.73% 4% 3.5% Hispanic or Latino 10.42% 38% 30.00% White 44.79% 35% 43.8% Two or More Races 29.69% 14% 13.2% Not Reported 5.73% 0% 0.2% *Asian includes Asian, Filipino and Pacific Islander **Of the 745 applicants, 192 completed a voluntary Demographic Form in order to provide data provided above.
F. Student Recruitment
Recruitment Process/Means for Achieving Racial and Ethnic Balance (Describe the student recruitment process the school uses to achieve the racial and ethnic balance of the school district in which the charter school is located. Describe whether the strategy has been successful in recruiting an applicant pool that is reflective of the racial and ethnic diversity of the district. If the strategy has not been successful, explain the challenges and what changes in recruitment will be made in the future.) In our diverse by design model, Odyssey believes that individuals thrive where students, teachers, staff and administrators are able to experience respect, acceptance and space for their strengths, differences and opportunities. The commitment to achieving a racial and ethnic balance per our charter petition is to ensure we maintain an open, diverse, inclusive environment that benefits the entire community.
In the 2018-2019 school year, Odyssey pursued opportunities aimed at continuing to diversify our applicant pool as indicated in our charter petition. Our diverse-by-design approach details our commitment to ensuring we serve a truly diverse student population and not one that is overly representative of any one group or characteristic. We define diversity in its broadest sense to include: race/ethnicity, gender, socioeconomic status, home language, religious beliefs, differing abilities, political affiliations, and family composition.
Outreach and recruitment strategies are implemented, evaluated, and modified to ensure a
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Odyssey Charter School Report Year: 2018-19
diverse population of students and families are recruited and enrolled at Odyssey. To support this goal, the following outreach and recruitment strategies were conducted:
The following specific strategies were also used in our outreach and recruitment efforts: Eight enrollment tours were hosted during the months of October through February. This included one evening tours, two Saturday tours, and five day tours. A total of 236 families attended eight tours; resulting in 745 applicants. Enrollment information was disseminated at the Mt Washington school information event. Mailed postcards with upcoming tour dates to families in the community surrounding the Charter School Maintained a Spanish language portion of ur website providing tour and enrollment information for families. Employ a Spanish speaking Administrative Assistant at our Front Office.
The district of residence of our applicants was: 54.63% of applicants were Pasadena Unified School District residents/attendees 31.28% of applicants were Los Angeles Unified School District residents/attendees 14.09% of applicants were residents of other local school districts
The results of these strategies resulted in the below 745 applications for the 2018-2019 school year with a total of 86 new students admitted. Below are the demographics of the new student enrollment.
Number of Percentage of Ethnicity New Students New Students African American 8 9% American Indian/ Alaska Native 0 0% Asian, Filipino, Pacific Islander 3 4% Hispanic or Latino 33 38% White 30 35% Two or More Races 12 14% Not Reported 0 0% EL 6 7% SPED 7 6% FRLP 43 50% Homeless 2 2% Foster 1 1%
Our yearly analysis of our recruitment and outreach processes, lottery preferences and enrollment data continue to demonstrate a gradual shift towards achieving a racial and ethnic balance among our students that is reflective of the general population of the territorial jurisdiction of the Pasadena Unified School District. We typically receive over 500 applications each school year thereby rendering our admission rate to less than 10%. Nevertheless, we are making gradual progress in our demographic shifts with a continual increase in our African American population, Socioeconomically Disadvantaged and special education populations.
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Odyssey Charter School Report Year: 2018-19
While we are making gradual progress in some of student groups, we are noticing a decline in our Hispanic populations and acknowledge there is work to be done in our Hispanic population as it continues to slightly decline each year. We will be working with our Governing Board and our Latino parent council to identify, broaden and enhance our recruitment and outreach in our local community.
III. CHARTER SPECIFIC ACCOUNTABILITY
A. Measurable Pupil Outcomes (MPOs) (List all schoolwide and pupil outcomes, academic and nonacademic, as stated in the charter. State whether each was met /not met and provide substantiating data indicating the means by which progress was measured. If not met, indicate the degree/percent of progress and the manner in which the school plans to improve/increase performance in the current school year. An improvement plan for each unmet MPO or LCAP goal must be included in Section 3, under Student Achievement Plan.)
STATE PRIORITY #1— BASIC SERVICES The degree to which teachers are appropriately assigned (E.C. §44258.9) and fully credentialed, and every pupil has sufficient access to standards-aligned instructional materials (E.C. § 60119), and school facilities are maintained in good repair (E.C. §17002(d)) SUBGOAL A 100% of core teachers will hold a valid CA Teaching Credential with appropriate GOAL TO ACHIEVE PRIORITY English learner authorization as defined by the CA Commission on Teaching Credentialing All core teacher candidates screened for employment will hold valid CA Teaching ACTIONS TO ACHIEVE GOAL Credential with appropriate English learner authorization; Business Manager will annually review credential status 100% of core teachers will hold a valid CA Teaching Credential with appropriate MEASURABLE OUTCOME English learner authorization as defined by the CA Commission on Teaching Credentialing Over the past five years, 100% of core teachers held valid CA Teaching Credentials BASELINE PERFORMANCE LEVEL with appropriate English learner authorization Initial and annual verification of core teacher credential as reported by the CA METHODS OF MEASUREMENT Commission on Teacher Credentialing; CALPADS Report 3.5 NCLB Core Course Section Compliance; Annual School Accountability Report Card OUTCOME MET Met 100% of core teachers held valid CA Teaching Credential with proper 2018-2019 EL authorizations per CTC requirements. SUBGOAL B 100% of pupils will have access to standards-aligned materials and additional GOAL TO ACHIEVE PRIORITY instructional materials as outlined in our charter petition All instructional materials purchased will be aligned to CA Common Core State ACTIONS TO ACHIEVE GOAL Standards and aligned with our charter petition 100% of pupils will have access to standards-aligned materials and additional MEASURABLE OUTCOME instructional materials as outlined in our charter petition Over the past five years, 100% of pupils have had access to standards-aligned BASELINE PERFORMANCE LEVEL materials Executive Director and faculty review all instructional materials before purchase METHODS OF MEASUREMENT pursuant to E.C. § 60119 OUTCOME MET Met 100% of pupils had access to standards aligned materials as outlined in 2018-2019 our charter petition and included in our yearly Annual Report SUBGOAL C Maintain a clean and safe school facility in partnership with Pasadena Unified School GOAL TO ACHIEVE PRIORITY District who serves as our facility lessor
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Odyssey Charter School Report Year: 2018-19
Daily general cleaning by custodial staff will maintain campus cleanliness; Annual and ACTIONS TO ACHIEVE GOAL monthly facility inspections will screen for safety hazards Annually, 90% all items on Monthly site inspection checklists and 90% of LACOE Facility Inspection checklists will be in compliance/good standing and 100% of MEASURABLE OUTCOME identified Required Corrections will be corrected within three months. Daily cleanliness spot checks will ensure appropriate cleanliness Since the May 2013 facility inspection, all items noted for Required Correction have BASELINE PERFORMANCE LEVEL been corrected Monthly site inspection documents prepared by Director of Operations; Annual METHODS OF MEASUREMENT LACOE Facility Inspection Reports OUTCOME MET Met OCS removed all non-fire rated window coverings in classrooms and replaced with fire retardant rolling window shades. Additionally, OCS 2018-2019 installed Lock Blok's to every door, so staff is able to lock classrooms from the inside of their space. STATE PRIORITY #2— IMPLEMENTATION OF COMMON CORE STATE STANDARDS Implementation of Common Core State Standards, including how EL students will be enabled to gain academic content knowledge and English language proficiency SUBGOAL A 100% of teachers will participate in annual professional development on the GOAL TO ACHIEVE PRIORITY implementation of CA Common Core State Standards (CA CCSS) Identify and participate in intensive professional development and trainings on the ACTIONS TO ACHIEVE GOAL CA CCSS and Technology in Teaching and Learning Annually, 100% of teachers will participate in at least five hours of Professional MEASURABLE OUTCOME Development and trainings in CA CCSS and three hours of Technology in Teaching and Learning professional development In 2013, teachers participated in four hours of technology training and 8 hours of CA BASELINE PERFORMANCE LEVEL CCSS aligned Singapore Math Training Professional Development calendar and rosters will evidence participation by METHODS OF MEASUREMENT teachers in professional development activities submitted to the charter schools office through our yearly Annual Report. OUTCOME MET Met Year 2018 Summer Institute and Annual Report SUBGOAL B 100% of EL students will gain academic content knowledge through the GOAL TO ACHIEVE PRIORITY implementation of the CA CCSS EL students participate in English Language Arts/Literacy instruction with appropriate ACTIONS TO ACHIEVE GOAL instructional support Annually, 100% of EL students will gain academic content knowledge through the MEASURABLE OUTCOME implementation of the CA CCSS In 2013, all EL students participated in the CA CCSS aligned Singapore Math BASELINE PERFORMANCE LEVEL curriculum, and Reader’s and Writer’s Workshop curriculum with ELD support EL student performance on the MAPP statewide assessments; CELDT/ELPAC METHODS OF MEASUREMENT Assessments; ILP folder; teacher assessments; annual report cards OUTCOME MET Met 100% of EL students were in classrooms where the CA CCSS were 2018-2019 implemented SUBGOAL C 100% EL students will gain English language proficiency through the implementation GOAL TO ACHIEVE PRIORITY of the ELD curriculum and related instructional strategies EL students participate in English Language Arts/Literacy instruction with appropriate instructional support. EL students have access to ELD curriculum. Teachers of EL ACTIONS TO ACHIEVE GOAL students participate in professional development activities to bridge the 2012 ELD standards and the existing ELD curriculum, Into English and High Point 100% EL students will reach English language proficiency within four years of initial MEASURABLE OUTCOME classification as English learner through the implementation of the CA CCSS, and Into English and High Point ELD curriculum and related instructional strategies
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Odyssey Charter School Report Year: 2018-19
In 2013, 14 reclassified EL students reached English language proficiency within four BASELINE PERFORMANCE LEVEL years. Student performance on CELDT/ELPAC Assessment, Into English and High Point METHODS OF MEASUREMENT curriculum assessments, ELD folder and reclassification documentation OUTCOME MET Met Within four years of initial EL designation, over 95% were reclassified 2018-2019 to Fluent English Proficient STATE PRIORITY #3— PARENTAL INVOLVEMENT Parental involvement, including efforts to seek parent input for making decisions for schools, and how the school will promote parent participation SUBGOAL A GOAL TO ACHIEVE PRIORITY Maintain parent representation on the Odyssey Charter School Governing Board Each spring, the Odyssey Parent Participation Group (OPPG) nominates and elects ACTIONS TO ACHIEVE GOAL parents to serve as Governing Board Parent members MEASURABLE OUTCOME Annually, the Odyssey Governing Board will have, at minimum, two parent members Over the past fifteen years, at least two parents have always served as Parent BASELINE PERFORMANCE LEVEL Members on the OCS Governing Board METHODS OF MEASUREMENT Governing Board meeting agendas and minutes identify Parent Members OUTCOME MET Met Board minutes, audio recordings, and Form 700 on an annual basis. 2018-2019 Annual Report contains member rosters and monthly meeting listing. SUBGOAL B GOAL TO ACHIEVE PRIORITY Solicit parent feedback via annual satisfaction surveys Annually, OCS administration, as well as teachers, will conduct school and classroom satisfaction assessments to generate strategies for improvement. Results of parent ACTIONS TO ACHIEVE GOAL satisfaction surveys will be presented to the Governing Board for discussion and implementation Campus community surveys will generate a consistent rate of return of at least 25% MEASURABLE OUTCOME unduplicated community members BASELINE PERFORMANCE LEVEL 20% of Odyssey parents completed the 2013 OCS Community Survey Results and reports of community satisfaction surveys will be shared with parents, METHODS OF MEASUREMENT Governing Board members, and staff upon completion of its results and analysis OUTCOME MET Met 2018-2019 California Healthy Kids Survey completed SUBGOAL C Odyssey will co-sponsor at least five community events annually in conjunction with GOAL TO ACHIEVE PRIORITY the Odyssey Parent Participation Group (OPPG) OCS Administration will meet with leadership of OPPG to identify opportunities and ACTIONS TO ACHIEVE GOAL events to create and nurture community on campus MEASURABLE OUTCOME At least five campus community events will be held throughout the academic year BASELINE PERFORMANCE LEVEL Six community events were held in 2012-2013 As demonstrated throughout our fifteen year history, the calendar of school events has included events such as Stone Soup Day, Dr. Seuss Day, Parent Orientation & METHODS OF MEASUREMENT Back to School Events, Spanish language Parent Councils, and Charity Marketplace among others OUTCOME MET Met Community Events led by faculty and parents as noted above occur on Year 2018 yearly basis and reported yearly Annual Report STATE PRIORITY #4— STUDENT ACHIEVEMENT Pupil achievement, as measured by all of the following, as applicable: A. CA Measurement of Academic Progress and Performance statewide assessment B. The Academic Performance Index (API) C. Percentage of pupils who have successfully completed courses that satisfy UC/CSU entrance requirements, or career technical education D. Percentage of ELs who make progress toward English language proficiency as measured by the California English Language Development Test (CELDT) and/or English Language Proficiency Assessment for California (ELPAC)
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Odyssey Charter School Report Year: 2018-19
E. EL reclassification rate F. Percentage of pupils who have passed an AP exam with a score of 3 or higher G. Percentage of pupils who participate in and demonstrate college preparedness pursuant to the Early Assessment Program (E.C. §99300 et seq.) or any subsequent assessment of college preparedness SUBGOAL A 75% of students at every applicable grade level, including all student subgroups, GOAL TO ACHIEVE PRIORITY score proficient or higher on the CAASPP statewide assessment in the area of English Language Arts/Literacy and Mathematics Classroom instruction conducive to student learning; adequate learning environments; appropriate CA CCSS aligned instructional materials; implementation ACTIONS TO ACHIEVE GOAL of a Reading Intervention program to assist at-risk students; use of instructional technology in the area of mathematics; teacher assistants in classrooms to support instruction and student learning Annually, at least 95% participation rate in the CAASPP statewide assessments; at least 75% of students at every applicable grade level, including all subgroups, score MEASURABLE OUTCOME proficient or higher on the CAASPP statewide assessment in the areas of English Language Arts/Literacy and Mathematics Percentage of students scoring proficient or better on the 2013 CST English Language Arts Test 72% all students, grades 2nd through 8th; 60%, African American students; 62% BASELINE PERFORMANCE LEVEL Hispanic students; 88% White students; 60% SED students Percentage of students scoring proficient or better on the 2013 CST Math Test 62% all students grades 2nd through 8th; 32%, African American students; 58% Hispanic students; 82% White students; 43% SED students CAASPP Score reports; evidence of student learning as demonstrated on Individualized Learning Plan Folders; Readers & Writers Workshop Assessments; METHODS OF MEASUREMENT Fountas & Pinnell Benchmark Assessments; Teacher observations, Pre and post unit test results, Unit assessments, Assignment & project rubrics OUTCOME MET Not Met Met for some student groups; detailed data is found in ‘Academic 2018-2019 Performance of Charter School Three Year (2017-2019) Data Trend on the CAASPP’ data table SUBGOAL B 100% of students, including all student subgroups, will meet the annual API Growth GOAL TO ACHIEVE PRIORITY Target, or equivalent, as mandated by the CA State Board of Education Classroom instruction will incorporate testing strategies in preparation for the ACTIONS TO ACHIEVE GOAL CAASPP 100% of students, including all student subgroups, will meet the annual API Growth MEASURABLE OUTCOME Target or equivalent as mandated by the CA State Board of Education In 2013, schoolwide API target was met; API targets were met for 2 of 4 numerically BASELINE PERFORMANCE LEVEL significant subgroups CAASPP Score reports; CA Data Quest summary and API Reports or equivalent as METHODS OF MEASUREMENT determined by the CA Department of Education OUTCOME MET NA CAASPP data for English language arts and mathematics for Odyssey 2018-2019 students is at least equal to the academic data to our resident and comparison schools and in some areas outperforming those schools SUBGOAL C- GRADE LEVELS NOT APPLICABLE TO ODYSSEY SUBGOAL D EL students will advance at least one performance level per the CELDT/ELPAC each GOAL TO ACHIEVE PRIORITY academic year EL students will receive in-class instructional support which includes 1-on-1 teacher support, 1-on-1 teacher assistant support, small group work, usage of SDAIE and ELD ACTIONS TO ACHIEVE GOAL instructional strategies, and implementation of Into English and High Point ELD curricula 80% of EL students will advance at least one performance level per the CELDT/ELPAC MEASURABLE OUTCOME each academic year
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Odyssey Charter School Report Year: 2018-19
BASELINE PERFORMANCE LEVEL In 2012/2013, 90% of students advanced one performance per the CELDT CELDT/ELPAC Score Reports; EL Reclassification documentation maintained by METHODS OF MEASUREMENT ELPAC/CELDT Coordinator; ELD Folder in conjunction with ELD curriculum assessments and annual report cards OUTCOME MET Met 31% scored at Level 4 and 47% scored at Level 3 of the ELPAC. Since 2018-2019 this was the first year of ELPAC testing, comparison scores will be available the following year. SUBGOAL E EL students will be reclassified as Fluent English Proficient annually and perform at GOAL TO ACHIEVE PRIORITY grade level on the CAASPP statewide assessment EL students will receive in-class instructional support which includes 1-on-1 teacher support, 1-on-1 teacher assistant support, small group work, usage of SDAIE and ELD ACTIONS TO ACHIEVE GOAL instructional strategies, and implementation of Into English and High Point ELD curricula At least 25% of EL students will be reclassified as Fluent English Proficient annually MEASURABLE OUTCOME and perform at grade level on the CAASPP statewide assessment BASELINE PERFORMANCE LEVEL In 2013, 25% of EL students were reclassified to RFEP. Analysis and review of CELDT/ELPAC results, and CAASPP statewide assessment METHODS OF MEASUREMENT scores OUTCOME MET Met 2018-2019 37% of EL students were reclassified as Fluent English Proficient SUBGOAL F— GRADE LEVELS NOT APPLICABLE TO ODYSSEY SUBGOAL G— GRADE LEVELS NOT APPLICABLE TO ODYSSEY STATE PRIORITY #5— STUDENT ENGAGEMENT Pupil engagement, as measured by all of the following, as applicable: A. School attendance rates B. Chronic absenteeism rates C. Middle school dropout rates (EC §52052.1(a)(3)) D. High school dropout rates E. High school graduation rates SUBGOAL A GOAL TO ACHIEVE PRIORITY Odyssey will maintain a 95% annual ADA rate Odyssey will provide a safe and engaging learning environment for all its students ACTIONS TO ACHIEVE GOAL and families, including those of the various subgroups enrolled MEASURABLE OUTCOME Annual Average Daily Attendance will be at least 95% Over the past five years, keeping our families informed about the importance of attendance has resulted in an overall increase in our ADA from 95% ADA in 2009 to BASELINE PERFORMANCE LEVEL 97% ADA in 2012; this is evidenced in our historical monthly, quarterly, and annual attendance reports Monthly, Quarterly, and Annual ADA reports; Periodic attendance updates to METHODS OF MEASUREMENT families reminding them of the importance of in-school attendance as the primary way of learning and success. OUTCOME MET Met 2018-2019 ADA Rate above 95% SUBGOAL B GOAL TO ACHIEVE PRIORITY Students will not have more than three absences in any school year Parents will be informed of chronic absences as specified in the Attendance & ACTIONS TO ACHIEVE GOAL Truancy Policy 90% of enrolled students will have fewer than three absences during any one school MEASURABLE OUTCOME year Over the past five years, keeping our families informed about the importance of attendance has resulted in an overall increase in our ADA from 95% ADA in 2009 to BASELINE PERFORMANCE LEVEL 97% ADA in 2012; this is evidenced in our historical monthly, quarterly, and annual attendance reports End of term absence and tardy reports from our student information system. METHODS OF MEASUREMENT Periodic attendance updates to families reminding them of the importance of in-
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Odyssey Charter School Report Year: 2018-19
school attendance as the primary way of learning and success. Evidence of success, is determined by monthly, quarterly, and annual attendance reports OUTCOME MET Met Per our CA Dashboard, all students demonstrated a very low rating of 2018-2019 blue. SUBGOAL C th th GOAL TO ACHIEVE PRIORITY Odyssey will retain and promote 98% of 7 and 8 grade students Odyssey will offer an academically engaging learning environment for all its students, ACTIONS TO ACHIEVE GOAL including members of all subgroups 98% of the 7th and 8th grade classes will be comprised of students who enrolled at MEASURABLE OUTCOME Odyssey the prior academic year In 2013-2014, 98% of 7th and 8th grade students were enrolled at Odyssey the prior BASELINE PERFORMANCE LEVEL academic year Student re-enrollment documentation as verified by our student information system METHODS OF MEASUREMENT and CALPADS OUTCOME MET Not Met 93% retention rate for 7th and 8th grade students; goal not met due to 2018-2019 students enrolling in 7-12th grade local schools or relocation SUBGOAL D— GRADE LEVELS NOT APPLICABLE TO ODYSSEY SUBGOAL E— GRADE LEVELS NOT APPLICABLE TO ODYSSEY STATE PRIORITY #6— SCHOOL CLIMATE School climate, as measured by all of the following, as applicable: A. Pupil suspension rates B. Pupil expulsion rates C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness SUBGOAL A GOAL TO ACHIEVE PRIORITY Odyssey will maintain an annual suspension rate of less than 1% Teachers will be trained and follow the Social Emotional Wellbeing component of our Charter which outlines our classroom management and behavior approach. ACTIONS TO ACHIEVE GOAL Executive Director and Assistant Director work with teachers and families to manage student behavior issues and concerns MEASURABLE OUTCOME Annually, 1% or fewer of all enrolled students will be suspended In reviewing historical SARC data, Odyssey has maintained a suspension rate of less BASELINE PERFORMANCE LEVEL than 1% Annual School Accountability Report Card & Annual Report and CALPADS Report 7.1 METHODS OF MEASUREMENT Discipline Incidents OUTCOME MET Met 2018-2019 1.0% suspension rate SUBGOAL B GOAL TO ACHIEVE PRIORITY Odyssey will maintain an annual expulsion rate of less than 1% Teachers will be trained and follow the Social Emotional Wellbeing component of our Charter which outlines our classroom management and behavior approach. ACTIONS TO ACHIEVE GOAL Executive Director and Assistant Director work with teachers and families to manage student behavior issues and concerns MEASURABLE OUTCOME Annually, 1% or fewer of enrolled students will be expelled In reviewing prior SARC data, Odyssey has maintained an expulsion rate of less than BASELINE PERFORMANCE LEVEL 1% Annual School Accountability Report Card & Annual Report and CALPADS Report 7.1 METHODS OF MEASUREMENT Discipline Incidents OUTCOME MET Met 2018-2019 No Expulsions SUBGOAL C GOAL TO ACHIEVE PRIORITY Odyssey students and staff will adhere to the School Safe Plan Annually, all school employees will be trained on the elements of the School Safe ACTIONS TO ACHIEVE GOAL Plan. Students will participate in monthly Fire, Earthquake, and safety drills MEASURABLE OUTCOME 100% of staff will participate in at least four hours of Safe School training; Students
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Odyssey Charter School Report Year: 2018-19
will participate in at least eight fire, earthquake or safety drills annually In 2013, 100% of school staff participated in four hours of First Aid & CPR training. In BASELINE PERFORMANCE LEVEL 2012, ten fire, earthquake or safety drills were conducted METHODS OF MEASUREMENT Professional Development agenda and annual drill calendars OUTCOME MET Met Safety trainings and minimum of eight earthquake and fire drills 2018-2019 conducted annually in addition to an active shooter training and safety drill SUBGOAL D Odyssey staff and parents will host various community building events and activities GOAL TO ACHIEVE PRIORITY throughout the year Odyssey will host at least five community events annually in conjunction with the ACTIONS TO ACHIEVE GOAL Odyssey Parent Participation Group (OPPG) MEASURABLE OUTCOME At least five campus community events will be held throughout the academic year BASELINE PERFORMANCE LEVEL Six community events were held in 2012-2013 Annual Report and school events and activity calendar. As demonstrated throughout our fifteen year history, the calendar of school events has included events such as METHODS OF MEASUREMENT Stone Soup Day, Dr. Seuss Day, Parent Orientation & Back to School Events, Spanish language Parent Councils, and Charity Marketplace among others OUTCOME MET Met Maintained and exceed 6 community events and reported in our 2018-2019 Annual Report. SUBGOAL E Students, parents and teachers will feel a sense of community on campus, and within GOAL TO ACHIEVE PRIORITY their classroom community Students actively participate in Responsive Classroom activities throughout the school year in their classroom. OCS Administration will devise and administer ACTIONS TO ACHIEVE GOAL satisfaction surveys to parents, students, and teachers annually. A variety of fun and engaging co-curricular opportunities will further enhance students’ sense of belonging and community Annually, at least 95% of students and families will be retained. Enrollment waiting MEASURABLE OUTCOME list will be comprised of at least 300 families wishing to enroll in the school In 2013, the student retention rate was 96% BASELINE PERFORMANCE LEVEL 408 students were placed on the enrollment waitlist at our March 2013 Enrollment Lottery. Responsive Classroom assessments and evaluation documents will demonstrate students’ sense of connectedness Parent, student and teacher satisfaction surveys will provide information regarding their sense of connectedness and community Attendance and participation by students in campus events will evidence their sense METHODS OF MEASUREMENT of belonging and engagement Annual reenrollment documentation and class lists will reflect a return rate of at least 95% Enrollment waitlists will have at least 300 families interested in enrolling in the school OUTCOME MET Yes Maintained over 400 students on waitlist yearly, staff professional 2018-2019 development in Responsive Classroom practices, retention rate at 95% and above, and community events yearly through our Annual Report STATE PRIORITY #7— COURSE ACCESS The extent to which pupils have access to, and are enrolled in, a broad course of study, including programs and services developed and provided to unduplicated students (classified as EL, FRPM-eligible, or foster youth; E.C. §42238.02) and students with exceptional needs. “Broad course of study” includes the following, as applicable: Grades 1-6: English, mathematics, social sciences, science, visual and performing arts, health, physical education, and other as prescribed by the governing board. (E.C. §51210) Grades 7-12: English, social sciences, foreign language(s), physical education, science, mathematics, visual and performing arts, applied arts, and career technical education. (E.C. §51220(a)-(i)) Page | 16
Odyssey Charter School Report Year: 2018-19
Odyssey students, including all student subgroups, unduplicated students, and GOAL TO ACHIEVE PRIORITY students with exceptional needs, will have access to and enroll in our academic and educational program as outlined in the school’s Charter All academic content areas will be available to all students, including student ACTIONS TO ACHIEVE GOAL subgroups, at all grade levels Annually, 100% of students, including all student subgroups, unduplicated students, MEASURABLE OUTCOME and students with exceptional needs, will have access to and enroll in all core and non-core subjects content areas available In 2013, 100% of students enrolled in the academic program as outlined in the BASELINE PERFORMANCE LEVEL school’s charter METHODS OF MEASUREMENT Student, teacher, course, and grade level schedules OUTCOME MET Met 100% of students, including all student subgroups, unduplicated 2018-2019 students, and students with exceptional have access to and enroll in all core and non-core subjects content areas STATE PRIORITY #8— PUPIL OUTCOMES- ACADEMIC EXCELLENCE DOMAIN: ENGLISH LANGUAGE ARTS All students, including all student subgroups, unduplicated students, and students GOAL with exceptional needs, will demonstrate grade level proficiency in English Language Arts/Literacy. All students participate in Odyssey’s Readers Workshop, Writers Workshop, and Word Study programs 5 days per week. Instructional strategies implemented throughout Reading & Writing Workshop include: small group work, one-to one ACTIONS TO ACHIEVE GOAL conferring, reading intervention program; speaking skills to present information, narrative and response to literature; consultation with the inclusion specialist and collaboration with colleagues to support student learning goals Annually, 85% of kindergarten through 8th grade students will progress one grade/skill level each academic year, as evidenced by the ELA/Literacy section of the Individualized Learning Plan folder, including Fountas & Pinnell Benchmark Assessments. MEASURABLE OUTCOME Annually, 75% of 3rd through 8th grade students, including all student subgroups, unduplicated students, and students with exceptional needs, at every grade level score Proficient or higher on the CAASPP statewide test in the area of English Language Arts/Literacy. Percentage of students scoring proficient or better on the 2013 CST English Language Arts Test: BASELINE PERFORMANCE LEVEL 72% all students, grades 2nd through 8th; 60%, African American students; 62% Hispanic students; 88% White students; 60% SED students Odyssey’s Individualized Learning Plan (ILP) folders are used to monitor and track student progress throughout the year. ILP folders include, but are not limited to,: METHODS OF MEASUREMENT CAASPP test results, Fountas & Pinnell monthly benchmark assessments, pre and post unit testing, spelling inventories, student writing journals, response to literature journals, published writing and oral presentation rubrics. OUTCOME MET Not Met Met for some student groups; detailed data is found in ‘Academic 2018-2019 Performance of Charter School Four Year (2017-2019) Data Trend on the CAASPP’ data table STATE PRIORITY #8— PUPIL OUTCOMES- ACADEMIC EXCELLENCE DOMAIN: MATHEMATICS All students, including all student subgroups, unduplicated students, and students GOAL with exceptional needs, will demonstrate grade level proficiency in Mathematics. All students participate in Math Workshop 5 days per week. Instructional strategies implemented in Math Workshop include: focused and designed instruction; spiraling ACTIONS TO ACHIEVE GOAL math curriculum; small group work, one-to one assistance, peer tutorial support, small group after-school tutorial; consultation with the inclusion specialist and collaboration with colleagues to support student goals and learning. Annually, 85% of Kindergarten through 8th grade students will progress one grade/skill level each academic year, as evidenced by the Mathematics section of the MEASURABLE OUTCOME Individualized Learning Plan folder, including DreamBox Learning assessment reports.
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Odyssey Charter School Report Year: 2018-19
Annually, 75% of 3rd through 8th grade students, including all student subgroups, unduplicated students, and students with exceptional needs, at every grade level score proficient or higher on the CAASPP statewide test in the area of Mathematics. Percentage of students scoring proficient or better on the 2013 CST Math Test nd th BASELINE PERFORMANCE LEVEL 62% all students grades 2 through 8 ; 32%, African American students; 58% Hispanic students; 82% White students; 43% SED students Odyssey’s Individualized Learning Plan (ILP) folders are used to monitor and track student progress throughout the year. ILP folders include, but are not limited to: CAASPP test, Curricular benchmark assessments, Singapore Math pre and post unit METHODS OF MEASUREMENT testing, DreamBox Learning assessment reports, math journals demonstrating mathematical thinking, in class math presentation rubrics showcasing students’ mathematical reasoning and critical thinking skills. OUTCOME MET Not Met Met for some student groups; detailed data is found in ‘Academic 2018-2019 Performance of Charter School Four Year (2015-2018) Data Trend on the CAASPP’ data table STATE PRIORITY #8— PUPIL OUTCOMES- ACADEMIC EXCELLENCE DOMAIN: HISTORY/SOCIAL SCIENCE All students, including all student subgroups, unduplicated students, and students GOAL with exceptional needs, will demonstrate grade level skills and content knowledge in history, civics and social science. Through direct instruction and an integrated approach, students will study a blend of American history, world history, government, geography and economics using the CA History-Social Science Content Standards. Strategies included in an integrated ACTIONS TO ACHIEVE GOAL approach are: non-fiction and historical fiction texts; research projects and presentations, computer based research and media; field trip experiences, debates, and hands-on projects. Annually, 60% of all students, including all student subgroups, unduplicated MEASURABLE OUTCOME students, and students with exceptional needs, will demonstrate grade level proficiency through formal assessments. In 2013, 50% of 8th grade students scored proficient or advanced on the California Standards Test for History-Social Science. In the past two years, Odyssey 8th grade BASELINE PERFORMANCE LEVEL students have performed reasonably equivalent to the overall state results in this area. Formal assessments include: pre and post testing, end of unit quizzes, and essay METHODS OF MEASUREMENT exams. Authentic assessments include: presentations, projects, rubrics, peer feedback and teacher feedback as a form of assessment to demonstrate proficiency. OUTCOME MET Met Teacher curriculum assessments and end term grades, demonstrate 2018-2019 over 60% of student meet grade level expectations STATE PRIORITY #8— PUPIL OUTCOMES- ACADEMIC EXCELLENCE DOMAIN: SCIENCE All students, including all student subgroups, unduplicated students, and students GOAL with exceptional needs, will demonstrate grade level skills and content knowledge in life, earth and space, and physical science. Utilizing an inquiry based approach students will develop an understanding of science and engineering practices, disciplinary core ideas and crosscutting practices. ACTIONS TO ACHIEVE GOAL CA NGSS will be utilized to guide instruction. Instructional strategies utilized include: hands-on learning, gathering and analyzing data, and integrating skills and concepts as they apply to different subjects. Annually, 60% of all students, including all student subgroups, unduplicated MEASURABLE OUTCOME students, and students with exceptional needs, will demonstrate proficiency through formal assessments. Percentage of students scoring proficient or better on the 2013 CST Science Test BASELINE PERFORMANCE LEVEL 72% all students; 60%, African American students; 64% Hispanic students; 88% White students; 71% SED students Formal assessments include: pre and post testing, end of unit quizzes, and reports. Authentic assessments include: experimentations, presentations, projects, rubrics, METHODS OF MEASUREMENT peer feedback and teacher feedback as a form of assessment to demonstrate proficiency.
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Odyssey Charter School Report Year: 2018-19
OUTCOME MET Met Teacher curriculum assessments and end term grades, demonstrate 2018-2019 over 60% of student meet grade level expectations STATE PRIORITY #8— PUPIL OUTCOMES- SOCIAL EMOTIONAL WELLBEING DOMAIN SUBGOAL A All students will demonstrate respect for others by being tolerant of differences, GOAL using good manners, being considerate of the feelings of others, and dealing peacefully with disagreements. The Responsive Classroom approach and guiding principles serve as the foundation for our classroom and school climate. Strategies include: morning meeting, rule ACTIONS TO ACHIEVE GOAL creation, interactive modeling, modeling of cooperative learning groups, peer group intervention, positive teacher language, logical consequences and conflict resolution skills. Annual Average Daily Attendance rate will be 95% or higher; Annual suspension rate MEASURABLE OUTCOME will be less than 1% and annual expulsion rate will be less than 1%. In 2012, the annual ADA rate was 97%; Student suspension rate was 0; Student BASELINE PERFORMANCE LEVEL expulsion rate was 0 Use of classroom walk-through and observation sheets, checklists, peer coaching or METHODS OF MEASUREMENT observations, videotaping, book study groups, assessment reflections and other assessment tools published by The Responsive Classroom. OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard indicates low (green) for all students SUBGOAL B All students will demonstrate the ability to work cooperatively in groups to GOAL accomplish a common goal The Responsive Classroom approach and guiding principles serve as the foundation for our classroom and school climate. Strategies include: morning meeting, rule ACTIONS TO ACHIEVE GOAL creation, interactive modeling, modeling of cooperative learning groups, peer group intervention, positive teacher language, logical consequences and conflict resolution skills. Annual Average Daily Attendance rate will be 95% or higher; Annual suspension rate MEASURABLE OUTCOME will be less than 1% and annual expulsion rate will be less than 1%. In 2012, the annual ADA rate was 97%; Student suspension rate was 0; Student BASELINE PERFORMANCE LEVEL expulsion rate was 0 Use of classroom walk-through and observation sheets, checklists, peer coaching or METHODS OF MEASUREMENT observations, videotaping, book study groups, assessment reflections and other assessment tools published by The Responsive Classroom. OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard suspension rate is low (green for all students) SUBGOAL C All students will demonstrate accountability for their choices, perseverance, GOAL practicing self-control, and being self-disciplined The Responsive Classroom approach and guiding principles serve as the foundation for our classroom and school climate. Strategies include: morning meeting, rule ACTIONS TO ACHIEVE GOAL creation, interactive modeling, modeling of cooperative learning groups, peer group intervention, positive teacher language, logical consequences and conflict resolution skills. Annual Average Daily Attendance rate will be 95% or higher; Annual suspension rate MEASURABLE OUTCOME will be less than 1% and annual expulsion rate will be less than 1%. In 2012, the annual ADA rate was 97%; Student suspension rate was 0; Student BASELINE PERFORMANCE LEVEL expulsion rate was 0 Use of classroom walk-through and observation sheets, checklists, peer coaching or METHODS OF MEASUREMENT observations, videotaping, book study groups, assessment reflections and other assessment tools published by The Responsive Classroom. OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard suspension rate is low (green) for all students SUBGOAL D
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Odyssey Charter School Report Year: 2018-19
GOAL All students will demonstrate the ability to reflect The Responsive Classroom approach and guiding principles serve as the foundation for our classroom and school climate. Strategies include: morning meeting, rule ACTIONS TO ACHIEVE GOAL creation, interactive modeling, modeling of cooperative learning groups, peer group intervention, positive teacher language, logical consequences and conflict resolution skills. Annual Average Daily Attendance rate will be 95% or higher; Annual suspension rate MEASURABLE OUTCOME will be less than 1% and annual expulsion rate will be less than 1%. In 2012, the annual ADA rate was 97%; Student suspension rate was 0; Student BASELINE PERFORMANCE LEVEL expulsion rate was 0 Use of classroom walk-through and observation sheets, checklists, peer coaching or METHODS OF MEASUREMENT observations, videotaping, book study groups, assessment reflections and other assessment tools published by The Responsive Classroom. OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard suspension rate is low (green) for all students SUBGOAL E All students will demonstrate the skills necessary to resolve conflicts peacefully and GOAL the strategies for solving interpersonal problems The Responsive Classroom approach and guiding principles serve as the foundation for our classroom and school climate. Strategies include: morning meeting, rule ACTIONS TO ACHIEVE GOAL creation, interactive modeling, positive teacher language, logical consequences and conflict resolution skills. Annual Average Daily Attendance rate will be 95% or higher; Annual suspension rate MEASURABLE OUTCOME will be less than 1% and annual expulsion rate will be less than 1%. In 2012, the annual ADA rate was 97%; Student suspension rate was 0; Student BASELINE PERFORMANCE LEVEL expulsion rate was 0 Use of classroom walk-through and observation sheets, checklists, peer coaching or METHODS OF MEASUREMENT observations, videotaping, book study groups, assessment reflections and other assessment tools published by The Responsive Classroom. OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard suspension rate is low (green) for all students STATE PRIORITY #8— PUPIL OUTCOMES- SOCIAL RESPONSIBILITY DOMAIN SUBGOAL A All students will demonstrate an understanding of their actions, how these affect GOAL their surroundings and the ability to work with others. All students participate in classroom dialogues and discussions, community activities, student government, and classroom decision making processes. By integrating ACTIONS TO ACHIEVE GOAL literature and dialogue, students are able to engage in the development of classroom rules and expectations while participating in a democratic process Annually, 100% of classrooms will have collaboratively devised rules and MEASURABLE OUTCOME expectations; fewer than 1% of students will be suspended; fewer than 1% of students will be subject to expulsion In 2012, 100% of classrooms had posted rules and expectations; Student suspension BASELINE PERFORMANCE LEVEL rate was 0; Student expulsion rate was 0 Classroom observation rubrics; Book titles in classroom libraries; Annual School METHODS OF MEASUREMENT Accountability Report Card & Annual Report and CALPADS Report 7.1 Discipline Incidents will be used as evidence OUTCOME MET Met 2018-2019 Per 2018 CA Dashboard suspension rate is low (green) for all students SUBGOAL B All students will demonstrate social responsibility by working to improve their school GOAL and community environments Throughout the school year, all students engage in various community service activities; our largest being Charity Marketplace which raises funds for local ACTIONS TO ACHIEVE GOAL charitable organizations. The Odyssey orchard and courtyard gardens serve as another vehicle whereby students are exposed to the concept of ecological responsibility and awareness.
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Odyssey Charter School Report Year: 2018-19
Each Spring trimester, 100% of classrooms will participate in Charity Marketplace by hosting a business, selling products, or actively volunteering in the setup and MEASURABLE OUTCOME planning of the day. Annually, 100% of classrooms work in their classroom garden box or the Odyssey Orchard. 100% of all classrooms actively participated in Charity Marketplace; 100% of BASELINE PERFORMANCE LEVEL classrooms tended their garden box or worked in the Orchard Donation acknowledgements from charitable organizations who receive donations METHODS OF MEASUREMENT from Charity Marketplace; fruits and vegetables grown in the classroom garden boxes and orchards. OUTCOME MET Met 100% of students participate in Charity Marketplace annually and 2018-2019 participate in gardens classes in the Odyssey Orchards SUBGOAL E Students will demonstrate an understanding in initiating and planning projects, GOAL following through on responsibilities, and managing goals relevant to their learning ILP Conferences and workshop classroom environment supports students working independently at their own learning level; classroom and school wide projects, such ACTIONS TO ACHIEVE GOAL as Charity Marketplace, student government, and student led fundraisers, also serve to meet this goal Each fall, 98% of students will participate in ILP Conferences 100% of students will complete at least one project each trimester in an academic MEASURABLE OUTCOME content area Annually, student government officers will plan at least three campus fundraisers In 2012, 95% of students at all grades participated in ILP Conferences; 100% of BASELINE PERFORMANCE LEVEL students completed at least one project each trimester in an academic content area; Student government officers hosted three schoolwide fundraisers ILP Conference rosters submitted by teachers Campus activities calendars will show student initiated projects and fundraisers METHODS OF MEASUREMENT Project rubric, presentation rubric, classroom grade books and report cards will demonstrate project participation OUTCOME MET Met Over 95% of students and families participate in ILP conferences, 2018-2019 student led conference and student government host several fundraisers throughout the year SUBGOAL F Students will demonstrate the capacity to perceive social needs and global concerns GOAL and address these through leadership skills to make a positive contribution to their school and community. Teachers will discuss current events and global social issues; Teachers and students will identify and select local charitable organizations which will be supported by ACTIONS TO ACHIEVE GOAL Charity Marketplace; Students will gain awareness of their community and surroundings through field trips. Students will develop community building and mentoring relationships through Reading Buddies 100% of classrooms participate in at least two off-campus field trips annually; Annually, 100% of classrooms participate in Reading Buddies which are designed to MEASURABLE OUTCOME build community and mentoring relationships Annually, charitable organizations who receive donations from Charity Marketplace will be selected by students In 2012, 100% of classrooms attended two off-campus field trips; all classrooms had BASELINE PERFORMANCE LEVEL at least one Reading Buddy partner class; Students selected the four recipients of Charity Marketplace donations. Field trip rosters and schedules show participation in field trips Reading Buddy parings will demonstrate participation in this activity METHODS OF MEASUREMENT Charity Marketplace marketing items will showcase organizations supported Our multiage classroom configurations facilitate cross-age collaboration among students within each classroom. OUTCOME MET Met
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Odyssey Charter School Report Year: 2018-19
All students participate in reading buddies yearly to build campus Year 2018 community and cross age collaborations. Off campus field trips are maintained at 2 or more for each grade level.
B. California Assessment of Student Performance and Progress (CAASPP) (Provide, in the table below, a comparison of ELA and Math CAASPP results since 2017. Include all statistically significant student groups for your school)
Academic Performance of Charter School Four Year (2017-2018) Data Trend on the California Assessment of Student Performance and Progress (CAASPP) English Language Arts & Literacy Mathematics Percentage of students who have Percentage of students who have
Met or Exceeded Standard Met or Exceeded Standard
aged
Races Races
Hispanic Hispanic
Disabilities Disabilities
ELStudents ELStudents
All students All
All All Students
Two or More Two or More Two
Disadvantaged Disadvant
Studentswith Studentswith
Socioeconomically Socioeconomically
AfricanAmerican AfricanAmerican
White/ Caucasian White/ Caucasian White/
2017 78 50 63.8 83.9 92.5 57† 45.4 36.4 66 15 42.9 77.4 87.4 40† 34.1 27.8 2018 78.7 48.3 69.6 80 90 59† 40.8 * 67.9 25 50.9 74.3 85.7 47† 29.2 * 2019 76.2 33.3 67.3 76.5 89.1 57† 48 * 63.7 19.2 45.2 67.6 84.1 32.6 34.1 * Table Legend “—“ Data not available,*= Fewer than 10 students; data not reported, †= Data at CAASPP Results is incorrect for this group, this figure was obtained from a professional data analysis by EdTec, Inc. Staff at LACOE were made aware of this reporting error in September 2018. Source: CAASPP Test Results for English Language Arts/Literacy and Mathematics (https://caaspp.cde.ca.gov/sb2018/default)
IV. STAFFING AND STAFF DEVELOPMENT
A. Staff Recruitment and Retention (Describe any challenges and successes with recruiting and retaining staff. Provide a brief summary of any significant changes to credentialed and administrative staff that took place for the Report Year.)
For the 2018-19 school year, we hired 1 new principal, 4 new credentialed teachers, one new inclusion specialist and 6 new teacher assistants. All our candidates were highly qualified and were hired through our recruitment and outreach efforts with universities and job announcements. Unfortunately, Odyssey experienced challenges with retaining staff throughout the school year. We contribute a portion of these challenges to the opening of a new school coupled with staff are moving out of the area, starting a family or transitioning into another field.
B. Professional Development Plan (Provide a brief summary of the main focus or foci of professional development activities for the year. Explain how the focus was chosen and how it supports the school’s vision and student achievement needs.)
Within the organization, professional development is essential to the development of teachers and to the continuous improvement of our educational program and administrative school structures. Our success can be directly attributed to the resources we have devoted to professional development experiences. Through these experiences, we’ve ensured that staff members are well qualified and trained, which allows them to implement the vision and mission
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Odyssey Charter School Report Year: 2018-19
of academic excellence, social emotional wellbeing, and social responsibility. This is achieved by aligning professional development seminars and trainings to the school’s vision, mission, curriculum, and innovative instructional design.
For the 2018-2019 school year staff engaged in a book study of Standards-Based Learning in Action in order to develop a school-wide philosophy, common best practices, and communication for standards-based learning K-8. This focus was a result of the Standards- Based grading shift that took place in the 17-18 school year. This year, there is also a focus on teacher development through classroom visits, video observation, and coaching conversations. The staff is using Swivl which is a video observation platform for teachers to store and view their video recordings.
Professional Development Opportunities (List the professional development activities provided for school staff; Include mandated trainings)
Rationale Job Title of (How it supports Grade Attendees (teacher, student Date Title/Topic Presenter/s Level paraprofessionals, achievement, Focus administrators) school vision, etc.)
Summer Arcadia Arcadia Unified Technology Coordinator, K-8 Participants learned new 2018 Innovation Teachers & Staff Director of Operations, 4 practices, tools, and Summit Classroom Teachers methods for further integrating technology into the teaching and learning process
July 2018 PowerSchool Certified Administrative Assistants (2) K-8 PowerSchool University University PowerSchool helps users take Trainers advantage of the features and capabilities of the PowerSchool student information system: Attendance, Grading, Student Information.
August Web IEP D/M SELPA Administrators and Inclusion K-8 Participants learned and/or 2018 Specialist refreshed their knowledge regarding WebIEP, our IEP web host.
September, IEP Forms and D/M SELPA Inclusion Specialist K-8 Participants learned legal 2018 Facts guidelines and best practices about each form within an IEP.
September Advanced Orton The Institute for 5th-6th Inclusion Specialist 5th/6 Orton-Gillingham approach 2018 Gillingham Multi-Sensory Inclusion equips educators with Reading Education Teacher strategies appropriate for Technique every tier of the Response to Intervention model.
October Behavior D/M SELPA Inclusion Specialist K-8 Learn de-escalation 2018 Conference strategies for aggressive behaviors.
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Odyssey Charter School Report Year: 2018-19
October IIRP Facilitating International Teacher, Principal, K-8 Develop skills to lead 2018 Restorative Institute for Administrator Restorative Conferences Practices Restorative in order to repair harm. Practices certified presenter
October Implementing LACOE Principal & Administrator K-8 Learn how to optimize 2018 Quality Programs your Title III Plan for English implementation process to Learners for achieve positive academic Charter Schools results for English Learners.
October CPI Training DM SELPA Administrator, Principals, K-8 Learn non-violent crisis 2018 Inclusion Specialist, Teacher prevention techniques. Assistants
November PLOPs, Goals, D/M SELPA K-8 Learn legal requirements 2018 and ED Benefits Inclusion Specialist to IEPs and SPED services
January De-escalation D/M SELPA Administrator, Inclusion K-8 Learns strategies and 2019 Techniques Specialists, Teachers, ways to implement de- Teacher Assistants escalation strategies in daily practice.
February Being the Heinemann Teacher 5th Learned tools and 2019 Change: Teaching activities to help bridge the through Identity social justice standards and Social into the ELA classroom. Comprehension
March 2019 Teaching Museum of Teacher & Principal K-8 Integrate the Teaching Tolerance Tolerance Tolerance Social Justice Standards into existing classroom and school climate materials
April 2019 Teaching Museum of Teachers K-8 Integrate the Teaching Tolerance Tolerance Tolerance Social Justice Standards into existing classroom and school climate materials
May 2019 Applied Behavior Bureau of Teachers 3/4 Teachers learned powerful Analysis Education & intervention strategies to Research help them successfully manage students struggling with Behavioral Issues
V. SCHOOL GOVERNANCE A. Board Composition (Provide the following information about the charter school’s governing board) Relationship to Charter Voting or Charter/other School Position Non Compensatio Term of board Employee Held on Voting n Received Name Service member(s)* (Yes/No) the Board Member (if any) Rene Alicea 3 yr Community No Member Voting None Member
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Odyssey Charter School Report Year: 2018-19
A. Board Composition (Provide the following information about the charter school’s governing board) Relationship to Charter Voting or Charter/other School Position Non Compensatio Term of board Employee Held on Voting n Received Name Service member(s)* (Yes/No) the Board Member (if any) Alicea, Rene 2 yr Community No Member Voting None Member Marisa Davis 2 yr Parent No Secretary Voting None Representative Melissa Denton 3 yr Community No Treasurer Voting None Member Rhonda Graham 3 yr Community No Member Voting None Member Joretta Joseph 3 yr Community No Member Voting None Member Melissa Kennedy 2 yr Parent No Member Voting None Representative Andrew Loschert 2 yr Parent No Member Voting None Representative Ryan Mackey 2 yr Parent No Member Voting None Representative Patrick Ontiveros 2 yr Community No Member Voting None Member Jexy Wadle 2 yr Community No Vice Chair Voting None Member Susan Ruffins 3 yr Community No Member Voting None Member Nina Zippay 2 yr Parent No Chair Voting None Representative
B. Board Recruitment and Retention (Describe any challenges and successes with recruiting and retaining board members. Provide a brief summary of any significant changes to the composition of the board that took place for the Report Year.)
Our Governing Board is well positioned to continue providing, leadership and fiduciary oversight to the operations of Odyssey Charter School. We have been fortunate to have a healthy and stable board which operates in unison with the administration of the school.
New community members are being actively recruited by both the leadership of Odyssey Charter School and current board members.
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Odyssey Charter School Report Year: 2018-19
C. Board Meetings (List the Board Meetings held during the Report Year)
# of Board Members Regular or Special Date Time Location Present Meeting? August 14, 725 W. Altadena Dr. Special 4pm 6 2018 Altadena, CA 91001 Teleconference September 524 Palisade St. 6pm 6 Regular 25, 2018 Pasadena, CA 91103 October 23, 725 W. Altadena Dr. 6pm 12 Regular 2018 Altadena, CA 91001 November 725 W. Altadena Dr. 6pm 9 Regular 15, 2018 Altadena, CA 91001 November 725 W. Altadena Dr. 6pm 9 Regular 27, 2018 Altadena, CA 91001 January 22, 725 W. Altadena Dr. 6pm 11 Regular 2019 Altadena, CA 91001 February 725 W. Altadena Dr. 6pm 11 Special 27, 2019 Altadena, CA 91001 April 23, 725 W. Altadena Dr. 6pm 10 Regular 2019 Altadena, CA 91001 May 14, 725 W. Altadena Dr. 6pm 8 Special Meeting 2019 Altadena, CA 91001 May 28, 725 W. Altadena Dr. 6pm 8 Regular 2019 Altadena, CA 91001 June 18, 725 W. Altadena Dr. 6pm 9 Regular 2019 Altadena, CA 91001
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Odyssey Charter School Report Year: 2018-19
Section 2: Appendices
Appendix I CALIFORNIA SCHOOL 5 X 5 DASHBOARD REPORTS
A. K-8: CHRONIC ABSENTEEISM-2018
B. SUSPENSION RATE-
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Odyssey Charter School Report Year: 2018-19
C. ELA-2018
MATH-2018
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Odyssey Charter School Report Year: 2018-19
II. STUDENT ACHIEVEMENT PLAN (If applicable- Improvement plan for ALL Unmet MPOs or LCAP goals)
The below table address the unmet MPO’s and the Improvement Plan to support growth in these areas.
State Priority Unmet MPO 2018-2019 Data Improvement Plan 75% of students at every 2019 ELA CCAASPP DATA For the 2018-19 school applicable grade level, All students 76.2 year, Odyssey has including all student African American 33.3 purchased i-ready to target subgroups, score Hispanic 67.3 instruction and great proficient or higher on Two or More Races: 76.5 learning path for the CAASPP statewide White: 89.1 individuals students. assessment in the area SED: 56.1 of English Language SWD 48 Arts/Literacy and 2019 MATH CCAASPP DATA #4 Student Achievement Mathematics All students 63.7 African American 19.2 Hispanic 45.2 Two or More Races: 67.6 White: 84 SED: 38.3 SWD 32.6
Odyssey will retain and 93% retention rate for 7th and Our families are leaving promote 98% of 7th and 8th grade students; goal not Odyssey at 7th grade due 8th grade students met due to students enrolling to access for 7-12 models in 7-12th grade local schools in our surrounding or relocation community. We are working with our #5 Student Engagement community to focus on improving our communications on the benefits of a K-8 model and our social emotional curriculum for adolescents. Odyssey will maintain an 2018 CA Dashboard indicates We are working with our annual suspension rate a low (green) score for all SELPA to identify of less than 1% students. However, we have supporting our students identified it as an area to with disabilities in the monitor due to our students general education setting. #6 School Climate with disabilities scoring high Additionally, we are as we would like to seek ensuring our faculty has alternative strategies increased training in behavior management techniques. All students, including all For the 2018-19 school student subgroups, year, Odyssey has unduplicated students, purchased i-ready to target and students with instruction and great #8 Pupil Outcomes exceptional needs, will learning path for demonstrate grade level individuals students proficiency in English Language Arts/Literacy.
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Odyssey Charter School Report Year: 2018-19
III. LCAP ANNUAL UPDATE (ACTUAL PERFORMANCE ON 2018-19 Goals)
IV. LACOE FACILITIES REPORT
V. CA DEPARTMENT OF EDUCATION SCHOOL ACCOUNTABILITY REPORT CARD (SARC)
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N/A
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed.
Goal 1
Odyssey Charter School will promote and create safe mission-aligned learning environments with highly qualified personnel, standards-aligned, and a robust academic and educational program for all students.
State and/or Local Priorities Addressed by this goal: State Priorities: 1. Basic; 2. Implementation of State Standards; 7. Course access Local Priorities:
Annual Measurable Outcomes
Expected Actual Core teachers will hold valid CA 2018-19
Teaching credential with 100% of teachers held valid CTC- 100% of teachers held valid CTC-issued credentials. appropriate EL authorization issued credentials.
Core teachers participate in 2018-19 professional development activities 100% of core classroom teachers will 100% of core classroom teachers participated in Summer 2018 Professional
participate in Summer Professional Development and ongoing PD throughout the school year. Development and ongoing PD throughout the school year.
Accessing content through CCSS 2018-19 aligned instructional materials 100% of the current selection of 100% of the current selection of curricular materials available to students is
curricular materials available to Common Core aligned and also aligned to the school's charter students is Common Core aligned and also aligned to the school's charter.
Campus and facility cleanliness 2018-19 90% of all Monthly site inspection 90% of all Monthly site inspection checklists will be found in good standing checklists will be found in good 90% of LACOE Facility inspection checklist items will be found in good standing standing Daily cleanliness spot checks will ensure campus cleanliness
90% of LACOE Facility inspection checklist items will be found in good standing
Daily cleanliness spot checks will ensure campus cleanliness
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Goal 1, Action 1
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $800 - LCFF - 1000-1999 $970 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
All core teacher candidates are screened for All core teacher candidates are screened for employment and hold valid teaching employment and hold valid teaching credential per the CTC. Status will be credential per the CTC. Status will be reviewed annually by Chief Business reviewed annually by Chief Business Officer. Manager.
Goal 1, Action 2
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $11,000 - LCFF - 4000-4999 $11,311 - LCFF - 4000-4999 contributing to meeting Increased or contributing to meeting Increased or Books and Supplies Books and Supplies Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
All instructional materials purchased will be All instructional materials purchased will be aligned to CA Common Core State aligned to CA Common Core State Standards and aligned with our current Standards and aligned with our current charter petition. charter petition.
Goal 1, Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $85,000 - LCFF - 2000-2999 $82,396 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Odyssey will maintain a clean and safe Odyssey maintained a clean and safe school school facility by daily general cleaning by facility by daily general cleaning by custodial custodial staff in addition they will staff in addition they will maintain campus maintain campus cleanliness: Annual and cleanliness: Annual and monthly facility monthly facility inspections will screen for inspections will screen for safety hazards. safety hazards.
Goal 1, Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $12,000 - LCFF - 5000-5999 $4,024 - LCFF - 5000-5999 contributing to meeting Increased or contributing to meeting Increased or Services and Other Services and Other Improved Services Requirement Improved Services Requirement Operating Expenses Operating Expenses
Students to be Served: All Students to be Served: All
Location: Location: All Schools
Core teachers will participate in annual 100% of core classroom teachers professional development on the participated in Summer 2018 Professional implementation of CA Common Core State Development and ongoing PD throughout Standards through intensive professional the school year development, trainings and regular staff meetings.
Goal 1, Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services included as For Actions/Services included as $4,000 - LCFF - 2000-2999 $5,500 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: English Learners Students to be Served: English Learners
Scope of Service: LEA-wide Scope of Service: LEA-wide Location: All Schools Location:
EL students will gain academic content EL students will gain academic content knowledge through implementation of the CA knowledge through implementation of the CA CCSS through participation in English CCSS through participation in English Language Arts/Literacy instruction with Language Arts/Literacy instruction with appropriate instructional support. appropriate instructional support.
Goal 1, Action 6
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $1,500 - LCFF - 5000-5999 $278 - LCFF - 5000-5999 contributing to meeting Increased or contributing to meeting Increased or Services and Other Services and Other Improved Services Requirement Improved Services Requirement Operating Expenses Operating Expenses
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Odyssey students, including all student Odyssey students, including all student subgroups, unduplicated students, and subgroups, unduplicated students, and student with exceptional needs, will have student with exceptional needs, will have access to and enroll in our academic and access to and enroll in our academic and educational program as outlined in the educational program as outlined in the school's charter. school's charter
Analysis
Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the California School Dashboard, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.
All actions and services as indicated as above were implemented to demonstrate Odyssey's ability to meet our goals.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
All efforts to achieve the goals as set in actions and services were effective.
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.
No changes made or anticipated.
Goal 2
Odyssey Charter School students will demonstrate proficiency or academic growth in all core content areas, including all student groups.
State and/or Local Priorities Addressed by this goal: State Priorities: 4. Pupil achievement; 8. Other pupil outcomes Local Priorities:
Annual Measurable Outcomes
Expected Actual Access to standards aligned 2018-19
materials 100% of students have access to 100% of student have access to standards aligned materials CCSS aligned instructional materials
Participation in Responsive 2018-19 Classroom environments 100% of students participate in 100% of teachers participate in responsive classroom strategies that create classroom activities and practices positive classroom and campus climates. Additionally, we continue to train derived from The Responsive additional staff members attended training in Restorative practices to Classroom incorporate into our responsive classroom approach and curriculum.
Reading Intervention Program 2018-19 Participation At-risk students participate in a 10% of our at risk students participated in our reading intervention for the reading intervention program or 2018-19 school year. Data on student progress is not available at the time of receive reading intervention strategies the reporting for the LCAP. to help reach grade-level reading benchmarks
Teacher Assistant Support 2018-19 100% of students in all classrooms 100% of students have access to additional learning support through teacher
have access to a Teacher Assistant to assistants in the classroom support their learning in the classroom during core instructional times
Technology in the learning process 2018-19 100% of students have access to 100% of students have access to technology resources to support the technology devices and resources to learning process support their learning
CAASPP Participation Rate 2018-19 90% of all students in grades 3rd 97% of 3rd-8th grade students participate in the CAASPP testing for English through 8th will participate in the Language Arts and Mathematics for the 2018-19 school year. annual administration of the CAASPP.
CAASPP Proficiency Rate- ELA 2018-19 60% of all students in grades 3rd In Spring of 2018, 78.7% of our students met or exceed the English
through 8th will meet or exceed the Language Arts CAASPP Proficiency. Data for 2019 is not available at this standard in the ELAL section of the time of LCAP reporting CAASPP.
CAASPP Proficiency Rate- 2018-19 Mathematics 55% of all students in grades 3rd In Spring of 2018, 68% of our students met or exceed the Mathematics
through 8th will meet or exceed the CAASPP Proficiency. Data for 2019 is not available at this time of LCAP standard in the Mathematics section of reporting. the CAASPP.
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Goal 2, Action 1
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $14,000 - LCFF - 1000-1999 $10,766 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Classroom instruction will include Classroom instruction includes Responsive Responsive Classroom strategies that create Classroom and Restorative Practice positive classroom and campus climates. In strategies that create positive classroom and the upper grades, a grade-level consistent campus climates. This provides a K- approach will be used to ensure instruction 8 grade-level consistent approach will be and student learning are the primary focus of used to ensure instruction and student the teacher. learning are the primary focus of the teacher.
Goal 2, Action 2
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $12,500 - LCFF - 4000-4999 $13,864 - LCFF - 4000-4999 contributing to meeting Increased or contributing to meeting Increased or Books and Supplies Books and Supplies Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Classrooms will have grade appropriate CA Classrooms will have grade appropriate CA CCSS aligned instructional materials and CCSS aligned instructional materials and supplemental materials to support all supplemental materials to support all students including English learners. students including English learners.
Goal 2, Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services included as For Actions/Services included as $15,000 - LCFF - 1000-1999 $15,084 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: English Learners, Students to be Served: English Learners, Low Income Low Income
Scope of Service: LEA-wide Scope of Service: LEA-wide
Location: All Schools Location:
The Reading Intervention program assists The Reading Intervention program students who are not meeting grade level assists students who are not meeting grade reading benchmarks. The Reading level reading benchmarks. The Reading Intervention Specialists provide support to Intervention Specialists provide support to students across all grade levels. students across all grade levels.
Goal 2, Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $200,000 - LCFF - 2000- $307,834 - LCFF - 2000- contributing to meeting Increased or contributing to meeting Increased or 2999 Classified Salaries 2999 Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Teacher assistants in classrooms support Teacher assistants in classrooms support instruction and student learning by facilitating instruction and student learning by facilitating small group work in classrooms and working small group work in classrooms and working individually with students under the guidance individually with students under the guidance of the classroom teacher. of the classroom teacher.
Goal 2, Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $17,000 - LCFF - 6000-6999 $23,204 - LCFF - 6000-6999 contributing to meeting Increased or contributing to meeting Increased or Capital Outlay Capital Outlay Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Chromebook devices are refreshed and Replacement chromebook devices were placed in classrooms to support student purchased to support student learning. learning.
Goal 2, Action 6
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures For Actions/Services included as For Actions/Services included as $103,000 - LCFF - 2000- $102,828 - LCFF - 1000- contributing to meeting Increased or contributing to meeting Increased or 2999 Classified Salaries 1999 Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: English Learners Students to be Served: English Learners, Low Income Scope of Service: LEA-wide Scope of Service: LEA-wide Location: All Schools Location: All Schools EL students receive in-class instructional support including 1-on-1 teacher support, 1- EL students receive in-class instructional on-1 support from the teacher assistant, support including 1-on-1 teacher support, 1- small group work, use of SDAIE and ELD on-1 support from the teacher assistant, instructional strategies. small group work, use of SDAIE and ELD instructional strategies.
Goal 2, Action 7
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $15,650 - LCFF - 1000-1999 $11,782 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
All core faculty consult and collaborate with All core faculty consult and collaborate with grade-level inclusion specialist and grade-level inclusion specialists and colleagues to support student learning colleagues to support student learning
Goal 2, Action 8
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $6,350 - LCFF - 1000-1999 $6,934 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
95% of students at every applicable grade 97% of students at every applicable grade level will participate in the level will participate in the CAASPP CAASPP statewide assessment in the area statewide assessment in the area of English of English Language Arts/Literacy. Language Arts/Literacy.
Goal 2, Action 9
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $6,350 - LCFF - 1000-1999 $6,934 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
95% of students at every applicable grade 95% of students at every applicable grade level will participate in level will participate in the CAASPP the CAASPP statewide assessment in the statewide assessment in the area of area of Mathematics. Mathematics.
Analysis Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the California School Dashboard, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.
The actions indicated were all executed
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
The actions and services were all effective in reaching the desired outcomes
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.
Based on the demonstrated results, no changes will be made to this goal.
Goal 3 Odyssey Charter School will create a school culture that supports student learning, encourages and includes parent feedback, and maintains organizational stability to ensure a safe and positive school community.
State and/or Local Priorities Addressed by this goal: State Priorities: 3. Parent involvement; 5. Pupil engagement; 6. School climate Local Priorities:
Annual Measurable Outcomes
Expected Actual Attendance (ADA) Rate 2018-19
Odyssey will maintain a 95% annual In the 2018-19 school year, Odyssey's annual ADA rate was 96% exceeding ADA rate it's goal by 1%.
Suspension Rate 2018-19 Odyssey will maintain an annual For the 2018-19 school year, Odyssey's suspension rate was 1% as we suspension rate of less than 1% continue to build restorative practices into our community to supports students social emotional learning.
Community Events 2018-19 In conjunction with the Odyssey In conjunction with the Odyssey Parent Participation Group (OPPG) Odyssey Parent Participation Group (OPPG) exceed its goal and held a total of 10 campus Community Event: Fall Odyssey will host at least five campus Festival, Run For Fun, Welcome Back Picnic, Stone Soup, Rockfest, 100th community events throughout the Day, Odyssey Eats, Math Night and Charity Marketplace. year.
Student retention rate 2018-19
Odyssey will maintain at least a 95% Odyssey student retention rate is unknown at this time. This data will be annual student retention rate available in the fall of 2019.
Parent representation on Governing2018-19 Board At least two parent representatives Odyssey's Governing Board had 2 parent representatives for the 2018- form part of the OCS Governing 19 school year. Board.
Satisfaction Surveys 2018-19 At least annually, parents, students, Odyssey's parents, students, and teachers participated in the California and teachers will be asked to Healthy Kids satisfaction survey for the 2018-19 school year. participate in a satisfaction survey
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. Goal 3, Action 1
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as contributing to meeting Increased or contributing to meeting Increased or Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: Location: All Schools
Annually, the Odyssey Parent Participation Annually, the Odyssey Parent Participation Group (OPPG) nominates and elects parents Group (OPPG) nominates and elects parents to serve as Governing Board Parent to serve as Governing Board Parent members. members.
Goal 3, Action 2
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $770 - LCFF - 2000-2999 $900 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Annual, OCS administration, as well as OCS administration, as well as teachers, teachers, will conduct school and classroom conducted school and classroom satisfaction satisfaction assessments to generate assessments to generate strategies for strategies for improvement. Results of improvement. Results of parent satisfaction parent satisfaction surveys will be presented surveys were presented to the Governing to the Governing Board for discussion and Board for discussion, implementation and implementation. inclusion on our CA Dashboard as a local indicator.
Goal 3, Action 3
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $19,550 - LCFF - 2000-2999 $27,500 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
OCS administration will meet with leadership In conjunction with the Odyssey Parent of OPPG to identify opportunities and events Participation Group (OPPG) Odyssey to create and nurture community on campus. exceed its goal and held a total of 10 campus Community Event: Fall Festival, Run For Fun, Welcome Back Picnic, Stone Soup, Rockfest, 100th Day, Odyssey Eats Night, and Math Night and Charity Marketplace.
Goal 3, Action 4
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $3,525 - LCFF - 2000-2999 $3,500 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Odyssey will provide a safe, engaging and Odyssey provides a safe, engaging and hands-on learning environment or all its hands-on learning environment or all its students and families, including those of the students and families, including those of the various student groups enrolled. various student groups enrolled.
Goal 3, Action 5
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $7,700 - LCFF - 2000-2999 $4,868 - LCFF - 2000-2999 contributing to meeting Increased or contributing to meeting Increased or Classified Salaries Classified Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Increase technology training and resources Annually, Odyssey staff participate in for student engagement. increased technology training and resources for student engagement through professional development and staff meeting to support student learning.
Goal 3, Action 6
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $300 - LCFF - 5000-5999 $1,200 - LCFF - 5000-5999 contributing to meeting Increased or contributing to meeting Increased or Services and Other Services and Other Improved Services Requirement Improved Services Requirement Operating Expenses Operating Expenses
Students to be Served: All Students to be Served: All
Location: All Schools Location: All Schools
Faculty will be trained and implement the Faculty are trained to implement the Responsive Classroom and restorative Responsive Classroom and Restorative practice and strategies to support the social Practices strategies to support the social emotional wellbeing of students and to build emotional wellbeing of students and to build community as a K-8 school. community as a K-8 school.
Goal 3, Action 7
Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures
For Actions/Services not included as For Actions/Services not included as $3,250 - LCFF - 1000-1999 $4,350 - LCFF - 1000-1999 contributing to meeting Increased or contributing to meeting Increased or Certificated Salaries Certificated Salaries Improved Services Requirement Improved Services Requirement
Students to be Served: Students with Students to be Served: Students with Disabilities Disabilities
Location: All Schools Location: All Schools
Special Education Director works with the Special Education Coordinator works with Inclusion Specialists to support student the Inclusion Specialists to support student learning. learning
Analysis
Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the California School Dashboard, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.
The actions indicated were all executed.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
The actions and services were all effective in reaching the desired outcomes. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.
Based on the demonstrated results, no changes will be made to this goal.
Stakeholder Engagement
LCAP Year: 2019-20
Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?
Throughout the school year, our LCAP is reviewed and discussed at our Governing Board and at our Odyssey Parent Participation meetings. Additionally, we conduct town hall meetings, faculty meetings and Odyssey Parent Participation meetings in April through June to support the inclusion of all stakeholders in the development of the LCAP. Our final step is to present a draft of our LCAP to our board in May to garner feedback and make a final recommendation for approval at our June Governing Board Meeting. This LCAP is presented, reviewed, and considered for approval at our June 18. 2019 Governing Board meeting.
Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year?
The LCAP is a working document discussed and reviewed by Governing Board several times throughout a school year and when the 2019 CAASPP data is available, it is presented and discussed to consider revisions based on data.
Goals, Actions, & Services
Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal) Unchanged Goal Goal 1
Odyssey Charter School will promote and create safe mission-aligned learning environments with highly qualified personnel, standards-aligned, and a robust academic and educational program for all students.
State and/or Local Priorities Addressed by this goal: State Priorities: 1. Basic; 2. Implementation of State Standards; 7. Course access Local Priorities:
Identified Need: The need for our goal is surrounding the conditions of learning for the state and local priorities to ensure we are creating a safe mission aligned learning environment with highly qualified personnel, standards aligned academic materials and a robust educational program for all students
Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20 Core teachers will hold valid 100% of teachers held valid 100% of teachers held valid 100% of teachers held valid 100% of teachers held valid CA Teaching credential with CTC-issued credentials. CTC-issued credentials. CTC-issued credentials. CTC-issued credentials. appropriate EL authorization
Core teachers participate in 100% of core classroom 100% of core classroom 100% of core classroom 100% of core classroom professional development teachers participated in teachers participated in teachers will participate in teachers will participate in activities Summer 2016 Professional Summer 2016 Professional Summer Professional Summer Professional Development and ongoing Development and ongoing Development and ongoing Development and ongoing PD throughout the school PD throughout the school PD throughout the school PD throughout the school year. year. year. year. February 1, 2019
TO: Mr. Inda Ciccarelli, Director II Charter School Office Division of Accountability, Support and Monitoring
FROM: Denise Fay, Facilities Planning Specialist DMF Facilities Planning Services Division of Facilities and Construction
SUBJECT: Inspection Report - Annual Odyssey Charter School – Classrooms 1-22 and Offices 725 W. Altadena Drive Altadena, CA 91001
Attached is an annual inspection report generated from a site inspection conducted on January 9, 2019, which includes the Charter School Facilities Inspection Checklist, photos, a site aerial plan, site plan and Maintenance Login work order. In addition to the checklist, please note the items under the sections titled “Comments”, “Required Corrections” and “Recommendations”.
If you have any questions or need additional information, call me at (562) 940-1847.
DF:df Attachments
cc: Ms. Sylvia Corona, Odyssey Charter School Ms. Rachelle Martinez Ms. Luz Castillo, LACOE Ms. Jema Estrella Ms. Lila Sanchez Ms. Roberta Stephens Project File Division of Facilities and Construction Facilities Planning Services (562) 803-8282 Facilities Inspection Checklist
NAME of Charter: Odyssey Charter School NAME of SITE: Odyssey Charter School
INSPECTION INFORMATION Date of Inspection: 1/9/2019 Work Order: FY18-19-10040 Participants: Date of Request: 11/6/18 Denise Fay Date Due: 1/15/19 Rachelle Martinez Requestor/Telephone: (562) 922-8981 Salvador Martinez Type of Inspection: Annual Expansion Name of Ed Program: CSO Lease Renewal Relocation Grades of Students: K-8 Existing Follow-up Specific Student Program: New Site Emergency Alt Ed, JCS,ISS, CCS,etc na Other Severe/Nonsevere (DSE) na Buildings: 1-6 Student Designation (DSE) na Classrooms: 1-22 SELPA/PAU (if applies): na Student Occupants per Classroom: 12-25 per class
SITE INFORMATION LEASE INFORMATION Site Address: Lease Type (Agreement): 725 W. Altadena Drive Commercial Lease Altadena, CA 91001 Facilities Use Site Tel: (626) 229-0093 Landuse District (if applies): Memo of Understanding Site Supervisor Name/Title: Rachelle Martinez/Dir. of Operations Month to Month Site Supervisor Information: District-Prop 39 (Charter) Address: 725 W. Altadena Drive Owned (land & buildings) City: Altadena Other (i.e. SELPA) State: CA Zip Code: 91001 Tel: (626) 229-0093 Email: [email protected] Owner/Landlord: Local Building Agency/Jurisdiction: District Non-Profit (Church, etc.) Division of State Architect County LACOE Other (Probation,etc) City Other Commercial
BUILDING INFORMATION Building Type: Construction Type: LACOE-Permanent Wood Frame (All Combustible) = D District-Permanent Steel Frame (Non-Combustible) Commercial -Permanent Concrete/Wood (Mixed Non-Combus/Combus) = M Relocatable/Portable Masonry/Wood (Masonry w/ Wood Roof) = C Serial # (if app): Other: LACOE ID/tag # (if app): 1 Story Other (indicate if applicable): 2 Story
1 Division of Facilities and Construction Facilities Planning Services (562) 803-8282
Facilities Inspection Checklist NAME of Charter: Odyssey Charter School NAME of SITE: Odyssey Charter School
Max Occ # Student # Staff Grades Yr Built SF per Room Name & Use/Occupancy Classroom # Building # Occupants Occupants (Actual) (orig) (approx) (Actual) (Actual) T24Code (OccLF=20)
Admin-Front Office na na 1 1950's 700 na 6 7 Admin-Dir. Of Operations na na 1 1950's 200 na 1 2 Admin-Asst. Principal Office na na 1 1950's 200 na 1 2 Admin-Counselor Office na na 1 1950's 150 na 1 1 Admin-Resource Rm/Copier/Mail na na 1 1950's 200 na 2 2 Admin-Lounge na na 1 1950's 200 na 0 2 Admin-Nurse Office na na 1 1950's 100 na 1 1 Admin-Corridor/Common Space na na 1 1950's 250 na 0 0 SUB-TOTALS (Admin) na na 1 1950's 2,000 na 12 19 Classroom Sp Ed 1 3 1950's 955 12 5 47 Classroom 5th-6th 2 3 1950's 955 22 2 47 Classroom 3rd-4th 3 3 1950's 955 22 2 47 Classroom 3rd-4th 4 3 1950's 955 22 2 47 Classroom 1st-2nd 5 3 1950's 955 24 2 47 Classroom 1st-2nd 6 3 1950's 955 24 2 47 Classroom 1st-2nd 7 3 1950's 955 24 2 47 Classroom 5th-6th 8 4 1950's 955 22 2 47 Classroom 5th-6th 9 4 1950's 955 22 2 47 Classroom 5th 10 4 1950's 955 22 2 47 Classroom 3rd-4th 11 4 1950's 955 22 2 47 Classroom 3rd-4th 12 4 1950's 955 22 2 47 Classroom 1st-2nd 13 4 1950's 955 24 2 47 Classroom K A 2 1950's 1,100 25 2 55 Classroom K B 2 1950's 1,100 25 2 55 Classroom-After School Program Varies H 5 2000's 960 25 2 48 Classroom-After School Program Varies I 5 2000's 960 26 2 48 Classroom-Sp Ed Office Varies J 5 2000's 960 0 3 48 Classroom 7th-8th K 5 2000's 960 25 2 48 Classroom 7th-8th P 6 2000's 960 25 2 48 Classroom 7th-8th Q 6 2000's 960 25 2 48 Classroom 7th-8th R 6 2000's 960 25 2 48 SUB-TOTALS (Classrooms) K-8th 22 5 50's&00's 21,335 485 48 1057 Girl's Student Restrooms #1 K-8th na 3 1950's 300 na na na Boy's Student Restrooms #1 K-8th na 3 1950's 300 na na na Girl's Student Restrooms #2 K-8th na 4 1950's 300 na na na Boy's Student Restrooms #2 K-8th na 4 1950's 300 na na na Staff Restrooms na na 1 1950's 200 na na na Kitchen / Food Preparation na na 1 1950's 200 na na na Assembly Rm na na 1 1950's 5000 na na na Storage-Custodial/Maintenance Supplies na na 1 1950's 200 na na na Storage-Miscellaneous na na 1 1950's 200 na na na Storage -Office Supplies na na 1 1950's 200 na na na Fire Sprinkler Riser Rm na na 1 1950's 50 na na na Electrical Rm/Mechanical Rm na na 1 1950's 100 na na na TOTALS K-8th 22 6 50's&00's 30,685 485 60 1076
2 Division of Facilities and Construction Facilities Planning Services (562) 803-8282 Facilities Inspection Checklist
Not Non- Comp- Appli Comp- Item Number and Description liance Notes liance cable General - Paperwork, Reports, and Miscellaneous 1. Emergency manual is available in the school office. 2. Telephone numbers for paramedics, fire department, police/sheriff, ambulance, clinic or doctor available in each classroom. Emergency #911 is posted on all phones. 3. Copy of AHERA School Management Plan is available in school office. CFR40. 4. Certificate of Occupancy, type “E” occupancy or equivalent. If not available or applicable (i.e.-adult vocational school,transition,etc) then obtain local bldg / fire dept paperwork showing school use is acceptable. CBC 111.2. 5. Field Act Compliant, i.e.; DSA, exempt, exception granted by local agency or equivalency. 6. Copy of the health permit or ServSafe Certification posted or equivalent facilitation. 7. Air quality: Is there any indication of air pollution being present in campus 8a. Uniform Complaint Procedures (UCP) are posted and forms accessible to public in the front main office. Obtain copy for CSO records. 8b. Williams procedures-if the school opted in, then they must be posted and forms accessible to public. Obtain copy for CSO records. ADA Compliance 9. Facility compliant with the Americans with Disabilities Act (ADA) unless noted herein below: 10. Accessible Entrance (32” clear, door opening, clearances, hardware-closers, thresholds, etc). CBC 1133B and CBC 1117B.5. 11. Access/Path of Travel (48” clear, 250 ft route, ramp 1:12 max, rails, stairs' nosing stripes, level, etc.) CBC 1117B.5, 1127B and 1133B. 12. Restrooms-students (H/C stall toilet,sink,grab bars,fixtures,60” dia,etc). CBC 1115B. 13. Restrooms-staff (H/C stall toilet,sink,grab bars,fixtures,60” dia,etc). CBC 1115B. 14. Parking Stall (loading, striping,signage,marked path). CBC 1129B and CBC 1117B.5. 15. Drinking fountains are accessible. CBC Table 1115B-1 and CBC 1117B. 16. Telephone-public/classroom/office (height). CBC 1117B.2. 17. Wheelchair lift (if present) is functioning and inspected annually and has not expired. CBC 1116B.2. 18. Fire alarm system (strobes and horns) for hearing and visually impaired. CBC 907.5. 19. Signage for hearing and visually impaired (i.e.; exits, room identification, etc). CBC 1117B.5. 20. Assistive Listening Devices are provided and are operational. CBC 1104B.2. 21. Accessible seating is provided in auditoriums, MPR, cafeteria and outdoor seating areas. CBC 1104B.3. 22. Playground equipment and surfacing is accessible and conforms to all safety and fall zone regulations. CCR Title 22. Fire / Life Safety 23. Fire extinguishers available and accessible. Fire Extinguisher appropriate for hazard (i.e. extinguisher should be ABC type for use on wood/paper, flammable liquid, or electrical fire). CFC 906.1 (a). 24. Fire Extinguisher locations are marked with a sign. Fire extinguishers are available in each classroom. CFC 906.1(a). 25. Fire Extinguishers have monthly inspection tag signed/initialed, pull pin in place, pressure gauge in green area, annual service tag is current within the last 12 months. Insert date here 8/10/18. F.I.T. #10 26. Fire Alarm system (manual-pull stations) in place, operational and visible. F.I.T. #10
3 Not Non- Comp- Appli Comp- Item Number and Description liance Notes liance cable Fire / Life Safety (continued) 27. Fire Alarm system (automatic-horns/strobes/smoke) in place and operational. F.I.T. #10 28. Fire Alarm panel is operational and unobstructed. CCR Title 19, Section 3.24. 29. Aisles, corridors, stairways and passageways are unobstructed. CBC 1003.6. 30. If fire sprinklers are present, system appears to be in working order (i.e., no missing or damaged sprinkler heads, heads not painted, etc.). Five year inspection tag posted. F.I.T.#10 31. Exit doors open with one motion, are not blocked, and path from building is not obstructed. F.I.T. #10 32. Exits are clearly marked and electrical exit signs are functioning (check charging by pressing test button on electrical units). F.I.T. #10 33. Evacuation floor plan is posted. CCR Title 19, Section 3.13.(2) (c). 34. Fire pull Stations are in good condition. Emergency alarm system appears to be in working order. 35. Window and wall coverings are fire resistive materials and placed away from heat sources; ie: radiators, electrical outlets, etc. CFC 807.1. 36. Occupancy Load signage is posted in assembly areas; auditorium, cafeteria, MPR, etc. CBC 1004.3. Building Facility Issues – (Interior-Good Repair/Cleanliness) 37. Lighting is adequate in all areas. Light fixtures are working properly. Light covers (lens, diffusers, reflectors, etc.) are in place. F.I.T. #7 38. Extension cords are free of frays, exposed wiring, or broken plugs, must not exceed six feet, and are to be used only as a temporary measure. Electrical outlets are free of overloads (excessive electrical plugs connected in one outlet). Appliances directly plug into outlets. CEC 422.33(a) and 605.5. 39. Paper cutter equipped with bar guard near cutting edge. 40. Walls are free of hazards (i.e. tears, holes and water damage). Paint is not peeling, chipping or cracking. F.I.T. #4 41. Floors are clean and free of hazards (i.e., torn carpeting, missing or broken floor tiles, holes and water damage). F.I.T. #4 42. Ceilings are free of hazards (i.e., missing ceiling tiles, holes and water damage). F.I.T. #4 43. Interior surfaces show no signs of mildew, mold odor and visual mold. F.I.T. 11 44. There is no evidence of water damage/intrusion (i.e.-no condensation, dampness, staining, warping, peeling, mineral deposits, etc). F.I.T. #4 & 11 45. Flammable materials stored in approved, self closing, locked metal cabinets, marked “FLAMMABLE”. Maximum quantity on hand is one gallon. F.I.T. #11 46. Furniture is in good repair (i.e., no sharp edges, broken legs, arms, etc.). 47. All cabinets and bookcases secured to wall, floor or each other if over four feet tall. 48. Ladders are secured and have no broken rungs, spreader bar not bent or broken and equipped with rubber safety feet. 49. Power is available throughout the facility. There is no evidence that any portion of the school has a power failure. F.I.T. #7 50. Electrical equipment appears to be properly covered and guarded. Outlets, switch plates, junction boxes and fixtures are covered and appear to be working properly. No exposed electrical wires (telephone & computer wires not applicable). F.I.T. #7 51. Main electrical box is identified and all switches and circuit breakers properly labeled. Electrical panel and transformers unobstructed within three feet. 52. Gas and water shut off valves locations are posted. 53. Facility appears free of gas leaks (i.e., no odor is detected, no broken pipes are evident). F.I.T. #1 54. Facility sewage system appears to be operating properly (i.e., no flooding, stoppage, odors, etc.). F.I.T. #3 55. HVAC system appears to be operating properly. F.I.T. #2 56. Facilities are ventilated mechanically/naturally. F.I.T. #2 57. If exhaust fans are present, fans appear to be operating properly. F.I.T. #2 58. Ventilation units are unobstructed and vents and grills are without evidence of excessive dirt or dust. F.I.T. #2 59. Interior temperatures appear to be maintained within normally accepted ranges. F.I.T. #2
4 Not Non- Comp- Appli Comp- Item Number and Description liance Notes liance cable Building Facility Issues – (Interior-Good Repair/Cleanliness; continued) 60. The ventilation units are not generating any excessive noise or vibrations. F.I.T. #2 61. Restroom, food prep (if applicable) facilities are operational, sanitary, and free from excess water on floors from leaks and drips. F.I.T. #8 62. Restrooms are stocked with proper supplies and are open during school hours. 63. Areas evaluated are free of accumulated refuse, dirt, grime. F.I.T. #5 64. Areas evaluated are free of graffiti. F.I.T. #5 65. Drinking fountains are clean and functioning with no evidence of leaks.Water pressure is adequate. Water is clear and does not have nay unpleasant tastes. F.I.T. #9 66. Stairs or platforms above 30” high have handrails and non-slip tread surface or tape. 67. Storage areas are free of build up of combustibles or materials. 68. Facility appears to be structurally sound (i.e., no severe cracks, no sagging ceilings or floors, no missing posts or beams, no apparent dry rot/mold in structural elements like posts or beams, door frames are square and doors open freely). F.I.T. #12 69. No evidence of major pest or vermin infestation (i.e., holes in the walls, floors or ceiling, rodent droppings odor caused by a pest or vermin infestation). F.I.T. #6 70. There does not appear to be evidence of hazardous materials that may pose a threat to pupils or staff. F.I.T. #11 Site / Building Facility Issues – (Exterior-Good Repair/Safe) 71. Grounds, blacktop, and sidewalks free of cracks or holes that could cause tripping or other types of injuries. F.I.T. #14 72. All areas free of debris, broken glass, metal, etc. 73. Landscaping sprinklers free of damage, no sharp edges, or pipe protruding which could be a tripping hazard. 74. Shrubs, trees and ground cover are trimmed such that they do not obstruct walk paths or walk areas. 75. Fencing is in good repair (i.e., no holes, breaches, or jagged edges) and gates are not broken or missing. F.I.T. #15 76. Windows and doors free of sharp edges or splinters. No broken or missing windows or doors; door locks and equipment operate properly. F.I.T. #15 77. Roof systems (i.e.-gutters,flashings,roof drains, etc) appear to be functioning properly. F.I.T. #13 (gutters,downspouts,drains) 78. Exterior doors and gates are functioning and do not pose a security risk. F.I.T. #15 79. Parking lot free of broken concrete bumpers, exposed rebar, or debris. 80. Playground equipment is in good repair, clean, safe. F.I.T. #14 81. Classroom door can be locked from the inside
5 COMMENTS None
REQUIRED CORRECTIONS “The following items are to be addressed by the charter to ensure that the facility is compliant with current building code standards, some of which are noted below:” Item Number & Description None
RECOMMENDATIONS "The following items are to be noted by the program and discussed with the charter for consideration.” Item Number & Description None
ADA Compliance –Unreasonable hardship / NOT readily achievable “If the building is ever renovated, altered, expanded whereby a local building enforcing agency is required to review and approve the project, and whereby the project cost of the renovation exceeds $166,157, twenty percent minimum of the renovation figure shall be spent to upgrade and other barriers to comply with the requirements of ADA.” Item Number & Description None
6 Division of Facilities and Construction Facilities Planning Services (562) 803-8282
Facilities Inspection Photos
Odyssey Charter School main entrance Classrooms exterior
ADA parking Fire extinguisher location signage installed throughout campus
ADA drinking fountains New compliant play equipment and surfacing
7 P
Q
K R
J
I Classrooms 8 – R Classrooms 11-13 H 10 R
Classrooms 1-4 R Classrooms 5-7 R
A
B Offices MPR
Odyssey Charter School Classrooms 725 W. Altadena Drive Altadena, CA 91001 Offices, MPR, Restrooms
P. (626) 229-0993 F. (626) 345-0704
North
8 K
J
9 WORK ORDER
Work Order: FY18-19-10040 Campus: ODYSSEY CHARTER SCHOOL Requestor: Rachel Hoo Submitted: 11/6/2018 11:11:42 AM Assigned to: Fay, Denise Trade: Facilities Planning Priority: Medium Budget: _No Account Code Required Status: Assigned to Dispatcher Project Mgr:
Room/Location: Odyssey Charter High School Description: Conduct annual charter school inspection and issue report for fiscal year 2018-19 at Odyssey Charter High School, 725 W. Altadena Dr., Altadena, CA 91001. Contact is Sylvia Corona, (626) 229-0993, email: [email protected] Requested by date: 1/15/2019 Labor Date Employee Hours Type Date Employee Hours Type
Materials Description Quantity Date Unit Cost Total Supplier PO#
Action Taken / Comments: 12/3/18 Denise Fay scheduled this inspection for 12/12/18. 12/5/18 Jema Estrella approved and assigned to Denise Fay since earlier in Nov.
Authorized Completed Signature: ______Date: ______by:______Date:______
(Property Address: ODYSSEY CHARTER SCHOOL725 W. Altadena Drive, Altadena CA 91001)
10 Odyssey Charter
School Accountability Report Card Reported Using Data from the 2018—19 School Year California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
Sylvia Corona, Principal Principal, Odyssey Charter
About Our Schooll
Dear Reader-
I am honored and excited about my second year as Principal of Odyssey Charter School. We had a successful year partnering with the staff and community to ensure our students earned an exceptional educational experience. As a school, we recognize the role we play in helping your children reach their full potential, and we do not take that responsibility lightly. We truly believe all students can be successful, and this belief drives the work we do on a daily basis. Odyssey Charter School is proud to publish this School Accountability Report Card detailing our achievement and accomplishments during the 2018-2019 school year. We are excited about the work happening in our classrooms and across the campus as well. We hope this SARC will be informative to all it's readers. Best Regards-
Sylvia Corona, Principal Odyssey Charter School
Contact Odyssey Charter 725 West Altadena Dr. Altadena, CA 91001-4103
Phone: 626-229-0993 Email: [email protected] 2018-19 SARC - Odyssey Charter
Page 2 of 19 2018-19 SARC - Odyssey Charter About This School Contact Information (School Year 2019—20) District Contact Information (School Year 2019—20) School Contact Information (School Year 2019—20)
District Name Los Angeles County Office of Education School Name Odyssey Charter
Phone Number (562) 922-6111 Street 725 West Altadena Dr.
Superintendent Debra Duardo City, State, Zip Altadena, Ca, 91001-4103
Email Address [email protected] Phone Number 626-229-0993
Website http://www.lacoe.edu Principal Sylvia Corona, Principal
Email Address [email protected]
Website www.odysseycharterschool.org
County-District-School 19101996116883 (CDS) Code
Last updated: 1/24/2020 School Description and Mission Statement (School Year 2019—20)
VISION Odyssey is a nurturing environment where self-directed students of diverse backgrounds develop academic skills and real life knowledge through exploration, investigation, reflection, and collaboration with other students, teachers, parents and the wider community: a classroom without walls.
MISSION The mission of Odyssey is to develop students who are active in their learning, aware of their interests, and who seek to expand and explore their knowledge through dynamic collaboration with peers, teachers, and the larger community.
Our mission is achieved by creating active and engaging classroom environments grounded in a workshop format that allows for student choice within a culture of academic excellence. Odyssey’s nurturing environment provides students with the tools and values they need for their own social emotional wellbeing and to be socially responsible in a rapidly changing global community. In addition to high academic standards, Odyssey’s nurturing environment provides students with opportunities to take ownership of their learning, which they can transfer to their lives outside the classroom walls.
Last updated: 1/24/2020
Page 3 of 19 2018-19 SARC - Odyssey Charter Student Enrollment by Grade Level (School Year 2018—19) Grade Level Number of Students
60 Kindergarten 52
Grade 1 53 50 Grade 2 54
Grade 3 52 40 Grade 4 54
Grade 5 57 30 Grade 6 56
Grade 7 51 20 Grade 8 55
Total Enrollment 484 10
0 KindergarteGnrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Last updated: 1/24/2020 Student Enrollment by Student Group (School Year 2018—19) Student Group Percent of Total Enrollment
Black or African American 9.30 %
American Indian or Alaska Native %
Asian 3.10 %
Filipino 0.40 %
Hispanic or Latino 30.00 %
Native Hawaiian or Pacific Islander %
White 43.80 %
Two or More Races 13.20 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 30.00 %
English Learners 3.90 %
Students with Disabilities 12.60 %
Foster Youth %
Homeless 0.40 %
Page 4 of 19 2018-19 SARC - Odyssey Charter A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials School School School District 2017 2018 2019 2019— 20 Teachers —18 —19 —20 20 Teachers with Full Credential Teachers without Full Credential With Full Credential 18 18 18 18 Teachers Teaching Outside Subject Area of Competence
Without Full Credential 0 0 0 0 15 Teachers Teaching Outside Subject 0 0 0 0 Area of Competence (with full credential) 10
5
0 0.0 1.0 2.0
Last updated: 1/24/2020 Teacher Misassignments and Vacant Teacher Positions 2017— 2018— 2019— Indicator 18 19 20 1.0 Misassignments of Teachers of English Learners Misassignments of Teachers of English 0 0 0 Total Teacher Misassignments* Learners Vacant Teacher Positions
Total Teacher Misassignments* 0 0 0 0.5 Vacant Teacher Positions 0 0 0
0.0
-0.5
-1.0 2017—18 2018—19 2019—20
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/24/2020
Page 5 of 19 2018-19 SARC - Odyssey Charter Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019—20) Year and month in which the data were collected:
From Most Percent Students Recent Lacking Own Assigned Subject Textbooks and Other Instructional Materials/year of Adoption Adoption? Copy
Reading/Language 0.00 % Arts Odyssey does not utlilize textbooks for this content area, but rather relies on individual classroom libraries for the instruction of reading and writing.
Mathematics 0.00 % Odyssey does not utlilize textbooks for this content area, but rather relies on Eureka math, modules, lessons and assesssments for math instruction at every grade level.
Science 0.00 % Odyssey does not utlilize textbooks for this content area, but rather relies on Foss kits and mystery sciecne for hands-on lessons, activities, labs and assessments for the purpose of science instruction.
History-Social 0.00 % Science Odyssey does not utlilize textbooks for this content area, but rather relies on individual classroom libraries and external resources for the instruction of history-social science.
Foreign Language 0.00 % Not Applicable
Health 0.00 % Not Applicable
Visual and 0.0 % Performing Arts Not Applicable
Science Lab N/A N/A 0.0 % Eqpmt (Grades 9- 12)
Note: Cells with N/A values do not require data. Last updated: 1/24/2020
Page 6 of 19 2018-19 SARC - Odyssey Charter School Facility Conditions and Planned Improvements
In order to maintain a clean and safe school facility in partnership with Pasadena Unified School District (PUSD) who serves as our facility lessor, Odyssey has
Ensured that daily cleaning by custodial staff maintain campus cleanliness
Installed new HVAC to classrooms and Main Office
Installed new flooring in four (4) classrooms
The most recent LACOE annual Facility Site inspection on 12/20/19 indicated no required corrections or recommendations.
Last updated: 1/24/2020 School Facility Good Repair Status Year and month of the most recent FIT report: December 2019
System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Good Sewer Odyssey, in collaboration with the District, installed a new DSA approved HVAC system in 15 classrooms and Main Office. Classrooms now have a heating and air system, instead of single air units.
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Good Pest/Vermin Infestation
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Good Sinks/Fountains
Safety: Fire Safety, Hazardous Materials Good PUSD managed an asbestos abatement project in four (4) classrooms. Odyssey installed new flooring in all rooms that received abatement.
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Good Windows/Doors/Gates/Fences
Overall Facility Rate Year and month of the most recent FIT report: December 2019
Overall Rating Good Last updated: 1/24/2020
Page 7 of 19 2018-19 SARC - Odyssey Charter B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard School School District District State State Subject 2017—18 2018—19 2017—18 2018—19 2017—18 2018—19
English Language Arts / Literacy (grades 3-8 and 11) 79.0% 76.0% 43.0% 42.0% 50.0% 50.0%
Mathematics (grades 3-8 and 11) 68.0% 64.0% 31.0% 30.0% 38.0% 39.0%
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Last updated: 1/22/2020
Page 8 of 19 2018-19 SARC - Odyssey Charter CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2018—19)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 326 315 96.63% 3.37% 76.19%
Male 172 171 99.42% 0.58% 71.35%
Female 154 144 93.51% 6.49% 81.94%
Black or African American 29 27 93.10% 6.90% 33.33%
American Indian or Alaska Native
Asian ------
Filipino ------
Hispanic or Latino 108 104 96.30% 3.70% 67.31%
Native Hawaiian or Pacific Islander
White 141 138 97.87% 2.13% 89.13%
Two or More Races 36 34 94.44% 5.56% 76.47%
Socioeconomically Disadvantaged 91 84 92.31% 7.69% 55.95%
English Learners 20 19 95.00% 5.00% 31.58%
Students with Disabilities 52 50 96.15% 3.85% 48.00%
Students Receiving Migrant Education Services
Foster Youth
Homeless ------
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
Last updated: 1/22/2020
Page 9 of 19 2018-19 SARC - Odyssey Charter CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2018—19)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 326 314 96.32% 3.68% 63.69%
Male 172 170 98.84% 1.16% 61.76%
Female 154 144 93.51% 6.49% 65.97%
Black or African American 29 26 89.66% 10.34% 19.23%
American Indian or Alaska Native
Asian ------
Filipino ------
Hispanic or Latino 108 104 96.30% 3.70% 45.19%
Native Hawaiian or Pacific Islander
White 141 138 97.87% 2.13% 84.06%
Two or More Races 36 34 94.44% 5.56% 67.65%
Socioeconomically Disadvantaged 91 83 91.21% 8.79% 38.55%
English Learners 20 19 95.00% 5.00% 5.26%
Students with Disabilities 52 49 94.23% 5.77% 32.65%
Students Receiving Migrant Education Services
Foster Youth
Homeless ------
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
Last updated: 1/22/2020
Page 10 of 19 2018-19 SARC - Odyssey Charter CAASPP Test Results in Science for All Students Grades Five, Eight and High School Percentage of Students Meeting or Exceeding the State Standard
School School District District State State Subject 2017—18 2018—19 2017—18 2018—19 2017—18 2018—19
Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data. Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018–19 school year. However, these data are not available for inclusion in the 2018–19 SARC posting due February 1, 2020. These data will be included in the 2019–20 SARC posting due February 1, 2021.
Last updated: 1/22/2020
Page 11 of 19 2018-19 SARC - Odyssey Charter State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education
Page 12 of 19 2018-19 SARC - Odyssey Charter C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site Opportunities for Parental Involvement (School Year 2019—20)
Parental involvement at Odyssey is critical to the success of students as well as to the success of the Charter School as a whole. Parents bring a substantial body of experience, knowledge, skills, and talents that enrich the Charter School and the learning experience of each child. Parents understand by choosing Odyssey for their child, they are choosing to be a member of the Odyssey community. Parents will be encouraged to support Odyssey as volunteers, either at school or from home; Odyssey shall notify the parents and guardians of applicant pupils and currently enrolled pupils that parental involvement is not a requirement for acceptance to, or continued enrollment at, the Charter School. It is understood that all families lead busy lives and have different ideas about how they might help the Charter School.
There are many ways for parents to be involved with their child’s education and to provide additional support to the Charter School. All members of the Odyssey family community are encouraged to be fully engaged in a variety of ways in their child’s education. Some of the events hosted or sponsored by our the Odyssey Parent Participation Group for the 2018-2019 school year were: monthly parent meetings, staff appreciation luncheons, Stone Soup day, Fall Festival, and Run For Fun. Additionally, parents are represented on the Governing Board and on ad hoc and standing committees of the Governing Board. Parent representatives are elected by the parent community to the Governing Board; however, the Governing Board must confirm each parent representative’s position on the Governing Board. Parent representatives use the Odyssey Parent Participation Group as their primary forum for communicating Governing Board business to the parents and for gathering information from parents to represent to the Governing Board. Other methods of communication may be utilized as well, such as parent surveys, the parent newsletter, phone trees, email lists, town hall meetings and take-home flyers.
State Priority: Pupil Engagement Last updated: 1/24/2020
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates
Page 13 of 19 2018-19 SARC - Odyssey Charter State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions School School School District District District State State State Rate 2016—17 2017—18 2018—19 2016—17 2017—18 2018—19 2016—17 2017—18 2018—19
Suspensions 1.30% 0.80% 1.00% 9.30% 9.60% 11.50% 3.60% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 0.00% 0.00% 0.10% 0.10% 0.10% 0.10%
Last updated: 1/24/2020 School Safety Plan (School Year 2019—20)
In order to provide safety for all students and staff, Odyssey maintains and implements full health and safety policies and procedures and risk management policies at its school site in consultation with its insurance carriers and risk management experts. These policies are incorporated into the Charter School’s Parent Student Handbook and Employee Handbook and are reviewed on an ongoing basis by the Executive Director and Governing Board. The Charter School shall ensure staff is trained annually on the health and safety policies. The Odyssey Safe School Plan was last reviewed and approved by our Governing Board in October of 2018.
The following is a summary of the health and safety policies of the Charter School: Procedures for Background Checks, Role of Staff as Mandated Child Abuse Reporters, Tuberculosis Risk Assessment and Examination, Immunizations, Medication in School, Vision, Hearing, and Scoliosis, Diabetes, Suicide Prevention Policy, Feminine Hygiene Products, Emergency Preparedness, Blood borne pathogens, Drug-, Alcohol-, and Smoke-Free Environment, Facility Safety, Comprehensive Anti- Discrimination and Harassment Policies and Procedures.
Last updated: 1/24/2020
Page 14 of 19 2018-19 SARC - Odyssey Charter D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Average Class Size and Class Size Distribution (Elementary) School Year (2016—17) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+
K 26.00 2
1 24.00 2
2 26.00 2
3 27.00 2
4 27.00 2
5 26.00 2
6 28.00 10
Other**
* Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes. Average Class Size and Class Size Distribution (Elementary) School Year (2017—18) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+
K 28.00 2
1 27.00 2
2 25.00 2
3 27.00 2
4 27.00 1
5 30.00 2
6 29.00 2
Other**
* Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes. Average Class Size and Class Size Distribution (Elementary) School Year (2018—19) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+
K 26.00 2
1 27.00 2
2 27.00 2
3 26.00 2
4 27.00 2
5 29.00 2
6 28.00 2
Other**
* Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes.
Last updated: 1/22/2020
Page 15 of 19 2018-19 SARC - Odyssey Charter Average Class Size and Class Size Distribution (Secondary) (School Year 2016—17) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+
English 28.00 4
Mathematics 27.00 4
Science 27.00 4
Social Science 27.00 4
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) (School Year 2017—18) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+
English 26.00 4
Mathematics 26.00 4
Science 26.00 4
Social Science 26.00 4
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) (School Year 2018—19) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+
English 27.00 4
Mathematics 27.00 4
Science 27.00 4
Social Science 27.00 4
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Last updated: 1/22/2020
Page 16 of 19 2018-19 SARC - Odyssey Charter Ratio of Academic Counselors to Pupils (School Year 2018—19) Title Ratio**
Counselors* 0.00
*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. **Average Number of Pupils per Counselor
Last updated: 1/22/2020 Student Support Services Staff (School Year 2018—19) Title Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 0.60
Social Worker
Nurse
Speech/Language/Hearing Specialist 0.60
Resource Specialist (non-teaching) 2.00
Other
*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Last updated: 1/22/2020
Page 17 of 19 2018-19 SARC - Odyssey Charter Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017—18) Expenditures Per Pupil Expenditures Per Pupil Level Total Expenditures Per Pupil (Restricted) (Unrestricted) Average Teacher Salary
School Site ------
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7506.64 --
Percent Difference – School Site and State N/A N/A -- --
Note: Cells with N/A values do not require data.
Last updated: 1/22/2020
Page 18 of 19 2018-19 SARC - Odyssey Charter Teacher and Administrative Salaries (Fiscal Year 2017—18) Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $47,000 $51,374
Mid-Range Teacher Salary $55,000 $80,151
Highest Teacher Salary $73,000 $100,143
Average Principal Salary (Elementary) -- $126,896
Average Principal Salary (Middle) -- $133,668
Average Principal Salary (High) -- $143,746
Superintendent Salary $130,000 $245,810
Percent of Budget for Teacher Salaries 23.00% 35.00%
Percent of Budget for Administrative Salaries 8.00% 5.00%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .
Teacher Salary Chart Principal Salary Chart
80000 1.0
70000
60000 0.5
50000
0.0 40000
30000
-0.5 20000
10000
-1.0 0 Average Principal Salary Average Principal Salary Average Principal Salary Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary (Elementary) (Middle) (High)
Last updated: 1/22/2020 Professional Development Measure 2017—18 2018—19 2019—20
Number of school days dedicated to Staff Development and Continuous Improvement 10 10 10
Last updated: 1/22/2020
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