Brevard Public Schools Odyssey Charter School...Odyssey Charter School integrates a positive...

Brevard Public Schools

Odyssey Charter School

2018-19 School Improvement Plan

Odyssey Charter School1755 ELDRON BLVD SE, Palm Bay, FL 32909

http://www.odysseyprepacademy.com

School Demographics

School Type and GradesServed

(per MSID File)2018-19 Title I School

2018-19 EconomicallyDisadvantaged (FRL) Rate

(As Reported on Survey 3)Combination School

KG-12 Yes 73%

Primary Service Type(per MSID File) Charter School

2018-19 Minority Rate(Reported as Non-white

on Survey 2)K-12 General Education Yes 51%

School Grades History

Year 2017-18 2016-17 2015-16 2014-15Grade B B A A*

*Informational Baseline School Grade

Note: The school grades calculation was revised substantially for the 2014-15 school year to implementstatutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments.The 2014-15 school grades serve as informational baseline data that schools can use to improve in futureyears.

School Board Approval

N/A

SIP Authority and Template

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve andrequire implementation of a school improvement plan (SIP) for each school in the district that hasa school grade of D or F.

The Florida Department of Education (FDOE) SIP template meets all statutory and rulerequirements for traditional public schools and incorporates all components required for schoolsreceiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811,Florida Administrative Code, for all non-charter schools with a current grade of D or F (see page4). For schools receiving a grade of A, B, or C, the district may opt to require a SIP using atemplate of its choosing.

Brevard - 6507 - Odyssey Charter School - 2018-19 SIPOdyssey Charter School

Last Modified: 11/13/2018 https://www.floridacims.org

This document was prepared by school and district leadership using the FDOE’s schoolimprovement planning web application located at https://www.floridaCIMS.org.



https://www.floridacims.org

Table of Contents

5Purpose and Outline of the SIP

7Differentiated Accountability

8Current School Status

8Supportive Environment

10Family and Community Engagement

11Effective Leadership

13Public and Collaborative Teaching

15Ambitious Instruction and Learning

198-Step Planning and Problem Solving Implementation

19Goals Summary

19Goals Detail

22Action Plan for Improvement

38Appendix 1: Implementation Timeline

34Appendix 2: Professional Development and Technical AssistanceOutlines

34Professional Development Opportunities

37Technical Assistance Items

37Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe SIP is intended to be the primary artifact used by every school with stakeholders to reviewdata, set goals, create an action plan and monitor progress. A corollary at the district level is theDistrict Improvement and Assistance Plan (DIAP), designed to help district leadership make thenecessary connections between school and district goals in order to align resources. The FloridaDepartment of Education encourages schools to use the SIP as a “living document” bycontinually updating, refining and using the plan to guide their work throughout the year. Thisprinted version represents the SIP as of the “Date Modified” listed in the footer.

Part I: Current School Status

Part I organizes the current status of the school around five domains inspired by the 5Essentialsframework: Supportive Environment, Family and Community Involvement, Effective Leadership,Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regardingthe school’s Multi-Tiered System of Supports have been embedded throughout this part todemonstrate how data is used by stakeholders to understand the needs of all students andallocate appropriate resources in proportion to those needs.

Part II: Needs Assessment

Part II requires the school to review performance and early warning systems data in order todevelop strategic goals and associated data targets (i.e., “SMART goals”) for the coming schoolyear in context of the school’s greatest strengths and needs. An online tool was developed,which includes data visualizations and processing questions to support problem identification,problem analysis and strategic goal formulation.

Part III: 8-Step Planning and Problem Solving for Implementation

Part III enables the school to develop implementation plans for its highest-priority goals. With theoverview of the current state of the school in mind and the strategic goals identified through theneeds assessment, the planning team engages in a facilitated planning and problem-solvingprocess, through which they

• Define strategic goals and establish targets to be reached by successfully achieving thegoals (Step 1)

• Identify barriers that could hinder achieving those goals and resources that could be usedto eliminate or reduce barriers (Step 2)

• Select high-priority barriers they want to address initially (Step 3)• Design implementation and monitoring plans for strategies to resolve selected barriers

(Steps 4-7)• Determine how they will monitor progress toward each goal (Step 8)

Appendices

The following appendices, automatically-generated from content entered in Part III, are includedin this document:

• Appendix 1 is a timeline of all action steps and monitoring activities• Appendix 2 is an outline of all professional development opportunities and technical

assistance items



• Appendix 3 is a report of the budget needed to implement the strategies



Differentiated AccountabilityFlorida’s Differentiated Accountability (DA) system, established in section 1008.33, FloridaStatutes, is a statewide network of strategic support, differentiated by need according toperformance data, provided to districts and schools in order to improve leadership capacity,teacher efficacy, and student outcomes. Through a data-driven planning and problem-solvingprocess, DA field teams collaborate with district leadership to design, implement, and refinestrategic goals and action plans that are documented in the SIP.

DA Regions

Florida’s DA network is divided into four geographical regions, each served by a field team led bya regional executive director (RED).

DA Categories

At the start of each academic year, traditional schools are classified for DA support in twocategories based on the most recent school grades data available. Descriptions of each DAcategory along with the state support and interventions provided are set forth by Rule6A-1.099811, Florida Administrative Code:

• Not in DA - A school with a current school grade of A, B, or C; charter schools; andungraded schools.

• Targeted Support and Improvement - A school with a current school grade of an initialD.

• Comprehensive Support and Improvement - A school with a current school grade of For two consecutive grades of D, or a high school with a graduation rate of 67 percent orless in the most recent data release.

DA Turnaround Status

Additionally, Comprehensive Support and Improvement schools have a turnaround status of"Implementing," based on a school’s grades history, including the current school grade:

• Implementing - A school with a status of "Implementing" requires the district to submit aturnaround plan to the State Board of Education for approval and implementation. Aschool remains in "Implementing" status until its school grade improves to a C or higher.

2018-19 DA Category and Statuses for Odyssey Charter School

DA Region and RED DA Category and Turnaround StatusNortheast - Dustin Sims Not In DA - N/A



http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.33.html

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.33.html

https://www.flrules.org/gateway/ruleNo.asp?id=6A-1.099811

https://www.flrules.org/gateway/ruleNo.asp?id=6A-1.099811

mailto:[email protected]

I. Part I: Current School Status

A. Supportive Environment

1. School Mission and Vision

a. Provide the school's mission statement

The mission of Odyssey Charter School is to work in partnership with the family andcommunity, with the aim of helping each child reach full potential in all areas of life. Weseek to educate the whole child with the understanding that each person must achieve abalance of intellectual, emotional, physical, spiritual, and social skills as a foundation forlife.

b. Provide the school's vision statement

The vision of Odyssey Charter School is to create a school committed to academicexcellence and the education of the whole child. We achieve this by providing accessiblequality Montessori education and programs that develop healthy classroom and schoolcommunities. The school's aim is to prepare children to reach their full potential whileplaying a responsible role in protecting the global environment and fostering peace andharmony within our school and community.

2. School Environment

a. Describe the process by which the school learns about students' culturesand builds relationships between teachers and students

Elementary teachers use the Positive Discipline in the Classroom class meeting format tolearn about student cultures, share compliments and appreciations, in order to buildrelationships between teachers and students in classroom. Secondary teachers havestudied growth mindsets and fixed mindsets in relation to education, students and eachother. Explicit lessons are provided to both teachers and students on how to develop agrowth mindset. School-wide we follow a Montessori philosophy of mutual respect, andthe development of compassion and empathy.

b. Describe how the school creates an environment where students feel safeand respected before, during and after school

School-wide we follow a Montessori philosophy of mutual respect, and the developmentof compassion and empathy. The school uses Positive Discipline in the Classroom tomaintain school and classroom discipline. Classrooms work on daily class meetings tobring up and solve problems. The school has 4 behavior support staff (2 AssistantPrincipals and 2 Deans of Students) and 2 certified Guidance Counselors to provideadditional support to teachers and students with school safety.

c. Describe the schoolwide behavioral system in place that aids in minimizingdistractions to keep students engaged during instructional time. This mayinclude, but is not limited to, established protocols for disciplinary incidents,clear behavioral expectations, and training for school personnel to ensure thesystem is fairly and consistently enforced

Odyssey Charter School integrates a positive discipline model for all grade levels.Teachers receive training during pre-planning in implementing Positive Discipline in theClassroom. The goal is to have students learn problem solving and conflict resolution



skills to enable them to be successful in all areas of life. Classroom meetings are used toassist students in solving issues and allows the teachers to guide students towardappropriate solutions to conflict.

d. Describe how the school ensures the social-emotional needs of all studentsare being met, which may include providing counseling, mentoring and otherpupil services

Odyssey Charter School provides 2 Guidance Counselors to support to all our studentsand families. The Deans of Students are trained in Positive Discipline and work withstudents to support the problem solving process. According to statute, the schooldeveloped a Mental Health Plan to help ensure the social-emotional needs of all studentsare being met.

3. Early Warning SystemsThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(i) and (b)(7)(A)(iii)(III).

a. Describe the school's early warning system and provide a list of the earlywarning indicators used in the system

Odyssey Early Warning System• Parents of students who miss 3 or more consecutive days of school will be called by theattendance clerk.• Students with 3 unexcused absences in a calendar month are documented on thetruancy checklist and are referred to the guidance counselor.• Students with 5 unexcused absences are referred to the IPST for attendance meeting. Ifa medical issue is present, the IPST team will initiate a physician’s statement.• Students with 10 or more absences in a semester are considered "failing due toabsence' and must attend an attendance hearing with the IPST team; if 10 or more areunexcused, the student will be referred to the district attendance resource office and willbe documented on the truancy checklist.• Students with an out-of-school suspension will have a parent- administrator re-entrymeeting.• Students with more than one out-of-school suspension will be referred to counselor.• Students with ongoing conduct issues will be referred to the ISTP team forinterventions.• Students receiving a Level 1 or 2 on the statewide standardized assessments in EnglishLanguage Arts or mathematics, or who are not proficient in reading/math by the thirdgrade, will receive appropriate intervention services, which includes daily embeddedintervention time, remedial reading and remedial math classes.

b. Provide the following data related to the school's early warning system

1. The number of students by grade level that exhibit each early warningindicator:



Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Attendance below 90 percent 57 60 44 24 40 37 54 64 77 49 41 26 0 573One or more suspensions 0 4 2 0 10 11 14 3 10 5 2 1 0 62Course failure in ELA or Math 0 0 0 0 0 0 11 26 22 10 3 2 0 74Level 1 on statewideassessment 0 0 0 4 24 23 24 42 32 23 15 3 0 190

The number of students identified by the system as exhibiting two or moreearly warning indicators:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students exhibiting two or moreindicators 0 4 2 4 4 4 14 24 18 13 3 3 0 93

c. Describe all intervention strategies employed by the school to improve theacademic performance of students identified by the early warning system

Early warning system indicators are first reviewed in our Multi-Tiered System of supports.for students needing additional tier 2 or tier 3 supports, the following activities as part ofthe MTSS system take place.An attendance team meets to review attendance data and follows the protocol to providesupport and intervention strategies to improve attendance.Following a suspension, parents, students and administrators review school-wideacademic and behavioral expectations during a re-entry meeting in order to facilitatestudent success.Grade level teams meet weekly to review student academic data. Students who needadditional instruction and support are referred to the grade level MTSS teams. That teamdetermines possible group or individual instruction based on student need. This teamalso determine curriculum and instructional frameworks that will be used with thesestudents.

B. Family and Community EngagementThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(2) and (b)(7)(A)(iii)(I).

1. Describe how the school works at building positive relationships with familiesto increase involvement, including efforts to communicate the school's missionand vision, and keep parents informed of their child's progress

a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) tosatisfy this question?Yes1. PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at theschool site.2. Description



2. Describe the process by which the school builds and sustains partnershipswith the local community for the purpose of securing and utilizing resources tosupport the school and student achievement

Odyssey Charter School partners with:Florida Institute of Technology, the Lagoon House, University of Florida Extension Office,University of Florida College of Agriculture, University of Florida Interdisciplinary Center forBiotechnology and Research, NASA, Florida Fields to Forks, Brevard Health Alliance, BigBear Counseling, Healthy Living Aquaponics and the City of Palm Bay to provide enrichmentopportunities and to support the needs of our students and families.

C. Effective Leadership

1. School Leadership Team

a. MembershipIdentify the name, email address and position title for each member of the schoolleadership team.:

Name TitleNolder, Wendi PrincipalKnight, Monica PrincipalBernardo, DeAnna Instructional CoachJewell, Suzette Instructional CoachMoore, Marisa DeanLujan, Kara Guidance CounselorYoung, Laurie Instructional CoachHaber, Edward DeanCampbell, Janee Assistant PrincipalGreen, Kavel OtherBerg, Deb Assistant Principal

b. Duties

1. Describe the roles and responsibilities of the members, including how theyserve as instructional leaders and practice shared decision makingThe responsibility of this team is to provide Instructional Support through modeling,coaching, smallgroup and one-to-one support. This team communicates best practice strategies as wellasstandards-based instructional delivery support to increase student outcomes and teacherstrengthand capacity for instruction. This team discusses plans of action and targets specificareas of need.This team also conducts Professional development training for targeted academic areas.

The Leadership team for Odyssey Charter School works collaboratively on a weekly basisto monitor the instructional, operational and safety of everything within Odyssey K-12.The Leadership team from each campus also meets weekly to ensure they are



monitoring the day to day operations as well as the Instruction and safety for eachcampus.2. Describe the process through which school leadership identifies and alignsall available resources (e.g., personnel, instructional, curricular) in order tomeet the needs of all students and maximize desired student outcomes.Include the methodology for coordinating and supplementing federal, stateand local funds, services and programs. Provide the person(s) responsible,frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for thehighest impactThe school-based MTSS team is comprised of the Principals, Assistant Principals, Deansof Students, Instructional Coaches, District Staffing Specialist, District SchoolPsychologist, Guidance Counselor, Speech language Pathologist, ESE and classroomteachers. The school-based MTSS Team meets bi-monthly to analyze reading, math, andbehavioral data. The core team identifies strengths as well as areas of concern, and thenformulates interventions to address these areas. The team uses a problem solvingapproach. The data isreviewed to address changes at all three Tiers of instruction. Leadership Teamrepresentatives meetwith grade level groups to problem solve implementation of interventions at each Tier ofinstruction.Title 1 resources are utilized to provide both academic and other supports tostudents and families.Intervention resources are determined by current student levels of performance andavailability of resourcesin house or the need for additional resources.

2. School Advisory Council (SAC)

a. MembershipIdentify the name and stakeholder group for each member of the SAC.:

Name Stakeholder GroupLeslie Maloney Business/CommunityThomas Cole Business/CommunityAmanda Larson Business/CommunitySonja White Business/CommunityNick Holpfer Parent

b. Duties

1. Provide a description of the SAC's involvement with the following activities,as required by section 1001.452(2), Florida StatutesThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(2).a. Evaluation of last year's school improvement planIn September, the board reviews and discusses student achievement data from theprevious year. The school leaders present the progress of the SIP to the Odyssey CharterSchool, Inc., Board of Directors for discussion and feedback purposes.b. Development of this school improvement plan



In August, a deep analysis of the goal completion for the previous years' SIP is conductedby school leaders and staff. This analysis along with teacher feedback and otherimportant data points such as attendance and behavior helped guide the development ofthe current goals for the School Improvement Plan. The goals and action steps that werecollaboratively developed are then presented to the Odyssey Charter School, Inc., Board(serving as the school's SAC team) for feedback. Once feedback is provided, the OdysseyBoard approves the final School Improvement Plan at the November meeting.c. Preparation of the school's annual budget and plan2. Describe the use of school improvement funds allocated last year, includingthe amount budgeted for each projectN/A3. Verify that the school is in compliance with section 1001.452, FloridaStatutes, regarding the establishment requirements and duties of the SACYesa. If the school is not in compliance, describe the measures being implemented to meetSAC requirements

3. Literacy Leadership Team (LLT)

a. MembershipIdentify the name and position title for each member of the school-based LLT or similargroup, if applicable.:

Name TitleBernardo, DeAnna Instructional CoachJewell, Suzette Instructional CoachNolder, Wendi PrincipalKnight, Monica PrincipalCampbell, Janee Assistant PrincipalYoung, Laurie Instructional CoachBerg, Deb Assistant Principal

b. Duties

1. Describe how the LLT or similar group promotes literacy within the school, ifapplicableThe team has collaborated to create a comprehensive Literacy Block, which includes anIntervention block for Tier II intervention and enrichment. The Odyssey Schools Literacyteam is comprised of school leadership, instructional coaches, and managementcompany resource folks. The team reviews curriculum, makes decisions onimplementation, conducts walk-through fidelity checks, and plans for professionaldevelopment needs. Strategies related to developing strong readers are discussed by theteam and shared during PLC’s and professional development sessions. This team alongwith classroom teachers help to prepare for Title 1 family literacy events to support ourfamilies and students.

D. Public and Collaborative Teaching



The school's responses to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(IV).

1. Describe the school's strategies to encourage positive working relationshipsbetween teachers, including collaborative planning and instruction

Professional Learning Communities (PLCs) is the root of high performance with collaborationand accountability. PLC teams, based on a model by Richard Dufour, focus their efforts oncrucial questions related to learning, essential outcomes, analyses of student achievement,and strategies for improving results. PLC teams also adopt student achievement goalslinked with school and district goals. Through the development of PLCs, teachers haveopportunities for collaborative inquiry and shared accountability for student success. Byworking together to plan instruction, observing each other's classrooms, and sharingfeedback, the PLCs give teachers time to share best practice, verify that instruction isworking, revise practice when it is not, and support each other through positive, problem-solving feedback.

2. Describe the school's strategies to recruit, develop and retain highly qualified,certified-in-field, effective teachers to the school

Odyssey Charter conducts reviews of a teacher's student results during interviews, recruitsthrough two online platforms - teacher/teacher and indeed - and attends severalrecruitment fairs. For retention, the school provides teachers new teacher professionaldevelopment opportunities for successful classroom management and instruction, andsupports new teacher through a new teacher induction probram and through lead teachermentorship for successful onboarding and retention. The school verifies certificationthrough the FLDOE certification website and provides out-of-field teachers support withcourse-work or testing to become in-field.

3. Describe the school's teacher mentoring program, including the rationale forpairings and planned mentoring activities

The school's induction program is a comprehensive, coherent, and sustained professionaldevelopment process to train, support, and retain new teachers and support them tobecoming successful teachers. According to the New Teacher Center (2018), successfulinduction programs include well-qualified, carefully selected mentors; are focused onteaching practice and student learning; and have a systemic approach to building capacityamong leaders and program development. The school's induction program was developedusing the Teacher Induction Program Standards (New Teacher Center, 2018) as a guide toensure high quality professional and teacher development for its new teachers.According to Ingersol (2012) a teacher induction program that contains multiple supportsincluding assigned mentors, courses specific to new teacher needs, regular administrativetouchstones, common planning with other teachers, a reduced course load, and a teacherassistant had greater retention than those that had only some or none of the previoussupports. The school's induction program features three main components that utilize thesesupports: (1) professional learning communities; (2) mentoring; and (3) professionaldevelopment.Professional learning communities serve as the primary resource of instructionalprofessional development for new teachers at the school and serve two broad purposes –improving the skills and knowledge of educators through collaborative study, expertiseexchange, and professional dialogue; and improving student achievement by addressingstudents’ individualized needs through building instructional capacity among all educators.Each new teacher to a school will be assigned a mentor who will guide the mentee throughthe process of induction. Mentors are experienced, highly-skilled educators who havedemonstrated an ability to effect student growth. The mentor will observe and support the



mentees for the length of the program. The mentee will also be given opportunities toobserve other master teachers in action.The school's use a series of professional development activities designed especially for newteachers. The New Teacher Professional Development Series focuses on the following keytopics:Classroom ManagementDifferentiated InstructionPositive DisciplineProfessional Learning CommunitiesHigher-Order ThinkingFlorida Educator Accomplished PracticesResearch-Based Instructional StrategiesInteraction with StudentsCommunication with ParentsDeepening and Enriching Content KnowledgeEthics and Professional Conduct

E. Ambitious Instruction and Learning

1. Instructional Programs and Strategies

a. Instructional Programs

1. Describe how the school ensures its core instructional programs andmaterials are aligned to Florida's standardsThrough collaborative weekly PLC's at both campuses, the standards are unpacked, andlesson plans are created. These processes allow teachers to fully understand the scopeand depth of the standards in order to review the elements of our core curriculum withlaser-like focus. This also ensures the elements of the curriculum are delivered inalignment with the standards. Supplementary materials are research-based, andreviewed and verified to ensure that they align to the Florida Standards. Curriculum isalso reviewed and approved at the leadership level through a collaborative process thatincludes curriculum consultants and the board of directors.

b. Instructional Strategies

1. Describe how the school uses data to provide and differentiate instructionto meet the diverse needs of students. Provide examples of how instruction ismodified or supplemented to assist students having difficulty attaining theproficient or advanced level on state assessmentsThe school uses a variety of progress monitoring tools including iReady diagnostic andprogress monitoring assessments, Fountas and Pinnell Benchmark Assessment Tests,Discovery Education Science, and Study Island cold assessments.Embedded into the remedial programs used for both Math and English Language Arts areassessments for content delivered by those programs - ie: Wilson Fundationsassessments.iReady Lessons and Toolbox lessons and Ready Reading is used as a supplementalresource for differentiation for on level, below level and above level students. Accordingto adaptive diagnostic testing, the students are placed on their own personal path oflearning based on individual needs. Leveled Literacy Intervention is used for guidedreading groups based on the Fountas and Pinnell Benchmark Assessment Test.



2. Provide the following information for each strategy the school uses toincrease the amount and quality of learning time and help enrich andaccelerate the curriculum:

Strategy: Summer ProgramMinutes added to school year: 2,400

Summer academy for reading.Strategy RationaleTo lay a foundation for 3rd grade reading readiness

Strategy Purpose(s)• Core Academic Instruction

Person(s) responsible for monitoring implementation of the strategyNolder, Wendi, [email protected] that is or will be collected and how it is analyzed to determineeffectiveness of the strategyFountas and Pinnell Benchmark Assessment Test, iReady diagnostic assessment

2. Student Transition and Readiness

a. PreK-12 TransitionThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(V).1. Describe the strategies the school employs to support incoming andoutgoing cohorts of students in transition from one school level to anotherOdyssey Charter school has a Voluntary pre-kindergarten program located on thecampus. Our Montessori preschool is committed to the whole child using the Montessorieducational philosophy. Montessori teaches the children values of self-respect,appreciation of uniqueness and the recognition of dignity within each person. Ourteachers give lessons on treating everyone with kindness, peacefulness, compassion,empathy, responsibility and courage. The students in our VPK programs are offered firstaccess to enroll in our kindergarten programs and if they do enroll are placed in ourMontessori classrooms as available.The school holds an annual invitation and tour for all prospective new Kindergarteners inthe Spring. The Kindergarten information night is open to the public and advertisedthroughout the community. The program focuses on helping parents prepare theirstudent academically, emotionally, and physically for Kindergarten.For students with disabilities transitioning to Middle School the school provides atransition meeting with the family and future school to help ensure services will beappropriate when they move from 5th to 6th grade. This also takes place when studentstransition between 8th and 9th grade.

b. College and Career Readiness

1. Describe the strategies the school uses to advance college and careerawareness, which may include establishing partnerships with business,industry or community organizations



Odyssey Charter School has implemented several strategies to help support college andcareer readiness.a. Guidance counseling - The school provides a full time guidance counselor for both theJr/Sr High school and for K-5 Elementary.b. Individualized Program of Study(IPS) - The counselor completes the four-year IPS planwith students and parents during a conference. During these meetings the counselordiscusses the ocurse selections that correlate to the student's college and career goals.c. Counselor/Parent Talks = The counselor holds sessions for parents quarterly to duscussissues related to college and career readiness. When appropriate, the counselor providesstudents with informatio about outside vocations and technical programs.d. OCS career pathways - currently, OCS has started two CTE programs that providestudents options when they graduate for further study or immediate career.e. College and University Partnerships - Florida Institute of Technology, University ofFlorida Extension Office, University of Florida College of Agriculture, University of FloridaInterdisciplinary Center for Biotechnology and Research.f. Career Day - The school holds an annual college and career day.g. College Visits - The school plans annual college visits and offers the opportunity toeach student grades 9 - 12 to attend at least one. This year there three schools chosen.h. College Coaching Team - A college coaching team, made up of teachers, thecounselor, and administration are working with each individual 11th grade student toplan for high school graduation and college preparation.i. Advanced Placement - The school requires that all students take at least one honors orAdvanced Placement course.2. Identify the career and technical education programs available to studentsand industry certifications that may be earned through those respectiveprogramsOdyssey's Career and Technical, college-prep courses all end in an industry certificationand include Gaming Simulation, Gaming Design, and Gaming Programming: Introductionto Engineering Design and Aero Engineering: Biotechnology and AgriculturalEntrepreneurship. These classes engage students in compelling, real-world challengesthat help them become better collaborators, problem solvers, thinkers, and globalcitizens. Students take from the courses the knowledge and skills they will use in middleand high school and for the rest of their lives in any career or life path that they choose.3. Describe efforts the school has taken to integrate career and technicaleducation with academic courses (e.g., industrial biotechnology) to supportstudent achievementOdyssey’s Science, Technology, Engineering, and Mathematics Program (STEM) offersjunior and senior high school students with engaging and challenging courses throughouttheir middle and high school years. Our school has a unique focus on these importantcontent areas because the base skills and knowledge from each of these disciplines aredeeply intertwined in the real world and are essential for student success. Accessing highquality curriculum and innovative instruction, students from Odyssey will be able to usetheir STEM skills as a platform to become college- and career-ready. With our growing on-site organic Farm, developing forest trail and our partnership for dual enrollment,exciting field experiences, and expert lecturers with the Florida Institute of Technology,students at Odyssey will have STEM experiences like no other in Brevard Public Schools.4. Describe strategies for improving student readiness for the publicpostsecondary level based on annual analysis of the High School FeedbackReport, as required by section 1008.37(4), Florida Statutes



http://data.fldoe.org/readiness/

http://data.fldoe.org/readiness/

Annual meetings with the guidance counselor in grades 9-12 to develop a 4-year planand verify course completion and any needs for credit acceleration or credit retrieval arediscussed.

II. Needs AssessmentThe school's completion of this part may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(6).

A. Problem Identification

1. Data to Support Problem Identification

b. Data UploadsData uploads are not required by the Florida Department of Education but are offered asa tool for the needs assessment. In this section, the school may upload files of locallyavailable data charts and graphs being used as evidence of need.The following documents were submitted as evidence for this section:

No files were uploaded

2. Problem Identification SummaryThis section is not required by the Florida Department of Education but is provided as anopportunity for the school to summarize the points of strength and areas of need that havebeen identified in the data.

B. Problem Analysis SummaryThis section is not required by the Florida Department of Education but is provided as anopportunity for the school to summarize the underlying "why"? or root causes for the areas ofneed identified in the data, as determined by situational awareness of, and researchconducted by, the stakeholders involved in the needs assessment.

C. Strategic Goals



Academic Excellence - If we develop and implement a comprehensive K-12educational plan, (which include, assessment and mastery of standards, teachingand learning, standards and curriculum alignment, student services and specialprograms), then student achievement will increase in the four core areas (ELA,Math, Social Studies and Science).

Mission/Vision - If we work in partnership with the family and community, we willhelp each child reach their full potential through the development of intellectual,emotional, physical, spiritual and social skills.

School Improvement GoalsThe following key is intended to help readers understand how the sections of this documentcorrespond to the steps of the 8-step planning and problem-solving framework used in the SchoolImprovement Plan. The Quick Key numbers can help registered users go directly to the point ofentry for any given goal, barrier and strategy within the online survey.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem SolvingStep S123456 = Quick Key

Strategic Goals Summary

G1.

G2.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), targetedbarriers to achieving the goal, resources available to help reduce or eliminate the barriers, andthe plan for monitoring progress toward the goal.



G1. Academic Excellence - If we develop and implement a comprehensive K-12 educationalplan, (which include, assessment and mastery of standards, teaching and learning, standardsand curriculum alignment, student services and special programs), then student achievementwill increase in the four core areas (ELA, Math, Social Studies and Science). 1a

G100130

Targets Supported 1b

Indicator Annual TargetELA/Reading Gains 57.0ELA/Reading Lowest 25% Gains 50.0Math Gains 56.0Math Lowest 25% Gains 50.0Statewide Science Assessment Achievement 62.0FSA Mathematics Achievement 67.0FSA ELA Achievement 62.0U.S. History EOC Pass 63.0Civics EOC Pass 84.0

Targeted Barriers to Achieving the Goal 3• Teachers using and analyzing data to develop and implement high-quality

standards-based lesson/unit plans.• Effective intervention/enrichment block for lowest 25% and high achievers.• Effective and well-developed coach or mentor system.

Resources Available to Help Reduce or Eliminate the Barriers 2• Instructional coaches.• Support from Director of Student Services and Coordinator of Curriculum and

Instruction.• Rigorous, standards-based curriculum.• Instructional personnel.

Plan to Monitor Progress Toward G1. 8

Progress Monitoring data will be collected and analyzed every six weeks per year.

Person ResponsibleWendi Nolder

ScheduleEvery 6 Weeks, from 8/1/2018 to 5/30/2019

Evidence of CompletionProgress Monitoring Data



G2. Mission/Vision - If we work in partnership with the family and community, we will helpeach child reach their full potential through the development of intellectual, emotional,physical, spiritual and social skills. 1a

G100131

Targets Supported 1b

Indicator Annual TargetEffective+ Administrators 100.0School Climate Survey - Parent 25.0School Climate Survey - Student 80.0

Targeted Barriers to Achieving the Goal 3• Increased family engagement at home and at school

Resources Available to Help Reduce or Eliminate the Barriers 2• Positive Discipline in the Classroom Program• Social Skills classes with LMHC/Guidance Counselor• Green Schools National Network - Green Print• Communication tools, (Facebook, Remind)• Family Engagement Specialists• Parents as Partners group


Leadership will gather and analyze parent/student survey results.

Person ResponsibleMonica Knight

ScheduleOn 5/30/2019

Evidence of CompletionSurvey data


Leadership will provide data from annual evaluations that support family engagement.

Person ResponsibleWendi Nolder

ScheduleOn 7/31/2019

Evidence of CompletionAdministrator evaluation data



Action Plan for ImprovementFor each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this sectionlists the rationale for that strategy (i.e., why the school believes it will reduce the barrier) and theaction steps that have been identified as necessary to implementing the strategy, includingdetails such as the point person, timing and duration, and evidence of completion. At the end ofeach set of action steps is the plan for monitoring the implementation and effectiveness of therespective strategy.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem SolvingStep S123456 = Quick Key



G1. Academic Excellence - If we develop and implement a comprehensive K-12 educational plan,(which include, assessment and mastery of standards, teaching and learning, standards andcurriculum alignment, student services and special programs), then student achievement willincrease in the four core areas (ELA, Math, Social Studies and Science). 1

G100130

G1.B1 Teachers using and analyzing data to develop and implement high-quality standards-based lesson/unit plans. 2

B269748

G1.B1.S1 Deepen the components of the Professional Learning Community (PLC- time toanswer the four questions, (What do we want students to learn? How will we know if they'velearned it? What will we do if they didn't learn it? What will we do if they already know it?)4

S285626

Strategy Rationale

Teachers need time to collaborate and create rigorous, standards-based lesson plansand assessments, based on the cognitive complexity of the standards and analysis ofdata.

Action Step 1 5

Continue to effectively unpack standards collaboratively.

Person Responsible

Monica Knight

Schedule

Weekly, from 8/1/2018 to 5/30/2019

Evidence of Completion

Standards unpacking forms; lesson plans



Action Step 2 5

Develop and implement Curriculum Guides that help teachers scaffold instruction atall levels of learning.

Person Responsible

Wendi Nolder

Schedule

Weekly, from 8/1/2018 to 5/30/2019


Standards unpacking forms; lesson plans, thinking scales

Action Step 3 5

Develop the capacity of teachers' understanding of differentiation strategies throughmodeling of evidence based best practices.

Person Responsible

Wendi Nolder

Schedule

Weekly, from 8/1/2018 to 5/30/2019


Lesson Plans, Teacher Support Plan/Induction Plan/Professional Growth Plan,Reflection Documents

Action Step 4 5

Increase teacher capacity to collect, analyze and monitor a variety of data, and applyfindings to implement evidence based differentiated strategies to increase studentachievement.

Person Responsible

Monica Knight

Schedule

Every 6 Weeks, from 8/1/2018 to 5/30/2019


Meeting notes, data, action plans, lesson plans, student data



Plan to Monitor Fidelity of Implementation of G1.B1.S1 6

School-based leadership will monitor the effective coordination and implementation ofweekly PLCs.

Person Responsible

Monica Knight

Schedule

Weekly, from 8/1/2018 to 5/30/2019


PLC schedule, PLC minutes, PLC sign in sheets.

Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7

Lesson plans and student performance reflect a deep understanding of FL Standards.

Person Responsible

Monica Knight

Schedule

Weekly, from 8/1/2018 to 5/30/2019


Lesson plans, walkthrough data, formative and summative assessment data.


PLC minutes reflect analysis of data and development of instruction based on studentneed.

Person Responsible

Wendi Nolder

Schedule

Biweekly, from 8/1/2018 to 5/30/2019


PLC minutes



G1.B2 Effective intervention/enrichment block for lowest 25% and high achievers. 2B269749

G1.B2.S1 Implementation of the Multi-Tiered System of Support (MTSS) process withfidelity. 4

S285629

Strategy Rationale

Teachers need to understand how to analyze student data in order to provideappropriate and effective interventions, and progress monitoring.

Action Step 1 5


Person Responsible

Wendi Nolder

Schedule

Monthly, from 8/1/2018 to 5/30/2019


Teacher data book, meeting notes from student data chats, team meeting notesfrom grade level and teacher level data analysis, action plans build from dataanalysis

Action Step 2 5

Track intervention/acceleration data and discuss during MTSS meetings.

Person Responsible

Monica Knight

Schedule

Monthly, from 9/4/2018 to 5/30/2019


Meeting notes, student data, meeting sign in sheets, IPST #7



Action Step 3 5

Select, implement and monitor appropriate interventions based on student need.

Person Responsible

Deb Berg

Schedule

Monthly, from 9/4/2018 to 5/30/2019


Meeting notes, student data, F & P BAS data, iReady data, Fundations data, EasyCBM, DIBELS data

Action Step 4 5

Identify students and provide acceleration opportunities based on student need.

Person Responsible

Wendi Nolder

Schedule

Monthly, from 9/4/2018 to 5/30/2019


Meeting notes, student data, iReady, COGAT assessments


School-based collaborative leadership team will monitor the effective coordination andsuccessful implementation of the MTSS process.

Person Responsible

Wendi Nolder

Schedule


MTSS meeting minutes, MTSS sign in sheets, classroom grouping data,intervention data




Measure student growth through assessment.

Person Responsible

Wendi Nolder

Schedule

Every 6 Weeks, from 10/2/2017 to 4/30/2018


Progress monitoring data



G1.B4 Effective and well-developed coach or mentor system. 2B269751

G1.B4.S1 Develop and Implement an ongoing school-wide induction/mentoring system. 4S285630

Strategy Rationale

Developing new staff capacity which aligns with the mission and vision for life longlearning.

Action Step 1 5

Implement professional development opportunities during PLC time.

Person Responsible

Wendi Nolder

Schedule

Monthly, from 8/1/2018 to 5/30/2019


PLC notes

Action Step 2 5

Develop a comprehensive induction program for all new hires.

Person Responsible

Monica Knight

Schedule

Weekly, from 6/4/2018 to 5/30/2019


Completed program and handbook



Action Step 3 5

Implement the new teacher induction program.

Person Responsible

Wendi Nolder

Schedule

Monthly, from 8/1/2018 to 5/30/2019


Sign in sheets, agendas, professional development/artfacts, Canvas course


Induction coordinators will create agendas, and collect assignment artifacts, andchecklist from each participant.

Person Responsible

Wendi Nolder

Schedule

Monthly, from 8/1/2018 to 5/30/2019


sign in sheets, agendas, assignment artifacts


Conduct classroom observations of both teacher and student, monitor lesson plans,review teacher reflective feedback.

Person Responsible

Wendi Nolder

Schedule

Biweekly, from 8/1/2018 to 5/30/2019


Lesson plans, anecdotal notes, teacher feedback, student products



G2. Mission/Vision - If we work in partnership with the family and community, we will help eachchild reach their full potential through the development of intellectual, emotional, physical,spiritual and social skills. 1

G100131

G2.B2 Increased family engagement at home and at school 2B270236

G2.B2.S1 Create a system to effectively engage parents in opportunities to help their childmeet their full potential. (Communication, Collaboration, Shared Decision-Making,Advocacy, Supporting Student Success, Welcoming Environment- National PTA standards)4

S286089

Strategy Rationale

Highly involved families is a key indicator linked to student success, graduation ratesand the development of capable, independent adults.

Action Step 1 5

Distribute information to families about what is being learned and how to support theirchildren at home.

Person Responsible

Monica Knight

Schedule

Biweekly, from 8/10/2018 to 5/30/2019


Remind notices, newsletters, teacher websites, teacher emails, Blackboardnotifications, social media, school marquees

Action Step 2 5

Parent education nights for a variety of topics driven by parent survey.

Person Responsible

Wendi Nolder

Schedule

Monthly, from 8/1/2018 to 5/30/2019


sign in sheets, agendas



Action Step 3 5

Develop parent education modules.

Person Responsible

Monica Knight

Schedule

Quarterly, from 1/14/2019 to 5/30/2019


web based training modules that includes but is not limited to video clips orPowerPoint presentations that will be linked to web site

Action Step 4 5

Student led parent/teacher data chats

Person Responsible

Monica Knight

Schedule

Semiannually, from 10/22/2018 to 5/30/2019


Parent signed student data chat forms


Leadership will review communication data

Person Responsible

Wendi Nolder

Schedule

Quarterly, from 9/4/2018 to 5/30/2019


Sign in sheets, Parent and Family Engagement Plan (PFEP), communication logs,conference notes, agendas, family night materials




Leadership will review and approve posted parent modules

Person Responsible

Monica Knight

Schedule

On 2/28/2019


online modules


Leadership will monitor parent involvement data

Person Responsible

Wendi Nolder

Schedule

Semiannually, from 12/21/2018 to 5/30/2019


Sign in sheets, Raptor reports, teacher communication logs, website hits,blackboard data



V. Professional Development Opportunities

Professional development opportunities identified in the SIP as action steps to achieve theschool's goals.

G1. Academic Excellence - If we develop and implement a comprehensive K-12 educational plan,(which include, assessment and mastery of standards, teaching and learning, standards andcurriculum alignment, student services and special programs), then student achievement willincrease in the four core areas (ELA, Math, Social Studies and Science).

G1.B1 Teachers using and analyzing data to develop and implement high-quality standards-based lesson/unit plans.

G1.B1.S1 Deepen the components of the Professional Learning Community (PLC- time toanswer the four questions, (What do we want students to learn? How will we know if they'velearned it? What will we do if they didn't learn it? What will we do if they already know it?)

PD Opportunity 1

Continue to effectively unpack standards collaboratively.

Facilitator

School-based Instructional Coaches

Participants

Instructional Personnel

Schedule

Weekly, from 8/1/2018 to 5/30/2019

PD Opportunity 2

Develop and implement Curriculum Guides that help teachers scaffold instruction at alllevels of learning.

Facilitator

Instructional Coaches

Participants


Schedule

Weekly, from 8/1/2018 to 5/30/2019



PD Opportunity 3

Develop the capacity of teachers' understanding of differentiation strategies throughmodeling of evidence based best practices.

Facilitator

Instructional Coaches

Participants


Schedule

Weekly, from 8/1/2018 to 5/30/2019

G1.B2 Effective intervention/enrichment block for lowest 25% and high achievers.

G1.B2.S1 Implementation of the Multi-Tiered System of Support (MTSS) process withfidelity.

PD Opportunity 1


Facilitator

Coordinator of Curriculum and Instruction (GA) and Instructional coaches

Participants

All Instructional Personnel

Schedule

Monthly, from 8/1/2018 to 5/30/2019



G1.B4 Effective and well-developed coach or mentor system.

G1.B4.S1 Develop and Implement an ongoing school-wide induction/mentoring system.

PD Opportunity 1

Implement professional development opportunities during PLC time.

Facilitator

Coaches and GA staff

Participants

New Teachers to Odyssey

Schedule

Monthly, from 8/1/2018 to 5/30/2019

PD Opportunity 2

Implement the new teacher induction program.

Facilitator

GA staff/Assistant Principals

Participants

New Teachers

Schedule

Monthly, from 8/1/2018 to 5/30/2019



VI. Technical Assistance Items

Technical Assistance opportunities identified in the SIP as action steps to achieve the school'sgoals.

VII. Budget1 G1.B1.S1.A1 Continue to effectively unpack standards collaboratively. $0.00

2 G1.B1.S1.A2 Develop and implement Curriculum Guides that help teachers scaffoldinstruction at all levels of learning. $0.00

3 G1.B1.S1.A3 Develop the capacity of teachers' understanding of differentiationstrategies through modeling of evidence based best practices. $0.00

4 G1.B1.S1.A4Increase teacher capacity to collect, analyze and monitor a variety ofdata, and apply findings to implement evidence based differentiatedstrategies to increase student achievement.

$0.00

5 G1.B2.S1.A1Increase teacher capacity to collect, analyze and monitor a variety ofdata, and apply findings to implement evidence based differentiatedstrategies to increase student achievement.

$0.00

6 G1.B2.S1.A2 Track intervention/acceleration data and discuss during MTSSmeetings. $0.00

7 G1.B2.S1.A3 Select, implement and monitor appropriate interventions based onstudent need. $0.00

8 G1.B2.S1.A4 Identify students and provide acceleration opportunities based onstudent need. $0.00

9 G1.B4.S1.A1 Implement professional development opportunities during PLC time. $0.00

10 G1.B4.S1.A2 Develop a comprehensive induction program for all new hires. $0.00

11 G1.B4.S1.A3 Implement the new teacher induction program. $0.00

12 G2.B2.S1.A1 Distribute information to families about what is being learned and howto support their children at home. $0.00

13 G2.B2.S1.A2 Parent education nights for a variety of topics driven by parent survey. $0.00

14 G2.B2.S1.A3 Develop parent education modules. $0.00

15 G2.B2.S1.A4 Student led parent/teacher data chats $0.00

Total: $0.00



IV. Implementation Timeline

Source Task, Action Step orMonitoring Activity Who

Start Date(where

applicable)Deliverable or Evidence of

CompletionDue Date/End Date

2019

G1.B2.S1.MA1M421303

School-based collaborativeleadership team will monitor theeffective coordination andsuccessful...

Nolder, Wendi 8/2/2017MTSS meeting minutes, MTSSsign in sheets, classroomgrouping data, intervention data

No End Datemonthly

G1.B2.S1.MA1M421302

Measure student growth throughassessment. Nolder, Wendi 10/2/2017 Progress monitoring data 4/30/2018

every-6-weeksG2.B2.S1.MA2

M422566Leadership will review andapprove posted parent modules Knight, Monica 2/28/2019 online modules 2/28/2019

one-time

G1.MA1M421306

Progress Monitoring data will becollected and analyzed every sixweeks per year.

Nolder, Wendi 8/1/2018 Progress Monitoring Data 5/30/2019every-6-weeks

G2.MA1M421311

Leadership will gather andanalyze parent/student surveyresults.

Knight, Monica 4/2/2018 Survey data 5/30/2019one-time

G1.B1.S1.MA1M421300

Lesson plans and studentperformance reflect a deepunderstanding of FL Standards.

Knight, Monica 8/1/2018Lesson plans, walkthrough data,formative and summativeassessment data.

5/30/2019weekly

G1.B1.S1.MA3M422562

PLC minutes reflect analysis ofdata and development ofinstruction based on studentneed.

Nolder, Wendi 8/1/2018 PLC minutes 5/30/2019biweekly

G1.B1.S1.MA1M421301

School-based leadership willmonitor the effectivecoordination and implementationof weekly PLCs.

Knight, Monica 8/1/2018 PLC schedule, PLC minutes, PLCsign in sheets.

5/30/2019weekly

G1.B1.S1.A1A386034

Continue to effectively unpackstandards collaboratively. Knight, Monica 8/1/2018 Standards unpacking forms;

lesson plans5/30/2019

weekly

G1.B1.S1.A2A386035

Develop and implementCurriculum Guides that helpteachers scaffold instruction atall levels of...

Nolder, Wendi 8/1/2018 Standards unpacking forms;lesson plans, thinking scales

5/30/2019weekly

G1.B1.S1.A3A386036

Develop the capacity ofteachers' understanding ofdifferentiation strategies throughmodeling of...

Nolder, Wendi 8/1/2018Lesson Plans, Teacher SupportPlan/Induction Plan/ProfessionalGrowth Plan, ReflectionDocuments

5/30/2019weekly

G1.B1.S1.A4A386037

Increase teacher capacity tocollect, analyze and monitor avariety of data, and applyfindings to...

Knight, Monica 8/1/2018 Meeting notes, data, actionplans, lesson plans, student data

5/30/2019every-6-weeks

G1.B2.S1.A1A386038

Increase teacher capacity tocollect, analyze and monitor avariety of data, and applyfindings to...

Nolder, Wendi 8/1/2018

Teacher data book, meetingnotes from student data chats,team meeting notes from gradelevel and teacher level dataanalysis, action plans build fromdata analysis

5/30/2019monthly

G1.B2.S1.A2A386039

Track intervention/accelerationdata and discuss during MTSSmeetings.

Knight, Monica 9/4/2018 Meeting notes, student data,meeting sign in sheets, IPST #7

5/30/2019monthly

G1.B2.S1.A3A386040

Select, implement and monitorappropriate interventions basedon student need.

Berg, Deb 9/4/2018Meeting notes, student data, F &P BAS data, iReady data,Fundations data, Easy CBM,DIBELS data

5/30/2019monthly

G1.B2.S1.A4A386041

Identify students and provideacceleration opportunities basedon student need.

Nolder, Wendi 9/4/2018 Meeting notes, student data,iReady, COGAT assessments

5/30/2019monthly



Source Task, Action Step orMonitoring Activity Who

Start Date(where

applicable)Deliverable or Evidence of

CompletionDue Date/End Date

G1.B4.S1.MA1M421304

Conduct classroom observationsof both teacher and student,monitor lesson plans, reviewteacher...

Nolder, Wendi 8/1/2018Lesson plans, anecdotal notes,teacher feedback, studentproducts

5/30/2019biweekly

G1.B4.S1.MA1M421305

Induction coordinators will createagendas, and collect assignmentartifacts, and checklist from...

Nolder, Wendi 8/1/2018 sign in sheets, agendas,assignment artifacts

5/30/2019monthly

G1.B4.S1.A1A386044

Implement professionaldevelopment opportunitiesduring PLC time.

Nolder, Wendi 8/1/2018 PLC notes 5/30/2019monthly

G1.B4.S1.A2A387049

Develop a comprehensiveinduction program for all newhires.

Knight, Monica 6/4/2018 Completed program andhandbook

5/30/2019weekly

G1.B4.S1.A3A387051

Implement the new teacherinduction program. Nolder, Wendi 8/1/2018

Sign in sheets, agendas,professional development/artfacts, Canvas course

5/30/2019monthly

G2.B2.S1.MA1M422567

Leadership will monitor parentinvolvement data Nolder, Wendi 12/21/2018

Sign in sheets, Raptor reports,teacher communication logs,website hits, blackboard data

5/30/2019semiannually

G2.B2.S1.MA1M422565

Leadership will reviewcommunication data Nolder, Wendi 9/4/2018

Sign in sheets, Parent and FamilyEngagement Plan (PFEP),communication logs, conferencenotes, agendas, family nightmaterials

5/30/2019quarterly

G2.B2.S1.A1A387054

Distribute information to familiesabout what is being learned andhow to support their childrenat...

Knight, Monica 8/10/2018Remind notices, newsletters,teacher websites, teacheremails, Blackboard notifications,social media, school marquees

5/30/2019biweekly

G2.B2.S1.A2A387055

Parent education nights for avariety of topics driven by parentsurvey.

Nolder, Wendi 8/1/2018 sign in sheets, agendas 5/30/2019monthly

G2.B2.S1.A3A387058

Develop parent educationmodules. Knight, Monica 1/14/2019

web based training modules thatincludes but is not limited tovideo clips or PowerPointpresentations that will be linkedto web site

5/30/2019quarterly

G2.B2.S1.A4A387061

Student led parent/teacher datachats Knight, Monica 10/22/2018 Parent signed student data chat

forms5/30/2019

semiannually

G2.MA2M422570

Leadership will provide datafrom annual evaluations thatsupport family engagement.

Nolder, Wendi 7/31/2019 Administrator evaluation data 7/31/2019one-time



Brevard Public Schools Odyssey Charter School...Odyssey Charter School integrates a positive...

Documents

Transcript of Brevard Public Schools Odyssey Charter School...Odyssey Charter School integrates a positive...