Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.


Using Data to Close the Gap

Odyssey teachers have been involved in a project for the last five years focusing on how to respond more effectively to data. Our teachers work in grade level teams and meet regularly to go over student data, common formative assessments, and to discuss how to better meet the needs of individual students. An agenda is followed to ensure effectiveness of meetings. Administration is in attendance at each of these meetings. As part of this project, teachers have learned how to effectively implement evidence-based instructional strategies such as feedback and questioning, increasing the achievement of all of our students in order to reach our goal of every student exhibiting one year’s worth of growth or more. Increased teacher coaching, learning walkthroughs, and classroom observations (at least one per month per teacher) have led to a more collaborative culture among our staff and has transformed Odyssey into all teachers caring for every student, not just one teacher caring for their particular class of students. This focus has translated into a significant increase in our student growth scores. Odyssey set a goal last year to have an average of 70% of all of our students in grades K-6 make typical or better growth in reading. This is at least one year’s worth of growth as measured by the Acadience Reading Assessment. We met that goal mid-year, much earlier than anticipated, with a school average of over 80%! We are closing the gap with our students.


Effective Implementation of EBIS

Passionate learners are engaged learners. As classrooms were observed multiple times throughout the last school year, three students in each classroom were asked the following three questions: what are they learning about, why are they learning about it, and how will they know they have learned it? In educational terms this is defined as teacher clarity and success criteria. If a student can answer those three questions, they are engaged in their learning; they understand the how and why of what they are doing. This leads them to be able to engage more effectively in their learning as they learn the core skills that are necessary to become a lifelong learner. There is more to teacher clarity and success criteria than just those three questions. For the last year and a half our teachers have been working on developing Assessment Capable Visible Learners (ACVL). This is a student who is engaged by asking for and responding to feedback. They are able to tell where they are at in their journey and be able to choose the tools they need to be successful moving forward. Data was taken on this information three different times since the spring of 2019. You can find the data report attached. It is still a work in progress, and still very much a focus moving forward. The more we can get our students to develop these skills, the more engaged and passionate they will be about learning.