Brevard Public Schools Odyssey Preparatory …...The mission of Odyssey Charter School is to work in partnership with the family and community, with the aim of helping each child reach

Brevard Public Schools

Odyssey PreparatoryCharter Academy

2019-20 School Improvement Plan

Table of Contents

3School Demographics

4Purpose and Outline of the SIP

5School Information

10Needs Assessment

15Planning for Improvement

19Title I Requirements

21Budget to Support Goals

Brevard - 6541 - Odyssey Preparatory Charter Academy - 2019-20 SIP

Last Modified: 11/12/2019 https://www.floridacims.org Page 2 of 21

Odyssey Preparatory Charter Academy1350 WYOMING DR SE, Palm Bay, FL 32909

http://www.odysseyprepacademy.com

Demographics

Principal: Wendi Nolder Start Date for this Principal: 7/29/2019

2019-20 Status(per MSID File) Active

School Type and Grades Served(per MSID File)

Elementary SchoolKG-6

Primary Service Type(per MSID File) K-12 General Education

2018-19 Title I School Yes2018-19 Economically

Disadvantaged (FRL) Rate(as reported on Survey 3)

100%

2018-19 ESSA Subgroups Represented(subgroups with 10 or more students)

(subgroups in orange are below the federal threshold)

Black/African American StudentsEconomically Disadvantaged StudentsEnglish Language LearnersHispanic StudentsMultiracial StudentsStudents With DisabilitiesWhite Students

School Grade 2018-19: B

School Grades History

2017-18: B

2016-17: B

2015-16: C

2014-15: C

2013-14: F

2019-20 School Improvement (SI) Information*SI Region Northeast

Regional Executive Director Dustin SimsTurnaround Option/Cycle

YearSupport Tier NOT IN DA



mailto:[email protected]

ESSA Status N/A* As defined under Rule 6A-1.099811, Florida Administrative Code. For more information, clickhere.

School Board Approval

N/A

SIP Authority

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve andrequire implementation of a Schoolwide Improvement Plan (SIP) for each school in the districtthat has a school grade of D or F. This plan is also a requirement for Targeted Support andImprovement (TS&I) and Comprehensive Support and Improvement (CS&I) schools pursuant to1008.33 F.S. and the Every Student Succeeds Act (ESSA).

To be designated as TS&I, a school must have one or more ESSA subgroup(s) with a FederalIndex below 41%. This plan shall be approved by the district. There are three ways a school canbe designated as CS&I:

1. have a school grade of D or F2. have a graduation rate of 67% or lower3. have an overall Federal Index below 41%.

For these schools, the SIP shall be approved by the district as well as the Bureau of SchoolImprovement.

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, or agraduation rate 67% or less. Districts may opt to require a SIP using a template of its choosingfor schools that do not fit the aforementioned conditions. This document was prepared by schooland district leadership using the FDOE's school improvement planning web application located atwww.floridacims.org.

Purpose and Outline of the SIP

The 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. The Florida Department of Educationencourages schools to use the SIP as a “living document” by continually updating, refining andusing the plan to guide their work throughout the year. This printed version represents the SIP asof the “Date Modified” listed in the footer.



/downloads?category=da-forms

/downloads?category=da-forms

https://www.floridacims.org

Part I: School Information

School Mission and Vision

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.

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.

School Leadership Team

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



Name Title Job Duties and Responsibilities

Nolder,Wendi Principal

Uphold mission/vision; create, develop, implement curriculum,goals and objectives; manage charter school budget; direct publicrelations/publicity to recruit/enroll students; prepare registrationmaterials, organize classes, create/maintain student schedules;prepare/monitor summer programs; maintain safe learningenvironment; arrange critical incident/evacuation drills; manageschool policies, including student code of conduct; interview/hire/discharge faculty and directly supervise instructional and supportstaff; hold regular faculty meetings; conduct staff observationsand teacher evaluations as required by FL law; ensure compliancewith certification, ESOL, ESE and lesson planning; assureprofessional development takes place; attend charter schoolevents; supervise fundraising and events; work with community todevelop partnerships; manage internal accounts; prepare foraudit; supervise student evaluations; provide written academicyear-end reports on accomplishments and makerecommendations...

Carvil,Pat

AssistantPrincipal

Supervise students; maintain safe/orderly environment; supportmission/vision; implement curriculum; build culture of trust;monitor implementation of Montessori/other unique programs;evaluate teachers; provide assistance with PD; assist teachers ininterpreting/implementing curriculum and program; assistteachers in organization of classrooms for effective learning;assist principal in planning/carrying out staff/parent meetings;assist in preparation of reports; complete special assignments;implement and schedule standardized testing; assumeresponsibility for building in Principal's absence; coordinateresearch related to curriculum development; establish/maintainsystem of school-wide textbook accountability; schedule/planinservice programs and prepare required reports; serve asadvisor/consultant to probationary teachers; coordinate gradeplacement/grouping of children; maintain high visibility within allareas of facility; supervise students to maintain safe/orderlyenvironment; provide outstanding customer service; use positiveinterpersonal communication skills; ensure compliance with OCSBoard rules and federal laws/regulations; supervise/evaluatestaff...

Davis,Mike

AssistantPrincipal

Supervise students; maintain safe/orderly environment; supportmission/vision; implement curriculum; build culture of trust;monitor implementation of Montessori/other unique programs;evaluate teachers; provide assistance with PD; assist teachers ininterpreting/implementing curriculum and program; assistteachers in organization of classrooms for effective learning;assist principal in planning/carrying out staff/parent meetings;assist in preparation of reports; complete special assignments;implement and schedule standardized testing; assumeresponsibility for building in Principal's absence; coordinate




research related to curriculum development; establish/maintainsystem of school-wide textbook accountability; schedule/planinservice programs and prepare required reports; serve asadvisor/consultant to probationary teachers; coordinate gradeplacement/grouping of children; maintain high visibility within allareas of facility; supervise students to maintain safe/orderlyenvironment; provide outstanding customer service; use positiveinterpersonal communication skills; ensure compliance with OCSBoard rules and federal laws/regulations; supervise/evaluatestaff...

Cimirro,Marie

InstructionalCoach

Extensive knowledge of effective teaching practices, curriculumand staff development; demonstrate ability to deliver rigorous andappropriate instructional strategies in the classroom; ability toprovide appropriate educational environment and experiencesbased on developmental needs of students, behavioralmanagement techniques; current knowledge of educationaltrends, methods, research and technology; ability to buildcohesive teams, work collaboratively and cooperatively with otherdepartments; ability to collect and analyze data from a variety ofsources, evaluate and make recommendations; use effectivepositive interpersonal communication skills; demonstrate self-discipline and initiative; follow state and OCS, Inc. guidelines;committed to fulfilling mission of OCS, Inc. via Montessori andother school-adopted programs, creating a cohesive mission-driven team; mentor colleagues through conferences, modeling,lesson planning, classroom walk-throughs; work closely withschool leadership to guide teachers to continuous improvement;maintain awareness of current research and curricular trends &disseminate information to personnel as appropriate; supportteachers in implementing action plans based on student data;analyze student performance data and help develop professionaldevelopment improvement plans/action plans; take a leadershiprole in staff meetings to educate staff in Odyssey core andcurricular programs; participate in long-range planning; observeand provide feedback to teachers; conduct professionaldevelopment as needed...

Guevara,Leslie

InstructionalCoach

Extensive knowledge of effective teaching practices, curriculumand staff development; demonstrate ability to deliver rigorous andappropriate instructional strategies in the classroom; ability toprovide appropriate educational environment and experiencesbased on developmental needs of students, behavioralmanagement techniques; current knowledge of educationaltrends, methods, research and technology; ability to buildcohesive teams, work collaboratively and cooperatively with otherdepartments; ability to collect and analyze data from a variety ofsources, evaluate and make recommendations; use effectivepositive interpersonal communication skills; demonstrate self-




discipline and initiative; follow state and OCS, Inc. guidelines;committed to fulfilling mission of OCS, Inc. via Montessori andother school-adopted programs, creating a cohesive mission-driven team; mentor colleagues through conferences, modeling,lesson planning, classroom walk-throughs; work closely withschool leadership to guide teachers to continuous improvement;maintain awareness of current research and curricular trends &disseminate information to personnel as appropriate; supportteachers in implementing action plans based on student data;analyze student performance data and help develop professionaldevelopment improvement plans/action plans; take a leadershiprole in staff meetings to educate staff in Odyssey core andcurricular programs; participate in long-range planning; observeand provide feedback to teachers; conduct professionaldevelopment as needed...

Skinner,Steve Dean

Supervise students on campus; request teacher assistance asneeded; work as an integral part of the guidance department;maintain liaison with city/state/juvenile/federal/legal authoritiesand SRO; monitor and evaluate student attendance andimplement strategies to maximize student attendance; maintaincomputer comprehensive files on students requiring disciplinaryaction with paper backup; collect/review/analyze data; implementstrategies with parents, students, teachers to facilitate studentbehavior changes; investigate/recommend students forsuspension/expulsion in coordination with School Administrator;complete investigative and due-process procedures; evaluatestudent attendance records; work closely with students, parentsand staff to correct discipline problems; provide guidance/instruction for teachers in implementing discipline policies;enforce code of conduct; participate in development &implementation of school practices; assume full responsibility ofschool when administrator and assistant principal are absent frombuilding; direct, schedule and provide staff and students school-site safety programs and drills; chair discipline committee;complete annual performance evaluation for certified / non-instructional employees as assigned; provide outstandingcustomer service; use positive interpersonal communication...

Antonio,Sean Psychologist

Develop and monitor 504 plans; work as an integral part of theguidance department; maintain liaison with dean of students andclassroom teachers to support student behavior; monitor andevaluate student attendance and implement strategies tomaximize student attendance; maintain computer comprehensivefiles on students requiring guidance with paper backup; collect/review/analyze data; implement strategies with parents, students,teachers to facilitate student behavior changes; evaluate studentattendance records; work closely with students, parents and staffto correct discipline problems; provide guidance/instruction for




teachers in implementing discipline & behavior modificationpolicies; participate in development & implementation of schoolpractices; direct, participate in discipline committee; provideoutstanding customer service; use positive interpersonalcommunication...

Early Warning Systems

Current Year

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

Grade LevelIndicator

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

Number of students enrolled 54 54 54 54 66 66 66 0 0 0 0 0 0 414Attendance below 90 percent 24 19 21 12 19 24 26 0 0 0 0 0 0 145One or more suspensions 0 0 0 1 0 0 0 0 0 0 0 0 0 1Course failure in ELA or Math 0 0 0 6 9 17 21 0 0 0 0 0 0 53Level 1 on statewide assessment 0 0 0 3 3 1 1 0 0 0 0 0 0 8

The number of students with two or more early warning indicators:


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

Students with two or more indicators 0 0 1 4 0 0 5 0 0 0 0 0 0 10

The number of students identified as retainees:


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

Retained Students: Current Year 0 0 0 2 0 1 1 0 0 0 0 0 0 4Students retained two or more times 0 0 0 0 0 0 0 0 0 0 0 0 0

FTE units allocated to school (total number of teacher units)

Date this data was collected or last updatedMonday 7/29/2019

Prior Year - As Reported

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



Grade LevelIndicator TotalAttendance below 90 percentOne or more suspensionsCourse failure in ELA or MathLevel 1 on statewide assessment


Grade LevelIndicator TotalStudents with two or more indicators

Prior Year - Updated

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


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

Attendance below 90 percent 0 0 0 0 0 0 0 0 0 0 0 0 0One or more suspensions 0 0 0 0 0 0 0 0 0 0 0 0 0Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 0 0 0 0Level 1 on statewide assessment 0 0 0 0 0 0 0 0 0 0 0 0 0



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

Students with two or more indicators 0 0 0 0 0 0 0 0 0 0 0 0 0

Part II: Needs Assessment/Analysis

School DataPlease note that the district and state averages shown here represent the averages for similarschool types (elementary, middle, high school, or combination schools).

2019 2018School Grade Component School District State School District StateELA Achievement 62% 62% 57% 63% 60% 56%ELA Learning Gains 60% 60% 58% 54% 54% 55%ELA Lowest 25th Percentile 53% 57% 53% 56% 46% 48%Math Achievement 67% 63% 63% 62% 62% 62%Math Learning Gains 70% 65% 62% 57% 59% 59%Math Lowest 25th Percentile 48% 53% 51% 47% 49% 47%Science Achievement 67% 57% 53% 62% 57% 55%



EWS Indicators as Input Earlier in the Survey

Grade Level (prior year reported)Indicator K 1 2 3 4 5 6 TotalNumber of students enrolled 54 (0) 54 (0) 54 (0) 54 (0) 66 (0) 66 (0) 66 (0) 414 (0)Attendance below 90 percent 24 () 19 () 21 () 12 () 19 () 24 () 26 () 145 (0)One or more suspensions 0 () 0 (0) 0 (0) 1 (0) 0 (0) 0 (0) 0 (0) 1 (0)Course failure in ELA or Math 0 () 0 (0) 0 (0) 6 (0) 9 (0) 17 (0) 21 (0) 53 (0)Level 1 on statewide assessment 0 () 0 (0) 0 (0) 3 (0) 3 (0) 1 (0) 1 (0) 8 (0)

Grade Level DataNOTE: This data is raw data and includes ALL students who tested at the school. This is notschool grade data.NOTE: An asterisk (*) in any cell indicates the data has been suppressed due to fewer than 10students tested, or all tested students scoring the same.

ELA

Grade Year School DistrictSchool-District

ComparisonState

School-State

Comparison03 2019 64% 64% 0% 58% 6%

2018 73% 63% 10% 57% 16%Same Grade Comparison -9%

Cohort Comparison04 2019 59% 61% -2% 58% 1%


Cohort Comparison -14%05 2019 56% 60% -4% 56% 0%

2018 54% 54% 0% 55% -1%Same Grade Comparison 2%

Cohort Comparison -7%06 2019 68% 60% 8% 54% 14%

2018 55% 63% -8% 52% 3%Same Grade Comparison 13%

Cohort Comparison 14%

MATH


ComparisonState

School-State

Comparison03 2019 73% 61% 12% 62% 11%


Cohort Comparison04 2019 66% 64% 2% 64% 2%

2018 62% 59% 3% 62% 0%Same Grade Comparison 4%

Cohort Comparison -8%



MATH


ComparisonState

School-State

Comparison05 2019 59% 60% -1% 60% -1%

2018 54% 58% -4% 61% -7%Same Grade Comparison 5%

Cohort Comparison -3%06 2019 63% 67% -4% 55% 8%

2018 55% 68% -13% 52% 3%Same Grade Comparison 8%

Cohort Comparison 9%

SCIENCE


ComparisonState

School-State

Comparison05 2019 65% 56% 9% 53% 12%

2018 59% 57% 2% 55% 4%Same Grade Comparison 6%

Cohort Comparison

Subgroup Data2019 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2016-17

C & CAccel

2016-17SWD 37 64 73 42 58 43 27ELL 57 53 46 69BLK 47 48 41 53 74 62 50HSP 61 57 63 69MUL 71 62 76 62WHT 71 69 62 76 70 42 76FRL 62 60 53 67 70 48 67

2018 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2015-16

C & CAccel

2015-16SWD 43 58 50 45 42BLK 58 61 53 53 45 50HSP 42 35 42 47 44 30 47MUL 71 57 87 83WHT 73 61 70 62 58 83FRL 63 54 56 62 57 47 62

ESSA DataThis data has been updated for the 2018-19 school year as of 7/16/2019.



ESSA Federal IndexESSA Category (TS&I or CS&I) N/AOVERALL Federal Index – All Students 60OVERALL Federal Index Below 41% All Students NOTotal Number of Subgroups Missing the Target 0Progress of English Language Learners in Achieving English Language Proficiency 56Total Points Earned for the Federal Index 483Total Components for the Federal Index 8Percent Tested 99%

Subgroup Data

Students With DisabilitiesFederal Index - Students With Disabilities 49Students With Disabilities Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Students With Disabilities Subgroup Below 32% 0

English Language LearnersFederal Index - English Language Learners 56English Language Learners Subgroup Below 41% in the Current Year? NONumber of Consecutive Years English Language Learners Subgroup Below 32% 0

Asian StudentsFederal Index - Asian StudentsAsian Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Asian Students Subgroup Below 32% 0

Black/African American StudentsFederal Index - Black/African American Students 54Black/African American Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Black/African American Students Subgroup Below 32% 0

Hispanic StudentsFederal Index - Hispanic Students 60Hispanic Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Hispanic Students Subgroup Below 32% 0

Multiracial StudentsFederal Index - Multiracial Students 68



Multiracial StudentsMultiracial Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Multiracial Students Subgroup Below 32% 0

Native American StudentsFederal Index - Native American StudentsNative American Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Native American Students Subgroup Below 32% 0

Pacific Islander StudentsFederal Index - Pacific Islander StudentsPacific Islander Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Pacific Islander Students Subgroup Below 32% 0

White StudentsFederal Index - White Students 67White Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years White Students Subgroup Below 32% 0

Economically Disadvantaged StudentsFederal Index - Economically Disadvantaged Students 60Economically Disadvantaged Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Economically Disadvantaged Students Subgroup Below32% 0

Analysis

Data ReflectionAnswer the following reflection prompts after examining any/all relevant school datasources (see guide for examples for relevant data sources).

Which data component showed the lowest performance? Explain thecontributing factor(s) to last year’s low performance and discuss any trends

ELA achievement data for 4th grade cohort comparison was down 14% from year 1819.Math lowest 25% learning gains was 48% down 1% from year 1819. Appropriateinterventions were not implemented with fidelity for the lowest 25% in math.

Which data component showed the greatest decline from the prior year?Explain the factor(s) that contributed to this decline

ELA lowest 25% decreaarsed 3% from year 1819.

Which data component had the greatest gap when compared to the stateaverage? Explain the factor(s) that contributed to this gap and any trends



Math Lowest 25% Learning Gains was the below the state average by 3 percentagepoints.

Which data component showed the most improvement? What new actions didyour school take in this area?

Math Learning Gains (increased by 13 points) and ELA Learning Gains (increased by 6points)

Reflecting on the EWS data from Part I (D), identify one or two potential areasof concern? (see Guidance tab for additional information)

Course Failure in 5th and 6th gradesAttendance in 5th and 6th grades

Rank your highest priorities (maximum of 5) for schoolwide improvement inthe upcoming school year

1. Lowest 25% learning gains (ELA and Math)2. Course failure in intermediate grades3. Attendance in intermediate grades4. Customer Service/Building Relationships with all stakeholders5.

Part III: Planning for Improvement

Areas of Focus:



#1Title Effective Standard Based Instruction

RationaleWhile proficiency levels in all school grade calculation categories are ator above state and district averages, the school needs to increaseproficiency levels.

State themeasureableoutcome theschool plans toachieve

The school will increase all proficiency categories by 3%.

Personresponsible formonitoringoutcome

Wendi Nolder ([email protected])

Evidence-basedStrategy

Through a Professional Learning Community model instructional coachesand school administrators support teacher leaders and teachers in acollaborative approach to planning, data review, and meeting the needsof every child to ensure student success.

Rationale forEvidence-basedStrategy

According to Vescio, V., Ross, D., & Adams, A. "Well-developed PLCs havepositive impact on both teaching practice and student achievement."

Action Step

Description

1. Create a schedule that provides for extended time periods forcollaborative sessions.2. Providing support for deepening teacher pedagogy through modeledlesson study during collaborative sessions.3. Increase understanding of the planning process for differentiation bothin the classroom and for additional acceleration time.4. Improve Science Instruction in grades 2-6 with special support fromLaura Lane and Meghan Bigwood.

PersonResponsible Pat Carvil ([email protected])



#2Title Differentiate Instruction for All Students

RationaleBased on data from the needs assessment analysis, students in the lowest25% are not meeting proficiency standards and the highest 25% showed thelowest gains.

State themeasureableoutcome theschool plansto achieve

ELA lowest 25% proficiencty will increase by 3% in 2020Math lowest 25% proficiency will increase by 3% in 2020ELA highest 25% will increase learning gains by 3% in 2020Math highest 25% will increase learnng gains by 3% in 2020

Personresponsibleformonitoringoutcome



Implement an acceleration plan for both math and ELA to include anadditional 45 minutes of acceleration time per day to allow for interventionsand enrichment for both lowest and highest 25%. Reengineer the gifted andtalented program to include pull-out time blocks each week for grades 1 - 5.

RationaleforEvidence-basedStrategy

This acceleration plan would be considered the Multi-Tiered System ofSupports (MTSS) with added enrichment opportunities. A multi-tiered systemof supports (MTSS) is a term used to describe an evidence-based model ofschooling that uses data-based problem solving to integrate academic andbehavioral instruction and intervention. Florida's MTSS.

Action Step

Description

1. Collaborate with gifted director from Green Apple Management to organizethe curriculum guides, provide support with enrichment curriculum, assistwith training of gifted teacher and school-wide staff.2. HIre and train gifted teacher.3. Develop a schedule to provide for 45 additional acceleration minutes forall students.4. Develop a scheudle to provide for extra gifted and talented pull-out timefor Gateway students.5. Utilize research-based gifted curriculum to enhance learning experiencesand problem solving opportunities at the most rigorous levels for the highest25%.6. Provide hands-on professional development for all interventionists incurriculum differentiation in both ELA and math.7. Implement intervention programs and srategies with fidelity.8. Provide professional development for all staff in differentiation strategies.6.Monitor and analyze the fidelity and the effectiveness of theimplementation of the plan using progress monitoring data and stateassessment data.




#3Title Improved ELA instruction

Rationale BAsed on the FSA ELA writing strand data we need to increase writingscores for all students.


All students achieve a 70% or better on the FSA evidenced based writingstrand.




Implement a school-wide writing plan/programs that include the explicitinstruciton of writing strategies in a cycle.


According to the Institute of Education Sciences in their Practice Guidesfor Teaching Students how to be effective writers, there is strongevidence to support direct instruction of the writing process. Thisincludes a cycle of modeling, practicing and reflecting.

Action Step

Description

1. Develop and implement a k-12 Writing plan that includes writingstrategies, the writing process cycle, assessments, and rubrics.2. Provide professional development for all teachers on the writing plan.3. Administer mock writing assessments at least two times per year forall students.4. Monitor and analyze the fidelity and the effectiveness of theimplementation of the plan using mock writing assessment data andstate assessment data.




#4Title Customer Service

Rationale To increase our student and teacher retention through improving customerservice practices with all stakeholders.


Increase retention % of students and teachers.


Mike Davis ([email protected])


"Mind the before and after customer experience""Go beyond standard operating procedures"


We as a school understand that all of our families choose to attend ourschool. We want all of our stakeholders to feel valued and appreciated.These strategies will help ensure that we are putting forth our best effortto show how much we value our families and communities members.

Action Step

Description

1.Train all school staff on ways to increase the family engagement.2. Train office staff in their phone and greeting etiquette..3. Implement procedures to ensure families are contacted within 24 hour.4. Offer family engagement opportunities that will help to engage all ourfamilies in the education of their child.5. Hire a family engagement specialist to recruit volunteers and familiesthrough out the year.6. Hire a full time counselor to assist families in transition or in need ofemotional support for any member of their family.

PersonResponsible Mike Davis ([email protected])

Additional Schoolwide Improvement Priorities (optional)

After choosing your Area(s) of Focus, explain how you will address the remainingschoolwide improvement priorities (see the Guidance tab for more information)

Part IV: Title I Requirements

Additional Title I RequirementsThis section must be completed if the school is implementing a Title I, Part A schoolwideprogram and opts to use the Pilot SIP to satisfy the requirements of the schoolwide programplan, as outlined in the Every Student Succeeds Act, Public Law No. 114-95, § 1114(b). Thissection is not required for non-Title I schools.



Describe how the school plans to build positive relationships with parents,families, and other community stakeholders to fulfill the school's mission andsupport the needs of students

Odyssey Preparatory Academy aims to work in partnership with our families and buildpositive relationships with parents, families, and other community stakeholders to fulfill theschool's mission and support the needs of students. The school will continue to work inpartnership with community programs to help our families in need.

PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at theschool site.

Describe how the school ensures the social-emotional needs of all students arebeing met, which may include providing counseling, mentoring and other pupilservices

Odyssey Prep employs a full-time social worker to assist our students. Social-emotionalgroups are established to help children with problem solving and conflict resolution.Odyssey Prep Academy also implements a positive discipline model in all our classrooms tosupport student needs on a daily basis.

Describe the strategies the school employs to support incoming and outgoingcohorts of students in transition from one school level to another

Odyssey Prep Academy provides all new families and children tours of our facilities uponregistering at our school. Sit downs with administrators is also available to families to helpensure a smooth transition for any family in need. Teachers are encouraged to use a buddysystem that will allow new students the opportunity to partner up with students are familiarwith Odyssey Prep's expectations.

Describe the process through which school leadership identifies and aligns allavailable resources (e.g., personnel, instructional, curricular) in order to meetthe needs of all students and maximize desired student outcomes. Include themethodology for coordinating and supplementing federal, state and local funds,services and programs. Provide the person(s) responsible, frequency ofmeetings, how an inventory of resources is maintained and any problem-solvingactivities used to determine how to apply resources for the highest impact

The school-based MTSS team is comprised of the Principals, Deans of Students,Instructional Coaches,District Staffing Specialist, District School Psychologist, Speech language Pathologist, ESEand classroom teachers. The school-based MTSS Team meets bi-monthly to analyzereading, math, andbehavioral data. The core team identifies strengths as well as areas of concern, and thenformulatesinterventions to address these areas. The team uses a problem solving approach. The dataisreviewed 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 and



availability of resourcesin house or the need for additional resources.

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

Odyssey Prep will be holding a Career day this year with community business partners. Allstudents will be allowed to participate in this event. Our school will also be partnering withPBPD, PBFD, and the city of Palm Bay to hold events throughout the year.

Part V: Budget1 III.A Areas of Focus: Effective Standard Based Instruction $990,487.00

Function Object Budget Focus FundingSource FTE 2019-20

5100 100-Salaries6541 - OdysseyPreparatory CharterAcademy

General Fund $990,487.00

2 III.A Areas of Focus: Differentiate Instruction for All Students $131,700.00


5100 150-Aides6541 - OdysseyPreparatory CharterAcademy

Title, I Part A 414.0 $131,700.00

3 III.A Areas of Focus: Improved ELA instruction $92,530.00


6300 130-Other CertifiedInstructional Personnel

6541 - OdysseyPreparatory CharterAcademy

Title, I Part A $92,530.00

4 III.A Areas of Focus: Customer Service $41,346.00



General Fund $33,000.00


Title, I Part D $8,346.00

Total: $1,256,063.00



Documents

Brevard Public Schools Odyssey Preparatory …...The mission of Odyssey Charter School is to work in partnership with the family and community, with the aim of helping each child reach