2019–2020 School Accountability Report Card

Odyssey’s unique school design and instructional program educates students in three interdependent learning domains— academic excellence, social emotional wellbeing, and social responsibility. These three domains are seen working in unison throughout our educational program, in every classroom. Our reopening taskforce was responsible for the creation of reinventing and reimagining our unique school design regardless of the method of delivery. We prepared for the potential for students to transition between in-person instruction and distance learning model. To ensure the seamless transition between these two models of instruction, we developed clear and consistent curriculum expectations, technology platforms, and guidelines for both teachers, students and parents.

Through our workshop based approach, we created learning synchronistic learning schedules that meet the instructional minutes requirements by CDE while fulfilling the vision and mission of our charter petition. Our high quality distance learning program offers a predictable school day balanced with social emotional support, small group instructions and 1:1 instruction to support the individual learning needs of our students. Additionally, to maintain our “learn by doing” approach, we have included and scheduled curriculum learning packet pick ups every 3-4 weeks that include: hands on science materials, books, writing notebooks, and Eureka math worksheets for students to complete assignments and independent practice.

• Small group learning through breakout groups and supports with teacher and teacher assistants


• Block schedule that enables supports through:


• Intensive interventions to support learning loss regression


• Small group reading and math intervention groups


• Dedicated specialized academic instructional minutes that do not conflict with the general education class time


• Dedicated time in our schedule for related services for our students with exceptional needs


• Dedicated time in our schedule for mental health and social emotional services for our students


• Individual tutoring sessions


• Small group sessions for English learners including time and support for independent usage of English language development tools/software


• Collaboration and planning time for teachers to identify and support vulnerable students


• Banking time permits teachers to have one on one connections with students


• Teacher assistants are leveraged during these hours to work with our students and families


• Weekly individual phone calls or Zoom meetings between a teacher and students in need