APPENDIX B: RENEWAL APPLICATION
PART 1: APPLICANT INFORMATION AND EXECUTIVE SUMMARY
1. Complete Table 1.A, providing the school’s general information.
Table 1.A: Charter School General Information
Name of Charter School:

Year School Opened:

Odyssey Community School

1997

Street Address:

City/Zip Code:

579 West Middle Turnpike

Manchester, CT 06040

Name of Board President:

Email/Phone for Board President:

Elizabeth Mix

mixe@manchesterct.gov

Signature of Board President:

Date:

Elizabeth Mix

November 21, 2014

Name of Charter School Director:

Signature of Charter School Director:

Email/Phone for Charter School Director:
estancliffe@odysseyschool.org/ 860-6451234 x 156
Date:

Elaine Stancliffe

November 21, 2014

Elaine Stancliffe

2.
Odyssey Community School is a charter school in Manchester Connecticut. The
school was established in 1997, beginning as a middle school. Throughout the years
Odyssey has expanded downward to include an elementary program. Currently, 327
students attend Odyssey. In the elementary grades (K-4), there are two classes per grade
with an average of 18 students in each class. In the middle school (5-8), there are
approximately 35 students in each grade. Students rotate between classes for each
subject area. Classes remain at an average of 17 students, and math classes in the 7 th and
8th grades have an average of 10 students.
The Odyssey population includes 54% minority students, and 32% of students
qualify for free and reduced meals. 13% of students are Asian, 22% of students are black,
16% of students are Hispanic, 46% of students are white and 3% of students are
considered 2 or more races. 7.95% of students qualify for special education services.
There are no students at Odyssey that have been formally identified as ELL students.
Students at Odyssey come from 15 different towns, but approximately 75% of students
reside in Manchester. Odyssey’s social and economic statistics consistently approximate
those of Manchester Public Schools. There are 54 staff members who work at Odyssey. Of
these, 11% are minorities and 85% of staff members are female. Experience among
teaching staff varies. Out of 31 teachers, 17 have less than 5 years experience, 6 have
between 5-9 years experience, and 8 have over 10 years experience.
Odyssey has been recognized as a high-performing school that is closing the
achievement gap between minority and non-minority students, which is the largest
1

 challenge faced by Connecticut public schools. We have a racial mix of 54% minority
students, which approximates our host town. In 2008 we were identified as a ConnCAN
Success Story School for middle school performance gains. In 2011 we were designated a
Top Ten School in the same category. As our students progress from elementary to grade
eight, they show dramatic increases in Connecticut Mastery Tests and other forms of
achievement assessment. In 2011, students scored an average of 10.9% higher than they
did during the previous year. In 2012, 100% of our eighth grade class scored proficient in
math. In 2013, Odyssey was cited along with a charter school in New Haven for math and
reading test scores that were higher than the state average. In 2014 Odyssey was
declared a Success Story School for high achievement in black and Hispanic student
mastery tests.
Odyssey’s future goals include exploring a foreign language program. We currently
offer a Spanish enrichment class designed to give our seventh and eighth grade students
a head start if they take Spanish in high school. In the future, however, we would like to
hire a full time certified Spanish teacher to establish an accredited Spanish program. We
also have a goal to continue our expansion to include a prekindergarten. With our recent
expansion to include elementary grades, we have found that having students earlier gives
us the opportunity to foster their learning to meet our expectations at an early age.
Further expansion to include a prekindergarten will further support this.
Adding grades K-3 was a game changer as far as recruiting students as our
community strongly embraced the addition of a K-8 school of choice. We went from a
school that comfortably filled its seats with a small waiting list to a school where demand
consistently exceeds availability. Odyssey has become the school in the area where
families dream of enrolling their children. This year we enrolled 63 new students with 108
remaining on the waitlist. We have maintained strong academic success throughout our
grades, and our expansion to include elementary grades will serve to produce even
stronger results. Our commitment to character and community remains a central focus of
our school.
3
In 2010 the Connecticut State Board of Education approved our request to expand
our grade levels to include kindergarten through 3 rd grade. This request was made as we
realized how much more effective we could be in student achievement if we admitted
students at the beginning of their learning experience rather than in 4 th grade where we
were admitting students from as many as 17 different elementary schools in a dozen
towns. The 4th grade experience at that time was wildly disparate, with some students
entering grade 4 two or three years behind their peers in essential skills such as reading.
Authorization for the grade expansion and additional seats was granted in 2011, and we
opened our 2011-2012 school year as a K-8 school.
To make the leap in the course of a summer from a 4-8 school with 180 students to
a K-8 school with 327 students, naturally required additional space in our rented facility so
we entered into a three phase construction project. The first phase provided six K-2
classrooms. It was funded by money we had fundraised or included in our general
operating budget. The second phase was the largest phase, which included new
classrooms for grades 3 and 4, additional student bathrooms, a library, an elementary
2

 learning center, and a gymnasium. We secured a bank loan for $1,200,000 and a board
member loaned us $350,000 to begin the project. The $350,000 loan was paid last year
through debt repayment bond funds. The $850,000 balance of the bank loan is awaiting
approval by the State Bond Commission for debt repayment. The third and last
construction phase took place during the summer of 2014. This involved a new front
entrance, new office and lobby and new nursing suite. This phase was to have cost
$290,000, which we expected to pay in cash. However, the new safety guidelines that
were recommended following Sandy Hook pushed the project to $600,000 and we secured
a bank loan for $300,000. The benefits have made the extra expense well worth it. The
front entrance, main office and vestibule are protected with bullet proof glass and panic
doors that can contain an intruder until the police arrive. The panic doors block entrance
to the elementary and middle school classroom wings. The other three exit doors were
also converted to bullet proof material.
Odyssey has formed a Safety Committee with representation from staff, parents,
fire and police personnel, and a mental health worker. Over the course of this school year,
we will study additional ways in which to further protect the security of students, staff and
our building.
4.
Complete Table 4.A, summarizing the school’s demographics, enrollment, and threeyear growth projections. Demographic data should reflect the school’s 2014-15 student
population.
Table 4.A: Charter School Enrollment and Demographic Information
Schoo
Actual Enrollment:
l
PK
K
1
2
3
4
5
6
7
8
9
10 11 12 Total
Year:
201011
0
0
0
0
35 38 39 37 32
181
201112
40 39 20 20 40 40 40 39 36
314
201236 39 35 34 34 39 37 36 34
324
13
201314
36 38 37 37 37 33 36 37 34
325
201437 37 37 37 37 37 33 37 36
328
15
Schoo
Growth Projections:
l
PK
K
1
2
3
4
5
6
7
8
9
10 11 12 Total
Year:
201516
201617
201718
2014-15 Student Demographic Information:
Majority sending city/district:
Percentage of students qualifying for free or reduced

Manchester
32.3%
3

 price meals:
Percentage of special education students:
Percentage of students with limited English proficiency:

7.39%
0

Percentage of Asian students:

12.5%

Percentage of Black students:

21.9%

Percentage of Hispanic students:

15.5%

Percentage of Caucasian students:

46.3%

4

 5.
N/A

If applicable, provide a rationale for the proposed expansion outlined in Table 4.A.

PART 2: SCHOOL PERFORMANCE
6. Complete Table 6.A, summarizing the school’s record of student achievement.
Table 6.A: School Performance Data
Performance Metric:
Average daily student attendance rate:
Student chronic absenteeism rate:
Number of in-school suspensions:
Number of out-of-school suspensions:
Number of expulsions:
Cohort graduation rate (if applicable):
Holding power rate (if applicable):
Overall School Performance Index (SPI):
Overall host District Performance Index
(DPI):
Math SPI:
Math host district DPI:
Reading SPI:
Reading host district DPI:
Writing SPI:
Writing host district DPI:
Black/African American SPI:
Black/African Am. host district DPI:
Hispanic/Latino SPI:
Hispanic/Latino host district DPI:
ELL SPI:
ELL host district DPI:
FRL SPI:
FRL host district DPI:
Special education SPI:
Special education host district DPI:

201011:
95.3%
6
9
0

201112:
95.4%
8.9%
9
9
0

201213:
95.2%
9.4%
7
6
0

201314:
95.3%
11.7%
20
13
0

77.6

80.4

79.5

80.8

74.8
77.4
76.8
76.8
71.8
82.2
80.3
69.8
64.6
75.2
65.5
n/a
51.9
73.1
67.1
51.4
46.5

75.7
80.7
76.6
81.3
73.7
83.7
81.4
74.2
64.3
82.9
67.1
n/a
53.0
73.7
68.4
53.5
48.6

72.3
82.1
72.3
77.3
71.0
79.8
77.4
75.2
61.7
80.7
62.1
n/a
47.1
74.0
64.5
63.9
42.9

81.7
76.6
84.5
77.7
78.4
n/a
74.4
50.7

7.
2013-2014 School Performance Data (SPI) shows that Odyssey students either met
or exceeded targets in overall school performance and most subject and subgroup
categories. The overall SPI was almost 2 points higher than the target score during this
5

 year. Subject area SPI scores showed that students exceeded scores in Math by 2.5
points, Writing by 3 points, and Science by 3.7 points. The Reading SPI missed the target
score by 1.4 points. Odyssey’s Black or African American students exceeded the SPI
target score by 5.8 points, and students eligible for free/reduced lunch exceeded the
target score by .3 points. Our Hispanic or Latino students missed the target score by 1.3
points, and our Students with Disabilities missed the target by 4.5 points. Scores were not
reported for English Language Learners.
There has been a steady growth in student performance at Odyssey since the 20092010 school year, with an overall School Performance Index (SPI) score that increased over
7 points (73.5-80.8). Subject area scores show growth in math from an SPI of 77.4 in
2010-11 to 81.7 in 2013-14. Reading scores increased from 76.8 in 2010-11 to 77.3 in
2012-13, with a slight decrease to 76.6 in 2013-14. Writing scores increased from 82.2 in
2010-11 to 84.5 in 2013-14. In subgroups, a steady increase is shown in the performance
our Black/African American students with an SPI of 69.8 in 2010-11 to a 77.7 SPI in 201314, and in the performance of our Free/Reduced Lunch students with an SPI of 73.1 in
2010-11 to 74.7 in 2013-14. Our Hispanic/Latino students showed an increase in SPI
scores from 75.2 in 2010-11 to 82.9 in 2011-12, then a slight decrease to 78.4 in 2013-14.
Our Special Education students increased SPI scores from 51.4 in 2010-11 to 63.9 in 201213, with a decrease to 50.7 in 2013-14.
Comparative SPI/DPI scores between Odyssey and our host district, Manchester,
show that Odyssey students have outperformed Manchester students in every category,
every school year from 2010-11 through 2012-13 (DPI scores were not provided for
Manchester in 2013-2014). Overall SPI/DPI scores show that Odyssey students performed
at an average of 4.9 points higher than Manchester during the 3 reported years. In
addition, there has been a steady growth in the gap in overall SPI scores between Odyssey
and Manchester students, with a 2.8 point difference in 2010-11 to a 7.2 point difference
in 2012-13. Odyssey’s SPI scores in subject areas show that average point values from
2010-11 through 2012-13 exceeded Manchester’s by 4.8 points in math, 6.3 points in
reading, and 2.3 points in writing. In subgroups, Odyssey student scores exceeded those
of Manchester students from 2010-11 through 2012-13 at an average of 7.3 points in the
Black/African American subgroup, 14.7 points in the Hispanic/Latino subgroup, 6.9 points
in the Free/Reduced Lunch subgroup, and 10.2 points in the Special Education subgroup.
SPI data shows that most subgroups performed only slightly lower than overall
student performance in both the 2012-13 and 2013-14 school years. In 2012-13, our
Hispanic or Latino students received a higher score than the overall student performance.
In addition, all subgroups met target scores during the 2012-2013 school year. In 20132014, our Black/African American students and students who received free and reduced
lunch both increased SPI scores. Though our Hispanic or Latino students did not meet the
target score during this year, an achievement gap is still not present within this subgroup.
In fact, the only subgroup that received a score more than 10 points lower than the overall
student performance score was our Special Education subgroup.
8.
During the 2013-1014 school year, Odyssey commissioned CREC to analyze and
assess our progress is meeting Common Core State Standards. Two representatives from
6

 CREC spent a day observing our classes and reviewing curricula. They spent another day
meeting with administration to review their findings and formulate a plan to address the
areas of needed improvement.
The results of their analysis showed that most teachers developed lessons in
accordance with Common Core Standards. Most classes they observed involved group
work where students were asked to solve problems. They observed students engaged in
discussions that included different ideas and different ways to solve a problem. They
observed a high amount of differentiation and teachers able to challenge all students. The
observed student directed learning where students were able to use technology to
enhance their education.
The most significant areas of needed improvement were found in our curricula. The
following outlines the recommended changes:
 Writing: A change was needed to switch from persuasive writing to argumentative
writing. This will entail students supporting their answers with text rather than their
own opinion. A switch must be made in a much greater emphasis in text to text
connections rather than text to self-connections.
 Reading: A change is needed to prioritize nonfiction reading. This is applicable to
English Language Arts classes, but also to classes in all different subjects.
 Math: Odyssey School has been using the Saxon Math Program. Though the
program says it aligns with all Common Core Standards, the recommendation of the
representatives from CREC is that it does not.
As a result of these recommendations Odyssey commissioned CREC for two days of
training. The first training was on Depth of Knowledge. Odyssey teachers learned the
importance of rigor in their lessons. As a result of this training, all Odyssey teachers post
their objectives on the board and color code them in accordance with the Depth of
Knowledge chart. By doing this, not only are the teachers and administrators aware of the
rigor involved in the lessons, but the students are also taught the significance of the verbs
included in the objectives.
The second training was on assessment. Odyssey teachers were taught different
ways of both formative and summative assessments. Teachers were also taught ways of
building lessons to prepare students for the Smarter Balanced test. This training also
included teachers taking the Smarter Balanced test and discussing strategies to help
students prepare for it.
In addition to these trainings, several teachers and administrators attended a twoday training over the summer focused on different areas of Common Core.
As a result of the training and recommendations several curricula changes were
implemented. Our reading curricula is focused much more on nonfiction reading where
students are taught to determine the main ideas and supporting details from the text. Our
writing curricula is focused on argumentative writing where students are asked to support
their ideas with evidence from text.
We are currently researching a new math program. We agree with the CREC
recommendation that the spiraling nature of the Saxon Program does not align with the
expectations of Common Core. This year teachers are asked to continue with the Saxon
Program but to transition into Common Core instruction as much as possible. Teachers are
7

 creating their own lesson in alignment with the standards to enhance the Saxon program,
but also to prepare students for the Smarter Balanced test.
Several efforts have been made to support our students with special needs and our
high risk students. With the addition of grades K-3, our special education team grew from
2 full- time special education teachers and 2 full-time special education paraprofessionals
to 3 full-time special education teachers and 3 full time special education
paraprofessionals. In addition, a K-6 Intervention Teacher was hired in 2014 to service
students with special needs and support students requiring Tier III interventions.
Teachers and paraprofessionals support our students with special needs through cotaught and resource models. In grades 5-8, almost all language arts and math classes
including students with special needs are co-taught by regular and special education
teachers. In grades 7-8, one math class (10 students) per grade is supported by a special
education teacher allowing for a 1:5 teacher student ratio. Depending on needs
addressed in IEPs, students with special needs in our elementary grades are supported by
our two special education teachers, our special education paraprofessional, and/or one of
our 5 classroom paraprofessionals.
In 2012, Odyssey added a full-time Literacy Specialist, and in 2013, a full-time Math
Specialist. These teachers have spent the last two years strengthening curriculum and
instruction in reading and math, and developing our SRBI supports. They provide
coaching support to teachers, provide Tier II and Tier III interventions, support SRBI tutors
and oversee intervention groups, analyze data, and ensure the proper administration of
benchmark assessments.
At the beginning of the 2013-2014 school year, Odyssey implemented a new
Intervention Block in grades K-2. Each grade has this block built into schedules for a 30
minute period, four days a week. There are three days of focus on Language Arts skills,
and one day of focus on Math skills. During this time, two classroom teachers, a
paraprofessional, and Odyssey’s SRBI Interventionist meet with small groups of students
to provide Tier II interventions and remediation for students who demonstrate a need for
additional support. Progress is monitored bi-weekly for students receiving Tier II
interventions. In addition, an enrichment group is run by a trained paraprofessional, either
in conjunction with or under the guidance of a certified teacher. Students in this group
consistently perform at or above grade level, and they do activities that support and
extend the curriculum during the Intervention Block time. During the 2014-15 school year,
intervention Block will continue for grades K-2, and will also be added for grade 3.
Odyssey did not have any students formally identified as English Language Learners
(ELL) during the 2010-11 through 2013-14 school years, and as a result, we have never
had any staff trained to support ELL students. However, since we have a rapidly growing
population of students who speak limited English, we anticipated students needing ELL
support during the 2014-2015 school year. At the end of the 2013-14 school year, a parttime ELL tutor was hired. This tutor and our Literacy Specialist attended a 2-day training
on providing support to students with limited English proficiency. A plan for identifying
and providing support to these students was developed and is now being implemented.
While this plan is still new, we are pleased that our ELL students are being identified and
receiving interventions.
8

 9. The culture and climate of Odyssey School has always been a very strong attribute of
the school. We have consistently received positive feedback from parent surveys,
Welcoming Walkthroughs, and general observations from visitors on how inviting and
warm our school environment is. Our goal at Odyssey has always been to achieve a familylike atmosphere with our students, parents, staff and community members. Though this
was a challenge when we expanded grades, we have prioritized maintaining that
environment throughout the school.
One of the keys to the success of our environment is we take the approach we do
not want our students isolated in one grade. We create activities where students are
working with students in different grades in order to build relationships with students with
whom they do not normally interact. One of our most notable activities in our All School
Exploration (ASE) program. In ASE students are grouped with other students in K-4 or 5-8
groups. Weekly activities are planned designed to challenge all grade levels and
encourage students to work together. Through ASE students spend time with students in
different grades as well as getting to work with teachers they do not normally work with.
Another key to our community environment is our Buddy Activities. About once a
month we plan an activity where our middle school students work with our elementary
students. These activities are designed to foster a sense of nurturing. Each elementary
student is paired with a middle school student who becomes a role model for the younger
student. One of our most touching traditions occurs on the last day of school. The entire
school lines up outside as the graduating eighth graders are individually announced. They
walk down the line of cheering students as their kindergarten buddy runs up to greet them
with a goodbye card.
As part of our affiliation with the State Professional Development Grant (SPDG), we
received guidance in the successful implementation of Positive Behavior Intervention and
Supports (PBIS). Our staff has developed four school rules which serve as a means to
reinforce expected behavior at Odyssey. Our students receive instruction at the beginning
of the year on the meaning of these rules, and what it means to follow these rules in all
areas of our school environment. In addition, the rules are posted throughout the school,
they are discussed with students when disciplinary infractions occur, and they are
modeled consistently by our staff.
Discipline
Discipline at Odyssey is recorded by office referrals and broken down into minor and
major infractions. Minor infractions generally result in a silent lunch for elementary
students or a lunch detention for middle school students. Major infractions can result in in
school or out of school suspensions. The following chart shows the percentage of students
receiving office referrals, the percentage of students receiving multiple referrals , and the
reason for the referrals.
Triangle Data Report
Students With (n) Referrals
0
1
0 or 1
2-5
6+
Total
All
#
188
49
237
49
39
325
All
% 57.85%
15.08%
72.92%
15.08%
12.00% 100.00%
9

 Major
Major
Minor
Minor

#
%
#
%

281
86.46%
198
60.92%

32
9.85%
42
12.92%

313
96.31%
240
73.85%

9
2.77%
53
16.31%

3
0.92%
32
9.85%

325
100.00%
325
100.00%

The chart shows us that the vast majority of office referrals in our school are for
disruption or disrespect. It also shows us that approximately a quarter of the students who
are getting office referrals are getting six or more per year. In order to improve this, we
have developed a PBIS committee that meets bi-monthly to review and analyze discipline
data, and discuss interventions that can be implemented for students in need. Such
interventions include a check-in/check-out system, social skills/lunch bunch groups, and
other individualized behavior supports.
In the summer of 2013 our elementary teachers attended a five-day training in
Responsive Classroom. This training provided them with common language to teach the
students the expected behavior. All of our K-3 classes follow the Responsive Classroom
model. The first six weeks of these classes are focused on teaching students routines and
given them clear expectations of acceptable behavior. Our fourth grade classes use a
slightly modified version in order to help the students transition to middle school next
year. This has been an invaluable tool for us to maintain strict guidelines but also build a
nurturing atmosphere among teachers and students.
Area for Growth or Improvement
An area where we have concerns is our attendance. 11.7% of our students were
considered chronically absent during the 2013-2014 school year. Of these students, 27
missed more than 20 days of school, and 5 missed more than 35 days of school. In order
to target this issue, Odyssey has adopted a new attendance policy based on state
guidelines. According to this policy, any absence over 9 is considered unexcused if not
accompanied by a note from the doctor (or other reasons outlined in the policy). If a
10

 student has 10 or more unexcused absences in one school year, he/she will be reported to
the Department of Children and Families. In addition, any student who is absent for 20
consecutive days without medical documentation will be considered dis-enrolled from the
school.
10. Educational Progress of Students:
Goal A: Odyssey students will increase academic achievement during their tenure
at OCS
 Measurable Objective A.1: Odyssey students will continue to demonstrate
improvement in Language Arts.
o Benchmarks:
 85% of students in grades 3 – 8 will score proficient or higher on the
reading CMTs.
 85% of students in grades 3 – 8 will score proficient or higher on the
writing CMTs.
 80% of students in grades K – 8 will meet the target score during the
spring administration of Aimsweb reading tests.
 80% of students in grades K-4 will read on or above grade level
according to the Fountas and Pinnell Benchmark Reading Assessment
on the spring administration.


Measurable Objective A.2: Odyssey students will demonstrate improvement in
mathematics.
o Benchmarks:
 85% of students in grades 3 – 8 will score proficient or higher on the
mathematics CMTs.
 80% of students in grades K – 8 will meet the target score on all
administered mathematics assessments in the spring administration
Aimsweb.



Progress in Meeting the Goal:
In a comparison of 6th, 7th, and 8th grade students’ CMT scores last year to their
scores in 4th grade, scores have maintained or increased in every subject, and in
most cases, shown significant growth throughout the years. 5th grade students’
scores last year in comparison to their scores in 4th grade have decreased in
math, reading, and writing. 4th grade students’ scores last year in comparison to
their scores in 3rd grade have increased in all subjects.
The following results show growth of 4th grade students in 2014 to their scores as
3rd grade students in 2013:
● Math: Increase from 67.6% at or above proficient to 83.8%.
● Reading: Increase from 52.9% at or above proficient to 75.7%.
● Writing: Increase from 61.8% at or above proficient to 86.5%.
The following results show growth of 5th grade students in 2014 to their scores as
11

 4th grade students in 2013:
● Math: Decrease from 96.9% at or above proficient to 90.6%.
● Reading: Decrease from 84.4% at or above proficient to 59.4%.
● Writing: Decrease from 93.8% at or above proficient to 90.3%.
The following results show growth of 6th grade students in 2014 to their scores as
4th grade students in 2012:
● Math: Increase from 84.2% at or above proficient to 88.2%.
● Reading: Increase from 76.3% at or above proficient to 82.4%.
● Writing: Increase from 77.5% at or above proficient to 94.4%.
The following results show growth of 7th grade students in 2014 to their scores as
4th grade students in 2011:
● Math: Increase from 78.8% at or above proficient to 94.1%.
● Reading: Increase from 69.7% at or above proficient to 97%.
● Writing: Increase from 74.3% at or above proficient to 97.2%
The following results show growth of 8th grade students in 2014 to their scores
as 4th grade students in 2010:
● Math: Increase from 73.5% at or above proficient to 93.7%.
● Reading: Increase from 58.8% at or above proficient to 90.9%.
● Writing: Increase from 76.5% at or above proficient to 90.9%.
The Fountas and Pinnell Benchmark Reading Assessment shows that at least 80%
of students in grades K-4 are reading at grade level. While the objective
measured by the AIMSWeb reading and math assessments were not met as a
whole school, most grades showed improvement in these assessments.
Reading Benchmark Assessments
Grade
Assessment
Nonsense Word
Fluency
K
Fountas and
Pinnell
Nonsense Word
Fluency
1
R-CBM
Fountas and
Pinnell
R-CBM
MAZE
2
Fountas and
Pinnell
R-CBM
MAZE
3
Fountas and
Pinnell

Fall 2013

Winter 2014

Spring 2014

83%

94%

57%

85%

68%

83%

51%

54%
83%

59%
49%
78%

59%
40%

67%
38%
89%

46%
75%
74%

77%
71%

82%
77%
80%

68%

66%

12

 4

5
6
7
8

R-CBM
MAZE
Fountas and
Pinnell
R-CBM
MAZE
R-CBM
MAZE
R-CBM
MAZE
R-CBM
MAZE

41%
70%
81%

70%
86%

73%
70%
92%

69%
50%
47%
53%
76%
78%
91%
78%

69%
39%
53%
61%
46%
46%
81%
70%

58%
35%
30%
42%
63%
57%
88%
42%

Mathematics Benchmark Assessments
Grade

K

1

2
3
4
5
6
7
8

49%
80%
77%

Winter
2014
63%
74%
84%

Spring
2014
88%
88%
82%

60%

77%

88%

58%
58%
61%

46%
43%
49%

62%
66%
74%

58%

40%

60%

71%
62%
51%
54%
65%
59%
37%
75%
53%
75%
61%
57%
78%
73%
42%

43%
76%
68%
66%
66%
81%
65%
66%
52%
78%
78%
76%
74%
76%
85%

60%
81%
51%
80%
74%
86%
62%
66%
52%
83%
52%
78%
81%
65%
82%

Assessment

Fall 2013

ORAL COUNTING MEASURE
NUMBER ID MEASURE
QUNATITY DISCRIMINATION
MISSING NUMBER
MEASURE
ORAL COUNTING MEASURE
NUMBER ID MEASURE
QUNATITY DISCRIMINATION
MISSING NUMBER
MEASURE
M-COMP
M-COMP
M-CAP
M-COMP
M-CAP
M-COMP
M-CAP
M-COMP
M-CAP
M-COMP
M-CAP
M-COMP
M-CAP
M-COMP
M-CAP

Accomplishment of Mission, Purpose and Specialized Focus
Goal A: Odyssey will remain true to our overall mission by maintaining small classes,
embracing interdisciplinary instruction, integrating media and technology into all
subject areas, strengthening our advisory program, and focusing on character
development through the daily integration of our CIRCLE values.
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 







Measurable Objective A.1: Odyssey will maintain small class size in all subject areas.
o Benchmark:
 Class size will not exceed an average of 18 students per section.
Measurable Objective 2: Odyssey will offer 3 curricular units that support
interdisciplinary instruction; classes will be multi-grade.
o Benchmark:
 Master Schedule includes 3 interdisciplinary units of instruction.
Measurable Objective 3: MCC (Media Literacy, Character and Communication) will
be offered in grades 3-8. Students in grades K-2 will receive character education. In
addition, technology will be infused throughout the curriculum at all grade levels.
o Benchmark
 Master Schedule contains technology classes for each grade level,
including video and media literacy classes for grades 6 – 8.
Progress in Meeting the Goal:
Class rosters show that the average class size was 17; due to scheduling
needs, one or two classes had a roster of 20.
Three interdisciplinary units were offered in all grades. These units were
Africa, Renaissance, and Earth Keepers. Students participated in mixed age
instruction, school activities, field trips, and guest speakers.
Odyssey’s Character Development program has been formalized and fully
implemented. MCC classes are Odyssey’s mission-driven classes, and include Media
Literacy, Character and Communications. Students in grades 3-8 take MCC class at
least one block (6 weeks) per year.

Efforts to Reduce Racial, Ethnic and Economic Isolation and to Increase the
Racial and Ethnic Diversity of the Student Body
Goal: Odyssey will continue to attract a diverse student body, and will embrace a
culture of acceptance and celebration of diversity.
 Measurable Objective 1: The school staff will develop and students will actively
participate in enrichment and/or ASE units focused on a wide variety of world
cultures.
o Benchmark: At least one All School Exploratory Unit per year will be
dedicated to the exploration of a topic with a focus on diversity.
 Measurable Objective 2: Odyssey students will participate in advisory peer groups
as well as other assigned groups to address issues related to diversity.
o Benchmark: All students in grades 5-8 will be assigned to an advisory for the
school year; students will be given a variety of peer group opportunities as
part of Odyssey’s enrichment program.
 Progress in Meeting the Goal
Odyssey has a minority population of 53%, making us a thoroughly and
successfully integrated and diverse school of choice. In 2013 – 2014 there were
no referrals for behavioral incidents motivated by racism or prejudice against low
income. Students at Odyssey behave in a way that demonstrates a lack of
prejudice. Students consider themselves to be part of the school community, and
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 understand that they are called upon to help their peers achieve their potential
regardless of race, ethnicity or economic level. During the 2013 – 2014 school
year, one All School Exploratory focused on Africa. Students participated in a
wide variety of exploratory activities, including cultural dance, games, food,
history, etc.
PART 3: STEWARDSHIP, GOVERNANCE, AND MANAGEMENT
11. Complete Table 11.A, summarizing the school’s financial health.
Table 11.A: School Financial Information
Financial Information:

FY 12

FY 13

FY 14

Total margin (net income / total revenue)
Debt to asset ratio (total liabilities / total
assets)
Debt service coverage ratio (net income +
depreciation + interest expense) / (principal
+ interest payments)
Current asset ratio (current assets / current
liabilities):
Days of unrestricted cash
(total expenditures - depreciation) / 365
Cash flow (change in cash balance)

17.29%

8.3%

11.069%

34.5%

55.3%

38.3%

0%

8.14%

1.17%

2.82%

.61%

2.33%

7,595.7

8,693.5

9,411.8

$34,712

$30,946

$30,588

12.
Identify areas for growth and improvement in the school’s governance, financial
systems, and core operating procedures. Discuss areas of concern and plans to address
deficiencies.
Odyssey has been fortunate for many years with board membership of people who
genuinely care for the school. They are proud of Odyssey’s accomplishments and are
eager to be part of future accomplishments. We have a high level of board attendance
and involvement. Members have been generous with their personal resources, as well as
guiding us toward grant funds available through their employer.
For many years now we have had the guidance of a CPA who is our board treasurer.
Our accounting manager is also a CPA. They work in close collaboration with the executive
director to manage the school’s resources. Odyssey has always shown to be a fiscally
sound organization during annual audits.
Over the next year there will be attention paid to expanding some of our core
operating procedures, including safety and security and mental health referral and followup.
13.
This is Odyssey School’s seventeenth year of existence. During the first years we
faced the challenge of promoting the school. Many families did not realize the school
existed. If they were aware of the school, there were many misconceptions of the purpose
of the school. We were often thought to be a private school, a school exclusively for
special education students, a school exclusively for gifted students, etc. For these reasons,
it became difficult to recruit students. We spent a great deal of time visiting elementary
schools, PTA meetings and daycare centers in order to spread the word of the school and
its purpose.
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 Now our school is well-known in Manchester and the surrounding towns. We now
have a reputation as an exceptional option for elementary and middle school education.
We now consistently have over a hundred applications for enrollment each year. We also
find that there are much fewer misconceptions regarding the school. Families are coming
to us much more aware that we are a public school serving the needs of all kindergarten
through eighth grade students. One thing that has not changed during the past decade is
the fact that over 50% of newly admitted students have come to us by recommendation of
friends, family members or neighbors.
Though the beginning years may have been challenging, the current stability and
viability of the school are unquestioned. We are looking to the future in the next five years,
and hope to include a foreign language program. We are also considering the possibility of
expanding to include a pre-kindergarten program. We are now the school we have
dreamed of becoming many years ago, and we look forward to many more years of
prosperity in the community.
PART 4: STUDENT POPULATION
14. We have been fortunate at Odyssey that our student population that is very similar to
that of Manchester. Though the data consistently fluctuates, we have noticed a pattern in
the last three years of an increased discrepancy in the Special Education population
between Odyssey and Manchester. In the 2010-2011 school year, Manchester’s Special
Education population was 13.4% and Odyssey’s was 11.6%. Manchester’s have
consistently stayed between 13 and 14 percent, while Odyssey’s have decreased.
Odyssey currently has a 7.95% Special Education population. This decrease,
however, is not attributed to less Special Education students applying for admission into
the school. In fact, in the last three years, Odyssey has increased the number of new
Special Education students admitted in each of the years. We attribute this to our strong
Special Education and SRBI programs. In the last three years ten students have been
dismissed from Special Education at Odyssey. During this period, only 4 students were
initially identified for Special Education services. This is attributed to our SRBI program
consisting of intervention block, tiered interventions and introduction of literacy and math
specialists.
In order to attract and effectively serve low income students, students with
disabilities and ELLSs, we offer class sizes that average 18 and do not exceed 21, full-time
para support in all kindergarten and first grade classes, part-time para support in grades
two through four, one special education paraprofessional dedicated to the elementary
grades, two special education paraprofessionals dedicated to middle grades, and ELL
tutor, an SRBI specialist, and smaller math groups in the upper middle grades averaging
nine students.
Odyssey currently has a 32.4% population of students receiving free/reduced lunch.
This number is down from 42.9% in the 2012-2013 school year and compared to
Manchester School District which has been over 50% over the last three years. We
attribute this decrease in our free/reduced lunch population to a significant increase in our
kindergarten and first grade in our Indian population. Though we welcome and celebrate
the Indian culture, we want to be sure we are maintaining our diversity throughout all
cultures. We will be taking actions to increase our recruitment efforts for next year in order
to maintain diversity throughout students.
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 15. Complete Table 15.A, providing student mobility information for the past three school
years.
Table 15.A: Student Mobility Information
Mobility Data:
Number of students who left during the school year
Number of students who did not re-enroll the next
school year and had not completed the highest
grade at the school

2011-12

2012-13

2013-14

12

5

8

12

20

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16. Complete Table 16.A, summarizing demand and community support for the charter
school. Explain how the charter school is increasing educational opportunities and equity
for the students it seeks to serve. Provide information regarding the school’s attrition rate
(i.e., the number of students leaving the school during the school year) and how the
school seeks to decrease attrition.
Table 16.A: Waitlist Information
2010-11
45

2011-12
82

2012-13
170

2013-14
105

2014-15
108

Odyssey School individualizes instruction in order to create increased educational
opportunities for our students. Our small class size enables teachers to better identify
students’ needs. Our students have half days every Friday which allows us increased
Professional Development time. This time is used at least once a month for data teams
and grade level meetings where teachers discuss needs of individual students. Some
students are identified as needing tiered interventions which are done with in-class or pull
out interventions. Other students are identified as needing greater challenges which are
accomplished with enrichment activities designed to supplement the curricula.
Equity has always been a strength in Odyssey. In the past three years, no subgroup,
with the exception of Special Education, has scored more than ten points below the overall
student performance score. In addition to individualizing instruction, we attribute this
success to our emphasis on character development. In the middle school we designate the
first period Friday mornings as our community period. During this time the students meet
in advisory groups, with elementary students in Buddy Groups or as a whole group in
Middle School Meeting. In these different groups students discuss issues such as equity,
and how diversity affects and enhances the world we live in.
Another aspect of our school that contributes to our success is our emphasis on
cultural education within our ASE (All School Exploration) program. ASE focuses on a
different topic each trimester. One topic each year is devoted to a specific region of the
world. During this trimester students create projects on this region, we have guest
speakers come to the school, we have a kick-off event and a culminating activity, we take
field trips, and students take 8 to 10 classes taught be different teachers on the topic.
By devoting so much time and energy to a topic, students are able to gain a much
more in depth understanding of the culture. It is our philosophy that cultural studies must
17

 go beyond isolated events or celebrations. Students must have the opportunity to examine
different aspects of a culture to truly be able to understand and appreciate it. We believe
that this helps our students gain an understanding of their own cultures as well as other
cultures, and this understanding builds an environment of acceptance and appreciation
throughout the school.
We are concerned about our attrition rate over the last two years. Students leave
Odyssey for different reasons. Every year we anticipate several students moving away, but
we are also looking at other factors. Through conversations with our Circle of Odyssey
Parents (COOP), we have identified such factors as lack of a foreign language program and
lack of a music program that includes band and chorus as reasons student leave. These
are areas we are looking to add in the future.

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 APPENDIX C: STATEMENT OF ASSURANCES
It is imperative that charter schools – as with all other public schools – adopt and uphold
the highest ethical and legal standards while delivering excellent academic opportunities
for students and their families.
As the authorized representative of Odyssey Community School, to the best of my
knowledge, I affirm that:
1

All board members and staff have satisfactorily completed background checks,
including a state and national criminal records check and a record check of the
Department of Children and Families Child Abuse and Neglect Registry.

2

If applicable, all charter school management organization (CMO) staff members
have satisfactorily completed background checks, as described in (1).

3

All contractors, if the nature of the contractor's work entails close proximity to
students in the judgment of the Governing Board, have satisfactorily completed
background checks, as described in (1).

4

Records of any and all background checks are on file at Odyssey Community
School and available for random audit by the Connecticut State Department of
Education (CSDE).

5

Odyssey Community School has adopted written anti-nepotism and conflict of
interest policies, and that no member or employee of the Governing Board has a
personal or financial interest in any asset, real or personal, of the charter school.

6

All board members have received training in board responsibilities and best
practices in charter school governance, and that no board member of Odyssey
Community School serves on the board of another charter school or CMO.

7

All public funds received by Odyssey Community School have been, or are being,
expended prudently and in a manner required by law.

8

All Governing Board meetings are open and accessible to the public, and that
Odyssey Community School has posted, and continues to post, on any Internet
website that the Governing Board operates, the schedule, agenda, and minutes of
each Governing Board meeting, including any meeting of a subcommittee of the
Governing Board.

9

Odyssey Community School does not discriminate in any employment practice,
education program, or educational activity on the basis of race, color, religious
creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender
identity or expression, disability, or any other basis prohibited by Connecticut state
and/or federal nondiscrimination laws.

19

 By signing this Statement of Assurances on behalf of the Governing Board of Odyssey
Community School, I acknowledge that I understand the terms contained herein and affirm
the validity of each statement to the best of my knowledge. I further understand that
Odyssey Community School may be subject to random audit by the CSDE to verify these
statements.

Signature:
Name of Board Chairperson:
Date:

Elizabeth Mix
Elizabeth Mix
November 21, 2014

20