SELF-REPORTED INDICATORS

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.

STUDENT FACTORS The Odyssey Family Odyssey Elementary continues to focus on building a learning community that supports our students. We have invested in finding teachers and staff members that care deeply about students and their well being. We have taken time to connect with our students, to listen to them, and to support them in their journey of self-discovery and learning. As a result, students at Odyssey Elementary have indicated on surveys they feel like they belong. When compared to students throughout the U.S. and our district, our students score higher than most in their sense of belonging. In addition, our students reported that over 80% experience a supportive relationship with other students and adults at our school. Together, these survey results indicate that our Odyssey students know they are surrounded by adults who care, and will do everything possible to create a safe and supportive space for them to learn. And when our students feel that they are safe and that they belong, they are better able to learn, they have friends, and they enjoy going to school.

TEACHER FACTORS Celebrating Language Development During the 20-21 school year our faculty committed to focus our professional learning on instructional strategies that would have a positive impact on learner language development. With a collective commitment to improving our instructional practice, the instructional leadership team focused on the personalized professional development cycle as a way to observe teachers; provide opportunities for safe practice of new skills; coaching and feedback; reflection and revision of practice. Our district Cultural Linguistic Diversity Teacher Specialist, provided a professional learning workshop specifically focusing on Equitable Turn and Talk strategies. This area was intentionally chosen in order to provide support for all students in the area of language development. As teacher development continued students gained more opportunities to practice speaking and listening skills in an intentionally planned setting. The impact of this practice led to outstanding performance of our students who were assessed using the WIDA - English Language Proficiency Test. The proficiency scale on this test ranges from 1.0 - 5.0 with a student scoring 5.0 considered proficient and exiting the program. During the January assessment window we had 226 students in the Multi-Language program; 19 students scored 5.0; 24 students scored 4.9-4.4. This is progress to be celebrated! We will continue this work! We will continue to celebrate the successes of our students!