School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

Executive Summary School Accountability Report Card, 2008-09

Odyssey Charter School

Address:	725 West Altadena Dr. , Altadena CA 91001-4103	Phone:	626-229-0993
Principal:	Lauren O'Neill	Grade Span:	K - 8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Odyssey Charter School is a public charter school located in Altadena that provides

students the opportunities to learn, grow, and succeed! Our diverse community

provides parents and students a vibrant and engaging community filled with

opportunities to participate and build relationships. By building upon students’

talents, skills, and needs, our teachers serve as facilitators of learning for each

student in every classroom. Our small class size and multiage classrooms enable

teachers to work with students and their parents in ensuring their continued growth and learning.

Student Enrollment

Group	Percent
African American	47%
American Indian or Alaska Native	1%
Asian	2%
Filipino	0%
Hispanic or Latino	23%
Pacific Islander	0%
White (not Hispanic)	27%
Multiple or No Response	0%
Socioeconomically Disadvantaged	33 %
English Learners	3%
Students with Disabilities	10%
Total Number of Students	260

Teachers

Indicator	Teachers
Teachers with full credential	10
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	61.1%
Mathematics	58.7%
Science	64.2%
History-Social Science	45.1%

Academic Progress

Indicator	Result
2009 Growth API Score (from 2009 Growth API Report)	795
Statewide Rank (from 2008 Base API Report)	5
2009-10 Program Improvement Status (PI Year)	Not in PI

School Facilities

Summary of Most Recent Site Inspection

On October 10, 2008 an annual site visit was conducted as part of the Charter School oversight review on the Charter School site. Our school occupies various one-story wood framed building with exterior plastered walls. It has 15 classrooms, a school office, and auditorium that is also used as a cafeteria, two each boy’s and girls’ restrooms, and three playgrounds. Typical classrooms are approximately 955 square feet while kindergarten classrooms are approximately 1,100 square feet. There are approximately 260 enrolled.

Repairs Needed

Install missing or damaged light covers on light fixtures throughout the school site including classrooms 9 and 10.

Install electric or battery-powered exit signs.

Seismically brace pendant-style lights.

Repair/replace exhaust fans in all the restrooms.

Install smoke detectors in classrooms.

Repair uplifted asphalt in courtyard located between 11, 12, and 13.

Corrective Actions Taken or Planned

All repairs are prioritized by safety needs and are currently in the process of being repaired and or scheduled for repair.

The below has been corrected:
Remove ceiling tiles that are covering recessed lights in classroom 8

Secure all cabinets over four feet tall to the walls.

Secure outlet on the floor and remove extra electrical wiring on the floors in classroom 8.

Install sanitary napkin disposal units in all girl’s restrooms.

Provide non-slip surface or tape at stair treads.

Repaint doors throughout school that have chipped paint.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Visual and Performing Arts	0%
Science Laboratory Equipment (grades 9-12)	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$8,201
District	$8,201
State	$5,512

School Completion

Indicator	Result
Graduation Rate	N/A %

Postsecondary Preparation

Measures	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	N/A
Graduates Who Completed All Courses Required for University of California or California State University Admission	N/A

NAEP Reading, Grade 4

Level	Result
Average Scale Score - State	209
Average Scale Score - National	220
Achievement Level - Basic	30%
Achievement Level - Proficient	18%
Achievement Level - Advanced	5%

NAEP Reading, Grade 8

Level	Result
Average Scale Score - State	251
Average Scale Score - National	261
Achievement Level - Basic	41%
Achievement Level - Proficient	20%
Achievement Level - Advanced	2%

NAEP Mathematics, Grade 4

Level	Result
Average Scale Score - State	232
Average Scale Score - National	239
Achievement Level - Basic	41%
Achievement Level - Proficient	25%
Achievement Level - Advanced	5%

NAEP Mathematics, Grade 8

Level	Result
Average Scale Score - State	270
Average Scale Score - National	282
Achievement Level - Basic	36%
Achievement Level - Proficient	18%
Achievement Level - Advanced	5%

School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2009-10)

This section provides the schools contact information.

School		District
School Name	Odyssey Charter	District Name	Los Angeles County Office of Education
Street	725 West Altadena Dr.	Phone Number	562-922-6111
City, State, Zip	Altadena , CA 91001-4103	Web Site	www.lacoe.edu
Phone Number	626-229-0993	Superintendent	Darline P. Robles
Principal	Lauren O'Neill	E-mail Address	robles_darline@lacoe.edu
E-mail Address	laureno@ocsmail.org	CDS Code	19- 10199- 6116883

School Description and Mission Statement (School Year 2008-09)

Mission Statement

Odyssey Charter School is a “Classroom Without Walls” – an individualized, nurturing environment for learning, where students gain real-life knowledge, skills and understanding through a dynamic collaboration with teachers, parents, and the wider community.

The mission of Odyssey Charter School is to create a self-motivated, socially responsible life-long learner. This is achieved by creating an active and engaging multiage learning environment that is committed to academic excellence – one that goes far beyond the walls of the traditional classroom, into a broad-based partnership with parents and the wider community. Project-based teaching, constructivist strategies, curricula based on Howard Gardner’s theory of Multiple Intelligences, Daniel Goleman’s Emotional Intelligence and Harvard’s Thinking for Understanding Framework all combine with service learning and community collaborations to cultivate understanding and creativity. Together, they provide students with transferable real-world skills and understanding – the tools and values they need for their own emotional well-being and to be socially responsible in a rapidly changing global community

Odyssey’s unique school design enables students to become self-motivated, competent, lifelong learners who demonstrate academic excellence, emotional well-being and social responsibility in a changing world. Academic excellence is measured by one’s ability to think critically and apply knowledge and vision to new tasks and challenges. Emotional well-being comes with the understanding and respect for oneself and the views and beliefs of others. Social responsibility involves an individual’s ability to perceive social needs and global concerns and apply leadership and problem solving skills to achieve positive change in their world.

Mission Goals

The following describe the school’s unique design reflecting how Odyssey believes learning best occurs. They are consistent with the school’s vision, mission and target population and are carefully aligned to the student performance standards and assessments per our charter.

Academic Excellence is the ability to think critically, transfer knowledge and undertake original thinking with creativity and imagination. Odyssey offers a curriculum based in four major content areas of English/language arts, mathematics, science, and history/social science. Non-core subject matter includes study of the humanities and physical education. A project-based approach provides opportunities to integrate multiple content areas and for teachers to be responsive to student interests as another means to address state standards and achieve learning outcomes. The Teaching for Understanding Framework supports teachers in the planning of this work. All areas of study are developed in alignment with multiage and constructivist considerations.

Emotional Well-Being is respect and understanding for the lifestyles, views and beliefs of oneself and others. Within the Emotional Well-Being component, students are taught to resolve conflicts peacefully. An important aspect of the school’s focus is to ensure the emotional and social well-being of students through relationship building and to provide students with the skills and knowledge they deserve and need to help them lead healthy, caring, responsible and productive lives.

Social Responsibility is the capacity to perceive social needs and apply leadership skills effectively. By accessing resources in the community, Odyssey creates a “Classroom Without Walls,” which provides opportunities for on-going civic engagement, leadership and increases the students understanding of their contribution to society. This helps students collaborate with parents, community volunteers, and teachers to create innovative ways to apply their knowledge in a real-world context.

Opportunities for Parental Involvement (School Year 2008-09)

Parental involvement is critical to the success of students as well as to the success of the school as a whole. Parents and families have a myriad of ways to become involved at Odyssey Charter School with the ultimate goal being to help students meet the goals set in their Individualized Learning Plans and support students in becoming life long learners. In the 2008/2009 school year, Odyssey experienced 98% Parent Participation in the most essential type of parent participation; ILP meetings. We have had 98% parent participation in the Fall 2008 ILP meetings and 98% in the Spring of 2009. This simple form of participation has helped parents further understand what is expected of their child. ILP meetings have been a wonderful opportunity for parents to better understand the mission and educational program at Odyssey Charter School by actively participating in developing specific goals for their student and supporting their child’s academic progress by implementing specific strategies.

Throughout Odyssey's nine years of operation the students, staff, parents and community have come together to create and honor long-established traditions in the Odyssey community. A steady and significant annual increase of attendance for these events signifies an ongoing, unified commitment to parental involvement and community celebration- a tradition that sets Odyssey apart from other schools.

Monthly Activities: 1) Governing Board Meetings where parents and community members collaborate and make decisions on school operations 2) OPPG Meetings (Odyssey Parent Participation Group) where parents come together to plan community events, fundraisers and overall support for our community 3) Second Cup of Coffee is the last Friday of every month where the Director invites parents to coffee for social interaction.

Traditional Odyssey events are:

Month	Title	Parent/Community Event
September	Back to School Picnic	Staff, parents and students come together for a welcome back picnic
	Back to School Night	School invites parents into the classrooms to learn about goals for the year
October	Restaurant Night	OCS community meets at a local restaurant for dinner
	ILP’s Meetings	Staff, parents and students meet to review assessments and set goals for the year
	Family Writing Night	Staff invites families for a night of family writing and dinner
November	Inaugural Ceremony and Dance	Student government is sworn into office with a ceremony during the day followed by a dance later that night
	Stone Soup Celebration	Staff, parents, students and our surrounding community join us for a celebration of giving thanks
December	Literacy Pancake Breakfast/Rumage sale	Parents invite community to our pancake breakfast and book fair
	Winter Performance	Parents and community attend a celebration of our music program where students perform
February	Winter Rockfest	Students and staff collaborate in musical and dance performance for our community
	Restaurant Night	OCS community meets at a local restaurant for dinner
March	Dr. Seuss Day	A literacy celebration of Dr. Seuss Birthday for our community
April	Earth Day	Parents, staff and students come together for a festival day of celebrating the Earth
May	Silent Auction	Parents, staff and community come together to support our school
June	Charity Marketplace	Students create businesses, research and choose a charity and sell a product or service to the community.
	8^th Grade Graduation	A community celebration our 8^th grade students

Student Enrollment by Grade Level (School Year 2008-09)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Kindergarten	31
Grade 1	30
Grade 2	32
Grade 3	29
Grade 4	31
Grade 5	29
Grade 6	30
Grade 7	29
Grade 8	19
Ungraded Elementary	0
Grade 9	0
Grade 10	0
Grade 11	0
Grade 12	0
Ungraded Secondary	0
Total Enrollment	260

Student Enrollment by Group (School Year 2008-09)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	47 %
American Indian or Alaska Native	1%
Asian	2%
Filipino	0%
Hispanic or Latino	23 %
Pacific Islander	0%
White (not Hispanic)	27%
Multiple or No Response	0%
Socioeconomically Disadvantaged	33 %
English Learners	3%
Students with Disabilities	10 %

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade Level	2006-07				2007-08				2008-09
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K
1
2
3
4
5
6
K-3	20.6	2	3		18.3	5	1		19.4	6
3-4
4-8	29.0		2		29.5		2		30.0		4
Other

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2006-07				2007-08				2008-09
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English	27.0		3		27.3		3		26.0	1	2
Mathematics	27.0		3		27.3		3		25.7	1	2
Science	27.0		3		27.3		3		25.7	1	2
Social Science	27.0		3		27.3		3		26.0	1	2

III. School Climate

School Safety Plan (School Year 2008-09)

This section provides information about the school's comprehensive safety plan.

COMPREHENSIVE SAFE SCHOOLS PLAN

The health and safety of Odyssey students and staff is our highest priority. For this reason, the Governing Board has adopted and staff will implement a Comprehensive Safe Schools Plan and related policies and have incorporated them as appropriate into the Employee Handbook and Student and Parent Handbook. Odyssey’s health and safety policies and procedures include, but are not limited to:

• A requirement that all enrolling students provide immunization documents to the extent required for enrollment in a public school.

• A requirement that all staff have required inoculations upon employment.

• A requirement for all staff and volunteers who work directly with students to have a current negative TB result in accordance with Education Code Section 49406.

• Polices and procedures for school-wide training in response to natural disasters and other emergencies, including civil unrest, fires, earthquakes and related seismic safety.

• Training for staff related to preventing contact with blood-borne pathogens.

• Requirement that all instructional and administrative staff receive and have on file current First Aid and CPR training.

• Identification of specific staff that will be trained in the administration of prescription drugs and other medicines.

• Identification of specific staff that will check for lice.

• A policy establishing that the school is a drug, alcohol and tobacco free workplace.

• A description of safety provisions for auxiliary services such as food services and transportation.

• Fingerprinting and criminal background check shall be conducted prior to employment of every employee as required by Education Code Section 44237. Fingerprinting and criminal background checks may also be conducted on volunteers who work directly with students out of the direct supervision of a credentialed employee. Contractors shall be fingerprinted and receive criminal background clearance in accordance with Education Code Section 45125.1

• Health screenings shall be conducted in conformance with state law.

• Child Abuse and Neglect Reporting: Odyssey administrators and employees are responsible for complying with the Child Abuse and Neglect Reporting Act, California Penal Code Section 11164 Et. Seq.

• Facilities: Odyssey facilities shall meet applicable federal, state and local building and safety codes and requirements, including, but not limited to, the Americans with Disabilities Act, AHERA, and playground safety in accordance with Education Code Section 47610.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
Suspensions	.06%	.04%	.07%	18.1	14.8	13.5
Expulsions	0.0	0.0	0.0	0.0	0.0	0.0

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2009-10)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

We lease out facility from the Pasadena Unified School District.

School Facility Good Repair Status (School Year 2009-10)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
System Inspected	Exemplary	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer		X
Interior: Interior Surfaces		X
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation		X
Electrical: Electrical		X
Restrooms/Fountains: Restrooms, Sinks/ Fountains		X
Safety: Fire Safety, Hazardous Materials		X
Structural: Structural Damage, Roofs		X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences		X
Overall Rating	Good				N/A

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page.

Teachers	School			District
Teachers	2006-07	2007-08	2008-09	2008-09
With Full Credential	10	10	10	762
Without Full Credential	0	0	0	97
Teaching Outside Subject Area of Competence	0	0	0	N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2007-08	2008-09	2009-10
Misassignments of Teachers of English Learners	N/A	N/A	N/A
Total Teacher Misassignments	N/A	N/A	N/A
Vacant Teacher Positions	N/A	N/A	N/A

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2008-09)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	96.5	3.5
High-Poverty Schools in District	95.4	4.6
Low-Poverty Schools in District	100.0	0.0

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2008-09)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	N/A	N/A
Library Media Teacher (Librarian)	N/A	N/A
Psychologist	N/A	N/A
Social Worker	N/A	N/A
Nurse	N/A	N/A
Speech/Language/Hearing Specialist	N/A	N/A
Resource Specialist (non-teaching)	N/A	N/A
Other	N/A	N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	N/A	N/A
Mathematics	N/A	N/A
Science	N/A	N/A
History-Social Science	N/A	N/A
Foreign Language	N/A	N/A
Health	N/A	N/A
Visual and Performing Arts	N/A	N/A
Science Laboratory Equipment (grades 9-12)	N/A	N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental / Restricted)	Expenditures Per Pupil (Basic / Unrestricted)	Average Teacher Salary
School Site	$8,403	$202	$8,201	$47,711
District	N/A	N/A	N/A	N/A
Percent Difference – School Site and District	N/A	N/A	N/A	N/A
State	N/A	N/A	$5,512	N/A
Percent Difference – School Site and State	N/A	N/A	67%	N/A

Types of Services Funded (Fiscal Year 2008-09)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Summer school and extended day program for math tutorial.

Teacher and Administrative Salaries (Fiscal Year 2007-08)

This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.

Category	School Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$43,500
Mid-Range Teacher Salary	$52,022
Highest Teacher Salary	$63,000
Average Principal Salary (Elementary)	N/A
Average Principal Salary (Middle)	N/A
Average Principal Salary (High)	$84,375
Superintendent Salary	N/A
Percent of Budget for Teacher Salaries	30%	%
Percent of Budget for Administrative Salaries	12%	%

IX. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modifiedachievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
English-Language Arts	42	49	61	16	24	25	43	46	50
Mathematics	38	55	58	8	15	17	40	43	46
Science	26	33	52	14	17	21	38	46	50
History-Social Science	30	12	0	8	11	13	33	36	41

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results by Student Group (School Year 2008-09)

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	51	51	46	0
American Indian or Alaska Native	*	*
Asian	*	*	*
Filipino
Hispanic or Latino	62	62	47	*
Pacific Islander
White (not Hispanic)	78	67	*
Male	56	56	62	*
Female	66	60	44	*
Economically Disadvantaged	51	64	47	*
English Learners
Students with Disabilities	38	58	*	*
Students Receiving Migrant Education Services	61	58	52	0

California Physical Fitness Test Results (School Year 2008-09)

The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
Grade Level	Four of Six Standards	Five of Six Standards	Six of Six Standards
5	37.0	40.7	0.0
7	26.9	42.3	0.0
9	0.0	0.0	0.0

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found on the CDE Academic Performance Index (API) Web page.

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2006	2007	2008
Statewide	4	3	5
Similar Schools	1	1	3

"N/A"	means a number is not applicable or not available due to missing data.
"B"	means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs.
"C"	means this is a special education school. Statewide and similar schools ranks are not applicable to special education schools.
*" "**	means this API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.

Academic Performance Index Growth by Student Group – Three-Year Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			Growth API Score
Group	2006-07	2007-08	2008-09	2009
All Students at the School	5	43	28	795
African American	-12	50	15	749
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)				876
Socioeconomically Disadvantaged		62	64	777
English Learners
Students with Disabilities


"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state’s standards-based assessments in ELA and mathematics

Percent proficient on the state’s standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page.

Adequate Yearly Progress Overall and by Criteria (School Year 2008-09)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	No
Participation Rate - English-Language Arts	Yes	No
Participation Rate - Mathematics	Yes	No
Percent Proficient - English-Language Arts	Yes	No
Percent Proficient - Mathematics	Yes	No
API	Yes	No
Graduation Rate	N/A	Yes

"Yes"	Met 2009 AYP Criteria
"No"	Did not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-10)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page.

Indicator	School	District
Program Improvement Status	Not in PI	In PI
First Year of Program Improvement		2008-2009
Year in Program Improvement		Year 2
Number of Schools Currently in Program Improvement	N/A	8
Percent of Schools Currently in Program Improvement	N/A	61.5

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the General Admissions Information Web page (Outside Source).

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the Undergraduate Admission & Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page.

Indicator	School			District			State
Indicator	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Dropout Rate (1-year)	N/A	N/A	N/A	16.8	49.0	36.7	3.5	4.4	3.9
Graduation Rate	N/A	N/A	N/A	77.1	76.1	77.8	83.4	80.6	80.2

Completion of High School Graduation Requirements

Students in California public schools must pass both the ELA and mathematics portions of the CAHSEE to receive a high school diploma. For students who began the 2008-09 school year in grade twelve this table displays by student group the percent who met all state and local graduation requirements for grade twelve completion.

Group	Graduating Class of 2009
Group	School	District	State
All Students	N/A	N/A	N/A
African American	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A
Asian	N/A	N/A	N/A
Filipino	N/A	N/A	N/A
Hispanic or Latino	N/A	N/A	N/A
Pacific Islander	N/A	N/A	N/A
White (not Hispanic)	N/A	N/A	N/A
Socioeconomically Disadvantaged	N/A	N/A	N/A
English Learners	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	N/A

Career Technical Education Programs (School Year 2008-09)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

N/A

Career Technical Education Participation (School Year 2008-09)

This table displays information about participation in the school’s CTE programs.

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	N/A
Percent of the school's pupils completing a CTE program and earning a high school diploma	N/A
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education	N/A

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion, of courses required for UC/CSU admission can be found on the CDE DataQuest Web page.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	N/A
Graduates Who Completed All Courses Required for UC/CSU Admission	N/A

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Odyssey’s priority over the recent three year period has been to improve the mathematics program and instruction to ensure all students reach proficient levels on the California Standards Test. Each summer staff participates in professional development to analyze our most recent CST scores to identify the focus areas for the current school year. The following is a list of professional development during each school year.

In 2006/2007, Odyssey teachers and paraprofessionals spent 10 weeks of professional development with a consultant from LUCIMATH (Local School Districts, UCLA, CA County Offices of Education, Institutes in MATHematics). Odyssey chose to partner with LUCIMATH for professional development to 1) strengthen and deepen teachers' understandings of the mathematics that they teach, 2) enhance and expand the instructional strategies they use and 3) maintain alignment with the California Mathematics Content Standards. Additionally, in the summer of 2007, 2 faculty attended Project Zero’s summer institute at Harvard’s Graduate School of Education to enhance our curriculum approaches to teach for understanding.

In 2007/2008, Odyssey faculty had 3 day Intensive Workshop of professional development with a consultants from Contexts for Learning. The 3-day Institute with Cathy Twomey-Cosnot of MitC to continue our goal of 1) strengthening and deepening teachers’ understanding of the mathematics that they teach 2) enhance and expand the instructional strategies they use and 3) maintain alignment with the California Mathematics Content Standards. After our 3-day weekend institute, faculty formed weekly math study groups to concentrate on 1) reviewing and evaluating their current math curriculum 2) set goals for OCS math program and methods to meet students’ needs and 3) define methods of accountability. Additionally, five participated in two weeks of Professional Development at Teacher’s College, Columbia University’s Reading and Writing Project. Through this training, teachers have gained a better understanding on how to individualize student reading and writing and how to ensure students reach proficient levels on the California Standards Test.

In 2008/2009, for English Language Arts Odyssey has a long history of supporting new and returning teachers to summer institutes at Teachers College “Reading and Writing Project.” Consequently, for the 2008-2009 school year, Odyssey sent 5 teachers to Columbia’s Teachers College two week summer institute of “The Reading and Writing Project” in order for certificated staff to continue with our dedication to an authentic Readers and Writer’s Workshop as our English Language Curriculum. In the area of mathematics, per our charter Odyssey’s approach to the teaching of mathematics include problem solving for everyday situations, developing readiness through hands-on activities, establishing links between past mathematical experiences and explorations of new concepts, sharing of ideas through discussion, cooperative learning through partner and small group activities, practice through games, ongoing assessment, and a home-school partnership. Fortunately, Odyssey was able to join with LAUSD teachers in a 3 Day Institute with Catherine Twomey Fosnot on “New Perspectives For Learning” to build on our training we received in January of 2008.

XIII. National Assessment of Educational Progress

National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source).

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.

National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight

Subject and Grade Level	Average Scale Score		State Percent at Achievement Level
Subject and Grade Level	State	National	Basic	Proficient	Advanced
Reading 2007, Grade 4	209	220	30	18