Odyssey Atlanta 2024 Director’s Handbook

Introduction: What is Odyssey Atlanta?

Odyssey, a transformational academic program with a proven track record, works with motivated public school students to help improve their performance and instill a love for lifelong learning. The program targets Atlanta Public Schools students in rising grades 1 to 12 from underserved communities. Odyssey started as an educational six-week summer enrichment program and has evolved into a year-round experience for over 300 students, focusing on STEAM — science, technology, engineering, art, and math — through a curriculum grounded in Project Based Learning. Odyssey encourages students to embark upon a quest for knowledge and a journey toward higher education.

Odyssey’s program supports students emerging primarily from economically disadvantaged Title 1 schools and challenging learning environments. Although Odyssey scholars may need an extra push, they exhibit a profound curiosity, exuberant motivation, and an enthusiastic drive to explore the world's diverse perspectives.

Odyssey’s summer curriculum also exposes students to concepts they will cover during the upcoming school year but in a more creative, rich, and immersive environment. Our vision is to make a measurable impact on the academic achievement, career aspirations, and lives of Odyssey students. As life-long learners, they will emerge as positive forces, making lasting impacts in the communities in which they live and serve.

One of the unique aspects of Odyssey is that all associated costs, including transportation, school supplies, and meals, are entirely covered by the generosity of Odyssey’s valued donors, supporters, and corporate sponsors. As such, only a $35 registration fee as a sign of a family’s commitment is required

Odyssey’s Mission

Odyssey Atlanta is a transformational academic experience designed to prepare, inspire, and support highly motivated metro Atlanta scholars from underserved communities with the knowledge and skills they need to succeed from first grade, through college, and beyond.

Odyssey’s Vision

Odyssey’s vision is to cultivate scholars who are academically strong, innovative, competitive, self-aware, financially secure, and socially conscious. We strive to instill a profound sense of value for continuous learning, inspiring students to be thought leaders driven by a spirit of social stewardship. Our goals extend beyond the classroom, aiming to nurture individuals who bring positive change throughout their communities and the world.

The 2024 Reset

Odyssey Atlanta is undergoing a comprehensive reset and program reassessment, aimed at ensuring the organization's long-term success and sustainability Our focus is on key areas that drive Odyssey’s mission forward:

1. S.M.A.R.T. Goals: Odyssey is evaluating whether our S.M.A.R.T goals effectively measure the true impact of our work and the progress of our scholars. Additional goals are being reviewed to reflect the emerging and deepening integration of computer sciences, financial literacy, social emotional learning, and college graduation rates.

2. Staffing: Odyssey is reassessing whether the current staff is the best fit to achieve the instructional goals and whether their strengths align with evolving program needs.

3. Program Model: Odyssey has transitioned from a 6-week summer enrichment program to a year-long model, no longer supporting our scholars to college but through college. Therefore, we are exploring how to better support our scholars through college and into their careers.

4. Pillars of a Graduating Odyssey Scholar: Seven pillars have been identified as aspirational attributes for all of our scholars to attain. Listed here, these competencies will be examined in a subsequent section: Financially literate; technologically proficient; knowledgeable and skilled collaborators; self-aware; socially engaged; skillful leader; college and career ready.

5. The Road Map: To ensure that the pillars are achieved, Odyssey enlisted subject matter experts to identify learning outcomes aligned with Georgia Performance Standards for each grade level, rising 1st through 12th. Resources and assessments are provided to support the objectives as well as key performance indicators measuring students’ achievements and Odyssey’s impact.

6. Financial Sustainability: Odyssey is focusing on ways to make our program more financially sustainable to support our scholars for years to come.

7. Scholars' Commitment: Central to Odyssey’s reset is ensuring scholars fully embody the ideals of unwavering commitment to academic excellence, a strong work ethic, personal growth, curiosity, intrinsic motivation, and open-mindedness. Retention remains a top priority However, Odyssey must also guarantee that each scholar is fully invested in the program, honoring their role by being engaged in the program, respecting staff, and being good stewards of our shared facilities and resources.

Participation in Odyssey comes with high expectations. This reset is an opportunity for each scholar to reflect, with the guidance of their parents, on whether Odyssey is the best fit for their future. Our mission remains unchanged: to see Odyssey scholars succeed through college and beyond. We are committed to investing in their academic success, career aspirations, and civic consciousness, helping them grow into thoughtful leaders and global problem-solvers.

The Continuum: Four Strategic Focus Areas and Goals

Odyssey’s board members identified four focus areas to drive the strategic plan: program development, operations, development and finances, and strategic partnerships. Here is a summary of each area:

Identifying Strategic S.M.A.R.T Goals and Objectives

S.M.A.R.T goals were adopted by Odyssey’s board in 2008. Since that time, Odyssey has evolved from a 6-week summer enrichment program to a year-long academic support program. The grade-level thematic units that framed our curriculum have been replaced or enriched by the implementation of project based learning in all grades levels, rising first through twelfth, technology integration has become more integral, social emotional learning has been prioritized, and our college and career readiness initiatives now extend beyond high graduation to support Odyssey scholars throughout their transition into college. Our goals have been thoroughly review the goals have remained the same calling into question their alignment to Odyssey’s mission, restructuring, and continuous improvement as well as their overall suitability for collaborative work.

There are 23 S.M.A.R.T objectives proposed. Three are Elementary-specific; two, Middle and High School-specific; three, High School specific. Fourteen objectives encompass the academic areas. Nine objectives refer to students’ competencies and commitments in other critical areas.

Academic- Reading

Elementary: By the end of the six weeks, 80% of Odyssey Elementary students will demonstrate improvement in word analysis to deepen comprehension and to construct texts.

90% of Odyssey students will read at least 2 grade-level appropriate books as measured by reading logs.

Academic- Writing

By the end of the six-week program, 80% of Odyssey students will create cross-discipline writing examples demonstrating improvement as measured by a rubric aligned to the Georgia Performance Standards.

Academic- Mathematics

80% of Odyssey students will demonstrate mathematics improvement as measured by gain scores on pre and post-tests aligned to Georgia state standards.

Middle and High School: By the end of the Odyssey summer program, 70% of middle and high school students will meet expectations for the application of mathematics skills through presentations and projects as measured by a rubric aligned with Odyssey and GPS standards.

By the end of the six weeks, 70% of Odyssey High School scholars, in grades 11 through 12, will be able to apply mathematics to real-life situations; model real-life phenomena using mathematics(Financial Literacy, GA AFA.MM.1.1 )

Academic- Critical Thinking

By the end of the six weeks, 80% of Odyssey scholars will demonstrate critical thinking competencies by closely reading texts, identifying and evaluating important concepts in them, drawing logical conclusions, and evaluating the quality and credibility of information and sources.

Academic- Technology Literacy

By the end of six weeks, 80% of Odyssey scholars will recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, modeling safe, legal and ethical practices.

By the end of the six weeks, 80% of Odyssey scholars will leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals and projects.

Academic- Financial Literacy

Elementary: By the end of the 6 weeks, 70% of first and second-grade scholars will be able to demonstrate proficiency in identifying coins and bills, making simple transactions, setting and achieving basic savings goals, distinguishing between needs and wants, creating a simple budget, understanding the role of banks, and making informed choices about spending through critical evaluation of advertisements.

Elementary: By the end of the 6 weeks, 70% of third to fifth-grade scholars will demonstrate proficiency in managing a more advanced budget, distinguishing between short-term and long-term savings goals, understanding the concept of interest, exploring basic investment concepts, critically evaluating financial choices in a broader context, and actively participating in discussions about economic decision-making and financial responsibility.

Middle and High School: By the end of the 6 weeks, 70% of sixth to eighth-grade scholars will demonstrate advanced financial literacy skills, including creating and managing comprehensive budgets, understanding the basics of credit and debt, exploring more complex investment concepts, analyzing financial risks and rewards, developing strategies for long-term financial planning, and actively participating in discussions about economic systems, entrepreneurship, and global financial issues.

High School: By the end of the 6 weeks, 70% of ninth to eleventh-grade scholars will showcase advanced financial literacy mastery by effectively managing complex

budgets, comprehending intricate concepts of credit management, investing, and debt, evaluating and navigating various financial markets, devising comprehensive long-term financial plans, and engaging critically in discussions on advanced economic principles, career planning, and the impact of global economic trends on personal finances.

Academic - SAT

High School: By the end of the five week program, 70% of Odyssey 10th and 11th grade students will demonstrate improvement as measured by gain scores on a pre and post SAT sample test.

Commitment to Learning - Student Attendance:

90% of Odyssey students will miss 3 days or less during the six weeks of the Odyssey summer program.

Commitment to Learning - Student

Retention

:

High School: 50% of Odyssey students who complete the five weeks program during their 9th-grade summer will remain in the program through their 12th-grade summer

All: 70% of students who complete a summer at Odyssey will return for the following summer

Graduate Successfully - High School:

90% of Odyssey students participating in rising 11th or 12th-grade summers will attend a college, university, or technical school.

90% of Odyssey students participating two or more years between 9th and 12th grades will graduate from high school.

Personal Attributes- Skillful Leadership

By the end of the six weeks, 80% of Odyssey scholars will demonstrate competencies in goal-setting, problem-solving, critical-thinking, decision-making, and motivating others.

Personal Attributes-Collaboration

By the end of the six weeks, 80% of Odyssey scholars will have consistently fostered collaboration, actively contributing and seeking diverse input that effectively incorporates feedback from peers, Teachers, and experts.

Personal Attributes-Self-awareness

By the end of the six weeks, 70% of Odyssey scholars will demonstrate the ability to accurately recognize their own emotions, strengths, resilience, and values and how those character traits influence their behavior, mindset, and engagement towards others.

Student Learning Profile

100% of Odyssey students in grades 8 through 12 will have a student learning profile completed by the Teachers and students that monitors their career goals and competencies.

The Odyssey Scholar and the 7 Pillars of Competency

The scholars Odyssey Atlanta recruits are defined by their unwavering commitment to academic excellence, an unyielding work ethic, and an insatiable thirst for personal growth. Across all grade levels, they exhibit a profound curiosity, exuberant motivation, and an enthusiastic drive to explore the world's multitude of perspectives.

Hailing predominantly from economically disadvantaged and challenging learning environments, these scholars epitomize resilience and determination with an open mind and grateful heart. They revel in collaboration and are dedicated to engaging in high-quality project-based learning to create a positive impact while finding solutions to problems within their communities.

Regardless of their origin stories, they view themselves as modern-day change-makers, environmental stewards, champions of social justice, and budding entrepreneurs, embodying resilience, optimism, and adaptability.

Odyssey Atlanta aims to develop well-rounded, forward-thinking scholars equipped with the skills and attributes needed to succeed in a rapidly evolving world. The 7 pillars framework outlines the key competencies and attributes Odyssey strives to cultivate as students progress from rising first graders to graduating 12th graders. These pillars—financial literacy, technological proficiency, collaboration, self-awareness, social engagement, leadership, and college and career readiness—serve as the foundation of Odyssey’s educational approach. They represent the commitment to shaping scholars who are not only academically capable but also socially conscious, resilient, and adaptable leaders.

The 7 Pillars of Competency of an Odyssey Scholar

1 Financially Literate:

- Budgeting skills

- Understanding of investments

- Debt management

- Savings habits

- Knowledge of financial systems

2 Technologically Literate:

- Proficiency with digital tools

- Coding or programming skills

- Cybersecurity awareness

- Adaptability to new technologies

- Critical thinking in tech use

- Utilizing AI tools

3 Knowledgeable and Skillful Collaborator:

- Effective communication

- Teamwork skills

- Conflict resolution abilities

- Active listening

- Cross-cultural competence

4. Self-Aware:

- Emotional intelligence

- Self-reflection

- Personal values and ethics

- Recognizing strengths and weaknesses

- Growth mindset

- Identity in the global context

- Character

- Resilience

5 Socially Engaged:

- Community involvement

- Volunteerism

- Advocacy for social causes

- Compassion

- Cultural awareness

- Networking skills

- globally conscious

6 Skillful Leader:

- Vision and goal-setting

- Critical thinking and problem solving

- Decision-making

- Delegation skills

- Inspiring and motivating others

- Leading by example

7 College and Career Ready:

- Academic preparedness

- Research and study skills

- Time management

- College application process knowledge

- Adaptability to new academic environments

Through a carefully crafted curriculum, impactful experiences, and dedicated Teacher support, we aim to make these goals measurable, attainable, and continuously evolving. As we focus on securing and retaining high-performing educators and enhancing the student experience, we remain steadfast in our mission to guide every Odyssey scholar toward a future of success, leadership, and personal fulfillment.

The

Odyssey Curriculum, Road Map, and Project Based Learning

Odyssey's summer curriculum also intentionally focuses on exposing students to concepts they will cover during the upcoming school year but in a more creative, rich, and immersive environment. Our vision is to make a measurable impact on the academic achievement, career aspirations, and lives of Odyssey students.

To ensure that the competencies set forth in the pillars are achieved, Odyssey enlisted subject matter experts to identify learning outcomes aligned with Georgia Performance Standards for each grade level, rising 1st through 12th. This Roadmap provides resources and assessments to support the objectives as well as key performance indicators measuring students’ achievements and Odyssey’s impact.

The Odyssey instructional framework is grounded in project based learning (PBL). PBL is a teaching method that facilitates students gaining knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. Unlike traditional teaching methods, PBL emphasizes hands-on, active learning, student autonomy, and real-world application of knowledge. Each grade level is focused on a driving question that prompts students to investigate a real-world problem facing their community. Students examine the topic to determine what they will need to know to possibly solve the problem. Key Georgia Performance Standards and PBL Gold Standards are identified and aligned with the work, addressing critical skills students will need to employ to investigate the problem, publish their work, and plan a culminating activity for an authentic audience. Extensive details, resource, and guidelines are available online at pblworks.org

Teacher collaboration within grade levels and across disciplines is strongly encouraged to maximize student learning and Teachers’ professional growth.

The Critical Role of Directors as Managers, Mentors, and Coaches

Program Directors at Odyssey Atlanta are pivotal in driving the organization’s mission forward, fostering an environment of excellence, and ensuring sustainable growth across all school divisions, elementary, middle, and high. Their roles are multifaceted, encompassing the duties of a manager, mentor, and coach, each contributing uniquely to the development of the program, staff, and students. Below is a brief description of the Director in these three roles - manager, mentor, and coach::

● Manager: Focuses on oversight, task assignment, and performance evaluation within a structured environment. This role ensures that day-to-day operations run smoothly and efficiently, aligning with organizational goals.

● Mentor: Provides guidance, knowledge transfer, and support, drawing from experience to help Teachers navigate their professional journey Mentors build relationships that inspire growth and model excellence.

● Coach: Encourages self-discovery, goal setting, and personal development. Coaching in education fosters a reflective practice, guiding Teachers and staff to reach their full potential and positively impact student success.

Core Responsibilities

As a Director at Odyssey, your role encompasses a diverse range of responsibilities that ensure the smooth functioning and success of our programs. From creating a positive, student-centered learning environment to managing day-to-day operations, your leadership is key to fostering an atmosphere of collaboration, joy, and continuous improvement. You will also play a pivotal role in staff recruitment, professional development, and the oversight of student progress, ensuring that all program elements align with Odyssey's mission and values. The following sections outline the core duties that support these objectives, offering guidance on how to best lead and inspire within the organization.

● Create a Positive, Collaborative Environment

○ Foster a student-centered learning culture that aligns with Odyssey’s mission and values.

○ Model professionalism and positive engagement with all stakeholders.

○ Establish a culture of continuous feedback, celebration, and joy.

● Operational Management

○ Streamline day-to-day operations, including scheduling, attendance, transitions, event coordination, and site visits.

○ Oversee logistics such as student arrivals, dining hall monitoring, and student dismissal.

○ Manage budgets, secure program materials, and submit payroll and expense reports promptly

● Staff Recruitment and Development

○ Collaborate with the leadership team to recruit and onboard Teachers and support staff.

○ Provide ongoing support and feedback to Teachers, assisting with project-based learning initiatives and deliverables.

● Student and Program Oversight

○ Review student applications and placement in consultation with the leadership team.

○ Monitor student progress and implement strategies to enhance learning outcomes.

○ Coordinate field trips, guest speakers, and program volunteers that enrich the curriculum.

● Performance Observations and Feedback

○ Regularly observe staff engagement and performance, providing constructive feedback

○ Encourage a growth mindset among staff, using coaching techniques to support their goals.

Opportunities for Enhancing Odyssey Atlanta’s Programs

As part of Odyssey’s commitment to ongoing growth and excellence, Directors have the opportunity to enhance programming through targeted leadership strategies. By cultivating a coaching culture, fostering continuous improvement, and aligning staff efforts with organizational goals, Directors can drive meaningful change. This section provides key concepts and actionable approaches for promoting reflective practices, innovation, and a solutions-oriented mindset within the Odyssey community, ensuring long-term success and impact.

● Cultivating a Coaching Culture

○ Implement coaching strategies to promote metacognitive, reflective practices among Teachers, enhancing their instructional skills and student outcomes.

○ Utilize coaching to identify and nurture talent, developing future leaders within the organization.

● Promoting Continuous Improvement

○ Establish feedback loops that encourage iterative teaching and learning practices.

○ Engage staff in reflective conversations that drive program innovation and improvement.

● Driving Organizational Success Through Leadership

○ Leverage coaching skills to align staff performance with Odyssey’s strategic goals.

○ Implement Odyssey’s policies to develop a systematic approach to managing challenges, fostering a proactive and solutions-oriented culture.

Professional Growth for Program Directors

Professional growth is an essential part of a Director’s journey at Odyssey. It is also important to building a lasting sustainable program that embodies Odyssey’s mission. At Odyssey, we recognize and celebrate the unique strengths and talents that each of our Directors bring to the organization. However, we also understand that it is both our duty and responsibility to provide continuous support and professional development to enhance these skills. By fostering an environment of ongoing growth and constructive feedback, we ensure that our Directors, along with the entire team, are equipped to lead and effectively implement Odyssey’s policies and procedures.

This commitment to professional development is essential for creating a sustainable program that thrives on excellence, innovation, and long-term success. As a program Director, your role extends beyond management; it is about shaping the future of the program, staff, and students. To that end, Odyssey commits to assisting Directors in

continuously developing coaching, mentoring, and managing skills to enhance their impact and prepare them for advanced leadership roles in Odyssey and beyond.

Directors’ Planning Tool

The Directors’ planning tool is a time management and prioritization strategy to enhance productivity. Productivity refers to the efficiency and efficacy individuals or teams accomplish in executing tasks or goals using the resources available. Working “smarter not harder” to maximize the ratio of output of effort to input of time is key. Having a plan, clear goals, and setting priorities ensures that the most urgent tasks receive the necessary time, attention, and focus.

Planning for a successful summer enrichment program requires a year-round comprehensive approach. While most of the operational and managerial tasks are assigned to the executive team, there are critical tasks for Directors as well. These tasks are just as critical to the day-to-day accomplishments of Odyssey’s programming.

The Directors’ planning tool is a spreadsheet that provides a list or description of the tasks by the month and the date of the month, if applicable. While some tasks are top of mind tasks for all divisions, others are Divisionspecific and will be added by each Director The image below is a truncated version of the tool. You may access the spreadsheet by clicking on the image.

Hiring and Staffing: Teachers, Interns, and Volunteers

Teachers

A high-quality summer enrichment program's success relies heavily on hiring the right staff, particularly Teachers, as their impact on students' experience is profound. At Odyssey Atlanta, selecting Teachers with strong content knowledge, and grade-level expertise is critical. These educators are also extremely capable of facilitating gold-standard project based learning, employing collaborative instructional practices that boost student engagement, promote critical thinking, and ensure comprehensive understanding of the content and context of the curriculum frameworks.

Beyond academics, Teachers play a pivotal role in shaping the program’s culture and climate. Positive interactions between staff and students, both inside and outside the classroom, foster an environment where students feel supported and valued. At

programs with consistently positive climates and learning ecosystems, staff members encourage student collaboration, agency, and voice with care and consistency, ensuring a productive learning atmosphere throughout the day

A well-designed hiring process is essential to recruiting skilled Teachers who will contribute to Odyssey Atlanta’s growth and success. By prioritizing the recruitment and retention of individuals with a passion for their subject and the capacity to build meaningful connections, Odyssey can cultivate a culture that not only enhances academic outcomes but also nurtures the overall development of its scholars. Odyssey is fortunate to have a large pool of Teachers from which to recruit: the metro school districts, colleges and universities, as well as our Westminster partners. For some technology-based courses, Odyssey will also review career professionals.

Teacher recruits and referrals are vetted by Odyssey’s Dean of Strategic Programs and Culture. Directors are consulted throughout the hiring process. Once a Teacher is offered a contract, Division Directors are responsible for teachers remitting signed contracts, teacher onboarding, securing resources, ordering materials, and supporting teachers’ readiness prior to the program launch day.

Teachers are required to:

● Believe deeply in Odyssey’s mission, beliefs and values and hold high expectations for each student

● Create, foster and model a positive, collaborative, student-centered learning environment and ecosystem

● Maintain a high standard of professionalism with fellow Teachers, students, colleagues, administration, support staff and guests at all times. This includes using appropriate language, tone, physical contact and content

● Facilitate all aspects of engaging project-based learning and assist students in their deliverables and culminating tasks

● Implement the school‐wide student management policies within classrooms, as well as on off-campus during weekly field trips

● Administer pre-and post-assessments

● Ensure proper handling and monitor usage of instructional technology devices.

● Report on time daily. Work hours 8:00 a.m. to 3:45 p.m.

Qualifications:

● A passion for being part of a team‐oriented, mission‐driven culture

● Ability to quickly establish rapport with students and colleagues

● Intrinsic joy of teaching and learning

● A strong desire to be innovative and resourceful while collaborating with the Odyssey team and local field experts

● Must demonstrate extraordinary communication skills

● Must be proficient in accessing and using digital teaching and learning tools

● Ability to teach effectively using a variety of methods that incorporate visible thinking routines, collaboration, and engagement strategies

● Demonstrated success in raising the achievement levels of traditionally underserved schools and students

● Ability to maintain a vibrant, positive learning environment

● Ability to relate to a diverse student population and facilitate student learning

● Experience and strength in the content area*

● Minimum of a bachelor’s degree in-field or related content area

● Applicants holding current Georgia Teacher certification in-field preferred

● Applicants currently teaching in an accredited Georgia school district or independent school preferred

● A minimum of 2 years teaching experience preferred

*Content area specifics qualifications are also included in job listings.

Interns

The Odyssey interns play a crucial role in day-to-day operations during the summer program. In addition to upholding the program's mission, beliefs, and values, interns foster a positive learning environment by assisting with various tasks such as supply distribution, student supervision, and technology management. The intern's responsibilities also include ensuring timely reporting, facilitating student safety during transitions, and contributing to the smooth operation of the program. Maintaining professional conduct and adhering to safety protocols are also key aspects of this role.

This role demands a strong dedication to Odyssey’s vision, exceptional organizational skills, and a proactive approach to fostering a supportive educational atmosphere. Interns must be fully committed to assisting the Division Directors as necessary, fulfilling these and other work-related duties as assigned. Each division's Director is assigned one intern.

Primarily recruited from colleges and universities by the Dean of Strategic Programs and Culture, the current course of study and career aspirations for each candidate are strongly reviewed. Odyssey acknowledges considering each interns’ career aspirations as part of their interview process results in a more optimal placement for the intern, Director, and scholars.

Duties and Responsibilities

● Believe deeply in Odyssey’s mission, beliefs, and values and hold high expectations for each student

● Attend onboarding and training before the program starts

● Adhere to Odyssey Atlanta’s professional standards and dress code

● Report on time daily Work hours 7:50 AM to 4:00 PM

● Greet arriving students at the campus bus dropoff point

● Assist with daily attendance reporting and monitoring

● Ensure proper handling,monitoring, usage, and security of technology devices each day before dismissal

● Demonstrate effective classroom management

● Assist with field trips as needed; attendance may be requested

● Assist with safety protocol-compliant dismissal each afternoon

● Maintain professional rapport with Odyssey scholars

● Refrain from personal cell phone usage when supervising students

● Assist Odyssey Director as needs arise

● Other duties as assigned

Qualifications

● High school diploma or equivalent

● Currently enrolled in a bachelor’s or master’s degree program at an accredited college or university

● A degree focused in early childhood education, education, psychology, social work, sociology, public policy or related fields is preferred

● Must commit to working full time (40hrs/wk) during the internship

● Legal authorization to work in the U.S is required

● Reliable transportation

Volunteers

Odyssey’s inception and founding at The Westminster Schools is deeply rooted in the schools’ history of community service, civic engagement, and leadership cultivation. In partnership with Westminster’s Glenn Institute and Philanthropy 101 course, Westminster scholars are afforded the opportunity to engage with Odyssey scholars supporting the programming in many vital ways. Odyssey high school students may also acquire volunteer hours to meet their graduation requirements by participating in service learning events. These efforts are coordinated by the administrative team.

Professionalism

In order to cultivate an environment of excellence and accountability, Odyssey Atlanta’s commitment to professionalism must be modeled and supported at all levels. As Division Directors, it is essential to set clear expectations for professionalism within your divisions, ensuring that all staff members, teachers, interns and volunteers, exemplify behaviors that align with Odyssey's mission of empowering students through education and personal growth.

Professionalism encompasses a wide range of responsibilities, including attendance, punctuality, reliability, a strong work ethic, and civil interactions with colleagues and scholars, which are all foundational to a successful learning environment. Staff members should exemplify professional behavior in other aspects, from dress codes that reflect the respectful and inclusive culture we aim to create to limiting distractions

such as personal cell phone usage during instructional and student-facing times. Being fully present during duties that require supervision outside of the classroom such as field trips, lunch time, recess, town halls, transitions, and assemblies are non-negotiables. Collaborating effectively with colleagues and students to ensure the fidelity and integrity of the program are critical components of professionalism. By embodying these behaviors, Odyssey Directors, Teachers , and staff, demonstrate our dedication to Odyssey Atlanta’s mission of modeling and fostering academic excellence and personal responsibility in our scholars.

Attendance and Absences

In order to best serve every scholar, Odyssey has strict policies and requirements, holding ourselves and our participants to a higher standard of attendance that may exceed those of many public schools and other community organizations. We acknowledge that there may be times when absences are unavoidable. However, the maximum number of absences allowed is 2 days. No absences are permitted during the first and final week as these are considered critical days.

In order to secure a substitute for a class, Teachers are required to notify the Division Director of scheduled absences, preferably a week in advance. The compensation for the substitute Teachers, $150 per day, will be deducted from the absent Teachers’ pay during the next pay period. The Division Director will document and communicate scheduled absences to the Dean of Strategic Programs and Culture as well as the Operations Manager The Operations Manager will ensure the compensation is accurately adjusted. OES has a great tracking system. See Payroll Sheet

In the case of an emergency, the Teacher is responsible for ensuring that the Director is notified as soon as possible. The Dean of Strategic Programs and Culture and the Division Director will attempt to secure a substitute Teacher from the Odyssey database. If a substitute can not be confirmed, the Division Director will work with the team of Teachers and interns to ensure those scholars are supervised and assigned to a class as expeditiously as possible with as little or no disruption to the program.

In the event that an absence is unavoidable for the Division Director, The Dean of Strategic Programs should be notified in advance or as soon as the need arises in case of an emergency.

Punctuality

Punctuality is essential to our scholars’ safety and the efficacy of the program each day There is no grace period. Teachers are contracted to be on duty at 8:00 a.m. Division Directors should arrive at least 15 minutes prior Requested tardies are grounds for dismissal. Metro Atlanta traffic is notoriously congested and subject to accidents. It is advised to allow extra time to arrive. If teachers, or anyone on the staff, is getting out of their vehicle at the contracted time, they are already late.

At Odyssey Atlanta, Teachers and staff are expected to adhere to a business casual dress code during the summer session, maintaining a professional yet comfortable appearance that sets a positive example for students. While jeans are permitted, they should not be overly form-fitting, such as leggings or jeggings, which are not allowed. Cut-out and cut-off attire is not acceptable. Open-toed sandals and tennis shoes are permitted, but flip-flops, because they provide less support and protection, are not. Modest nose piercings, such as studs, are allowed; nose rings and hoops are not. Hats are not permitted in the instructional settings or anywhere indoors, on campus or off. Head coverings, such as hijabs, related to an employee's religion are permitted.

Teachers and staff are also reminded to model appropriate attire for students, meaning that any clothing deemed inappropriate for students is equally inappropriate for staff. The goal is to create a professional learning environment; dressing in a manner that reflects the standard of a more conservative, corporate attire is essential. All Teachers and students are required to wear their Odyssey t-shirts on field trip days. This is both a safety and branding protocol.

Cell Phones

Teachers and staff should refrain from using cell phones in the classroom, instructional settings, or when supervising students. Interns should refrain from personal usage of their cell phones. However, their phones should be on at all times so that the Division Director can contact them for assistance.

Student Engagement and Discipline

Fostering a positive and engaging learning environment begins with building strong relationships between Teachers and scholars. Odyssey Teachers’ primary focus is to create a space where students feel valued, inspired, and supported in their learning journey. By emphasizing connection and rapport with students, Teachers contribute to an atmosphere where curiosity thrives, and scholars are motivated to engage fully in their project-based learning tasks and the broader Odyssey experience.

Rather than managing discipline, the Odyssey Teacher's role is to nurture each student's potential by creating an inclusive and respectful classroom environment. If any behavioral concerns arise, whether minor or significant, Teachers should report those incidents to the Division Director Teachers are not to contact parents directly The onus for that is solely on the Division Director This allows Teachers to continue concentrating on student engagement and the positive development of student relationships, minimizing disruptions and ensuring that valuable instructional time is protected for all scholars. In doing so, Teachers and the Division Directors ensure that every student has the opportunity to fully participate in the Odyssey experience. It is imperative that the Division Directors are explicit and intentional in communicating this to Teachers. Adherence to this policy is non-negotiable for the Teachers and the Division Directors.

Lunch and Recess

Interns should report to the dining hall for lunch 30 minutes prior to Odyssey Teachers and scholars. This is to ensure that interns are available to prep recess spaces and assist Teachers in supervising the scholars during recess.

Students must be supervised during transition to the dining hall. Teachers must ensure that students dispose of their waste and clean the tables where they had lunch before being dismissed to recess.

Students must remain in the dining hall, or in the dining areas outside, at least 15 minutes. After 15 minutes, students can ask a Teacher to inspect their dining area to confirm that the area is clean. Students should be directed to refrain from going into the Westminster bookstore or patronizing the Guan Cafe. Odyssey provides food, snacks, and Odyssey swag for all scholars.

Safe play is encouraged. Students' cell phone usage should be discouraged in lieu of face-to-face socializing. Once Teachers have finished lunch, they should join the intern outside for the last 15 mins. Should Teachers elect to provide a quiet classroom for students who wished to be inside, those students must wait until the designated Teachers are available to supervise them. Division Directors should be visible during lunch and recess. They should also check to see if all of Odyssey equipment used during recess is accounted for and properly stored by the intern.

Student Applications and Enrollment

As a Division Director at Odyssey Atlanta, your role in the student application process is critical in ensuring that we accept scholars who are aligned with the profile of an Odyssey scholar and our program's mission and goals. Beginning in mid-October, the commitment forms will be deployed to returning scholars. Enrollment period will be open to new student applicants. Division Directors will be the first to review the essays and applications. During this initial review, your task is to carefully evaluate each application, paying particular attention to the completeness of the application and the quality of the student’s responses, their video submissions, and the report cards. Based on your assessment, you will categorize the applicants as "Waitlisted," "Accepted," or "Incomplete," noting if any required information is missing.

Once you have completed your evaluations, the administrative team, led by the Dean of Strategic Programs and Culture, will conduct a secondary review to confirm your recommendations and make the final acceptance or rejection determinations. Your thoroughness during this initial phase is essential, as it helps streamline the process for the administrative team and ensures that each applicant receives fair consideration. Step-by-step instructions will be provided by the Operations Manager in November

Targeted Enrollment

● OES - 108 (12 per class, 9 classes)

● OMS - 108 (12 per class, 9 classes)

● OHS - 108 (12 per class, 9 classes)

● OU - 26 (Senior class)

● Total enrollment projection 350

Schedules and Rosters

As a division director at Odyssey Atlanta, a key responsibility is to develop and finalize class rosters and schedules before the start of the program. Once the enrollment process is completed and students are categorized as accepted, rejected, or waitlisted, you will receive a roster of students by grade level. Using this information, you will create class rosters.

After constructing the rosters, it is essential to create clear, detailed schedules for each grade level that are easy to follow and understand. The bell schedule will be provided for each division. These schedules should be shared with the Teachers during onboarding, where you will explain how the rosters and schedules operate, ensuring that they are comfortable with the system.

Additionally, these rosters will serve as the foundation for tracking attendance, so it is vital to ensure accuracy and organization. You are responsible for coordinating with the administrative team to ensure that the finalized schedules and rosters are communicated effectively before the program begins.

Arrivals and Breakfast

Students who ride the buses will arrive on campus at 8:15 am Elementary students will be dropped off at Love Hall and be escorted to the cafeteria, Middle and high school students will be dropped off at Barge Middle and high school scholars will be driven to Barge Middle school scholars will report to Clarkson Hall and be escorted to their grade level gathering location. HIgh schoolers will be monitored as they make their way to the gathering location

Parents of car riders will be advised not to arrive prior to 8:15 am as well. Teachers will need to greet the scholars and escort them to their morning locations as described above Those details are to be determined

Upon arrival, Odyssey scholars will be served breakfast, elementary students in the Love Hall cafeteria, middle school students in their grade level kiosk, and high school students in their morning gathering location (TBD).

Scholars’

Policy and Being Mindful of Time

● Learning is a progressive activity; each day’s lessons build upon those of the previous day(s).

● Learning personal responsibility, showing respect for others, learning to share new ideas with peers, and developing essential academic skills are core objectives of Odyssey that build upon the previous day’s activities.

● Guest lectures, discussions, demonstrations, experiments, field trips, and collaboration are just part of the daily learning activities and these cannot be made up by those who are absent.

● Research shows that missing 10 percent of instruction not only has a negative effect on an individual student’s academic performance and experience, but also negatively impacts the entire class.

● The cost per student to participate in Odyssey is $2500 per summer. Odyssey is committed to supporting every student. Odyssey asks families to make a $35 financial contribution and a commitment for students to fully engage in the program.

● Daily attendance and full participation is essential to our scholars’ experience.

Attendance is a critical aspect of Odyssey Atlanta's success, as research highlights the benefits of sustained participation in summer programs. Students with high attendance levels in summer enrichment and extended school programs have been shown to develop stronger peer relationships, exhibit fewer problem behaviors, and demonstrate improved social skills compared to those who attend less frequently To maximize these outcomes, Odyssey Atlanta has a clear attendance policy, supported by effective data collection, and clear expectations for stakeholders, including Teachers, staff members, school administrators, students, and families.

Due to the Atlanta Public School’s calendar, Odyssey will be constrained to 5 weeks. This has resulted in a modification of our attendance policy. Scholars will be permitted to miss up to two (2) days. However, this still allows families flexibility in scheduling doctor’s appointments, regular school days that extend beyond Odyssey’s launch date, student participation in athletic programs, religious retreats, illness, etc. Students missing more than two (2) days due to prolonged illness or bereavement may request an excused absence of up to two (2) additional days. Requests must be submitted in writing and approved by the Division Director prior to returning to Odyssey. A doctor’s letter must accompany requests due to prolonged illness. Unique academic opportunities may be considered at the discretion of the Division Director. Absences as a result of a disciplinary action are not excused and will impact the attendance record.

Attendance Monitoring

Teachers should complete the attendance by 9 am each day Interns must record all absences in the Daily Attendance Tracker by 10 am. Accurate and timely attendance reporting is a safety issue. It is also crucial to ensuring that enrollment targets are maintained.

When an Odyssey scholar is absent, it is essential that the Division Director contact the family unless prior notification has been received (Attendance Monitoring Spreadsheet, 5 Weeks)

Late Arrivals and Tardiness

Tardiness is defined as arriving after 8:30 am. Students who are tardy must sign in with the Division Director or intern. Parents will need to notify the Division Director upon arrival when late to ensure that the scholar is able to gain access to the building and join his or her class. Students who arrive more than one hour late will be recorded as having a half-day absence. Students missing more than 3 hours of instruction will be recorded as having missed a full day’s absence.

Early Dismissal and Pick-up

Parents of students needing to leave Odyssey early must email or text the Division Director’s with an advance notification of when the child should be prepared for pick-up. The student will sign out in the Division Director’s office and be escorted to the parent of record or other authorized adult. No student will be released to an unauthorized adult per the student’s enrollment application. Students who are picked up more than one hour early will be recorded as having a half-day absence. Students will not be released for early dismissal after 3:30 pm.

Late Dismissal and Pick-up

Dismissal for Odyssey is at 3:45 pm. Students who are picked up late, after 3:55 pm create a supervision and liability burden on the Division Director. Parents should be informed that the expectation is that they will be mindful of the dismissal time policy and plan accordingly for traffic and unforeseeable situations. Students with more than 3 late dismissals and pick-up will be at risk of being removed from the program.

Directors and interns will use the attendance events Google form to record early dismissals, late arrivals, and late pick-ups (See template)

Attendance Removal Letters

The Division Director will issue a letter of removal to the parents of any scholar who has not adhered to the attendance policy A copy of the letter will be shared with the Operations Manager who will document the student status. (See Attendance Removal Letter template)

In summary:

● Regular attendance patterns encourage the development of responsible patterns of behavior.

● Breakfast will be provided (as well as lunch)

● Daily attendance and full participation are essential to our scholars’ success.

● Students arriving late, leaving early, or departing late must see the Division Director upon arrival or departure

● Students who arrive more than one hour late or leave more than one hour early will be recorded as having a half-day absence.

● Students missing more than 3 hours of instruction will be recorded as having a full day’s absence.

● Students absent more than two (2) days will not be permitted to continue in the summer program and may compromise future enrollment.

● When an Odyssey scholar is absent, it is essential that a staff member contacts the family unless prior notification has been received.

● Absences as a result of disciplinary actions are not excused.

● All absences are recorded in the daily attendance tracker by the intern before 10 am each day

● Parents will received a letter of removal for a scholar who has missed more than two (2) days

● These guidelines ensure that students and families understand the importance of attendance and the program’s expectations for participation, punctuality and mindfulness regarding time.

● Odyssey will be closed on federal holidays, June 19th and July 4th

Holidays

Odyssey will be closed for federal holidays on June 19th and July 4th.

Student Behavior and Expectations

At Odyssey Atlanta, we are committed to cultivating a learning environment where positive behavior is integrated into every aspect of our scholars' experience. Our behavior expectations and management plan are grounded in developmental appropriateness, ensuring that students are held to standards that promote both personal and academic growth. Universal, clearly defined behavior guidelines are paired with targeted, age-appropriate interventions. Division Directors are responsible for documenting all disciplinary actions, ensuring transparency and accountability. Our goal is to provide a framework that encourages students to be self-regulated, responsible, and respectful, while also offering a supportive culture filled with feedback, celebration, and joy. Disciplinary policies, as outlined by the administrative team, are designed not only to hold students accountable but to also foster their development into socially engaged, self-aware, and responsible individuals that will embody all of the Seven Pillars of Competency for our scholars.

Behavior Expectations Plan for Odyssey Scholars

As valued members of our community, it is important that Odyssey scholars and their families understand, support, and adhere to our behavior expectations. The Odyssey

Incident Management Plan outlines procedures for responding to behavioral infractions. This document ensures that Odyssey has clear expectations, protocols, and disciplinary actions in place to ensure the safety and well-being of all participants.

These expectations and consequences should be shared and read aloud with our scholars by their Odyssey Teachers and reinforced by the Division Directors on day one. The expectations should be reiterated throughout the week and revisited as needed.

Expectations will be included in the enrollment materials for parents and scholars.. Parents are encouraged to discuss the expectations with their children and acknowledge receipt and review of them with their child(ren). That documentation will serve as the parent and scholar’s commitment to upholding Odyssey’s behavior expectations policy and their pledge to respectfully honor the consequences outlined for any infractions incurred.

It is the responsibility of the Division Directors to ensure that these policies are implemented with fidelity

Below is the language that will be provide to parents and their scholars:

At Odyssey, we hold ourselves to the highest standards of behavior and conduct to ensure a safe and enriching learning environment for all students, teachers, and staff. As a valued member of our community, it is important to understand and adhere to our behavior expectations. By signing this document, you acknowledge your commitment to upholding these standards and agree to the consequences outlined for any infractions.

Expectations:

1. Respect for Property: Students must refrain from intentionally damaging or stealing school property. Any act of vandalism or theft, a major infraction, will result in immediate consequences.

2. Conflict Resolution: Engaging in physical altercations, repetitive bullying, or harassment towards fellow students is strictly prohibited. Students are expected to resolve conflicts peacefully and respectfully.

3. Attendance: Regular attendance is vital for academic success. Students are expected to attend classes regularly and punctually. Missing more than two (2) excused absences will result in removal from the program and jeopardize enrollment in the future.

4. Respect for Teachers and Staff: Scholars are expected to be respectful at all times to teachers and staff in the classroom and beyond.

Consequences:

1. Minor Infractions: For minor infractions such as tardiness, incomplete assignments, or disruptive behavior, parents will be contacted via phone by the Division Director During the phone conference, students will share their account with the parent, receive feedback from the parent, and guidance from the Division Director to correct their behavior

2. Moderate Infractions: Continued disregard for behavior expectations will elicit a follow-up conference with the student’s parent, and the Division Director The infraction may result in disciplinary actions such as loss of privileges, suspension, or both.

3. Major Infractions: Serious violations of the Odyssey Incident Management Plan, including intentional destruction of property or theft, physical violence, bullying, repeated misconduct, any use of devices to record Odyssey scholars without Odyssey’s written authorization, generating, distributing, or sharing inappropriate images or content; sexting, explicit behavior, use or distribution of controlled substances and illegal drugs, and well as other zero tolerance behaviors deemed by Odyssey will lead to immediate and permanent dismissal from Odyssey as per policy by the Division Director and the Dean of Strategic Programs and Culture.

Community Guidelines for Odyssey Atlanta Parents

At Odyssey Atlanta, we believe that fostering a respectful and collaborative environment between parents, staff, and scholars is essential to the success of our program. We value the role that parents play in supporting their child’s education and overall development, and we are committed to maintaining open, respectful lines of communication. We ask that parents extend the same courtesy to our teachers, staff, administrators, students, and other families. By working together and cultivating a spirit of mutual respect, we can maintain a positive experience for all stakeholders.

We understand that conflicts may occasionally arise, whether between scholars on campus, outside of the program, or on social media. However, we respectfully request that parents refrain from taking disciplinary actions into their own hands. Parents should never accost, approach, or address another Odyssey scholar or parent. Any concerns should be brought immediately to the attention of the Division Directors, who are responsible for addressing and resolving these matters. This ensures that conflicts are handled fairly and documented in accordance with our established policies.

In the rare event that these expectations are not met, and a parent disregards our processes, it may impact their child’s participation in the program. In such cases, we reserve the right to permanently remove the scholar from Odyssey Atlanta and restrict their future involvement in Odyssey. We hope this is never necessary and trust that

together we can create a supportive and respectful environment that keeps Odyssey in good standing with Westminster and all of our stakeholders.

These expectations will be shared with parents by the administrative team during the registration process and reiterated during family orientation by the Division Directors.

Incident Reports

Division Directors are responsible for completing a report within 24 hours of any incident or accident involving an Odyssey, scholar, parent, participant or staff. Please obtain a statement from each witness involved capturing his or her recollection of the incident

Curriculum Assessment and Enrichment

Odyssey Atlanta uses the PEAR Assessment platform, previously known as Edulastic, to administer both pre- and post-assessments to scholars during the summer program. These assessments are a critical component of the curriculum, serving as tools for both formative evaluation and instructional planning. Division Directors are responsible for ensuring the sense of urgency and the fidelity of proper administration of the test.

Pre- and Post Assessment Administration

It is essential that pre-assessments are conducted before any instruction begins. The assessments should be deployed during the first two days of the summer session for scholars in rising 1st through 12th grades. Aligning the assessments with the Georgia Performance Standards and project-based learning activities, the pre-assessments allow teachers to evaluate students' prior-knowledge and to tailor the instructional content accordingly

Purpose and Impact

The primary goal of these assessments is not to ensure mastery of every skill or standard during the short 5-6 week program but to measure student growth. At the end of the program, the post-assessments are administered to measure each student's academic progress, allowing Odyssey Atlanta to evaluate the overall effectiveness and impact of the program in attaining S.M.A.R.T. goals and and providing scholars strategies to access challenging content during the upcoming school year.

Standardized Assessments

Beginning this year, Odyssey Atlanta is moving toward standardized assessments that will be consistently used going forward. This change aims to provide a reliable framework for measuring progress over time and ensuring continuity in instructional goals from year to year.

Project-Based Learning (PBL) Implementation and Fidelity

In alignment with the PBLWorks Gold Standard Design, the Odyssey Atlanta curriculum emphasizes project-based learning as a key strategy for student engagement and skill development. Teachers receive training and resources from PBLWorks (pblworks.org) to incorporate the following elements or gold standards of PBL into their project planner or unit plans. Division Directors are responsible for ensuring that plans are completed with fidelity by the designated deadline.

The Gold Standards of PBL: Seven Essential Project Design Elements

Learning Goals: Key Knowledge. Understanding, and Success Skills

1. Challenging Problem or Question: The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge

2. Sustained Inquiry: Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.

3. Authenticity: The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students’ lives

4. Student Voice and Choice: Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice.

5. Reflection Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.

6. Critique and Revision: Students give, receive, and apply feedback to improve their process and products.

7. Public Product: At the conclusion of each project, students present their work to an audience beyond the classroom, creating a tangible outcome that presents, explains, and reflects their learning journey

The GPS and Gold Standards set forth by PBLWorks, foster an environment where students develop key knowledge, understandings, and success skills. Making students work and inquiry visible using project walls and select visible thinking routines throughout the inquiry process strengthens students' acquisition of knowledge and creates a pathway for supporting collaboration, conversations, and community awareness. Each Division Director will facilitate the integration of these tools.

Program Launch

Launching the program with a well-designed event is critical for sparking student interest and setting the tone for the entire summer experience. Adhering to timelines for

pre-planning, scheduling events, ordering supplies, networking with community partners, and other front-end obligations as listed in the Directors’ Planning Tool is crucial to ensuring that all instructional activities align. with the standards and goals set forth by PBLWorks, fostering an environment where students develop key knowledge, understandings, and success skills, and making students work and inquiry visible through the inquiry process.

Odyssey provides PBL professional development. However, the onus for administering the work with fidelity is on the teachers and the Division Directors. Teachers and directors are encouraged to request additional support if needed from the Dean of Strategic programs and Culture. Further information about project-based learning resources and implementation strategies can also be found on the Buck institute website at PBLWorks.org and their YouTube Channel.

Field Trips

Field trips are an integral part of Odyssey Atlanta's summer session, and Division Directors play a key role in ensuring that these experiences are well-planned, aligned with project-based learning objectives, and seamlessly executed. Directors are responsible for selecting and scheduling field trips that enhance the scholars’ learning experience by aligning with the driving question of the project-based learning curriculum, ensuring students gain real-world insights related to their academic projects.

Given the competitive nature of scheduling field trips, directors must prioritize early planning. High-demand venues often have limited availability, so scheduling must be done as early as possible to secure desired dates. Directors should identify priority trips that offer the most significant alignment with the curriculum and book those well in advance to avoid conflicts as well. Teacher involvement is ideal if it can be done in accordance with the request to confirm all field trips by the first Friday in April.

To streamline this process, a detailed spreadsheet is shared providing directors a model tool for recording all essential information. This spreadsheet should document each field trip, include the venue and address, the date of the trip, the deposit and final payment due dates, payment methods (onsite versus online), student departure and return times, and other logistical details. Directors are required to complete this document thoroughly to keep track of all aspects of the field trips and facilitate effective communication with staff, parents, students, and transportation providers.

Securing transportation is another critical component of coordinating field trips. Directors must communicate with the Operation Manager to meet booking deadlines for buses or other required vehicles for each field trip. Ensuring transportation availability on the designated dates guarantees that travel logistics will not disrupt programming.

To ensure the safety of all Odyssey Scholars during field trips, division directors must enforce specific safety protocols. First, all scholars and staff are required to wear Odyssey-distributed field trip t-shirts. These shirts serve a dual purpose: they help staff

quickly identify scholars, and they allow scholars to easily recognize their group leaders and teachers. Directors must ensure that all students and teachers are equipped with these shirts on field trip days.

Supervision during the trip is essential. To maintain a manageable supervision ratio, students will be divided into smaller groups with an assigned teacher or staff member responsible for monitoring them throughout the event. Directors must ensure that rosters are completed for every student attending, with clear identification of the teacher in charge of each group. Before leaving the school and again before departing from the venue, teachers must conduct headcounts to ensure all students are accounted for These headcounts are vital in preventing any student from being left behind or unsupervised at the venue.

In addition, other general and safety protocols include:

● Setting clear expectations for student behavior before the trip regarding positive behavior and representing Odyssey well at the venue.

● Ensuring that every scholar knows what to do in case of an emergency, including knowing who to contact and where to meet if they get separated.

● Establishing a central meeting point or protocol at each venue in case students or staff encounter an emergency situation at the site.

● Making sure a teacher on each trip is equipped with a first-aid kit, a charged phone for emergencies, and contact numbers for Odyssey staff and parents.

During the field trip, teachers must enforce bus conduct, behavior expectations, and safety protocols. Students should remain seated at all times while the bus is in motion. Noise levels should be kept moderate to avoid distracting the driver, and students are expected to show respect to the bus driver at all times. Food and drinks, other than water, should not be consumed on the bus, and students should be held responsible for cleaning up any trash before exiting the vehicle.

Getting on and off the bus should be done in an orderly manner to ensure safety Directors must remind teachers to reiterate these expectations to students prior to departure from the campus and to monitor them closely throughout the trip to maintain a safe and respectful environment for everyone involved.

When field trips are scheduled and finalized, the calendar will be shared with parents, teachers and other stakeholders.

Facilities, Program Supplies, Resources, Electronic Devices

The onus of securing facilities, buildings and classrooms, rests on the administrative team. However, Division Directors are responsible for clearly communicating allocated spaces to the teachers prior to the start of the program and posting door signs.

Program supplies that were properly stored from the previous summer by the Division Directors should be inventoried prior to deciding what to order for the upcoming summer As good stewards of Odyssey’s funds, Division Directors should aim to streamline cost without compromising the integrity of programming. Guidelines on how and when to submit purchase orders will be shared by the Operations Manager

Resources and opportunities that are viable that can be secured without incurring cost are welcomed. This includes complimentary field trips, guest speakers, books, games, outdoor equipment, and snacks (that are free of identified allergens) are welcomed.

Odyssey scholars are assigned digital devices. How to properly handle and log in on devices should be reviewed with students by Teachers, reinforced by the Division Director, and monitored by both Teachers and Division Directors. Improper handling of devices and other equipment is a liability and damages being assessed. Students are forbidden to take devices out of the building. Teachers should account for devices before dismissing scholars to lunch. The Intern must account for and secure all devices before dismissal at the end of each day.

Creating a Culture of Continuous Improvement, Celebration, and Joy

At Odyssey Atlanta, we know that a culture of continuous improvement, coupled with celebration and joy, is essential for our collective success. Every member of our team—administrators, teachers, and staff—must feel empowered to contribute to this culture. To foster a truly thriving program, observations, assessments and feedback cannot be perceived as solely top-down directives. Every stakeholder must play an active role, offering feedback and insights that fuel our growth. This inclusive approach ensures that Odyssey remains flexible and responsive, adapting to meet the needs of our scholars and staff alike. In this way Odyssey will be more effective in cultivating an environment where individuals feel celebrated, valued, and engaged. When people experience joy in their work, they perform better, feel more fulfilled, and are more likely to contribute meaningfully to the efficacy of the mission, vision, and goals.

Professional Learning and Goal-setting

To build this culture, there are three essential components: aligned professional development, program observations, and one-on-one coaching. From day one, we must set the tone that these elements are cornerstones of our work, not as burdens, but as opportunities for growth. When staff see that their achievements are recognized and that feedback is part of a larger goal of celebration and improvement, they will engage with the process in a meaningful way.

Moreover, it is vital to help teachers and staff feel valued by inquiring about their professional goals. At Odyssey, we aim to provide opportunities for teachers’ growth, even during our brief summer programming. By capturing teachers’ goals early on, through one-on-one conversations during the first week, Division Directors can ensure

that professional observations and development are tailored, relevant, and impactful as well as mutually beneficial. The PBL Formative and Summative Goal-setting Tool is a self-assessment designed for teachers to guide that work.

Celebration and Joy

Celebration and joy must be as much a part of Odyssey’s culture as professional growth and program enhancements. Division Directors and Odyssey administrators must allocate time and resources to recognizing and celebrating successes—whether it's a well-executed class discussion, a breakthrough with a scholar, a creative solution to a classroom challenge, or finding the ideal person to speak with scholars. At each division, milestones must be celebrated with small tokens of appreciation, notes of gratitude, or even a simple acknowledgment in front of peers. These gestures reinforce that Odyssey sees and values the hard work being done by teachers and staff each day.

Promoting joy is also about fostering a sense of belonging and purpose. Encouraging Odyssey Teachers to take ownership of their professional growth by providing tools, such as the Collaborative Assessment Log, allows Teachers to initiate conversations about the progress of their work and the areas of growth that they want to purposefully target for observations. When Teachers know they can lead discussions about their work and goals - their glows and grows - they feel more connected to the process, more supported, and ultimately more joyful. These moments foster a sense of community, reminding teachers that their contributions and aspirations are valued and supported. Ultimately, it creates a learning environment that is welcoming of purposeful observation and interactions.

Purpose of the Collaborative Assessment Log

● The Collaborative Assessment Log guides Teachers and Division Directors to reflect on, prioritize, and address challenges in a constructive, collaborative manner and identify next steps.

● The tool supports a consistent, multi-step conversation protocol that focuses on problem-solving, commitment, and follow-through.

● This tool provides ongoing evidence of Division Directors and Teachers collaboration and tells a story of professional growth that is taking place.

Purposeful Feedback and Coaching

Lastly, the feedback provided by coaching is key to ensuring that professional development leads to real change. Whole-group professional development is useful. However personalized, one-on-one coaching that is specific to a staff member’s context,

goals, observations, and needs is invaluable. By establishing that feedback is an opportunity for growth, not a punishment, Odyssey cultivates a positive mindset about continuous improvement. Division Directors should feel empowered to offer this support and to seek assistance in providing it if needed. Each person on Odyssey's team should be perceived as a contributor and recipient of mindful feedback. Feedback is the fuel for positive change. Coaching ensures that the change is sustainable.

Odyssey Leaders Set the Tone for Success

Odyssey leaders, at every level, are responsible for being intentional, setting the tone, and celebrating success, ensuring that everyone feels both supported and challenged to grow. When Odyssey leaders create an environment of joy and celebration alongside continuous improvement, we build a team that is not only productive but also deeply connected to the mission, values, and goals of Odyssey thereby ensuring that our work has the desired impact on the lives of our scholars and their families.

Program Evaluation

Program evaluation is a vital component of continuous improvement at Odyssey Atlanta. It involves collecting information to assess whether the program has met its goals and objectives. This process helps Odyssey identify what is working, areas for improvement, and provides insight into the experiences of our key stakeholders —students, families, teachers, and community partners. Through formative and summative assessments, Odyssey aims to enhance the learning environment, measure success, and guide future decision-making. This chapter outlines the structure and process for program evaluation in five key subsections. It also provides Division Directors with an outline of their roles in gathering, analyzing, and communicating data that supports continuous improvement at Odyssey Atlanta. Through the evaluation process, Odyssey can ensure that our program evolves to meet the needs of our scholars, their families, and the community we serve.

Knowing the What and Why

Before conducting any program evaluation at Odyssey Atlanta, it is crucial to clearly define its purpose. By doing so, we can ensure that the data we collect is not only meaningful but also aligned with our goals, enabling us to make informed decisions that benefit both the program and our scholars. Here are some points to consider:

1. What do we want to learn about the program and its participants?

The first step in determining the purpose of an evaluation is identifying what we aim to understand. Do we want to assess the overall effectiveness of the program, identify areas for improvement, or measure specific outcomes among participants? For example, are we trying to

evaluate how well scholars are achieving academic, social, or emotional growth? Do we want to understand how well our project-based learning activities align with our goals? These questions guide the structure of the evaluation process and help pinpoint the key data we need.

2. Is our goal to gather data for improvement or to report outcomes?

Another critical consideration is whether the primary objective of the evaluation is internal (program improvement) or external (reporting to stakeholders). Do we want to collect data that will help us refine and enhance our programming for the upcoming sessions, or is it more important to demonstrate our success to funders, families, schools, and other partners? In many cases, a combination of both is required. We must be able to report on our effectiveness while also identifying areas for growth.

3. What are our reporting obligations to funders and partners?

Lastly, it is essential to consider what our funders and partners require in terms of reporting. Are we obligated to conduct certain types of evaluations, such as performance outcome assessments, student demographics, or satisfaction surveys? Knowing the expectations of our stakeholders will guide us in selecting the right evaluation tools and methods.

Knowing the what and why will help Odyssey Division Directors and staff determine the type of evaluation required, formative (ongoing assessments to guide improvements) or summative (final assessments to measure effectiveness), how the information will be retrieved, and how results will be shared and communicated to stakeholders.

As Odyssey continues to grow and pursue higher levels of funding, evaluations will increasingly need to demonstrate the achievement of key outcomes for scholars using quantitative data to measure performance outcomes. It will also continue to be vital that Odyssey effectively utilizes qualitative surveys, as well as informal assessments, to gauge satisfaction among scholars, families, and staff to articulate the broad impact of Odyssey’s work in the community

This approach ensures that Odyssey is collecting data in an organizational framework that is meaningful, actionable, mission-driven, and aligned with its long-term sustainability goals.

Gathering Data from Key Stakeholders

Odyssey Atlanta gathers program data from various stakeholders, including students, families, teachers, and community partners. This data is collected through multiple streams to ensure a comprehensive view of the program’s effectiveness. Student

performance data is derived from the aforementioned pre-and post academic assessments. Students, as well as parents, teachers, and staff, provide additional qualitative insights data that is largely collected from qualitative surveys and reflections. Similar to the academic assessment data, Division Directors are responsible for the dissemination of the satisfaction surveys to all students and monitoring the submission to ensure they are submitted. receive and submit the end of the summer assessment surveys.

Partners in the education and non-profit sectors, such as the Georgia Statewide Afterschool Network (GSAN). GSAN and the Georgia Afterschool & Youth Development Initiative (ASYD), a collaboration between GSAN and GUIDE, Inc provide support through virtual workshops, regional conferences, and web-based resources. GSAN also provides an onsite program evaluation that is aligned with the ASYD Quality Standards. GSAN’s 3-hour observation of Odyssey’s sixth grade, School-Age Premium Quality Assessment, is a must-read for all Division Directors and staff. It will prove to be very useful in guiding how Division Directors and staff restructure classroom observations and refine teacher feedback.

Donors are invaluable community partners essential to Odyssey’s success. In addition to funding, they offer external perspectives based on the observations and interactions with scholars during site visits (which will be discussed more later). Donors are critical ambassadors of Odyssey’s work. Their feedback is generally informal and qualitative.

Student, Families, Teachers, and Staff Surveys

Surveys serve as a key evaluation tool for Odyssey Atlanta. At the end of the summer session, we collect survey responses from students, families, and teachers to assess overall satisfaction with the program. These surveys are designed to capture qualitative feedback on experiences, engagement, and perceived value. Students are asked to reflect on their learning experiences, families share insights about their child’s growth and enjoyment, and teachers evaluate the effectiveness of the curriculum, classroom management, support provided, as well as the likelihood that they will return the following summer. Teacher and staff feedback guides adjustments in curriculum design, teaching strategies, professional development, and program administration.

Odyssey uses surveys to track trends and areas of success and growth over time. The Odyssey’s administrative team and the Division Directors collaborate to determine the questions to be included in the survey They include multiple choice, scale ratings, and open-ended questions. Division Directors are responsible for administering the surveys. This data should be gathered the week prior to the last week. It should not be administered at the last minute.

Division Director Data and Summary Reports

The Division Director’s impact report is a crucial component of program evaluation at Odyssey Atlanta. The report begins with an analysis of scholars’ pre- and post

academic assessment data for each of the division’s S.M.A.R.T goals. The number and percentage of students demonstrating mastery on the pre-test provides the baseline mastery for the post-test. However, the most significant data points are the numbers and percentages representing students exhibiting growth. Beneath each content band (writing, math, and reading) Division Directors write a summary note of the data and insights on any irregularities.

The next section of the report, “Other Deliverables and Sustainable Work”, documents the percentage of students and teachers completing other tasks such as number of books read, attendance data, and surveys completed.

The “Highlights” section of the report spotlights accomplished that are not measured by formative and summative assessments but get to the heart of the students project-based learning inquiry and the tasks, experiences, culminating activities, and achievements accomplished. Followed by “Next Steps”, “Students Not Invited Back”, and “Teachers Not Invited Back”, this report concludes with the Division Director’s reflections of the summer.

In summary, this report includes detailed analysis of student academic performance, engagement levels, survey results, and any key insights gathered from teachers and partners. The impact report not only documents the program's strengths and challenges but also identifies areas for improvement and strategies for future success.

Division directors are encouraged to highlight the effectiveness of project-based learning, the engagement of scholars, and the support provided to teaching staff. This report helps inform the administrative team’s evaluation of the summer program, ensuring that leadership has the necessary data to make informed decisions about curriculum updates, teacher recruitment, and strategic planning. Below are questions that frame the report.

1 What is the total number of scholars who completed the pre and post assessment?

2. How many scholars out of that total demonstrated mastery (80% or more) on the pretest (total students at baseline mastery/total number of students)?

3. How many students demonstrated growth on the post assessment?

4. How many students did not show any growth on the post assessment?

5 How many of the students who showed growth also demonstrated mastery on the post assessment?

6 What are some other deliverables and sustainable work ( e g reading goals, PBL, tech integration, financial literacy, attendance, surveys, reflections, electives, the arts)

7. How many students missed fewer than 3 days?

8 How many students were removed and why?

9 Which scholar(s) should not be invited back? Explain

Below are sample images of excerpts of a Division Director’s report. While the first image only represents the writing summary, the format is the same for the other content areas, math, and reading. The second image provides examples of “Other Deliverables and Sustainable Work”, “Highlights”, and the other sections previously described.

Next Steps - Communication

Once the evaluation data is collected and the impact report is completed, the next step is communication. The Division Directors and administrative team must determine how

best to communicate the program’s impact to both internal and external stakeholders. This includes sharing insights with the Odyssey board, donors, and community partners, as well as celebrating successes with families, scholars, and staff.

Transparent communication of program outcomes, including areas of growth and future goals, helps build trust and engagement within the Odyssey community It also serves as a foundation for donor relations, demonstrating the value and impact of their contributions. Additionally, this communication helps inform recruitment efforts, marketing campaigns, and future fundraising initiatives, positioning Odyssey for continued growth and success.

Payroll and Budget

Each Odyssey Atlanta Division Director is provided with a summer programming operational budget once it is finalized and approved by the Executive Director. This budget includes allocations for critical program elements; teachers and interns compensation, field trips, daily snacks, program supplies, snacks, field trip fees, and other operational needs. It is important that funds are used for the earmarked expenses.

In some cases, funds are restricted due to the funding sources. Division Directors will be advised accordingly. It is the responsibility of each Division Director to operate within the defined fiscal parameters, to be fiscal responsible, ensuring that all funds are allocated wisely and documented appropriately in the spreadsheet provided. This spreadsheet is not only a tool for tracking but also a critical part of Odyssey Atlanta’s financial management. Division Directors must strictly adhere to deadlines for reconciling the budget and submitting documentation. The budget must be reconciled by deadline. This will avoid any disruptions in the programming or financial processes.

Key responsibilities for Division Directors include:

● Operating within the approved budget: Ensuring all program needs, including supplies, snacks, and events, are met without exceeding financial limits.

● Documenting all financial transactions: Maintaining accurate records in the provided budget spreadsheet.

● Meeting deadlines: Submitting budget documentation and payroll reallocations within the designated time frame to ensure smooth operations.

● Allocating special funds: Handling any restricted funds with due diligence, making sure all expenditures are appropriately disbursed.

Adherence to these guidelines is essential for ensuring that Odyssey Atlanta’s summer program runs efficiently, without financial complications, and maintains its commitment to providing enriching experiences for all scholars.

Odyssey Tours

One of the most impactful ways Odyssey engages with its community is by opening its doors and allowing potential partners, donors, and stakeholders to see the program in action. Each summer, the Director of Development schedules site tours to that end, so that community leaders and potential donors can visit the campus, visit classes, and interact with Odyssey scholars.

Considerations for Scheduling Site Visits and Tours

● Interactive Experience: Invite donors to participate in site visits where they can observe scholars engaged in their project-based learning activities. This gives them a firsthand look at how Odyssey works and the opportunity to interact directly with the students, teachers, and staff.

● Building the "Wow" Factor: These visits allow potential funders to witness the energy, enthusiasm, and drive of Odyssey scholars. Site visits create a deeper understanding of Odyssey’s mission and establish an emotional connection that is essential for fostering long-term partnerships.

As Division Directors, your role is to assist the Director of Development by communicating opportune dates for visitors to get the broadest and best snapshot of the program. That requires knowing what is going on in the building and the classrooms. Hallways and classrooms should be well lit and project walls displayed with current artifacts. It is also important to be knowledgeable of the Odyssey scholars who are best suited to speak to guests, share their unique Odyssey stories, discuss insights about their driving question, explain how it’s shaping their inquiry, and reflect upon their experiences, such as field trips, guest speakers, and innovative tasks..

Class discussions should intentionally and routinely discuss these things so that every scholar is better equipped to be an Odyssey ambassador, figuratively and literally. All Odyssey scholars should know the importance of site tours, how they impact them, and how they benefit Odyssey. Students should be reminded on tour days that visitors will be coming, but they should also be advised to be their authentic, highly engaged selves, prepared to tell their Odyssey stories, demonstrate great soft skills (S.P.E.C.I.A.L.L.) answer questions, ask appropriate questions, and make guests feel appreciated. Division Directors and teachers should also be prepared to tell their Odyssey story At the heart of any successful partnership or community engagement effort is the ability to tell compelling stories. Odyssey Atlanta thrives on sharing transformative stories of our scholars’ perseverance and success - stories that are personal, relatable, and powerful. Here are a few guidelines for sharing action-oriented Odyssey stories:

How to Tell Your Story:

● Simplify and Humanize: When telling Odyssey’s story, focus on individual scholars, their struggles, their growth, and the impact that Odyssey has on their lives. A single powerful narrative can make complex issues relatable and inspire emotional connections.

● Appeal to Emotion: People are often moved to act through their emotions. Highlight moments of joy, personal breakthroughs, and triumphs in your storytelling. These moments tug at the heartstrings and often prompt action from donors, funders, and community members who see the value in investing in a young person’s future.

● Showcase Real Outcomes: Data and numbers support the stories, but it's the personal stories that will motivate people to donate. Use real examples from the lives of Odyssey scholars to illustrate the impact of the program.

Culminating activities also offer vibrant opportunities for Odyssey scholars to demonstrate the knowledge, skills, and insights gained throughout their program. Division Directors are encouraged to invite guests to participate in or attend upcoming events. Again, doing so, allows community members, business leaders, and potential donors to see the creativity, innovation, and leadership of Odyssey students in action.

In today’s digital age, social media is a powerful tool for expanding Odyssey’s reach and telling its story to a broader audience. Although Odyssey has social media interns, they cannot be in every place at once. Division Directors and Teachers are invited to assist by letting the administrative team know when there is an activity or highly engaging moment that Odyssey should capture.

Importance of Capturing Student Engagement:

● Teacher Involvement: Teachers play a critical role in documenting classroom moments by notifying the Division Director of events and activities to be captured - interactions, projects, and key learning moments that showcase scholar engagement. Teachers should work closely with the communications team to ensure these moments are captured, documented and shared.

● Social Media Strategy: Odyssey’s social media presence must consistently reflect the positive energy, creativity, and achievements of its students. Visual storytelling—using photos, videos, and artifacts from classrooms—amplifies Odyssey’s impact and allows partners, donors, and the community to engage with the program in real time.

By implementing these storytelling and engagement strategies, Odyssey Atlanta can continue to build a strong network of partners who are emotionally invested in the success of its scholars, furthering the mission and expanding the program’s reach.

Campus Security

Security Protocols for Odyssey Atlanta Scholars

During the 5-week Odyssey Atlanta summer program, it is crucial for both staff and students to maintain heightened awareness of campus security measures. Scholars should be advised of the following protocols:

1. Badge Access: Odyssey Division Directors and Teachers will be distributed badges to access buildings and campus facilities. Teachers and scholars should be aware of people who are not properly badged. If an Odyssey scholar encounters someone attempting to enter a building without a badge, they should not confront the individual but instead report the situation to a nearby adult or teacher immediately

2. Supervision and Accountability: Odyssey Atlanta scholars must be supervised at all times. They are expected to remain in their designated spaces, whether in classrooms, libraries, or recreational areas, and must follow their scheduled itinerary for the day Scholars should never roam the campus unsupervised, especially near construction sites. Odyssey Atlanta is a guest on Westminster’s grounds, and it is critical that we respect the campus’s rules and policies.

3. Emergency Procedures: Division directors must ensure that all scholars are familiar with emergency protocols. These include evacuation routes, shelter-in-place procedures, and responding to lockdown situations. Periodic drills should be conducted to keep students prepared for potential emergencies. Directors are responsible for coordinating with Westminster’s campus security to understand their procedures and integrate them into Odyssey safety plans

4. Reporting Suspicious Activity: Students and staff should be encouraged to report any suspicious behavior or activity immediately. Division Directors must maintain open lines of communication with Westminster’s security team and ensure that their contact information is easily accessible to Odyssey staff. Prompt reporting can prevent security breaches and help maintain the safety of everyone on campus.

5. Respect for Westminster’s Policies: As guests on Westminster’s campus, it is vital that Odyssey Atlanta scholars conduct themselves with the utmost respect for the school’s rules and environment. This includes adhering to restricted areas, keeping noise levels appropriate, and treating Westminster’s property with care. Odyssey Atlanta scholars must remember that their behavior reflects on the program as a whole, and maintaining a respectful presence is key to preserving a strong partnership with Westminster

Odyssey Atlanta Division Directors and staff members bear the responsibility of ensuring that campus security measures are followed closely. While Westminster’s gated campus, advanced security, and badge systems offer a significant level of protection, Odyssey Atlanta must remain proactive. Ensuring the safety of our scholars involves collaboration between our staff and Westminster’s security team. This partnership is crucial for maintaining a safe learning environment throughout the summer program. Division Directors must foster a culture of security awareness among scholars, helping them understand that their vigilance contributes to the overall safety of everyone involved.

By adhering to these guidelines, Odyssey Atlanta will continue to enjoy a productive, safe, and respectful relationship with Westminster, ensuring the well-being of our scholars and staff.

EMERGENCY PHONE NUMBERS

Tools

Assessment Data Tool OES Model Created

ASYD Quality Standards

Attendance Monitoring Spreadsheet -5 Weeks 2025

Attendance Events (Late Arrivals and Early Dismissal Template - Make a copy)

Attendance Removal Letter

Behavior and Attendance Removal Letter

Behavior and Expectations Letter (make a copy)

Behavior Management Plan

Behavior - Incident Report

Collaborative Assessment Log

Developing Odyssey Pillars

Directors Planning Tool

Field Trip Tracker (model)

Odyssey 2025 Incident Management Plan

Odyssey 24/25 Master Calendar

Odyssey Elementary 2024 Payroll Sheet

Odyssey Emergency Phone List

PBL Formative and Summative Goal-setting Tool

PBLWorks Project Planner

Project Walls

PBLWorks @ YouTube

School-Age Premium Quality Assessment (External evaluation of Odyssey)

S PE C I A L L

Visible Thinking Routines