Team saw repeated descriptions of the school's focus on teaching to the whole child, rooted in a "response to intervention" (RTI) model, where student's academic and social-emotional needs are looked at together and the school determines how, for each of these 2 categories of needs, a child might benefit from universal access to support, targeted support, or intensified support.
The staff held discussions and read various research, in an attempt to understand the brain, equity and cultural issues at work. They charted behaviors perceived as defiance and disruption, analyzed them, and focused on understanding what was likely behind them. They generated explicit strategies for responding to defiance and disruption, with a focus on code switching and effective communication strategies.
EnCompass contracts with the Wright Institute to provide counseling services to students. Five clinical interns schedule their work so that there is an intern at the school every day. Each counselor carries approximately 5 students on their case load. Students are referred by teachers or parents. Upon referral, the intern consults with the student’s teacher(s), does classroom observations, and then meets with the parents. After several meetings with a student, they complete a treatment plan which guides their subsequent therapy for the balance of the year.
EnCompass has a wide variety of intervention classes (ELD/AED/Challenge GATE; ELA Interventions; Math Interventions) that are managed by the teaching staff.
Attendance practice: The staff agreed on an intervention strategy of teachers calling and connecting with 3 students and their families per week. In addition, teachers are provided with data weekly to monitor their class attendance.
Classroom and Community Meeting activities were designed to recognize individual students and classrooms for outstanding attendance.
The staff held discussions and read various research, in an attempt to understand the brain, equity and cultural issues at work. They charted behaviors perceived as defiance and disruption, analyzed them, and focused on understanding what was likely behind them. They generated explicit strategies for responding to defiance and disruption, with a focus on code switching and effective communication strategies.
EnCompass contracts with the Wright Institute to provide counseling services to students. Five clinical interns schedule their work so that there is an intern at the school every day. Each counselor carries approximately 5 students on their case load. Students are referred by teachers or parents. Upon referral, the intern consults with the student’s teacher(s), does classroom observations, and then meets with the parents. After several meetings with a student, they complete a treatment plan which guides their subsequent therapy for the balance of the year.
EnCompass has a wide variety of intervention classes (ELD/AED/Challenge GATE; ELA Interventions; Math Interventions) that are managed by the teaching staff.
Attendance practice: The staff agreed on an intervention strategy of teachers calling and connecting with 3 students and their families per week. In addition, teachers are provided with data weekly to monitor their class attendance.
Classroom and Community Meeting activities were designed to recognize individual students and classrooms for outstanding attendance.