At-Risk Population

This year, we have brought several new components to our support of our high at-risk population. Our curriculum has adopted a four component approach, focusing on a student's academic, social/emotional, personalized, and enrichment needs. We have incorporated this approach into our schedule.
  • We have gone to a 1:1 device model whereby every student is given and iPad, and a Wireless Hotspot if needed.  
  • We use restorative practices, and have had three staff members trained to support the school.  Students meet weekly in restorative circles as a proactive support.
  • We have an on-site school counselor and school social worker.  
  • We have forged a relationship with TMCC to offer dual credit classes.  These classes support students to be ready for college.
  • We have been working with the Academy for Urban School Leadership on a plan for our Portrait of a Graduate.  
  • Time is built into the flexible school schedule for support beyond academics.
  • We build capacity through our relationships with the Children's Cabinet, Paws for Love, Reno Art Works, Reno Bike Project, Sierra Arts, Kidrocker, Redirect Athletics, Urban Lotus, Nevada Coalition to End Domestic Violence, Equus Insight, Great Basin Institute, and Boys and Girls Club.
  • We have forged an important relationship with the Boys and Girls Club, enabling students to participate in a healthy atmosphere from 7 a.m. to 7 p.m. daily. It also enables us to provide three meals to all of our students free of charge. We provide 25 meals weekly with the support of the Boys and Girls Club.
  • We require students to wear uniforms, and provide two shirts annually to students free of cost.
  • We have offered three additional hours per day for students who are credit deficient. 
  • All students meet annually for the development of an individualized learning plan. This meeting highlights student performance and goals.
  • We partner with the Washoe County School District on extreme cases of truancy.
In the 2019-20 school year, it was a goal to continue with a "take no prisoners" attitude with regard to credit earning. As such, students who wished to attend enCompass who were significantly credit deficient would be required to participate in an elongated school day in order to be a student in our program. The additional classes will be focused on credit recovery, health and well-being. We had a 0 period that runs from 7-8 a.m. and after school programming that runs from 2:15-4:15 p.m.

This program was put on hold for the 2020-21 school year in light of Covid-19 and a lack of appropriate funds.  However, enCompass did appeal to go on a quarterly system to make sure that students could earn a total of 8 credits throughout the school year just by attending with their cohort.  Additionally, the school highlighted the need for a balance in education with our families and strategically determined that students would be required to take only two core classes at a time.  The quarterly system allows students to focus on four classes each quarter, two electives and two core classes.  

Overall Credit Attainment/Credit Earning Rates for enCompass Students

The following charts illustrate the overall credit earning rates for students at enCompass over the 2020-2021 school year and various other credit attainment rates that are tracked at our school. These rates are recorded at the end of each quarter and do not take into account students who may have earned an "incomplete" for their class due to being excluded for illness during the pandemic. Many students who were excluded due to illness made up missing work such as finals to appeal their grades. As such, our overall credit attainment for the school year is actually slightly higher than what is indicated in on these charts. It is also worth noting that the 2020-2021 school year was the first year that enCompass Academy used a quarter system for grades.