Encore: A Personalized Approach When a core academic program, where - - PowerPoint PPT Presentation

Encore:

A Personalized Approach to Student Learning

Mountain View Middle School Beaumont Unified School District

Michael Breyer - Principal

mbreyer@beaumontusd.k12.ca.us

Andrea Hammond - Math Teacher

ahammond@beaumontusd.k12.ca.us

Jonathan Brubaker - English Teacher / Technology Coach

jbrubaker@beaumontusd.k12.ca.us

Our Belief

When a core academic program, where students get equal access to rigorous coursework, is supplemented by a program during the school day, where EVERY student gets the opportunity for support at their own level of development, and have input into what those opportunities look like, student success increases at all levels.

Mountain View Middle School

• Grades 6, 7 and 8
• 996 students
• 51% Socioeconomically Disadvantaged
• Ethnic breakdown

○ Hispanic - 48% ○ White - 32% ○ African American - 8% ○ Asian - 7% ○ Two or more races - 4% ○ Native American and Pacific Islander - 1%

• EL Student population - 8%
• 40 teachers

Encore

Encore is an agile and responsive service delivery model designed to support the changing academic, social and emotional needs of all students. Encore supports core instruction through differentiation, providing equitable opportunities for success.

Encore Nuts and Bolts

• 35 minute period
• 4 days a week
• Enrollment in Encore changes throughout year
• Includes intervention, acceleration and enrichment

activities

The Evolution of Encore

• 2010/2011 - RCOE Leadership Team Training - Through New Eyes (Solution

Trees) EQ: How do you ensure success for all students?

• 2012 - 2014 - Response to traditional methods of intervention outside of the

school day not meeting the needs of students

○ AIM (Academic Intervention and Mentoring) and Cougar College

• Spring 2014 - “Encore” conversation begins, intervention during the school

day to meet the diverse needs of students

• 2014/2015 - Encore implementation - time carved out of school schedule for

student support, PBIS / Digital Citizenship only prescribed components

Encore Teams

• 6 Encore teams - 2 per grade level
• Teams consist of 4-5 core academic teachers, and a PE or elective

teacher

• Responsible for determination of Encore offerings and student placement
• SAI teachers and counselors run behavior support groups
• PE teachers run intramural sports, lowering class size ratios

Academic Interventions

Strategic Academic Support Provided during the school day Skills-based groups Production-based groups Student mentoring a key component

Behavior Interventions

Behavior Support Groups Focus on PBIS skills Social Skills Groups Structured support for students with special needs

Enrichment

Offered during various Encore cycles: College and Career Readiness, Coding, Foreign Language (DuoLingo), Fine Arts, Psychology, Creative Writing, School Garden, Novel Studies, Intramural Sports, CSI, Cultural Celebrations, Art History, Photography, Chess, Art, etc. ASB and Advanced Choir provide additional opportunities Students request enrichment classes via Google Forms

Honors Projects

Science: The Scientific Method and Science Fair ELA: Shakespeare’s A Midsummer Night’s Dream Social Studies: Developing Civilizations based on Maslow’s Hierarchy

Any student earning a grade of ‘B’ or higher in the applicable course may enroll in the honors project.

Math Acceleration

• Math 7, 8, and 1 offered in an independent study model with teacher

support

• TenMarks online assessments used to build individualized plan for all

students

• Allows for multiple entry points into accelerated program

Challenges

• Limited time
• Incorporated summer learning without any element of accountability or

support

• Concurrent enrollment in different levels of math - assumes knowledge of

given standards

PBIS & Digital Citizenship

First cycle of Encore used to introduce and reinforce school wide initiatives

• PBIS Skills

○ PBISWorld.com ■ Working with others ■ Disagreeing appropriately ■ Expectations by area

• Digital Citizenship

○ Common Sense Media ○ Google Digital Literacy and Citizenship

Taking AVID Schoolwide

Distribution of Binders and Section Tabs Encore Instruction in Cornell Notes Friday Binder Checks College and Career Readiness Enrichment

Our PLC At Work

Encore teams meet two / three times during each cycle. Meeting 1(whole staff, facilitated by principal): Teachers share successes and opportunities for growth Teachers agree upon their teaching responsibilities for next cycle Meeting 2 / 3 (team meetings, facilitated by teachers): Student lists are developed for each Encore class Behavior data teams have priority placement

6 Week Cycle Calendar - 14/15 and 15/16

Encore Cycle Start Future Placement Deadline End ENCORE 1

• Aug. 13, 2015
• Sep. 9
• Sept. 18, 2015

ENCORE 2

• Sept. 21, 2015
• Oct. 21
• Oct. 30, 2015

ENCORE 3

• Nov. 2, 2015
• Dec. 9
• Dec. 18, 2015

ENCORE 4

• Jan. 4, 2016
• Feb. 3
• Feb. 12, 2016

ENCORE 5

• Feb. 22, 2016
• Mar. 30
• Apr. 8, 2016

ENCORE 6

• Apr. 11, 2016

N/A May 27, 2016

9 Week Cycle Calendar - 16/17

Encore Cycle Start Future Placement Deadline End ENCORE 1

• Aug. 8, 2016
• Sep. 28, 2016
• Oct. 6, 2016

ENCORE 2

• Oct. 11, 2016
• Dec. 14, 2016
• Dec. 21, 2016

ENCORE 3

• Jan. 9, 2016

March 8, 2016 March 17, 2016 ENCORE 4 March 27, 2016 June 1, 2016

Encore Cycles - Frequency and Effectiveness

Successes

• Allows for quicker transitions into and
• ut of academic and behavior support

groups

• Increased number of enrichment
• fferings throughout the year
• Increased number of honors project
• pportunities

Challenges

• ERD time dominated by Encore

transitions

• Adds an additional transition into

students’ schedules outside of a grading period

• By the time teachers truly know their

students, there is a new Encore group

• Math acceleration is limited to a very

short period of time

6 Week Cycle

Encore Cycles - Frequency and Effectiveness

Successes

• ERD / collaboration time can focus

more time on data driven instructional practices, curriculum development, student centered conversations

• Relationships can be built more

effectively with increased time

• Math acceleration has additional time
• Teachers need to prepare for fewer

Encore groups throughout the year Challenges

• Limits number of course offerings

students can take part in

• Student may be limited in honors

project opportunities

• Teachers must prepare for longer

Encore cycle

9 Week / 1 Qtr Cycle

What Do You Measure?

• Decrease in failing grades in core classes
• Increased acceleration opportunities in Math

○ Success of students who took acceleration opportunities

• Decrease in suspensions
• Decrease in discipline referrals
• Increased student engagement on campus

What Does the Data Tell Us?

Discipline Data for Students in Encore Positive Behavior Support Group While Not in Behavior Support Group: 625 Discipline Referrals 55 Suspensions While in Behavior Support Group: 116 Discipline Referrals 16 Suspensions

180 Students participated in Math acceleration 150 Student completed Honors projects in various content areas

Flexibility

Promotes flexibility within the master schedule to address individual student needs Teacher teams allow conversations throughout the year / Encore cycles to better identify needs as they arise

Student Accountability

Grades

• How are grades assigned?
• How can students be held accountable without grades associated with the

class? Attendance

• How do we account for students while allowing flexibility to meet students’

needs?

Beginning an Encore Program at Your School

Pitfalls to Avoid

• Too much freedom
• Too much structure
• Top down approach to implementation

Must Haves

• Start the conversation early about what your needs are
• Clear purpose
• Define your non-negotiables

Don’t Forget…

• Encore is a personalized approach to meeting student needs. Encore at one school may look

very different from another.

• Track student progress and define data points to determine efficacy of programs