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ROBERT RENICK EDUCATION CENTER

DEMOGRAPHIC INFORMATION:

1. School District: Miami-Dade

2. Grade Levels: 6 - 12

3. Student Enrollment: 114

4. Percent of ESOL Students: 0%

5. Free and Reduced Lunch Percent: 92%

6. Percent of Students With IEP's: 100%

School Website

TEAMING:

There are a number of reasons we have had great success with PBS this school year. First and foremost has been the support of our administration. We began the school year with a faculty retreat where the theme was TRUST in teamwork. During this all day event, the goals of PBS were reviewed, embraced and a re-commitment was secured from the faculty. The efforts of the PBS committee, especially it’s Chairperson, were on-going and tireless. We believe the overall effect was positive and supportive for both faculty and students.

Because we are a center school serving the severely emotionally disturbed population almost exclusively, behavior management and supportive interventions are a daily matter of course. Data in a variety of areas is collected daily on each child in the program and frequent team meetings held to discuss progress. The addition of SWIS to our overall database has increased our ability to be more precise in identifying problematic program functions and tendencies.

SWIS data input is ongoing and charts are prepared quarterly for review by the PBS committee. These results are shared with the faculty during scheduled faculty meetings. From time to time, we actively encourage participation from the faculty as a whole, with the planning and implementation of PBS functions for the students and staff. School-wide PBS information is shared on a dedicated bulletin board located in the main hallway.

Our team is very diverse and represents the various instructional and emotional support components provided to our students here at the Renick Educational Center. Besides the core PBS team, teachers, para-professionals, psychologists, security and even office personnel have been actively involved in the PBS process and product. The willingness to serve and support the students has been the centerpiece of our success this year, and we are grateful to all.

IMPLEMENTATION:

We believe our diligent delivery of daily incentives as well as monthly events and activities has provided a continuity of support not present in past years. That, along with a new school-wide behavioral plan has given consistent support to the teachers and the student.

OUTCOMES:

The open discussion of trends and tendencies clearly identified and supported by the SWIS database has been most helpful in developing effective and timely interventions for the campus. The overall school climate is warm, positive and supportive. The faculty seems to be comfortable in expressing satisfaction as well as concern for our problem areas.

OBSTACLES:

One must always remember; dealing with the extreme behavior of the children we serve can be emotionally draining and at times, very frustrating. Often teachers feel powerless to affect positive change and as a result, defer to a familiar and singular point of view. Maintaining staff “buy-in” to the mission and scope of PBS is an on-going challenge.