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October 2010 | Volume 68 | Number 2 Interventions That Work Pages 74-75
Angel L. Rodriguez
A principal discovers that the first step to changing student behaviors is changing the behaviors of the adults in the school.
When I first arrived five years ago as the new principal at Ruth Owens Krusé Educational Center, I brought all the enthusiasm, expertise, and confidence I had acquired at the A-rated schools in which I had previously worked. Well versed in data-driven decision making, I was ready to transform this underperforming school.
Ruth Owens Krusé Educational Center, in Florida's Miami-Dade County, is a K–adult day school for students diagnosed with emotional and behavioral disabilities. All students are in the Students with Disabilities accountability group, and 82 percent are economically disadvantaged. The year I arrived, the school had barely reached 50 percent proficiency in reading or math on standardized or alternate assessments.
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