VISION:

The Positive Redirection Center is a multicultural community in which students are enthusiastically and actively engaged in a dynamic learning process. Students demonstrate academic excellence in a safe, nurturing and challenging environment enhance by innovative technology and contributions to our community.

MISSION:

The mission of the Positive Redirection Center is to educate our students to become successful, lifetime learners and productive citizens in our global society through a systematic program of educational excellence utilizing innovative technology and actively promoting parental and community support.

BELIEFS:

The Positive Redirection Center believes that:

• All students will enhance their positive self-worth.
• All students will apply self-discipline in their lives.
• All students merit respect.
• All students will achieve academic success.
• Collaborative efforts between parents and staff are essential in the overall students’ development.
• Physical fitness is important in the students’ development.

What is the Positive Redirection Center?
The Joe Callandret Positive Redirection Center (PRC) is a program created to address students with chronically disruptive and/ or violent behavior who have committed offenses that may result in suspension or expulsion from school. The primary focus is to offer redirection through counseling resocialization. Students are placed at one of two levels based on violations addressed in the Student Code of Conduct. Students may be placed at the PRC from tex days and up to the remainder of the school year. The students follow a prevention level system developed by the school District.

Students will be placed on levels 2 or 3 depending on the severity and frequency of offenses. The campus consists of an administrator, one counselor, seven teachers and six drill sergeants. The staff is committed in making a difference in each student placed at the PRC. Evaluation of the PRC consists of attendance, TAKS scores, number of students returning to the PRC, number of students promoted or receiving credit for course work.

The PRC has established seven components which assist in providing direction. PRC provides an alternative educational setting that challenges students both academically and physically. Self-discipline is an important component which provides counseling for all students. The TYC curriculum for resocialization is the primary source used in self-discipline. Students are mandated to complete Community Service Restitution (CRS) while at the PRC. Parents are provided opportunities to strengthen their parenting skills by attending parent sessions with the District and Campus Parental Involvement.

An Individual Support Services Plan (ISSP) is developed by the Counselor to help students transition back to the regular campus setting. Level 3 students begin each day at 7:00 AM and end at 5:00 PM. Level 2 students begin each day at 7:00 AM and end at 4:30 PM. After completing the physical training, the students prepare for the educational setting. Classes begin at 8:00 AM and end at 4:45 PM. Students are scheduled into fifty-five minute periods which address the subject areas.

The core area curriculum is developed by the American Preparatory Institute (API modules), Plato programs and approved by TEA for all level 3 students. Required electives is provided for graduating seniors only. Level 2 students’ academic curriculum consists of assignments sent by the home campus teachers. One hour is sectioned off for self-discipline and one hour for TAKS tutoring. Level 2 students return to the supervision of the drill staff from 3:00 to 4:30 PM and Level 3 students return to the supervision of the drill staff from 3:00 to 5:00 PM.

During the last two hours, students will resume physical training, participate in Drill and Ceremonies, self-discipline classes and afterschool program. The PRC provides the district with two unique settings. First and foremost, it establishes an alternative placement for students with disruptive and/or violent behavior. This alternative placement provides a structured environment where students can work on academics and receive counseling. Secondly, it creates a safe and orderly classroom where students can concentrate on learning without disruptions or incidents of violence.