Indianapolis Public Schools Dr. Eugene G. White, Superintendent
ROOTS Reclaiming Our Opportunities To Succeed Presented by: Robb
Warriner, Director of Special Education 120 E. Walnut Street
Indianapolis, Indiana 46204 Judy Zimmerman, Supervisor of ROOTS Ami
Anderson, Coordinator of ROOTS
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ROOTS: Reclaiming Our Opportunities To Succeed The deeper the
roots, the higher the reach. African Proverb
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IPS Demographics Enrollment: 31,707 47 Elementary Schools, 1
middle school, 8 Community Schools, 3---9-12 schools Student
Profile Black 53% White 23% Hispanic-18.% Multiracial-5%
Asian/Native American 1%
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IPS Demographics continued Single Parent Households Mother only
70% Grandparents and/or fathers only 10% District Mobility rate:70%
20% Special Education Students 14% students with Limited English
proficiency 83% students receiving Free lunch
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ROOTS A diagnostic/day treatment program for students who are
struggling to succeed in their current school placement due to
significant behavior and/or mental health concerns
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VISION To grow the ROOTS of hope, trust, independence and self
control in our students.
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Mission To develop the foundation of school success in students
with significant mental health and/or behavior challenges.
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ROOTS: Background An increasing number of students with
significant behavior and mental health concerns that are difficult
to maintain safely in school To provide an intensive, diagnostic
assessment of child and family needs With a goal to return student
to home school with appropriate supports and services
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What does ROOTS provide? Small classroom size Multidisciplinary
treatment approach Daily focus on counseling and skill building
Crisis intervention Medication management Family services
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ROOTS Staff Part time Supervisor Program Coordinator Teachers
Classroom Assistants- one per class Licensed Therapists-one per
class Part Time Adult Therapist School Psychologist Child
Psychiatrist Ancillary services as needed speech therapist, OT/PT
Administrative assistant
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ROOTS structure: Class size ratio 1:8 Class
configurations-K-1,2-3,4-6,7-8 Treatment team planning on each
child Three times a week VSA-yoga, visual arts and performing arts
Action based learning
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ROOTS serves students who are general education or special
education Students are admitted to the program through a referral
process Student receives a complete psychological and psychiatric
evaluation if needed Students receive group therapy daily and
individual therapy weekly ROOTS services:
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ROOTS Information The CANS is administered on all children
Parent involvement is a strong component Monthly parent support
groups Twice a year family nights Adult therapist is available to
support parents and their individual needs Intensive transition
services are provided to students when they return to their
school
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What makes ROOTS so special? Its the opposite of
zerotolerance.
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Integration of services Self control curriculum is integrated
into the academic curriculum. Providing a seamless delivery of
necessary skill building. Reading workshop utilizes critical
literacy to teach self control skills, while more effectively
engaging the students in reading with high quality literature.
Math, science, and social studies provide authentic opportunities
to introduce, model, and practice the needed self control to be
successful in school.
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Mental health services beyond the child Adult therapist was
added to meet the mental health needs of parents and guardians.
Many of our families are stressed and lack support systems. The
impact of raising children with significant challenges is profound.
Several have their own histories of school failure, abuse, and
their own mental health needs. Adult therapy, family therapy,
support groups, home visits, and even medication management for the
adults.
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Intentional opportunities to succeed and grow! Artists teach
and connect with students providing unique experiences including
visual arts (ex: pottery), performing arts (ex: miming and
drumming), and yoga. Rituals that recognize and celebrate
growth.
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Additional Roots Information Students stay a minimum of fifty
school days Transportation, breakfast and lunch is provided
Students follow the IPS curriculum and standards The day is
slightly shortened to allow for staffings Balanced calendar is
followed The facility is secure
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Conclusion ROOTS was developed out of the concerns to
successfully program for students with significantly challenging
behaviors and mental health issues. ROOTS has become a full service
program addressing the needs of the students and families.
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ROOTS has provided many children the roots of hope, trust,
independence and self- control to be successful in continuing their
education and becoming useful productive citizens.
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W e must structure opportunities into every childs daily
routine that will enable him or her to experience feelings of
competence, belonging, usefulness, potency and optimism. -Sagor,
1996