Roots To Rise can complement a school’s academic, counseling, restorative practice, attendance, safety, and student support systems. It is not a replacement for mental health treatment, school discipline procedures, emergency response, or community violence intervention. Its distinct role is to build the internal structure and leadership capacity that can reduce the likelihood of repeated crisis.

The Academy uses a progressive development model. Students do not simply attend disconnected workshops. They move through a sequence that begins with identity and readiness, develops discipline and stability, builds purpose and leadership, and creates opportunities to demonstrate growth.

1. Referral and introduction: The school and program identify students who may benefit, explain the opportunity, and avoid presenting the Academy as punishment.

2. Intake and readiness review: Staff gather relevant information about strengths, needs, risk factors, support systems, goals, and immediate stabilization concerns.

3. Student and family orientation: Expectations, attendance, confidentiality limits, communication procedures, and program purpose are clearly explained.

4. Baseline assessment: Students establish a starting point in self awareness, emotional regulation, accountability, attendance, engagement, decision making, and leadership behavior.

5. Structured cohort sessions: Students participate in consistent, gender responsive cohorts led by trained facilitators using a common session structure.

6. Mentorship and reinforcement: Facilitators and school partners reinforce goals, monitor progress, address barriers, and connect lessons to everyday choices.

7. Application and demonstration: Students apply learning through leadership assignments, conflict resolution practice, service, teamwork, and a culminating project or presentation.

8. Evaluation and transition: Progress is reviewed with the student and school, achievements are recognized, and a continued support or leadership pathway is established.

Each of the nine sessions follows a consistent rhythm so that students experience safety, predictability, participation, reflection, and accountability. The facilitator can adapt pacing to the group while protecting the core structure.

1. Breathing and Sun Ray stretches to support physical, emotional, and mental readiness.

2. Circle discussion ground rules to reinforce respect, confidentiality limits, listening, and shared responsibility.

3. Temperature check in using a simple one to ten scale.

4. Gratitude check to shift attention toward awareness, perspective, and positive recognition.

5. Transformation icebreaker that connects a brief quote or question to the day’s developmental objective.

6. Speed of Need engagement when an urgent issue affecting the students must be addressed before the planned lesson.

7. Core transformational lesson using dialogue, reflection, practical exercises, real life application, and leadership practice.

8. Final reflection and participant check out focused on learning, personal responsibility, and the next action step.

9. Post session facilitator debrief to document observations, concerns, growth, follow up needs, and adjustments.

The Academy does not promise that every student will change at the same pace. To support student success, the program provides a consistent process, trained facilitation, documented observations, defined expectations, and opportunities for students to demonstrate progress.

• Program length: A 12 week pilot cohort with flexibility for an 8 to 12 week school cycle.

• Program session frequency: One structured session each week, with additional mentoring or check ins based on student need and school capacity.

• Session duration: Approximately 90 to 120 minutes when the school schedule permits.

• Cohort structure: Gender responsive cohorts with group size determined jointly by the school and program.

• Family engagement: Orientation and scheduled progress communication, with additional engagement when barriers or safety concerns arise.

• Completion: Attendance, participation, personal growth evidence, leadership application, and a final reflection or capstone demonstration.

• School needs discussion to identify the student population, desired outcomes, schedule, available supports, and current gaps.

• Program design meeting to establish cohort size, referral criteria, session calendar, location, school liaison, communication procedures, and safety protocols.

• Written partnership scope defining responsibilities, data access, confidentiality, parent or guardian communication, and evaluation measures.

• Student selection, orientation, baseline assessment, and family engagement.

• Twelve week pilot implementation with regular school coordination and documented facilitator debriefs.

• Midpoint review to address attendance, engagement, emerging needs, scheduling issues, and early progress.

• Final evaluation, student presentation or recognition, school leadership review, and recommendation regarding continuation or expansion.

Roots To Rise can complement a school’s academic, counseling, restorative practice, attendance, safety, and student support systems. It is not a replacement for mental health treatment, school discipline procedures, emergency response, or community violence intervention. Its distinct role is to build the internal structure and leadership capacity that can reduce the likelihood of repeated crisis.