Family Handbook 2021-2022
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Rousseau McClellan 91 ǀǀ Family Handbook 2021-2022
Family
Handbook
2021-2022
Rousseau McClellan Montessori 91
5111 Evanston Avenue ǀǀ Indianapolis, IN 46205
317.226.4291
Kathryn Lause ǀǀ Principal
Cara Chandler ǀǀ Assistant Principal
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WELCOME
to a brand new school year at
McClellan Montessori School 91!
We are so excited about 2021-2022! We’ve weathered some unique
challenges and navigated our way through uncharted waters, and now we
are ready for another great year of Montessori instruction.
As always, we have plenty of activities and enrichment opportunities for our
students. Here are a few:
• clubs
• sports
• field trips
• family events
• community garden
• musical programs
• our courtyard with art projects made from recycled materials
• volunteer opportunities for family members to participate along with students
We are also thrilled to welcome several new staff members this year! It’s
going to be a wonderful year at McClellan Montessori, and we are so glad
you are part of our family.
Kathryn Lause, Principal Cara Chandler, Assistant Principal
lausekm@myips.org chandlcl@myips.org
www.myips.org/rousseaumcclellan
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Table of Contents
Welcome .................................................................................................................................... 2
RM91 Mission ............................................................................................................................ 6
RM91 Vision .............................................................................................................................. 6
IPS Mission ................................................................................................................................ 6
IPS Vision .................................................................................................................................. 6
McClellan 91 Values .................................................................................................................. 7
2021-2022 School Year Calendar .............................................................................................. 8
2021-2022 Calendar at a Glance ............................................................................................... 9
Advocates of Diversity...............................................................................................................10
Black Lives Matter – Board Resolution no. 7863 .......................................................................10
Strategic Plan 2025 ...................................................................................................................13
PRIORITY ONE: Increase access to rigorous curriculum and instruction. .............................13
PRIORITY TWO: Promote racial equity. ................................................................................14
PRIORITY THREE: Foster authentic engagement.................................................................14
PRIORITY FOUR: Operate and fund strategically. ................................................................15
Montessori Philosophy & Instruction .........................................................................................15
Montessori Education vs. Traditional Education: A Comparison ............................................16
from the Montessori Parent-Teacher Association (MPTA): ........................................................17
SCHOOL INFORMATION .........................................................................................................18
WHO WAS ROUSSEAU MCCLELLAN? ...............................................................................18
2021-2022 Staff List ..................................................................................................................19
SCHOOL POLICIES .................................................................................................................22
School Day ............................................................................................................................22
Address/Phone Changes .......................................................................................................23
Administering Medication during School Hours......................................................................23
Attendance Policy per IPS Board of School Commissioners..................................................23
Excused Absences ................................................................................................................24
Unexcused Absences ............................................................................................................24
Reporting Student Absences .................................................................................................24
Tardy Provision .....................................................................................................................24
Attendance Improvement Plan ..............................................................................................24
Bullying..................................................................................................................................25
Celebrations ..........................................................................................................................25
Child Custody ........................................................................................................................26
Classroom Visitations ............................................................................................................26
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Dress Code (students) ..............................................................................................................26
Inclement Weather and Other Emergencies ..........................................................................26
Field Trips .............................................................................................................................27
Lost and Found .....................................................................................................................27
Medical/Emergency Card Information ....................................................................................27
Nurse/First Aid.......................................................................................................................27
Student Illness during the School Day ...................................................................................27
Personal Property ..................................................................................................................28
Release of Children during the School Day. ..........................................................................28
Student Records....................................................................................................................28
Telephone Calls during the School Day .................................................................................28
Textbook Rental ....................................................................................................................29
Textbook Rental Fees ...........................................................................................................29
Vaccinations/Immunizations ..................................................................................................29
Vision and Hearing Screening ...............................................................................................29
Volunteer Opportunities .........................................................................................................29
Cafeteria Information .............................................................................................................30
Cafeteria Rules......................................................................................................................30
Nutritious Lunches .................................................................................................................30
Lunchtime Visitation ..............................................................................................................30
Snacks ..................................................................................................................................30
Academic and Social Achievement ...........................................................................................31
Conferences ..........................................................................................................................31
Honor Roll .............................................................................................................................31
Special Services ....................................................................................................................31
Study Habits and Homework .................................................................................................31
Transportation Information ........................................................................................................32
Bus Information .....................................................................................................................32
Bus Conduct/Safety ...............................................................................................................32
Bus Delays ............................................................................................................................32
Bus Misconduct .....................................................................................................................33
Morning Drop-Off ...................................................................................................................33
Afternoon Pickup ...................................................................................................................33
Expectations and Guidelines for Parent Pick up/Drop off areas, Car Rider Line and Walker
Area: .....................................................................................................................................34
School Safety ............................................................................................................................35
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Drills ......................................................................................................................................35
Playground Rules ..................................................................................................................35
School Property .....................................................................................................................35
Behavioral Policies ....................................................................................................................35
IPS Indoor Air Quality Procedure ..............................................................................................36
IAQ Criteria ...........................................................................................................................37
Carbon Dioxide Levels ..........................................................................................................37
Vehicle Idling .........................................................................................................................37
HVAC ....................................................................................................................................37
Allergens and Irritants............................................................................................................38
Animals .................................................................................................................................38
Chemicals .............................................................................................................................38
Furniture and Miscellaneous Items ........................................................................................38
Construction ..........................................................................................................................39
Posting of Reports, Responses, & Locations .........................................................................39
IPS AHERA Notification ............................................................................................................39
IPS Pest Control Policy .............................................................................................................39
Title IX Policy Forbidding Sex Discrimination and Sexual Harassment of Students ...................40
Policy Against Sex Discrimination..........................................................................................40
Prohibition Against Sexual Harassment .................................................................................40
Making a Complaint ...............................................................................................................41
Investigation and Corrective Action .......................................................................................41
Administrative Guidelines ......................................................................................................41
Title IX Coordinator................................................................................................................41
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Education is not what the teacher gives: education is a natural process
spontaneously carried out by the individual, and is
acquired not by listening to words, but by experiences
upon the environment. The task of the teacher becomes
that of preparing a series of motives of cultural activity,
spread over a specially prepared environ-ment, and then
refraining from obtrusive interfere-ence. Doing so, he/she
will witness the unfolding of a new adult who will not be
the victim of events, but will have clarity of vision to direct
and shape the future of human society. Dr. Maria
Montessori
RM91 MISSION
Rousseau McClellan School 91 prepares the whole child as a lifelong learner by following the
Montessori philosophy and method.
RM91 VISION
We are a peaceful school community where every child is valued, prepared to lead, and
challenged to make a difference in the world.
IPS MISSION
IPS empowers and educates all students to think critically, & creatively, and responsibly, to
embrace diversity, and to pursue their dreams with purpose.
IPS VISION
We are a family of excellent public schools in which every student has the opportunity to
succeed and the power to create their own future.
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MCCLELLAN 91 VALUES
At McClellan Montessori, we value:
• Emotional and educational needs being met for all.
• Different cultures being valued and celebrated.
• Creating a warm, welcoming, and peaceful learning environment where all children are
respected and loved as unique individuals.
• Meeting each child’s individual needs and helping them progress at their own pace.
• Children being first and at the center of all educational decisions.
• Respect for all (self, others, community, environment).
• Following the child.
• Collaboration, working together to prepare for what is best for the child.
• Creating an environment where students are encouraged and feel free to question-
ownership of their learning.
• Fostering independence.
• The holistic education- development of the whole child.
• Multi-age groupings - higher grade levels are teaching younger learners and younger
ones learn from older students and vice versa.
To support what we value, we make sure:
• Students are provided with a variety of ways to learn that meet their educational needs.
• Our community is a peaceful environment for all.
• Meaningful work is provided for student growth.
• Creating opportunities for students to develop independence.
• Respect others’ differences, opinions, tone, language.
• All classrooms use Montessori materials appropriate to developmental level.
• Parents are provided frequent communication in a variety of ways.
• Everyone within the environment follows the Montessori philosophy and academic and
program decisions are made with that in the forefront of our minds (guiding philosophy).
• We respect, acknowledge, and appreciate differences.
• We work together for the betterment of the child; the child comes first, not punishment.
• We focus on problem solving by involving the child; students have ownership, choices,
leading to independence.
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2021-2022 SCHOOL YEAR CALENDAR
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2021-2022 CALENDAR AT A GLANCE
(Subject to change)
Monday, July 26th All Certified Staff Return
Monday, July 26-Thursday, July 29 Professional Development Days
Friday, July 30th All Classified Staff Return
Friday, July 30th Work Day
Monday, August 2nd First Day of School
Monday, September 6th Labor Day--NO SCHOOL for Students or Staff
Tuesday, September 7th Professional Development Day for Certified Staff
No Students or Classified Staff Report
Wednesday, September 22nd Parents-In-Touch Day--All Staff Report
Asynchronous Learning Day for Students
October 11th-October 15th Fall Break
Monday, October 18th Professional Development Day for Certified Staff
No Students or Classified Staff Report
Wednesday, Nov. 24th - Friday, Nov.26th Thanksgiving Break NO SCHOOL
Monday, November 29th Professional Development Day for Certified Staff
No Students or Classified Staff Report
Friday, December 17th Records Day/End of 1st Semester
NO STUDENTS (Flex Day if needed)
Monday, Dec. 20th - Friday, Dec.31st Winter Break
Monday, January 3rd Return from Winter Break--All Staff and Students
Monday, January 17th Dr. Martin Luther King, Jr. Day NO SCHOOL
Tuesday, January 18th Professional Development Day for Certified Staff
No Students or Classified Staff Report
Monday, February 21st Presidents’ Day NO SCHOOL
Tuesday, February 22nd Professional Development Day for Certified Staff
No Students or Classified Staff Report
Wednesday, March 2nd Parents-In-Touch Day--All Staff Report
Asynchronous Learning Day for Students
Monday, March 28th - Friday, April 1st Spring Break NO SCHOOL
Tuesday, May 24th LAST DAY of SCHOOL for STUDENTS
Wednesday, May 25th Records Day/Close-out
ALL STAFF report/NO STUDENTS
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ADVOCATES OF DIVERSITY
Indianapolis Public Schools is an equal employment opportunity school corporation which
strives to deliver educational excellence, equitable access, and quality service to our students
and families. IPS recognizes the educational and social value of human differences and their
various forms. IPS is committed to an inclusive approach which affirms and embraces all
aspects of diversity. We are strengthened by our unique knowledge, experiences, interests,
hopes, challenges, cultures, traditions and families. We engage families as partners in
education through trusting relationships built on culturally responsive two-way communication
and mutual respect.
Recognizing our diversity, we are committed to equity in all of our work. We seek to allocate
resources to eliminate discrimination and disparities. We strive to eliminate prejudice, bigotry,
and intolerance and bridge gaps between and among our diverse students, families, staff and
communities.
Our approach to diversity and commitment to fairness ensure that the students we serve are
empowered to succeed in college, career, military and life.
BLACK LIVES MATTER – BOARD RESOLUTION NO. 7863
June 25th, 2020
WHEREAS, the recent death of George Floyd in Minneapolis and subsequent protests
across the globe have focused the nation’s attention on the issue of police brutality and pulled back the
curtain on the many ways that systems and institutions have preserved and maintained white supremacy, and
a culture that diminishes, devalues, and destroys the lives of Black Americans; and
WHEREAS, the names, faces, and stories that periodically pierce the awareness of the
American public, and expose the ugly truth about racism in American society, are painful reminders of the
countless unknown names, unseen faces, and untold stories that have borne the burden of this history; and
WHEREAS, public education is an essential democratic institution necessary for
promoting the public welfare, developing human potential, and creating the conditions for a fair and just civic
society, and Indianapolis Public Schools (“IPS”) has been charged with educating the future citizens and
leaders of the City of Indianapolis since its incorporation in 1853; and
WHEREAS, Indianapolis Public Schools has often failed to fulfill its obligation to
educate and serve all students equally, to advocate on behalf of every student, to live up to our highest ideals
as a country and a school district, and to commit itself to dismantling the systems of racial inequality and
injustice that have prevented generations of Black students from achieving their fullest potentials; and
WHEREAS, Indianapolis Public Schools has participated in maintaining a system of
racial inequality in the City of Indianapolis through its actions and inactions, policies and
practices, budgets and priorities, advocacy and silence, and by too often privileging the prejudice of white
parents over the well-being of Black students; and
WHEREAS, Indianapolis Public Schools established a racially segregated educational
system designed to reinforce an immoral racial hierarchy, by among other things, approving the creation of a
high school for Black students in 1922 – originally planned as Thomas Jefferson High School, and
subsequently renamed Crispus Attucks High School after the justified objections of Indianapolis’ black
community – and forcefully transferring Black students then attending other IPS high schools; and
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WHEREAS, despite the U.S. Supreme Court’s declaration in the Brown v. Board of
Education decision in 1954 that “[s]eparate educational facilities are inherently unequal”,
Indianapolis Public Schools maintained and defended a racially segregated educational system until the U.S.
Department of Justice filed a lawsuit in 1968, and a federal court ruled in 1971 that IPS was “operating a
segregated school system wherein segregation was imposed and enforced by operation of law”, and ordered
and supervised a busing program to facilitate the desegregation of Indianapolis Public Schools that wasn’t
fully phased out until 2016; and
WHEREAS, the difficult and painful work of confronting our collective failure starts
with acknowledging, and apologizing for, the ways in which Indianapolis Public Schools has perpetuated a
system of white supremacy, failed to confront systemic racism, and remained silent in the presence of
injustice; and
WHEREAS, the Board of School Commissioners is committed to leading in the effort to
address racism and its effects within our district and schools, through our budget, priorities, policies,
practices, and by creating and supporting a culture that daily affirms that Black lives matter; and
WHEREAS, the Board of School Commissioners will continue and expand ongoing
efforts to identify and address racial disparities and disproportionalities in discipline and
academic outcomes, expand equitable access to educational and programmatic opportunities, and examine
policies and practices to ensure that their burdens and benefits do not reinforce existing inequalities; and
WHEREAS, the Board of School Commissioners has approved recent efforts and
initiatives to support the work of achieving racial equity within Indianapolis Public Schools, including:
• Partnering with the Racial Equity Institute to engage administrators, teachers, and
staff in educational training on the history of racism in the United States, the impact
of racism in education, and how to implement this knowledge into their efforts to
achieve racial equity in their schools and classrooms (2015, renewed 2018);
• Restructuring the IPS Police department to reduce the number of officers in schools,
implementing a revised continuum of force policy to minimize the incidence of use of
force, and auditing all practices to identify and reduce racial disparities and prioritize
student safety (2015-);
• Approving a Supplier Diversity Policy to increase business opportunities for
minority-, women-, and veteran-owned business enterprises (M/W/VBEs), as well as
locally owned and operated businesses, requiring all partners doing business with IPS to adopt Equal
Employment Opportunity Clauses in all contracts with the district, and tracking and reporting progress
on efforts to engage MWVBEs for eligible
expenditures on a quarterly basis (2015);
• Establishing School Equity Teams, supported by a District Equity Team, in 29 pilot
schools to review disaggregated academic and discipline data, facilitate study and
discussion of racism, and to develop and track measurable goals towards racial equity (2015-);
• Prioritizing the recruitment and retention of Black teachers and school leaders
through deliberate policies & programs, national candidate recruitment, and by
identifying and supporting the development and licensure of Black classified
classroom support staff to assist them in teacher education and licensure (2015-);
• Creating a unified enrollment structure to promote transparency and equitable access for families,
and designing application deadlines to enhance equitable access to high demand schools and programs
(2016);
• Designing and implementing a student-based budget allocation model to promote
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equitable and transparent funding of schools with additional funds targeted to support schools with
greater demonstrated need (2016-);
• Approving uniform and reduced proximity boundaries for all choice schools to
mitigate the impact of structural, racial housing segregation on access to high-demand choice schools and
programs, and to promote enrollment diversity (2017);
• Supporting universal transportation throughout the district to reduce barriers to
students and families to the choice programs and schools of their choosing;
• Adopting the “Males of Color Pledge” as part of the Council of Great City Schools’
(“CGCS”) Males of Color Initiative, developing the “Your Life Matters: Plan of
Action”, and partnering with the Indianapolis Mayor’s Office, Indiana Black Expo,
and the Indiana Civil Rights Commission to form the Your Life Matters Task Force
to develop initiatives and interventions to support the unique challenges facing young men of color
(2018);
• Including “Racial Equity Mindset” as one of the six district priorities for the 2019-20
school year (2019);
• Initiating a racial equity audit in collaboration with Promise54 to help identify gaps
and develop strategies for making progress towards racial equity in IPS (2020).
THEREFORE BE IT RESOLVED, by the Board of School Commissioners of the City of
Indianapolis that:
1) Black lives matter. Every student is capable of success, deserving of respect, and
valuable to our community. To believe that black lives matter – and to put that belief
into action – means to commit ourselves to a radical refusal to give up on any student,
to hand them over to a criminal justice system that doesn’t share our values, or return
them to communities that lack the resources to support the realization of their fullest
potential. The rise in zero tolerance discipline policies by school districts has
contributed to reinforcing existing racial inequalities and limiting the opportunities
for Black students to achieve success. Except where such action is required by law -
or in cases involving violence or the safety of other students and staff - Indianapolis
Public Schools will seek to eliminate all expulsions or arrest of any students.
2) All students - of every race - benefit from Black teachers and Black leaders. Research demonstrates the
positive impact of having teachers and school leaders with racial and cultural backgrounds that reflect the
students that they teach, who serve as
positive role models, and who hold their students to high expectations. Indianapolis
Public Schools will continue to intentionally recruit, support the professional
development of, and promote Black teachers and leaders.
3) Representation and recognition matters. Black students deserve to go to schools that
celebrate the history of Black leaders and that champion the humanity and dignity of
Black people. The district will establish a task force to review the names of all
schools, facilities, and venues to ensure that the individuals so honored reflect respect
for the dignity and equality of the students we serve. While we can’t demand an
unattainable perfection, and must acknowledge the historical context in which people
lived and learned, we also can’t expect progress without interrogating our
assumptions, examining our past, and reconciling our values.
4) Understanding the ugly truth of our past is necessary to building a beautiful vision of
our future. We can’t value Black lives without teaching Black history, recognizing the
contributions of Black leaders to our city, state, and country, and celebrating the
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sacrifices and achievements that were necessary for moving us closer to the
fulfillment of America’s promises. Indianapolis Public Schools will recognize June
19th (“Juneteenth”) as a district holiday, recognizing the importance of the liberation
of enslaved people as an achievement of American democracy to be celebrated and
rightfully honored.
Board Policy 1619 – RACIAL EQUITY MINDSET, COMMITMENT, AND ACTIONS is hereby adopted
as presented in conjunction with this resolution.
The foregoing Resolution No. 7863 was passed by the Board of School Commissioners of the City of
Indianapolis this 25th day of June, 2020.
-THE BOARD OF SCHOOL COMMISSIONERS OF THE CITY OF INDIANAPOLIS
STRATEGIC PLAN 2025
At IPS, we believe all students can achieve their full potential, learn at high levels, and graduate
prepared to succeed in schools, career, and life. We are committed to ensuring that every
student in every neighborhood receives the education and opportunities they deserve. Much
work still needs to be done.
It is more evident than ever– in the midst of a global pandemic and the largest civil rights
movement of a generation– what is at stake and the important new role we play. Under the
leadership of Superintendent Aleesia Johnson, we will continue to make racial equity a top
priority. And our actions will support our convictions. Strategic Plan 2025, outlined here, is
based on our core values and was developed with feedback from thousands of students,
educators, families, and community members.
PRIORITY ONE: Increase access to rigorous curriculum and instruction.
What It Means
We build safe, engaging, and socially-emotionally supportive learning environments that ensure
access to high quality instruction.
Why It Matters
Every child deserves access to grade-appropriate assignments, strong instruction, deep
engagement, and teachers who hold high expectations.
Initiatives
• 1.1: Implement IPS’ new literacy framework and curriculum to ensure all students have
access to rigorous, standards-aligned reading and language arts instruction.
• 1:2: Strengthen teacher professional development, especially for new and early career
teachers.
• 1:3: Support all classrooms to be highly engaging, safe, and socially-emotionally
supportive.
• 1:4: Support high school programming to ensure all IPS students are ready for one of
the 3 E’s following graduation: continued education, employment, or enlistment.
• 1:5: Successfully implement 1:1 technology-based learning and support teachers to
teach in both remote and in-person environments.
Where do we want to be by 2025?
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• IPS will be at the Indiana state average for ILEARN, ISTEP, and NWEA performance.
• IPS’ median growth percentile will accelerate at a pace necessary to be at the State
average for ILEARN and ISTEP.
• IPS’ graduation rate will be at the state average.
• We will have reduced our out-of-school suspension rate by 10%.
PRIORITY TWO: Promote racial equity.
What It Means
Strengthen and expand racial equity work to eliminate opportunity gaps, align policies and talent
decisions, and interrupt and address institutional bias.
Why It Matters
We are committed to creating an IPS where student outcomes cannot be predicted by race and
ethnicity by correcting practices that perpetuate the opportunity gap and institutional racism.
Initiatives
• 2.1: Create and implement the IPS Racial Equity board policy in order to clearly define
what racial equity means in IPS and how we achieve it. Use this policy and associated
frameworks and policies to equip all staff members to be anti-racist advocates for our
students.
• 2.2: Rapidly design and implement school improvement supports to ensure all students,
especially low income students of color, have access to an outstanding education. Ensure
schools serving populations of low income students of color are academically and culturally
excellent.
Where do we want to be by 2025?
• Annual staff surveys should show that all teachers and staff feel well equipped to be
advocates for racial justice in IPS.
• Black special education students will not be suspended or expelled at a higher rate than
their peers.
• There will be no achievement gap between our Black and Hispanic students and Black
and Hispanic students across the state.
PRIORITY THREE: Foster authentic engagement.
What It Means
Equip and engage families, team members, and the community in authentic and inclusive
partnerships.
Why It Matters
Supporting students to lead lives of purpose and choice is a community responsibility. When
schools, families, and community members are engaged and work together, students are more
successful.
Initiatives
• 3.1: Improve and expand district systems to ensure clear, consistent, and transparent
two-way engagement and to elevate family, community and alumni voice.
• 3.2: Strengthen family, community, staff and partner engagement in every neighborhood
to support our mission and vision.
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Where do we want to be by 2025?
• Fewer than 15% of IPS students will be at risk for chronic absenteeism.
• IPS will see improved family responses on community surveys, including Possip and
Panorama surveys.
• IPS will improve its rate of parent participation in the Panorama community survey.
PRIORITY FOUR: Operate and fund strategically.
What It Means
Strengthen the efficacy and equity of central office supports, services, and resource allocations.
Why It Matters
We have a moral imperative to ensure that we spend every dollar — no matter how limited the
resources — to maximize student achievement. To do this, we invest our resources in a way
that is transparent, equitable and efficient.
Initiatives
• 4.1: Build and run a portfolio planning process that enhances the district’s mission and
vision.
• 4.2: Redesign the central office budgeting process to promote transparency and equity
in all district investments.
• 4:3: Support the district to transition efficiently and safely between in-person and remote
learning in response to COVID-19.
Where do we want to be by 2025?
• No IPS schools will be funded at the baseline for student-based allocation.
• 25% of student-based budgeting dollars will be allocated to schools on the basis of
student need.
• Enrollment at schools will be stabilized. 90% of students who enroll in a school at the
beginning of the year will complete the year at the same school.
MONTESSORI PHILOSOPHY & INSTRUCTION
Montessori Education is guided by the work and writings of Dr. Maria Montessori (1870-1952).
Dr. Montessori believed that a truly educated individual continues learning long after the hours
and years she/he spends in the classroom because she/he is motivated from within by a natural
curiosity and love of knowledge. She believed that early education should not fill the child with
facts from a pre-selected course of studies but rather to cultivate the child’s own desire to learn.
At its core, the philosophy is simple, to follow the child, which assumes that every child is a
unique individual who is naturally driven to grow, develop and learn. The educational goals
include instilling in children a love of learning, the ability to make appropriate learning choices,
and respect for oneself, other people, and their physical surroundings.
The Montessori method of instruction aims for the fullest possible development of the whole
child. Montessori challenges not only the intellectual and academic development of the child,
but the emotional, moral, spiritual and physical characteristics as well. According to Montessori,
"A child's work is to create the person she/he will become." A Montessori classroom provides
this freedom within limits in an environment that develops a sense of order and self-discipline
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that allows the student to cultivate her/his own natural desire to learn.
Everything in a Montessori classroom has a specific use or purpose. There is nothing in the
classroom that the child cannot see or touch. A Montessori classroom has a busy, productive
atmosphere where joy and respect abound. Within such an enriched environment, freedom,
responsibility, and social and intellectual development spontaneously flourish. Montessori
materials are arranged in different areas of the classroom including sensorial and practical life
activities, math, language, and cultural subjects. However, these subjects are presented in an
integrated fashion so that the child may see the natural relationships between them.
Montessori classrooms are “prepared environments.” Teachers select and display materials that
produce a classroom environment that meets the needs of each individual child in order to
promote exploration and discovery. Through presentations and demonstrations of carefully
selected materials, the teacher and assistant direct children to specific activities which lead to
self- discovery. They let the child feel the excitement of understanding a problem and
conquering it. They allow the children to build their own self-image, confidence and
independence.
Continual observation by the teachers is the key to being able to understand each individual
child and as a result, prepare the environment based on the needs observed. The teacher gets
to know each child very well and clearly understand her/his needs and development. The
Montessori teacher’s purpose is to stimulate the child's enthusiasm for learning and to guide it,
without interfering with the child's natural desire to teach herself/himself and become
independent. Each child works through her/his individual cycle of activities, and learns to truly
understand according to her/his own unique needs and capabilities.
Children are placed in multi-age classes. These mixed age groups provide for peer teaching,
role models and leadership experience, and an enhanced sense of community within the
classroom. By interacting with children of varying ages, a child learns to understand and respect
her/his place in a community that extends beyond the students in her/his same "grade." As a
younger member of the classroom community, the child learns from observing and interacting
with older classmates. By the time the child becomes an upperclassman, learning is reinforced
by providing an example to younger children. Multi-age classrooms permit a child to build a
special, longer-term relationship with teachers, which cultivates a sense of belonging to a
learning community. The classroom is a community where children learn skills of cooperation
and negotiation as they work together. They learn to work independently and structure their time
by developing weekly/monthly learning goals.
Children at this age develop and seek to understand their social selves, relationships with
others and the environment. They are better able to reason, to ask and search for answers to
questions. The Montessori curriculum and classroom materials give children the tools and
methods to explore and discover the world. The environment is designed to maximize
independent learning and exploration.
Montessori Education vs. Traditional Education: A Comparison
Montessori children are extremely adaptable. They have learned to work independently and in
groups. Since they have been encouraged to make decisions from an early age, Montessori
children are problem-solvers who have learned to make appropriate choices and manage their
time well. They have been encouraged to exchange ideas and discuss their work freely with
others.
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Their good communication skills ease the way in new settings. Research has shown that the
best predictor of future success is a positive sense of self-esteem. Montessori program, based
on self- directed, non- competitive activities, help children develop strong self-images and the
confidence to face challenges and change with optimism.
FROM THE MONTESSORI PARENT-TEACHER ASSOCIATION (MPTA):
The 91 MPTA is thrilled to welcome back existing 91 families and extend the warmest of
welcomes to our new ones! If last year was your first year with the school, we also hope this
year will be full of more connections and opportunities to engage with our community.
Our Parent & Teacher Association feels that it is important to support the school community by
keeping the Montessori vision and values as a focal point with its activities, fundraising,
volunteer opportunities, and purchases to help #91 students succeed and achieve. The “M” in
our PTA stands for Montessori and encourages us to keep the school’s mission to prepare the
whole child as a lifelong learner in mind when making community decisions.
We invite all families to join us at our meetings, for discussions on our Facebook page (search
IPS 91 MPTA), in our volunteerism, and on our committees!
2021-2022 Meeting Dates (at 6pm)
First Semester: Second Semester:
August 10 January 11
September 14 February 8
October 5 March 8
November 9 April 12
May 10
MPTA Committee signup: tinyurl.com/91mptasignup
Please share any experiences, questions, ideas or comments regarding diversity, equity and
inclusion in the Montessori Parent Teacher Association (MPTA) using the following link:
tinyurl.com/91mptaequity
The 91 MPTA Executive Board is looking forward to serving our amazing school community this
coming year. If you have questions, comments, and ideas for our MPTA, reach out via email to
mpta91@gmail.com.
Jane Rupert, President Deborah Hearn-Smith, Vice President
Sara Hooker, Secretary Krista Jansen & Jennifer Franklin, Co-Treasurers
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SCHOOL INFORMATION
WHO WAS ROUSSEAU MCCLELLAN?
Rousseau McClellan was born in Indianapolis in 1876. She obtained her public school
education at the old Indianapolis High School (now Shortridge), received a degree from Indiana
University in 1898 and a master’s degree from New York’s Columbia University in 1924.
Miss McClellan taught nature study in the old Indianapolis Normal School (part of the public
school system at the time) for several years. However, the greater part of her career was spent
at Shortridge High School, where she devoted almost forty years to the teaching of nature study
and biology. During later years, she was head of the biology department at that school, where
she was considered a stimulating teacher and scholar.
Miss McClellan was at one time the supervisor of nature study in the Indianapolis Public
Schools, a position that no longer exists. She is generally credited with developing the extensive
program in the teaching of biology that characterizes the Indianapolis schools. At a period when
the pursuit of scientific studies was less than popular, and when the ordinary academic program
embraced literature, history, Latin, some philosophy and mathematics, Miss McClellan ignited
such interest in nature study and biology in her students that they ever afterward retained that
interest. Many of those students went on to distinguished careers in academic fields, and it is
notable that each one pointed to Miss McClellan and her work at Shortridge as the beginning of
it all.
Miss McClellan was interested in every phase of living and could be depended upon to make a
contribution to a good cause. She was an influence upon colleagues as well as students and
caused many to stay in education and eventually to make significant contributions themselves.
She died in Indianapolis in 1939.
We are proud to carry on her legacy here at Rousseau McClellan Montessori School 91.
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2021-2022 STAFF LIST
Category Last Name First Name Room Extension Title
Lause Kathy Office 401 Principal
Administration
Chandler Cara Office 402 Assistant Principal
Front Office Saldana Elvia Office 400 Front Office Associate
Nurse Petruzzi Ruth Clinic 420 Nurse
Social Worker Stoldt Meagan 224 409 Social Worker
FACE Roll Jennifer Office 404 FACE
TBD TBD 225 410 Community Health
School Psychologist
Bird Malkah 112 407 Intern
Psychologists &
Therapists Morton Amy Occupational Therapist
Bowman Tiffany Physical Therapist
Behavior Peace
Specialist Lipscomb Twana Place 416 Behavior Specialist
Instructional
Rogers Samra Community 309 Coach/Literacy Lead
Coach & Title I
Fletcher Deb Community 309 Title I Assistant
Perrin Emmi Room 309 Interventionist
ESL Restrepo Natalia 210 210 ESL Teacher
Speech/Language Lankford Isabelle 217 217 SLP
Pathologists
SLP (Autism)
Media
Teeple Beth Center 415 Media Specialist
Media Center
Media
Russell Codi Center 415 Media Assistant
Instrumental Music
Bartolowits Leslie 5 305 Teacher
Music Instrumental Music
Saxton Jerome 5 305 Teacher
Scholl Virginia 208 208 General Music Teacher
Art Brown Ashley 209 209 Art Teacher
Spanish Gojko Lilly 207 207 Spanish Teacher
Physical Education
PE
Fox Erin Gym 408 Teacher
Special Education
Special Education
Burgis Christina 210 210 Teacher
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Special Education
Scott Julia 210 210 Teacher
Special Education
Wilkins Crista 210 210 Teacher
Special Education
Cain Robin 30 411 Teacher
Special Education
Brown Latasha 210 210 Assistant
Special Education
Voorhees Alice 210 210 Assistant
Special Education
Gwin Zachary 210 210 Assistant
Burklow-Egger Gabby
Special Education
TBD TBD 210 210 Assistant
Lower Elementary Autism
Lawson Diane 101 101 Teacher
Lower Elementary Autism
Autism - LE
Bryant Hadiyah 101 101 Assistant
Lower Elementary Autism
Williams Roy 101 101 Assistant
Upper Elementary Autism
Flowers Toni 102 102 Teacher
Upper Elementary Autism
Autism - UE
Gojko Yanina 102 102 Assistant
Upper Elementary Autism
Leslie Rickey 102 102 Assistant
Middle School Autism
Overman Kelly 211 211 Teacher
Middle School Autism
Autism - MS Adams Crystal 211 211 Assistant
Middle School Autism
Tinsely Chanel 211 211 Assistant
Stephens Nicole Autism Floater Assistant
Moore Sarah 107 107 PreK/K Teacher
Doudt Casey 107 107 PreK/K Assistant
Roome Linda 108 108 PreK/K Teacher
Lewis Stacey 108 108 PreK/K Assistant
PreK/K
College (Harris) Elizabeth 109 109 PreK/K Teacher
Tebbe Adriana 109 109 PreK/K Assistant
Burchfield Lisa 110 110 PreK/K Teacher
Fakhoury Liz 110 110 PreK/K Assistant
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Pollert Lori 103 103 1st/2nd/3rd Gr. Teacher
Gillon Judi 103 103 1st/2nd/3rd Gr. Assistant
Kepler Leslie 104 104 1st/2nd/3rd Gr. Teacher
Crabiel Jodi 104 104 1st/2nd/3rd Gr. Assistant
Quiroz Mandy 105 105 1st/2nd/3rd Gr. Teacher
Saldana Valerie 105 105 1st/2nd/3rd Gr. Assistant
Colston Mycia 106 106 1st/2nd/3rd Gr. Teacher
Hunt Stacy 106 106 1st/2nd/3rd Gr. Assistant
Grades 1/2/3 Lefere Sara 203 203 1st/2nd/3rd Gr. Teacher
Kothe Addie 203 203 1st/2nd/3rd Gr. Assistant
Nestel Emily 204 204 1st/2nd/3rd Gr. Teacher
Hall Judy 204 204 1st/2nd/3rd Gr. Assistant
1st/2nd/3rd Gr. Sped
Royce Jamie 204 204 Assistant
Hedrick Becky 205 205 1st/2nd/3rd Gr. Teacher
Downs Erin 205 205 1st/2nd/3rd Gr. Assistant
Caskey Jill 206 206 1st/2nd/3rd Gr. Teacher
Black Jennifer 206 206 1st/2nd/3rd Gr. Assistant
Poynter Julie 201 201 4th/5th Gr. Teacher
Barrett Katie 201 201 4th/5th Gr. Assistant
Carroll Jessica 215 215 4th/5th Gr. Teacher
Happel Samantha 215 215 4th/5th Gr. Assistant
Grades 4/5
Gray Leslie 202 202 4th/5th Gr. Teacher
Black Kim 202 202 4th/5th Gr. Assistant
Jones DeLaina 212 212 4th/5th Gr. Teacher
Miller Nina 212 212 4th/5th Gr. Assistant
Murphy Adele 214 214 6th Gr. Teacher
Helm Victoria 214 214 6th Gr. Assistant
Grade 6
Joyner Morgan 213 213 6th Gr. Teacher
Brown Michael 213 213 6th Gr. Assistant
7th/8th Gr. Science
Teacher
Grades 7/8
7th Gr. Social Studies
McCoy Carrie 2 302 Teacher
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Poindexter David 2 302 7th/8th Gr. Assistant
Pfaffenberger Becky 3 303 7th/8th Gr. Math Teacher
Carmer Sarah 3 7th/8th Gr. Assistant
7th/8th Gr. ELA Teacher
8th Gr. Social Studies
Lord Lee Ann 4 304 Teacher
Boros Rachel 4 304 7th/8th Gr. Assistant
Carter Danny Cust Office 457 Head Custodian
Custodial Office Williams Derrick Cust Office 457 Custodian
TBD TBD Cust Office 457 Custodian
Hardiman Tranatta 412 413 Cafeteria
Cafeteria
Tuttle Shar 412 413 Cafeteria Assistant
Comm AYS: 6:30-9:00am &
AYS
Richeson Kevin Room 309 3:45-6:00pm
Staff Lounge Staff Lounge 405
Conference Conference
Common Areas Room Room Office 403
Sensory Room Sensory Room 111 111
Computer Lab Computer Lab 301
SCHOOL POLICIES
School Day
Please adhere to the hours listed below as there is no coverage before or after school for
students other than those who have signed up for At Your School (AYS) childcare.
9:00am Students enter the building.
Students are invited to eat breakfast.
9:20am Students are tardy to school.
Students MUST report to the office with an adult for a pass.
11:10am-1:45pm Students eat lunch.
3:45pm Daily announcements are given.
Dismissal begins.
3:55pm Buses depart.
No students are allowed in the building before 9:00am or after 4:00pm unless:
• specifically requested by a teacher or principal
• if he/she is participating in the AYS (At Your School) before/after school care program
• if he/she is participating supervised sports and clubs
If students are in the building before or after school without permission, parents will be
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contacted to pick them up immediately. If the student is not picked up, IPS School Police will be
notified to transport the student(s) to their home address.
Address/Phone Changes
If your phone number or address changes at any time during the school year please make sure
we have this information to be able to reach you in case of emergency.
• All mail is sent to the address on file. Transportation is also set up based on the address on
file.
• To change your address, please provide a lease, a mortgage contract, or a utility bill other
than a cell phone bill to make the change. We will make a copy for your child’s cumulative
folder.
Administering Medication during School Hours
In accordance with the Indiana Statutes-Section I, IC 34-4016.5, 1979 issued by the Marion
County Director of Public Health, the following procedures will be followed by all IPS principals,
teachers, and school nurses.
• No medication will be administered or made available to any student until there is
verification that it is by order of a physician.
• Any medication requiring a physician’s prescription and sent to school for school personnel
to dispense must be accompanied by the Medication Information Permission form, which
can be obtained at the Office.
• Medication needs to be in the original prescription bottle with the most current prescription
date.
• NO MEDICATION WILL BE ADMINISTERED WITHOUT THIS FORM COMPLETED AND
SENT WITH THE MEDICATION.
• All pupils taking prescribed medication during the school day must do so in the Nurse’s
Office.
• Non-prescription medication, such as: aspirin, pain relievers, cough medicine, cough drops,
etc. is not to be administered to students unless the parents or guardians make the request
in writing. The parent must also provide the non-prescription medicine with written directions
for dispensing. All students must keep the medication at the nurse’s office for her to
administer.
• Students shall have no medication in their possession without written medical or parental
authorization. All medication found without this authorization will be taken from the student.
The students may be subject to discipline based on IPS policy.
• No medication may be sent home with the child at the end of the school year. All
medications must be picked up by an adult or the office will dispose of them.
Attendance Policy per IPS Board of School Commissioners
• Parents are asked to contact the school office each morning that their child is absent.
• Teachers refer chronic problems to the social worker, who chooses an appropriate means of
contacting the parent, including letter, home visit, or phone conference.
• If the attendance problem continues, a conference is held with the parent, teacher, social
worker, and principal. If the attendance still does not improve, the social worker may refer
the case to the Marion County Prosecutor’s Office, Juvenile Division.
• In all cases of absences, whether excused or unexcused, students shall be expected to
make up work on all assignments missed.
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