Points of Pride
Showcase School for the Macul Students Technology Showcase at the State Capital.
(2) K-5 Lego robotics made the state finals.
(6) Student teams were selected as Michigan Design Prize winners (we were awarded medals in every category K-5).
STEAM partnerships with multiple local businesses (Fiat Chrysler, Lowes, Lawrence Technological University, Huron Valley-Sinai Hospital)
Implementation of PBIS system Husky P.A.C.K promoting positive student community and culture.
Third grade students participation in Destination Imagination Project.
Fifth grade students participation in Oakland County Game Design Project.
Welcome to the Roosevelt School Wide PBIS page. PBIS is an approach schools can use to improve school safety and promote positive behavior. It also helps schools decide how to respond to a child who misbehaves.At its heart, PBIS calls on schools to teach kids about behavior, just as they would teach about any other subject—like reading or math. PBIS recognizes that kids can only meet behavior expectations if they know what the expectations are. At Roosevelt we are all part of the Husky P.A.C.K (Pride, Accountability, Community, Kindness).
“What makes you say that?”, “Justify your answer”, or, “I agree”, and “I disagree”, is what you may hear as you walk down the hallways of Roosevelt . You may also see the thinking routines posted throughout the building:
- Chalk Talk
- I See-I Think-I Wonder
- I Used to think/ Now I think
What is going on? Students are actively engaged in a culture of thinking!
A ‘Culture of Thinking’ is a learning environment where thinking is valued, questioning is encouraged and creativity and curiosity are inspired. Here at Roosevelt, teachers and students are intentional about how they learn. From language to thinking routines, a culture of thinking begins to take shape in an environment that values and respects each other’s ideas. ‘Thinking Routines’ are instructional strategies that empower teachers to move student learning from just knowing the correct answers to thinking about, looking closely at, understanding and questioning what is being presented. The thinking and questioning language (accountable talk) of the routines encourage students to go deeper into their learning and make their thinking visible.
The culture of the classroom grows as students learn collaboratively, ask each other questions, give feedback, and build on one another’s ideas, in a risk-free environment of respect. As one student expressed after the thinking routine, “Chalk Talk,” “ I feel like my voice is heard. It’s like silent conversation, and no one is interrupting me. I can share my ideas, freely.”
Learning becomes fun as students, parents, and educators freely share their ideas, use their imagination to problem solve, challenge one another and engage in meaningful dialogue. So, the next time you are presented with an idea, don’t be afraid to ask, “ What makes you say that?”
Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein
Structured Therapeutic Environment Promoting Success
Vision: To educate students with behavioral, social and emotional needs toward reintegration into the least restrictive setting through a structured therapeutic environment that promotes success.