The document outlines learner-centered strategies being implemented at Roosevelt Middle School. It discusses several strategies, including personalized instruction using tools like Teach to One math platform, personalized learning paths, flexible learning environments, competency-based progression, and digital portfolios. It also covers strategies for real-world application like design labs, computer science, inquiry-based projects, and academic discussion. The strategies are aimed to support students' academic and social-emotional growth.

1. Roosevelt Middle
School
NGLC
Design
Showcase
January
20th,
2016

2. Mission
Indicators
Strategies

3. Roosevelt’s
Learner-­‐Centered
Strategies

4. Exhibition of
Student Work
Students design and present
their ideas to authentic
audiences.
Academic Language
Development and
Discourse
Each unit of work in every
class includes an essay, a
speech/debate, or other
language-intensive product.
Teachers co-plan their
lessons and include student
and family input to ensure
that students experience
learning that is connected
personally to students, to
other subjects, and to the
world.
Field Work
All work connects to the real
world in some way. This
could include a field trip, an
interaction with a
professional of a certain field
of study, or an internship.
Project-Based
Learning
Across the curriculum,
students will collaborate on
meaningful projects that
provoke critical thinking and
require them to acquire and
apply new knowledge in a
problem-solving context.
Real World
Application
Design Thinking
In every class and
extracurricular activity,
students will approach
challenges by designing and
implementing solutions to
actual problems.
Interdisciplinary and
Collaborative Curriculum
3
Engage
with
us…
Rotate
through
each
strategy
based
on
your
schedule:
At
each
sta9on,
you
will
find:
2
1
Overview
of
the
Strategy
Students
to
talk
about
their
CURRENT
experiences
Some
examples
of
what
FUTURE
student
experiences
might
look
like
Please
capture
your
thoughts
and
feedback
on
the
graphic
organizer

5. Advisory
Students will monitor their
progress on their learning
path through guided
reflection and goal-setting
on a bi-weekly basis.
Student Ownership
Students will drive much of
their own education,
selecting topics for projects,
setting their own learning
goals, monitoring their own
progress, and learning to ask
for appropriate help.
Flexible Learning
Environments
Students will have the
opportunity to work in a
variety of settings
(classroom, library, outside,
or makerspace) and
instructional groups
(independently, peer-led
small group, or with a
teacher in a small group).
Competency-Based
Progression
Students will be assessed
using a standards-based
rubrics so students, families,
and school staff will know
which skills a student has
mastered, which s/he is
beginning to master, and
which s/he is yet to master.
Personalized
Learning Paths
Through adaptive
instruction, each student will
have his/her own
personalized plan that lays
out his/her learning path to
achieve high academic and
social outcomes.
Personalized
Instruction
Learner Profiles
through
Digital Portfolios
Students will create a digital
portfolio to keep track of
their strengths, interests,
and needs and present their
work to peers, families, and
school staff.

6. Personalized Instruction
Teach
to
One:
Math
Flex
Time
Personalized
Learning
Paths
Using
the
the
Teach
To
One
(TTO)
pla3orm
and
data
algorithm,
students
receive
personalized
instruc;on
that
adapts
to
their
needs
on
a
daily
basis
across
4-­‐5
learning
modali;es,
including
online
work
and
collabora;on
tasks.
Through
adap;ve
instruc;on
tools
(such
as
i-­‐Ready),
students
are
able
to
access
curriculum
at
a
level
right
for
them,
which
helps
them
achieve
academic
growth.
Our
school
day
includes
a
“Flex
Time”
period
that
is
dedicated
to
suppor;ng
students’
learning
needs
and
interests.
Some
students
engage
in
targeted
math
or
reading
interven;on
while
others
explore
personal
interests,
such
as
drumming,
dance,
or
spinning.

7. Digital
Por+olios
Competency-­‐Based
Assessment
Flexible
Learning
Environments
Personalized
Instruction
FUTURE
S t u d e n t s
w i l l
h a v e
t h e
opportunity
to
work
in
a
variety
of
se5ngs
(classroom,
library,
outside,
makerspace,
etc...)
and
instruc>onal
groups
(peer-­‐led
small
group,
independently,
with
a
teacher
in
a
small
group,
etc…).
Instead
of
generic
leBer-­‐based
grades,
each
competency
will
be
assessed
separately
so
students,
families,
and
school
staff
will
know
which
skills
a
student
has
mastered,
which
s/he
is
beginning
to
master,
and
which
s/he
is
yet
to
master.
Students
will
create
a
digital
porEolio
to
keep
track
of
their
learning
strengths,
interests,
and
needs,
which
will
also
be
a
way
for
them
to
present
their
work
to
peers,
families,
and
school
staff.

8. Exhibition of
Student Work
Students design and present
their ideas to authentic
audiences.
Academic Language
Development and
Discourse
Each unit of work in every
class includes an essay, a
speech/debate, or other
language-intensive product.
Teachers co-plan their
lessons and include student
and family input to ensure
that students experience
learning that is connected
personally to students, to
other subjects, and to the
world.
Field Work
All work connects to the real
world in some way. This
could include a field trip, an
interaction with a
professional of a certain field
of study, or an internship.
Project-Based
Learning
Across the curriculum,
students will collaborate on
meaningful projects that
provoke critical thinking and
require them to acquire and
apply new knowledge in a
problem-solving context.
Real World
Application
Design Thinking
In every class and
extracurricular activity,
students will approach
challenges by designing and
implementing solutions to
actual problems.
Interdisciplinary and
Collaborative Curriculum

9. Real World Application
Design
Labs
and
Computer
Science
Inquiry-­‐Based
Projects
Academic
Discussion
Our
students
have
the
opportunity
to
engage
in
design
thinking
and
making
in
our
design
courses
and
learn
computer
coding
and
robo7cs
in
our
computer
science
course.
In
our
science
courses,
students
explore
the
Next
Genera7on
Science
Standards
(NGSS)
through
inquiry-­‐
based
tasks
that
require
students
to
think
and
act
like
scien7sts.
Across
all
content
areas,
students
engage
in
meaningful
discussions
with
their
peers
that
help
them
build
valuable
communica7on
skills
and
co-­‐
construct
content
knowledge.

10. Real World
Application
Field
Work
Interdisciplinary
Projects
Student
Work
Exhibi;ons
FUTURE
Our
vision
is
that
all
work
our
students
do
will
connect
to
the
real
world
in
some
way.
As
such,
we
will
focus
on
ge:ng
our
students
into
the
field
to
meet
experts,
collect
data,
explore
new
ideas,
and
expand
their
vision
of
what
their
future
might
hold.
Across
the
curriculum,
our
students
will
collaborate
on
meaningful
projects
that
provoke
cri@cal
thinking
and
require
them
to
acquire
and
apply
new
knowledge
in
a
problem-­‐
solving
context.
Students
will
periodically
present
their
ideas
and
work
to
c o m m u n i t y
m e m b e r s ,
professionals,
and
peers
for
feedback
and
cri@que.

11. Habits of Mind
We focus on supporting
students to develop a range
of “soft skills,” such as
curiosity, grit, and self-
control, that they can
leverage to excel in the
classroom and in life.
PBIS and
Restorative Practices
Student Jobs
Our students take an active
role in the operation of our
school by fulfilling
meaningful jobs such as
working in the office,
facilitating assemblies,
leading tours, and running
our student store.
Campus Aesthetics
High-quality student work
will be displayed everywhere
in the school. Students take
ownership over the school
grounds by taking care of
their personal workspaces
and common areas.
Family Engagement
We seek to partner with
families to support our
students by creating open
communication channels
and hosting engaging
events.
Whole Child
Approach
Advisory
Our advisories support
students in developing
social and emotional
learning (SEL) skills,
monitoring academic
progress, and goal-setting.
We create a positive school climate
by: implementing tiered
behavioral interventions that
support our students’ diverse social
and emotional needs and
supporting students to solve
problems with peers and
community members via
restorative justice skills.

12. Whole Child Approach
Community
Building
Circles
Student
Store
Student-­‐Led
Conferences
In
core
classes,
students
par0cipate
in
regular
(3-­‐4
0mes
per
month)
community
building
circles
that
promote
communica0on
skills
and
help
members
of
the
class
get
to
know
one
another
on
a
deeper
level.
As
part
of
our
approach
to
posi0ve
behavior
interven0on,
our
students
e a r n
“ B u l l d o g
B u c k s ”
f o r
demonstra0ng
expected
behaviors
around
the
school.
They
can
redeem
their
“Bulldog
Bucks”
for
school
supplies,
sports
equipment,
and
other
small
items
in
our
student-­‐run
store.
Students,
parents/guardians,
and
advisors
par0cipate
in
student-­‐led
conferences
(SLCs),
which
aim
to
move
the
student
from
a
passive
recipient
of
informa0on
to
an
ac0ve
par0cipant
through
an
open
dialogue
with
their
parents
and
advisor
around
their
academic
progress.

13. Whole Child
Approach
Habits
of
Mind
Family
Engagement
via
Text
Peer-­‐Led
Restora<ve
Jus<ce
FUTURE
We
will
focus
on
suppor/ng
students
to
develop
a
range
of
“so6
skills,”
such
as
curiosity,
grit,
and
self-­‐control,
that
they
can
leverage
to
excel
in
the
classroom
and
in
life.
We
aim
to
support
our
students
b y
m a i n t a i n i n g
o p e n
communica/on
channels
with
their
families.
One
way
we
plan
to
do
this
is
by
using
bilingual
text
messages
to
support
meaningful
conversa/ons
at
home.
A
next
step
in
our
implementa/on
of
restora/ve
prac/ces
is
to
train
our
students
to
lead
restora/ve
conversa/ons
and
community
building
circles
with
their
peers.

14. Roosevelt Middle School
Learn
more:
h+p://rooseveltredesigned.weebly.com
Roosevelt’s
mission
is
to
empower
all
students
to
be
community
leaders
by
providing
them
with
a
strong
academic
founda>on,
equipping
them
with
21st
century
skills,
and
ins>lling
a
community
ethic.
We
will
accomplish
these
outcomes
by
crea>ng
a
vibrant
learning
experience
through
engaging
personalized
instruc>on,
designing
solu>ons
to
real-­‐world
problems,
and
by
suppor>ng
the
whole
child.
We
believe
that
our
model
will
provide
students
with
a
strong
founda>on
for
success
in
high
school,
college,
career,
and
global
ci>zenship.