This includes their personal growth and development. Positivity, restorative practices, social and emotional lessons, and high expectations are woven into our curriculum and culture.

Schools across the district use the Second Step social and emotional learning (SEL) curriculum. Roosevelt students participate in weekly lessons that involve videos, activities, instruction, and practice of social and emotional skills like:

• Building healthy relationships
• Decision-making
• Goal-setting
• Identifying and managing emotions
• Resolving conflict
• Problem-solving

Every moment counts, even lunchtime! Our cafeteria’s inspiring murals and stage invite students to share gratitude and kindness using daily prompts:

• Teacher shout-outs every Monday
• Tuesday karaoke
• “Are you smarter than a sixth grader?” midweek challenge
• Open mic poetry on Thursdays
• Guest-DJ Friday

Healthy connections with teachers and peers and strong communication and emotional regulation skills help students engage confidently—and creatively—in our interconnected world. Confident and connected students contribute to a Roosevelt culture where everyone is welcome, respected, and ready to do their best work.

Positive Behavioral Interventions and Supports (PBIS)

Students learn through positivity and consistency, so Roosevelt joins schools across MPS and the country in using the PBIS framework. Our PBIS assemblies, daily announcements, and classroom conversations reinforce expectations. School-wide guidelines and best practices, known as Roosevelt’s “Essential Eight,” help students meet them.

Roosevelt Creative Arts Middle School PBIS Expectations 

• We are safe.
• We are responsible.
• We are respectful.

Essential Eight guidelines keep students motivated from morning arrival to after-school athletics and include:

• Sharing responsibility for school resources, like using equipment properly and keeping our studios and cafeteria clean.
• Turning in homework on time and asking for help when needed.
• Walking calmly and quietly in hallways and staircases during transitions.

Students suggest incentives and receive rewards that motivate them to action, like Dojo points and our silent disco party, which are built into Roosevelt’s PBIS framework.

Staff review academic, attendance, and behavior data monthly and can adjust PBIS best practices and focus areas. Signs of success include an increase in student attendance and a decrease in behavior referrals.

Restorative Practices

Milwaukee Public Schools Restorative Practices Program helps students, staff, and families set and achieve goals together and engage in peaceful and productive conversations that can build trust and reduce conflict.

Restorative practice coaches share strategies and teach and model skills that:

• Build Community
• Engage students
• Honor cultures and identities
• Value shared agreements.

When conflict happens, restorative circles bring students and families together to discuss and rebuild trust and repair harm. Facilitated by or with Roosevelt teachers, restorative circles contribute to reduced suspensions and disciplinary referrals in all grades.