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Lone Pine Elementary School


he mission of Lone Pine Elementary is to provide a safe, nurturing environment in which students achieve personal academic excellence, demonstrate caring and responsibility, and become empowered, internationally-minded citizens and lifelong learners.

The educational focus at Lone Pine is based on developing confident, creative, flexible, technologically savvy, 21st century learners and preparing them to anticipate and collaboratively solve the challenges in an ever-changing world. The Lone Pine staff and community are pleased to share with one another this mission of preparing students for the future.

Lone Pine News:

We have literally hundreds of items in lost and found. Items are on display in our media center this week. All unclaimed items will be donated to charity on Monday, June 20th.

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We have a lot to be proud of! With your support our PTO was able to launch the following new and exciting programs and events this year: Committee Meet & Greet, Halloween Bash, Pistons Night, Circus Day, Math Pentathlon, Starrrt Up, School Store, weekly Spirit Days, Family Connections, Classroom Photographers & Specials Room Parents ... and, of course, FUND THE FUN (year round fundraising and auction event) with over $60,000 raised! 11 programs in all - it was sure a busy but fantastic year! We loved watching our kids benefit from these new endeavors, and working together as a parent/staff team to make Lone Pine an even more special and enriching school. THANK YOU for all your support. Whether you volunteered, chaired a committee/event, donated to the Student Action Team's efforts, contributed to our fundraising, worked at our School Store ... we appreciate you and are so grateful for all that you do. I have truly loved being PTO President this year, and cannot wait to see what our new incredible President, Jaime Ben, accomplishes next year with the most unbelievably dedicated Executive Board continuing by her side. Enjoy your summer, and see you in September!

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The IB Learner Profile Trait for June: REFLECTIVE

The PYP Attitude for June: APPRECIATION

The weather has been beautiful and the kids are full of energy! The school is abuzz with summertime just around the corner! "Let nature be your teacher" ~ William Wordsworth

June's PYP Learner Profile trait is "Reflective." Students who are REFLECTIVE know what they are good at and what they need to improve upon. They try to think about these things, and they make changes where they can. They give thoughtful consideration to their own learning and consider their personal strengths and weaknesses in a constructive manner.

How can parents help to develop students who are Reflective at home?

Spend some time reviewing your child's and report card with them. They should have the opportunity to look at these documents and consider how they are progressing in school. Discuss it with them and truly consider their thoughts on their strengths and areas for improvement. We encourage you to reflect on your child's school year with them as they wrap up these last few weeks.

June's PYP Attitude is "Appreciation." This month we encourage students to show appreciation in and out of school. What is appreciation? According to the IBO (Making the PYP Happen, 2009), appreciation is showing appreciation for the wonder and beauty of the world and its people.

How can parents help to develop students who are appreciative of our world and its people?

"Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education." ~ David Polis ~ Supporting exploration of the learner profile through outdoor learning

Below is a wonderful article about encouraging children to spend more time outdoors and to deepen their appreciation of the natural world. As we embark on summer vacation, I found this article very fitting about the benefits of children becoming more involved with nature.

Raising an Adult: Developing an Appreciation of the Natural World

By Karen Blass, who is an Extension Educator in Family and Consumer Resources with the University of New Hampshire Cooperative Extension in Rockingham County

When I was a kid growing up in the suburbs, we were ALWAYS outside. We loved climbing trees in the nearby woods that connected two local neighborhoods, biking to the playground three blocks away, or just hanging out on the big rock in my friend's backyard. And in our early teen years, it was pretty special to stay out longer than our younger brothers and sisters to play an early evening game of "hide-and-seek." Our parents always had a difficult time getting us all back into our homes for the evening. These memories are remarkably similar to memories described recently by friends and colleagues close to my age.

But what about the kids of today? Are we seeing this same love of the outdoors? While doing research in the late 80's for a book on the new realities of family life, Richard Louv interviewed over 3000 parents and kids across the country. Through these interviews he gradually became aware of a rapidly emerging trend, something he later called "nature-deficit disorder." Children born after 1980 seldom heard the words "Go outside and play." In his recent book, The Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, Louv argues that American children have lost their connection to the natural world and now live a "denatured childhood." He believes this deprivation is not trivial, but instead a cause for some of today's disturbing health-related trends among children: the rise in obesity, attention disorders and depression. He uses Edward O. Wilson's concept of bio-philia (the need to affiliate with other forms of life) to explain how essential a relationship with nature is to a child's development. "We need direct involvement with nature, we need to see natural shapes on the horizon. When we don't get that, we don't do so well." He cites research, including a 2003 Cornell University study that found less stress in children whose rooms had a view of nature. Other consequences of this "deficit" cited in his book include lack of creativity and curiosity, loss of respect for nature and the living world and a diminishing sense of community.

What are some reasons for this disconnection?

Louv suggests several reasons for this decrease in children's contact with the natural world. There is the disappearance of those "green" spaces in neighborhoods and communities such as the open meadow or field, or the woods serving as a buffer between housing developments. And unlike the days of my childhood, parents today tend to see the outdoors as a dangerous place. Kidnappings, predators, gangs, drug dealers, and virus-bearing mosquitoes all contribute to a heightened sense of fear that is communicated directly and indirectly to children and youth. But one of the most significant, according to Louv, has been the increasing fixation on television, video games, computers and other electronic entertainment. He identifies the role of society as "telling kids, unconsciously, that nature's in the past, it really doesn't count anymore, that the future is in electronics. And besides, the boogeyman is in the woods." He feels that unlike television, nature does not steal time; it amplifies it.

What are some solutions?

Louv's book has generated a lot of interest. The concept of "nature-deficit disorder" has been cited in numerous newspaper and magazine articles, research journals, local newsletters, and other publications. Parents, educators, and communities are interested in exploring solutions to increase "environmental literacy." Richard Louv devotes the second half of his book to exploring community models such as bringing back "green space" to the urban environment, providing more access to existing "green space" in the urban environment, developing a vast network of bike paths, and encouraging schools to use the surrounding ecological community as a class room. The role of parents in reversing this "nature deficit-disorder" is most significant. Following are some suggestions for parents.

1. Be a role model for your children. Show your enthusiasm for getting outside and doing some fun things as a family such as hiking, fishing, visiting a wildlife refuge, bird-watching, and biking. A new study at Cornell University has shown that children who fish, camp and spend time in the wild before age 11 are much more likely to grow up to be environmentally-minded and committed as adults (Wells, Nancy; 2006).

2. Learn about the natural environment along with your child through local, state and national programs and places. State Parks and National Parks are excellent examples.

3. Send your child to a "traditional" summer camp, one that includes lots of time in the woods, hikes along nature trails, swimming, identification of plants, trees, and wildlife, and other outdoor activities designed to instill appreciation of the natural world.

4. Put your kids on a media diet, and start at an early age to establish the habit of making good media choices. If there are family rules about screen time, children will be more likely to make choices involving outdoor activities.

Wishing everyone a wonderful, relaxing and safe summer break!

As always, please feel free to contact us with questions, ideas, or news at any time.

Kathy Janelle, PYP Coordinator


"Our reflection and action as individuals—and as part of the IB continuum of international education—can make the world a better place."

Some information in our listserv is derived from various educational websites and documents published by the International Baccalaureate Organization.
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2015-16 Supply Lists

2015-16 School Supply Lists

Lone Pine Elementary
3100 Lone Pine Road
West Bloomfield, MI 48323
Main: 248.341.7300
Attendance: 248.341.7310

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Building Hours
Class 9:05am to 3:55pm
Half Days Dismissal at 12:20pm

7:00am to 9:00am
3:55pm to 6:00pm
Office 8:00am to 4:30pm

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