Blog

Ms. Chanelle 1/20/25 Ms. Chanelle 1/20/25

Habits of Character

Here at Detroit Prep we value Habits of Character in major ways. We focus on 6 Habits of Character. They are Integrity, Perseverance, Curiosity & Creativity, Cooperation, Compassion, and Responsibility. We strive to make sure we are our best at all times by showing what these Habits of Characters look, feel, and sound like. Students and staff at Detroit Prep are always displaying Habits of Character in the way we teach, talk, think and love one another. Students have many opportunities to display their thoughts and reflections on the Habits of Character in their writing, communicating with their peers , in the way that they work and the quality of their work as well. All students have learning targets that they are trying to meet based on the state learning standards.

It is our hope that students are able to align the different Habits of Character with their learning targets and the ways that they have learned. With having so many chances to reflect on their work students are able to meet goals they have set for themselves, not only in their work, but in the way that they are with their Crew as well. As a DP parent as well I have seen my own child align the Habits of Character with her personal goals for at home. She reflects on where she is and is then able to set goals for herself for where she wants to be. Being able to have the constant ongoing opportunities to refine these Habits of Character are amazing to have and I truly believe that we as a Crew are and will continue to be stronger together!

Ms. Ryen 1/6/25 Ms. Ryen 1/6/25

CELEBRATION OF LEARNING AT DETROIT PREP

What is Celebration of Learning at Detroit Prep?

Celebration of Learning is a moment where the students can shine; students can display their ability to show skills, knowledge, and display their Habits of Character with actions. It is also a celebration that takes place at the end of a term/close of the student’s Expedition. Students will display their outcomes from the leadership of different teachers as well as other experts to maximize their ability to produce high quality work. This learning opportunity gives students insight by having students dissect guiding questions to focus their learning and inform their work. Research is completed by reading books both hard copy and online. Students' often include scientific drawings and content specific vocabulary. Celebration of Learning also gives students the opportunity to learn to collaborate in Expert Groups by taking on leadership roles such as notetaker and timekeeper. Students learn to share feedback. The feedback is shared in “stars'' and “steps” that gives students specific advice as they revise drafts. Students support each other throughout this process These revisions help students to speak comfortably with confidence in front of adults and peers. During this educational journey students leverage their own learning. This learning allows students to make the shift from learner and researcher to the expert!

Why did we choose this group?

This year at Detroit Prep, a committee of teachers reflected on the effectiveness of our Celebrations of Learning and its impact on the greater community. This group used district, local, and national-level expeditionary learning initiatives as a barometer of comparison for our work here at Detroit Prep.

“Students were able to curate a presentation about their learning of key events in the American Revolution and teach museum goers about whose perspectives were missing from the history of the American Revolution.”

What are the common trends we noticed in practice?

In our community of practice, we identified common areas of interest in opportunities for improving Celebration of Learning at our community. We began by reviewing our Celebration of Learning rubric and thought through things as a community we are doing well, opportunities we can grow, and ideas for modifications and shifts. After this reflection, we worked to analyze trends in ideas of ways we want to grow and those were: adjusting the agenda, identifying connections to final products, and leveraging field study and experts. From there, we worked in chosen expert groups to identify areas of improvement in each of these categories.

How did our learning shift?

After reviewing and reflecting on the celebrations of learning during the 2022-23 school year, we asked ourselves the following questions:

What is missing from Celebration of Learning?
Is Celebration of Learning aligned with our mission and vision?
How can we scaffold celebrations of learning per term to highlight community based calls to action? How can we ensure that each celebration of learning builds in expertise as the school year progresses?
How can we include all community stakeholders in Celebration of Learning?
How can we increase student voice in Celebration of Learning?
How can the culminating Celebration of Learning at the end of the year reflect a school-wide call to action?

Based on our responses to the above questions, we decided to reevaluate how Crew Leaders plan and facilitate Celebration of Learning so that they are uniform and all stakeholders' experiences are reflected. In practice, this looks like Crew Leaders inviting experts to Celebrations of Learning as well as students sharing their learning with the community.

How can all stakeholders experience Celebration of Learning?

Throughout our community of practice, we researched and planned with our students and community stakeholders in mind. In an effort to ensure all community stakeholders have an opportunity to experience celebrations of learning, we found it extremely important to ensure communication is top notch. That includes, but is not limited to the following:

Ensuring COL days are on the family calendar at the beginning of the school year
Sending out communication/family updates with enough advanced notice via email and Remind;
Sending multiple reminders, 3 weeks out, 1 week out, week of and/or day before COL
Having a clear map that outlines the flow of COL

Inviting Expedition topic experts that students had the opportunity to learn from to engage in COL

What connections did we make between Celebration of Learning and student’s final products?

At Detroit Prep, we believe that everyone's perspectives and experiences are important in the global community. To achieve this, our expeditionary topics are designed to inspire our students to become active changemakers by using research and applying their knowledge to bring about positive change. Our students begin by deepening their understanding of a problem impacting our community, identifying the contributing factors perpetuating it, and then crafting a solution. After many weeks of research and thought provoking conversations with diverse learners, students become “experts” on their expeditionary topic. Their Celebration of Learning showcases their breadth of learning and celebrates their intentionality toward becoming active changemakers in their communities.

How can we leverage field study and experts during celebration of learning?

Experts and field studies play an integral role in the student learning process and in celebration of learning. Throughout our community of practice we explored more ways to incorporate field studies and experts to enhance student learning and community involvement. We truly believe that incredible learning stems from learning hands on and outside of the classroom. Our hope is that every grade can participate in a field study and expert learning for each expedition throughout the year. Therefore, we focused on starting and building a field study/ expert database that could be utilized by crew leaders at the beginning of the year. This would allow crew leaders to have easy access to field studies and experts that have been used in years past and a quick way to contact them. This also serves as a working document where resources, community contacts and possible field studies can be updated and expanded on each year or concurrently during the school year. By doing so this eliminates the groundwork and puts our crew leaders and individual crews a step closer to build relationships and foster learning in an appropriate time frame. We also focused on tangible evidence of student learning during field studies and expert visits and how that could be utilized during celebration of learning to showcase student learning. Evidence of learning could be shown in student-taken photographs, physical artifacts, and inviting experts to come back and attend the Celebration of learning. Finally, we brainstormed ways in which we could make this learning experience authentic not only for our scholars, field experts and crew but the broader community as well. This led to conversations of inviting field experts to facilitate and encourage scholar discourse. We discussed how this can be done in person or remotely. This is just one example of how leveraging field experts can help increase engagement, allow scholars to explore theories discussed and learned in class can be applied not only to their learning but the community as well. Our hope and goal is that our students become the experts through their learning and pass that knowledge on to their community through the practice of celebration of learning.

Ms. Briana 12/2/24 Ms. Briana 12/2/24

Mindfulness Activities You Can Use at Home with Your Students

These activities are not only fun and engaging but also promote effective self regulation.

Welcome to my blog post on mindfulness activities for students that you can use at home. I will be sharing important information on what mindfulness is and activities designed to help our students here at Detroit Prep. These activities are not only fun and engaging but also promote effective self regulation.

What is Mindfulness

Mindfulness is a state of being conscious of whatever is happening around you. A mindful student knows well how to deal with emotions and react to certain situations while maintaining self-control. Mindfulness is also about how children respond to challenges and stressful scenarios getting in the way of learning.

Mindfulness Activities

Children of all ages need to have a well-focused mind to learn and achieve goals in a better way. To help with this, mindfulness activities are presented to students at Detroit Prep to help with this challenge. Mindfulness activities include:

Mindful Breathing:

Mindful breathing is great for bringing the mind back to the importance of our breath. Deep belly breaths focus our attention and calm us. When using this activity, sitting or standing, ask your students to breathe deeply and slowly for around 1-2 minutes. Ask them to count to three on the inhale and three again on the exhale. You may like to suggest your student put their hands on their stomachs to feel the air as it moves in and out.

Color Breathing:

In this activity, ask your student to think of a relaxing color and another color that represents anger, frustration, or sadness. Have your student close their eyes and imagine breathing in the relaxing color and letting it feel their entire bodies. On the exhale, ask your student to picture the negative color leaving their body.

Mindfulness Drawing:

Drawing and sketching is an activity that improves concentration. As they move a pen or pencil on the paper, they devote themselves to achieving the goal by doing something different. For this purpose, you can try doodling, then move on to smooth drawing practice, coloring, and sketching anything from the surroundings. This also helps to give students a break from stress.

Ms. Rebecca 11/25/24 Ms. Rebecca 11/25/24

Exploring Curiosity and Creativity in Expedition

For 2nd grade’s second Expedition, we learned about schools around the world. We learned about different types of schools and school days from across the world. While learning about different schools students began to have organic conversations about what they would like to see in their dream school. The 2nd-grade teachers realized this was an amazing opportunity to have students build their schools. The idea of dream school dioramas was born!

Brainstorming

The process of building the dioramas started with independent brainstorming. As a crew, we read the book “If I Built a School” by Chris Van Dusen. This allowed students to gather ideas about what they would like to see in their dream school. Students then brainstormed five things they wanted to see in their dream school and sketched a picture. Some of the ideas included; a sushi restaurant, cat cafe, and trampoline park.

Implementation

After brainstorming took place students were given access to different materials and time for group work. The materials included recycled items such as bottle caps and tissue boxes but also new materials such as clay and pipe cleaners. Students used our LABS time each day to work on their diorama. Students were encouraged to divide tasks to allow each student to contribute a portion to their diorama. After a week of diorama work students worked together to write a blurb explaining what their diorama was and why they chose their specific components.

Presentation

During our Celebration of Learning students were given the opportunity to share their final products along with their dioramas. Students were able to show their families their projects and explain what they chose to include in their school and why. The dioramas allowed students to showcase their curiosity and creativity. They loved the idea that there were no limits on what their school could be like which allowed their imaginations to soar.

Ms. Abbey 11/11/24 Ms. Abbey 11/11/24

Exploring History and Justice: Our 4th Graders’ Inspiring Visits to the Henry Ford Museum

The highlight of our field study was the second visit to the Henry Ford Museum, aptly named the "Museum Takeover."

Our First Visit: Exploring Historical Perspectives

Our journey began with an exciting visit to the Henry Ford Museum, where students were immersed in the rich tapestry of American history. As we explored the exhibits, our focus was on connecting these displays with our classroom research on historical perspectives. The students were encouraged to ask critical questions: Whose voices are represented in these exhibits? Whose contributions are celebrated, and whose are missing?

We examined artifacts, read historical documents, and discussed the historical perspectives presented. This experience helped our students understand not just the events of the past, but the importance of recognizing multiple viewpoints in history. The discussions were profound as students identified gaps in representation and considered how these omissions impact our understanding of history and justice.

A Focus on Justice

Our exploration didn’t stop at identifying whose stories were told. We delved into the concept of justice, examining how historical narratives can influence our perceptions of fairness and equality. Students reflected on the role of museums in shaping public understanding and the responsibility they hold in presenting a balanced and inclusive historical record. This reflection was crucial in helping our students develop a deeper sense of empathy and justice.

The Museum Takeover: Voices for Change

The highlight of our field study was the second visit to the Henry Ford Museum, aptly named the "Museum Takeover." This year marked our second partnership with the museum for this empowering event. During this visit, our 4th graders took on the role of advocates, presenting persuasive letters they had written to the museum’s administrative leaders.

In these letters, the students articulated thoughtful and compelling arguments on how the exhibits could be improved to better reflect a diverse range of historical perspectives. They suggested ways to include overlooked contributions and stories, ensuring a more comprehensive and just representation of history.

A Moving and Powerful Experience

The Museum Takeover was a powerful and moving experience for everyone involved. Seeing our students confidently share their ideas and advocate for change was truly inspiring. Their passion for justice and their ability to critically analyze and articulate their thoughts were beyond impressive.

This partnership with the Henry Ford Museum has been invaluable in fostering a deeper understanding of history and justice in our students. It has empowered them to use their voices to effect change and to appreciate the importance of inclusive storytelling in shaping our collective memory.

We are incredibly proud of our 4th graders and grateful for the continued partnership with the Henry Ford Museum. This collaboration has not only enriched our curriculum but also provided our students with a platform to make a meaningful impact.

Mr. Charles 10/21/24 Mr. Charles 10/21/24

Where Are They Now?

My journey of how I became a teacher is a pretty exciting story, but that is not the story I am telling you today. Today, I'd like to tell you about the first class I taught. For those teachers out there, do you still remember the first class you ever taught? I bet the question that comes to mind as you reminisce about them is, "I wonder how they are doing now?" I think about my first class all the time. In the fall of 2020, the world was knee-deep in the COVID-19 pandemic, and schools were in hybrid mode. This means that some kids were virtual, and we weren't in person every day of the week. It was the third grade, and we were the Turtle Crew. I was a part-time teacher and co-taught the class with the Head of School. I know that sounds like a lot of pressure, but my boss and the students were awesome. They were very accepting and approached me with ease.

My very first time leading a lesson, I froze. I couldn't remember anything I was going to say. I just stood there staring at them as they sat there patiently waiting for me to start teaching. It was horrible. I was a deer in headlights. I had to be rescued by my boss. I practiced a lot more, and eventually, it got better. As time went on, I began forming relationships with the kids. "Judy" loved to dance and would often tell me about her dance competitions. "Mike" and "David" were best buddies and would often race to be the first to tell me about their weekend. Then there was "Lily" who was terribly shy. It was so easy to forget about her. I had to learn to speak softly to her because she would easily shut down and not share when called on. "Bobby," on the other hand, was not shy. He was very confident for a third-grader. He raised his hand for every question and knew all the answers. "Bobby" loved baseball and would tell me about his latest game. They were an amazing group of kids, and I could share stories about each of them, but then this would be a blog.

At the end of the year, I decided to move up and teach 6th grade. Of course, this meant that I would get to teach my third graders again in a couple of years. Every time I'd pass a former Turtle Crew member in the hallway, they'd say, "I hope you are still teaching 6th grade when I am there." or "Can't wait to have you as a teacher again." I had to admit I was excited to be their teacher again, too. In the Fall of this year, we were all reunited. It was amazing to see how much they have grown as students and young human beings. "Bobby" is still confident and knowledgeable but is okay with not answering all the questions. "Mike" and "David" are still friends, but they aren't as close as they once were, and that's ok. My little dancer, "Judy" is still dancing but now the competitions are bigger. We talk often about her many performances. Lastly, there's "Lily". Of all my students, I'd say she's grown the most. She has a voice, and she shares it often by raising her hand, sharing her opinion on topics, taking charge of group activities, and volunteering to help others. I am so proud of my 6th-grade crew. It has been an amazing year getting to know them all over again in a different way. I am so excited to see them in another 3 years...hopefully!

Ms. Aly 10/7/24 Ms. Aly 10/7/24

The Benefits of Fidgets

Have you ever had to sit through a long meeting and felt yourself zoning out? Or had a big presentation and felt lots of nervous energy in your body? As adults, we have many different ways to cope with these feelings, like scrolling on our phones, chewing on gum, taking a few deep breaths, or getting up and walking around. However, children sometimes have fewer coping skills that they can rely on when they are feeling nervous, scared, anxious, or excited. At school, sometimes students struggle to sit still or focus for long periods of time, and a tool that works for some are “fidgets.”

Fidgets or “fidget toys,” are small, tactile items that help to support self-regulation and focus. Fidgets can be used by adults and kids alike, and are especially helpful for those who are sensory learners, those with Attention-Deficit Hyperactivity Disorder (ADHD), and Autism-Spectrum Disorder (ASD). Their ultimate purpose serves to self-regulate our bodies and concentrate.

There are multiple benefits of fidgets when used appropriately. They are shown to increase focus, self-control, and productivity by distracting the brain without taking attention away from a task. Fidgets help by stimulating the brain, keeping students engaged with a lesson or activity. They also have been shown to reduce anxiety by giving students an outlet for unspent or nervous energy. Some research has shown that tactile fidgets may help teens with behavioral and emotional problems learn how to calm themselves and control their impulses

**They are shown to increase focus, self-control, and productivity by distracting the brain without taking attention away from a task.**

At Detroit Prep, we strive to support students exactly where they are, and to teach them about tools they can use to be successful in all areas of their lives. Self-regulation is SUCH an important skill that we can begin to build in our students at any time. In the past, I have provided students who are anxious for a presentation with a stress ball that they could squeeze. Wobble seats are stools that students can use to move around while still completing their work. Quiet fidget toys, such as tangles, pop-its, infinity cubes, and putty, work well in classrooms because they provide brain stimulation for students but are not distracting to others.

It’s important to note that not all fidget toys work for everyone! If you’re looking for a tool to help with focus, it may be worth investing in some fidgets to try. If you are considering teaching your kids to use them, be sure to teach them that they help your body to focus, and aren’t just toys.

**“ If you are considering teaching your kids to use them, be sure to teach them that they help your body to focus, and aren’t just toys.”**

Fidgets have their place, especially when it comes to school! They can be super fun, but also distracting if they are not taught to be used as a tool. It’s important to teach and model how to use a fidget appropriately, so that they can be used effectively. Take a look at some of my student’s favorite fidgets, and happy fidgeting!

Ms. Gloria 9/9/24 Ms. Gloria 9/9/24

Celebrating Black History at Detroit Prep & 5 Ways you can Celebrate All Year round!

It’s the time of year dedicated to celebrating and amplifying the contributions of Black people which can so often get overlooked and under-recognized. Here at Detroit Prep we strive for inclusive and equitable spaces for children, their families, and staff all year around.

**“Here at Detroit Prep we strive for inclusive and equitable spaces for children, their families, and staff all year around.”**

Still, in the frosty month of February, in order to take special care to expose our school community to all the flavor Black voices have to offer we assembled a Black History Month committee!

Our goal was simple yet powerful, to expose our school community to present day Black achievements and Black culture right here in the city of Detroit! Volunteers within our amazingly beautiful school community jumped at the opportunity to celebrate, educate, and share their experiences. There were experiences at every level. From classroom door decorating, grades K-2 expert visits from local artists and authors, grades 3-5 learned from local entrepreneurs such Good Cakes & Bakes and more, our halls were graced with Black excellence.

One thing about Detroit Prep, we show up and out for our kids! A call was made to parents and staff of our school district for any graduates of a Historically Black College or University (HBCU). With honor and pride so many were ready to share with our middle schoolers their college experiences and moments of joy. As a culminating experience to this year's Black History Month celebration, we had our first ever greek step show!

A true HBCU experience would not be complete without the Greeks! On March 1, 2024 members of The National Pan-Hellenic Council, a council of nine international historically Black Greek letter sororities and fraternities, also known as the Divine Nine stomped, jumped, and clapped for our Detroit Prep students.

Members of the illustrious Divine Nine such as Alpha Kappa Alpha Sorority, Delta Sigma Theta Sorority, Zeta Phi Beta Sorority, Omega Psi Phi Fraternity, and Iota Phi Theta Fraternity showcased their pride for their organizations with a flawlessly choreographed stroll. We ended the show learning the 2009 dance, the swag surf. A time, was had in February! But, Hey, why stop in February?

Here are 5 ways you can support Black people throughout the year:

Educate yourself.

Learn about Black history, culture, and experiences. Read books, articles, and watch documentaries.

Amplify Black voices.

Use your platform to elevate the work and voices of black individuals. share their content, promote their businesses, and highlight their achievements.

Support Black-owned businesses and Artists:

Make a conscious effort to shop at Black-owned businesses, hire Black owned services and support Black artists and creatives by attending their shows and buying their work. Start Here!

Mentor or volunteer

Mentor or volunteer with organizations that support Black youth in communities share your skills and experiences to make a positive impact.

Be Consistent:

Most importantly, be consistent in your support. Don't just show up during Black History Month or when it’s trendy. Show up everyday, all year round!

Ms. Vicky 9/2/24 Ms. Vicky 9/2/24

Yes, We Are Crew. Actually.

When I came in for my first day of New Teammate Professional Development at Detroit Prep back in August, the singing and dancing threw me off. Yes, I had heard about Crew during the interview process. But no, I didn’t know it was going to be like that. By that, I mean singing, dancing, and good-natured shouting all before 8:30 in the morning. I’d consider myself a pretty outgoing person, but having to do a little dance in a circle of my new supervisors and coworkers first thing in the morning as they chanted my name definitely felt a little funny. I remember going home to my partner after that first day and saying, “these people are like really excited about school here.”

**"As many educators do, I had gotten into teaching because I wanted students to feel seen, heard, and special in my classroom"**

By the end of the first week of Professional Development, Morning Crew and Closing Crew were my favorite parts of the day. I never got to play games at work before! But here I was, beating a kindergarten teacher out at Boom-Clap-Snatch! I even started to like the appreciations people gave at the end of the work day. I hadn’t ever been in a space before where adults had carved out a specific time to thank and notice each other. I remember getting my first appreciation for asking good, thoughtful questions throughout the day, which my director said showed Curiosity and Creativity. The little “shine” song didn’t feel as silly when it was directed at me. Actually, it started to feel good to start and end a long work day in a room full of positivity. It was then that I got it. Crew was a space that prioritized connection and making others feel seen. As many educators do, I had gotten into teaching because I wanted students to feel seen, heard, and special in my classroom. After those few weeks of Professional Development, I was excited at the prospect of having time blocked into my day that was meant for doing just that.

There are four parts to Morning Crew. The first is the Greeting, which yes, sometimes involves singing or dancing. However, the important part is that everyone is addressed by name in a positive way–everyone gets their moment. The next part is the Share. The Share is a question–sometimes serious, sometimes silly–which crewmates share their answers out to in a circle or with a partner. The Share is a great way to foster connections between crewmates–we are constantly learning about each other! The third is the Initiative (my personal favorite!) where a game or activity is done with either the whole Crew or in smaller groups. The Initiative often requires Habits of Character, such as Cooperation or Integrity, so that the game can be played correctly. The Initiative finishes out with the Debrief. In the Debrief, the Crew Leader asks a question about how the Initiative went. Typically, this question is about the Habits of Character that were being used in the game. By getting students to actively think about the Habits of Character and name the related action, they start to get in the habit of reflecting on their daily usage of the Habits of Character. Lastly, Morning Crew ends with the Morning Message. In my room, this is a handwritten message on our Dry-Erase easel that gives a preview of what will be happening in Expedition, Math, and Special, as well as personalized announcements. The Morning Message is a great opportunity to build connection as a crew through including inside jokes, birthday shout-outs, positive reinforcement, and special shout-outs to crew members after a soccer game or Bar Mitzvah, for example. I read this message aloud to the Crew every morning to start our day.

“My students have the learning environment that I dreamed of creating when I entered the profession”

I knew that I, myself, was apprehensive about Crew on my first day, so I knew I was going to have to really sell it to my seventh-graders, who might think that they’re “too cool” for this “little kid” stuff. I couldn’t blame them; I had also thought I was “too cool,” but quickly figured out that I’m actually not above chanting at eight in the morning. So, on our first day of school together, as I looked around my circle of kids on the rug, I led with honesty. I told them that I knew a lot of them were probably already familiar with Crew and that I didn’t know what their feelings were towards it. But, I also acknowledged that there were several students new to the school in our Crew, who were probably about to experience culture shock. I admitted that obviously, I was also new, so I had to go through this culture shock too in the summer. I said, “look, I know it might seem a little weird. I thought it was too at the beginning, but then, it actually ended up being really fun. Let’s just try our best, please!” Our first Greeting was a little clunky, some kids whisper-sang or looked at me with hesitation. I tried not to be self-conscious of my own singing as they were looking at me to lead, so I continued on with a smile and tried to play my part with confidence, even though I had never led a Greeting before. Mid-song, I remembered how many, many years ago, I had to try to convince my younger siblings to eat their baby food. The taste of the carrot mush flashed through my mouth as I recalled trying to eat a spoonful in front of them and pretending that it was really good, even though it clearly wasn’t. I realized that this was what I had to do here as well. I had to pretend that this Morning Crew time was the best tasting baby food around, and then, maybe, I could get the twelve and thirteen-year-olds to buy in and take a bite willingly. I amped up my enthusiasm and crossed my fingers. Our first Closing Crew was just as awkward. When it came time for appreciations, it was crickets in the Birch Crew. So, I took a big bite of the carrot mush and led. “If no one has anything, that’s okay. I know we’re all still getting to know each other, but here are some things that I noticed.” I gave out my appreciations and loudly sang the “shine” song. The kids smiled shyly as they were shouted out, and their crewmates sang the song at them earnestly. I could feel it starting to click. By the end of the week, I had to start cutting off appreciations as we were running into dismissal…nearly all of our crew, including the new kids, suddenly had a lot to say.

I can see the positive effect that “buying in” on Crew has had on my classroom culture–my students have the learning environment that I dreamed of creating when I entered the profession. In Term 1, my crew averaged a 2.8 on their Habits of Character grade. Nearing the end of Term 2, they hold a 3.0 average, meaning the average student is showing all the Habits of Character–Cooperation, Compassion, Perseverance, Responsibility, Curiosity & Creativity, and Integrity–daily in our classroom. And, they really do! I know I might be biased, but I am fully convinced that I am teaching one of the best groups of seventh-graders in the whole city of Detroit. Our morning Greeting might slack some days, but if the students are too quiet, I’ll pause and have us start again. They’ll always come through and sing the song at a possibly obnoxious volume after that. Some of them actually love the dancing greetings and hype each other up, as if the classroom has turned into their own personal middle school dance. They love our Share time and most days, they ask if we can just share out in the circle, so that everyone gets a turn to hear what others have to say. Initiatives are always fun and competitive, but they make sure to say, “good job, nice try!” whenever someone gets out. I taught them that at the beginning of the year, and now they say it willingly on their own! They’re so great at cheering each other on. In our Debrief, they can often name a way that every Habit of Character was connected to our game, going above and beyond just “cooperation because we had to work together.” They all turn and face the board when I read our Morning Message and laugh at the personal touches that I put in there. If we have a rushed morning and our Initiative goes over and I make the mistake of lining them up before reading the Morning Message, at least three kids will shout out, “wait, you have to read the Morning Message!” Seventh-grade is apparently not too old for this message and Crew routine to mean something. So, I’ll stop the line and make sure to read the whole board, always ending with “Love, Ms. Vicky” before sending them out the door.

Crew encourages kindness and connection. It builds character and highlights the Habits of Character that we attempt to teach our kids on a daily basis. Every day, I try to give appreciations throughout the day grounded in our Habits of Character. I positively narrate, I give shine, I high-five, dap up, and fist bump my kids when I catch them being kind. And now, we’re at a point in the year where they are catching each other being kind. They notice when a crewmate shows perseverance on a test that was difficult, they are willing to show compassion and share their lunch when others are still hungry, and then they bring it up during Closing Crew. Sometimes, they even proudly announce their crewmate’s feats to me in the doorway after returning to my room, because they’re that happy for each other. It’s really special to watch their hearts grow in this way. Every kid wants to feel like a good kid, no matter how tough they may seem on the outside. Crew gives us the opportunity to highlight the good in each kid and help nurture that. Sometimes, if we’re really lucky, they will turn and start to nurture that in each other as well. I’ve been very lucky this year.

“Crew gives us the opportunity to highlight the good in each kid and help nurture that. Sometimes, if we’re really lucky, they will turn and start to nurture that in each other as well. I’ve been very lucky this year.”

Recently, as Community Crew was about to close out, one of my students tapped me on the shoulder and said, “we’re like the best at Crew.” The student next to him chimed in and said, “yeah, we always crush the Greeting.” I laughed and agreed with them, as I always encourage them to stand and give 100% at Community Crew during the Greeting. I try to frame it to them as Community Crew being our time to show how great our Crew is. In the background, the Light Leaders began our closing chant. As Detroit Prep came together to scream, “We Are Crew” at a deafening volume and I started ushering my kids down the hallway, I realized that in my classroom, yes, we are Crew. Actually.

Ms. Alyssa 8/26/24 Ms. Alyssa 8/26/24

Final Word

On June 5th, 2024, Detroit Prep hosted its first ever Final Word: a research symposium designed for 8th grade students to experience work at the undergraduate level.

On June 5th, 2024, Detroit Prep hosted its first ever Final Word: a research symposium designed for 8th grade students to experience work at the undergraduate level. Our research topics, which each student chose for themself, included a myriad of subjects ranging from impact on climate change in restoring the mammoth steppe to the reception history of The Simpsons. For most 8th grade students entering the last term of their last year at Detroit Prep, the thought of completing an independent research project that would encompass the entire term seemed daunting. However, what started as an ambitious idea very quickly transformed into a passion project, emphasizing exactly what we do best at DP!

“what started as an ambitious idea very quickly transformed into a passion project, emphasizing exactly what we do best at DP!”

The real magic behind these passion projects was in allowing students a choice. As a requirement for the project, students needed to choose a topic that was significant and meaningful to them. It was absolutely necessary that they chose something they would stay focused on and interested in for a full 6 weeks. This was the most challenging part of the project, but what incredible results we had! This project embodies true joyful ownership of learning because once students chose the topic that inspired them, they were eager to learn as much as they could about it. The magic of choice in the learning process not only motivated students to pursue a complex understanding of their topic, but it also developed the resilience required to overcome obstacles during the research and writing process. Final Word embodies our mission at Detroit Prep, “fostering a love of learning and passion for exploring and fulfilling their extraordinary potential as learners, leaders, and world-changers.”

“The magic of choice in the learning process not only motivated students to pursue a complex understanding of their topic, but it also developed the resilience required to overcome obstacles during the research and writing process”

Ms. Stephanie 8/9/24 Ms. Stephanie 8/9/24

Kindergarten Tree Planting at Pingree Park

Field Studies are so much fun for our kindergarten crew. This year we spent term 3 and 4 studying trees. Once we became experts we planted our own tree at Pingree Park.

Throughout the months of February, March, April, May, and June students did two expeditions about trees. We started with Trees are Alive where we explored big ideas that all living things have needs in order to survive and grow. Through our close look at trees and how living things depend on them, students took on the roles of researcher and scientists to make observations about the natural world. Our crews researched a tree and shared an informational writing piece at our Celebration of Learning.

In our final expedition we learned about “Enjoying and Appreciating Trees”. Students studied the importance of trees to people and their communities. Students learned how different people, both real and imaginary, enjoy and appreciate trees, and they considered how real people and characters have used trees to fill a need in their community.

To close out our research we teamed up with Greening of Detroit for tree planting at Pingree Park. Each crew planted their own tree and actually used cooperation to bury the tree into the ground! Now our crew can see their tree whenever they want at their neighborhood park in their community!

Ms. Jen 7/22/24 Ms. Jen 7/22/24

Easy Card Games to Build Math Confidence

You don’t have to be quick at arithmetic to be good at math … but it certainly helps. Having arithmetic fact fluency frees extra brain space so students can focus more on the grade level content in class (“if 7 t-shirts cost $56, how much would 13 shirts cost?”) than trying to remember what is 56 divided by 7.

We are also in a golden age of board games - Settlers of Catan, Taco Cat Pizza, Exploding Kittens, Yeti Spaghetti - so there’s never been a cooler time to stay home and bust out some cards (or so I tell myself!). If you’re trying to build your math confidence or your student’s, here are some options that keep your Amazon cart light. All they require is a deck of cards and access to the rules, which can be found by calling your great uncle or making a quick google search!

Here are a couple of classic card games that tackle a number of math fluency skills:

Ninety-Nine (ages 8+; number of players 2-8; skill: addition/subtraction within 100)

This game is an absolute classic in my family, but if you ever play with my 96-year-old grandmother, she is ruthless. Players have to keep a running total as each card “adds” until you get to 99 (but not over, or you lose!). There are some trick cards that keep things interesting. This game can be quick (over in as little as 10 minutes) and gives players a chance to practice mental addition, as well as patience, turn-taking, and some strategy. The game does use poker chips to track how often someone has lost, but they can easily be replaced with objects such as paper clips, erasers, or the gross cereal that’s left after you’ve eaten all the lucky charms marshmallows. Check it out!

War (ages 3+; number of players 2-4; skill: adaptable!)

What I love about the card game of war is that it doesn’t require congressional funding to implement and that it can be adapted based on skill level. Instead of “largest number wins the hand” you can have players race to shout out the sum of the two flipped cards. Have a 3rd+ grader? Multiply the cards that are flipped, whoever says the product first keeps the hand. Alternatively, have them shout out the greatest common factor instead! Have a 6th+ grader? Make the red cards negative and the black positive, greater number wins, of course! Have a 7th+ grader? Now you can do sums or products but with negatives!

Cribbage (ages 10+, number of players 2 or 4; skill: summing across 10).

I lied to you. Cribbage is not an easy card game, but once you get the hang of it, cribbage is “easy” to love! See? It counts! It’s typically played with a peg board to keep score, but pencil and paper work fine, and provide greater addition practice. The key skill in this game is figuring out ways to score points through combinations, the easiest being finding cards in your hand or in the deal that can sum to 15. This may sound childish for a 10+ year old, but it’s hard work, and helps practice adding across 10. For example, what’s 7 + 8 go! One quick way to do this is to know 8 + 8 = 16, so since 7 is one less than 8, the sum is 15. Another way is to break 8 into 3 and 5, then combine the 3 to 7 to make 10, then add the extra 5 to total 15. As a 7th grade teacher, I have plenty of strong students who haven’t practiced mental addition since they “had to” in the younger grades, and it shows. Keep those muscles strong!

What card games am I missing that allow you to play with math? Find some family favorites that can be adapted or played as is to keep arithmetic fluency strong!

Ms. Coe

Ms. Susan 7/15/24 Ms. Susan 7/15/24

Building Storehouses of KNOWLEDGE Through Field Experts

As a school, we are a community of learners who use reading, writing, listening, and speaking to deepen our content knowledge. On a regular basis, field experts from our greater community partner with teachers to educate our youth at Detroit Prep. Together, we make lasting impressions on our student body no matter what the grade level. The current 2023-2024 5th grade ELA Crews want to give a shout out to this year’s field experts who have continued to help us become experts on the topics of our Expedition modules.

**Module 1: Athlete Leaders of Social Change**

Khali Sweeney, Director, Downtown Boxing Gym was our expert role model who helped us relate and make connections to historical athletes who have broken barriers over time. Khali’s legacy directly inspired us because his game changing narrative taught us that we can achieve anything we set out to do just like him.

**Module 2: Human Rights**

Emily Beth Friedberg, United Auto Workers Union, UAW, integrated our lessons to promote social progress against the backdrop of the *Universal Declaration of Human Rights* & *Esperanza Rising*, the complex texts, embedded in this module’s unit of study. Her activism on local, national, and international stages to protect workers’ rights raised our commitment to be upstanders and respect the rights of our human family on a daily basis.

**Module 3: Inequalities in America**

Mary Kamidoi, survivor of WWII Japanese internment camp captivated students, shareholders, parents, and caretakers through impressionable storytelling. Mary’s adolescent experiences growing up in internment under FDR’s Executive Order 9066 led us to value the ways in which people work to make our world a better place. Her first hand account of what life was like before, during, and after internment opened the door for everyone to relate, compare, and draw conclusions about our responsibility to learn lessons from history.

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To move Mary’s story forward, we interviewed community experts who specialize in social change. Our Activist Assembly spotlighted how each individual works to improve the fabric and quality of life for others here in Detroit. Their willingness to make themselves available, drove students to celebrate their efforts because they put others before themselves.

JJ Velez, Director of Public Spaces, Gilbert Foundation. We challenge you to visit one park once a month. It’ll make you happy! https://gilbertfamilyfoundation.org/about-gilbert-family-foundation/
Darraugh Collins, Site Director, Detroit, Food Rescue US. Does your food franchise have the capacity to become a donor? Do you have time to deliver food to feed the hungry? Are you interested in keeping food waste out of landfills and instead use it to solve food insecurity?, To learn more, go to: .https://foodrescue.us/site/food-rescue-us-detroit/https://foodrescue.us/site/food-rescue-us-detroit/ulti
Dr. Maureen Connolly, pediatrician, & Director of Henry Ford Health System’s School Based and Community Health Program.She advances the health and well being of her patients even in the most difficult situations because everyone deserves health care, protections, and social services that promote the best versions of ourselves. Visit and contribute: Do your Part:: they need/appreciate donations. https://www.henryford.com/services/lgbtq-health/transgender-health/services/primary-care
Jonathan Demers, contract lawyer, City of Detroit If you live in the area, connect with churches, your local colleges, and municipalities to see how you can rehab blight in your neighborhood, take action against bad landlords, start a business, or secure a grant to preserve the integrity of your neighborhood. Jonathan, as an expert, has been there, done that, did that and that’s why he is a great person for students to learn from https://detroitmi.gov/departments/law-department
Get behind the efforts of Bekah Gourley, Detroit Affiliate Director, I Support the Girlshttps://isupportthegirls.org/affiliates/detroit/. She ends period poverty for young girls and women at our own school and surrounding neighborhoods. Have you ever thrown a “period party” at work, your church, or school before? We’d love to talk to you if you are interested in helping. https://isupportthegirls.org/affiliates/detroit/
Faith Saenz and Alli Kelly, Engagement Strategists, ACLU. After their interview, we got little blue books that summarized the U.S.Constitution to extend our knowledge. Support the ACLU Fund for Michigan. Don’t put off tomorrow what you can do today to promote change because “Our rights can’t wait.” https://www.aclumich.org/en/biographies/faith-saenz

**Module 4: Natural Disasters**

Greg Martin, Director of Disaster Relief at Work, actively helps people and communities recover from natural disasters. The call to action behind this final module invites everyone to take precautions and prepare in advance. We are holding a bake sale to raise money for Greg’s mission. Last year, we raised a $1,000.00 for DRAW, his organization, and this year…. we intend to match that again! Do your part to help them too and donate if you can:: https://drawbuckets.org/

Learning to give back to our experts whether it be through our thoughts, actions, or deeds are all ways to prove up our duty to society and one another. We at Detroit Prep can’t do it alone and as a 5th grade class, we appreciate linking our learning to the outside world because it takes a CREW to “provide a world class, equitable education that will give all students a foundation of academic excellence and character development while fostering a love of learning and passion for exploring and fulfilling their extraordinary potential as learners, leaders, and world changers.”

Ms. Jillian 7/8/24 Ms. Jillian 7/8/24

Personal Organization

One of the biggest challenges of teaching is staying organized and on top of the workload. Teachers have a lot to remember. During my prep I need to make copies for labs and grade the morning crew’s cool downs. I also need to text Jane’s parents about what happened at recess. During lunch I’m running a peer-to-peer group. I have to hand out my book club’s books before Thursday. Before I leave for the day I have to make sure next week’s lesson plans are done and ready for review. Oh, and I have a blog post due!

For me I need constant reminders about all my tasks to get them done, but I also can’t be so overwhelmed I can’t manage my list. Here are some great resources I’ve used to help me, simply, remember.

Task Completing Apps:

**TeuxDeux**

This is my most used app on my phone! The app gives you a to-do list for each day of the week, and you can easily move the tasks between days or weeks. You can also set up repeated events, which for me are PD meetings and email reminders. There is also a web version, so I can easily see my list on any device!

**Google Tasks**

I used this before I found TeuxDeux. This option is great because it’s free, whereas TeuxDeux costs a subscription fee to unlock all features. I liked that I could connect this app with my work email and have all my needs in one place.

**To Do (Microsoft)**

A great alternative to Google Tasks if you use Microsoft!

**Notion**

I LOVE this app, it has everything. I used it when I was teaching and in grad school so I could make a ton of different lists and journal entries. This app has a lot of features and is great for those of us who wear many hats.

**Reminders App for iPhones**

If you have an iPhone you are probably familiar with this already. A great additional feature is you can set the reminder to go off when you arrive or leave a place. If I need to make copies in the morning before students arrive, I’ll set a reminder to go off when I arrive at the building in the morning.

Visibility

Not an app but a tip! If my to-do list is not directly in front of me, I will immediately forget half of it. Try and find a system that you will visually see multiple times per day. I use TeuxDeux so often that it's usually the first app I open on my phone. I leave sticky note reminders around my house - “take trash out” is stuck to the house alarm, so I’ll see it right before I leave the house!

Most importantly, these reminders are right in front of my face where I can’t ignore them. So easy a child could do it! (I have, in fact, made sticky note reminders for my students to stick to their doors so they remember to bring their homework back.)

Ms. Emily 6/28/24 Ms. Emily 6/28/24

Skills-Based Lunch Bunch

This school year, I have begun eating lunch with two to three students once a week. During these lunches, we eat, have conversations and then we read and practice other skills!

The idea first came to me after a discussion I had with the parent of a student. The parent was expressing that she wanted her child to get an extra push in reading. I suggested that the student joins me on a weekly basis for some reading support. The student was so excited!

The first couple of weeks, it was just one-on-one with the student mentioned above. She would run up to me at recess and say, “I’m ready to read today!” She would even bring books from home. Books that she was comfortable with and had confidence in reading. Something I made sure to stress was that she ate most of her lunch before we began to read together. I wanted her to be able to take a brain break and make sure she was able to eat and not just focus on the reading. This also gave us time to get to know each other better and for her to tell me about her family and various trips she has been on.

After working with this student for a couple weeks, I reached out to another family and asked if they wanted their child to join us for lunch bunch. They agreed, so we all began to meet! Both students are on a similar reading level, so it was simple to pull books at their level to read with. Before we began last week, another student asked to join so it became the four of us.

Something I really appreciated was that the students were excited to read, but also happy to support one another. They would help each other with tricky words and cheer one another on. They were able to show so much compassion and cooperation. I also started giving students who weren’t reading with me another skill to work on. For example, while one student read with me, the other two practiced reading words together with the long vowel sound.

I am excited to keep doing lunch bunch with students. So far, the students have been enthusiastic about some extra learning time. They tell me about the books they want to bring from home for the next week. I would like to keep working with different students and help them grow socially and academically!

Mr. Charles 6/17/24 Mr. Charles 6/17/24

Why I teach Middle School

I have been asked, "Why do you want to teach middle school?" My answer has always been, "I feel as though I can relate to that age group better than other grade levels."

I had a tough time in 7th grade. So much so that my mom still refers to those years as the "dark years." When I think back to that time, I realize that I did not have a relationship with any of my teachers where I would've felt comfortable talking to any of them about what I was going through. If I ever became a teacher, I would work to have genuine relationships with my students.

In my first year teaching full-time, I taught fifth and sixth-grade ELA. One of my fifth graders was named "Mikey." Mikey had a tough time regulating his emotions. He would often get extremely frustrated when he did not understand something. He'd usually have to leave my classroom to process his feelings. I began to read the signs that would lead to him being frustrated and would attempt to intervene before he'd spiral. Occasionally, it worked, but there was still a lot of work to be done. I tried to develop an informal relationship; I came up with a nickname for "Mikey." I ensured he was ok with it first, and once I got approval, I'd greet him with his nickname every time I saw him. This would bring a smile to his face.

Last year, I taught "Money Mike" in 6th grade ELA. He rarely has emotional breakdowns in my class; if I see one coming, I can usually talk him through it. He speaks to me outside of class, usually in the hallway. We always greet each other in passing. I typically say in a booming voice, "Money Mike" is in the building, and he always says, hi, Mr. Charles. But the smile on his face lets me know that we are cool.

"Money Mike" is now in 7th grade, and I stayed in 6th grade. We might not see each other in class like before, but we talk during recess and in the hallway outside my classroom. He tells me about his weekend and his interests. I am most proud that our conversations take time. He can be a little chatty, which I don't mind. One day, "Money Mike," said he had something for me. It was an invite to his Bar Mitzvah. At that moment, I knew I would do whatever I needed to ensure I could attend. A couple of days later, his dad reached out to me to invite me, not knowing Mikey had already asked me. His father said that I and others at the school had poured into his son's life and that we were a significant part of his transformation at school. I told Mikey's dad, "I felt honored to be asked and would be there."

After the ceremony, I saw "Money Mike" making his rounds and speaking with everyone who had attended. I thought to myself, look how much he's grown. He wouldn't have been talking to so many people when he was in 5th grade. Eventually, he made his way to me. I thanked him for inviting me and how proud I was of him, acknowledged all the growth I have seen, and that he did a great job with his Bar Mitzvah. He didn't say much, but the smile I got from him said everything. It was all that I needed.

Ms. Kira 6/14/24 Ms. Kira 6/14/24

5 Detroit Parks your Children will Love!

Did you know that Detroit has over 350 parks inside its city limits? There are numerous benefits of taking your children to the park. From social interaction to learning about new places and environments, there’s something for everyone in the numerous parks that Detroit has to offer.

When my children were young, we lived on the 2nd floor with no opening windows and no yard. Parks were a major part of our daily activities. The park not only provided them with much-needed fresh air and sunshine but was where they learned so many things from how to wait your turn to how to interact with other kids and adults. The park was a safe place for them to explore, test their limits, and build strength and gross motor skills.

We have visited countless Detroit parks, but I narrowed down my list to 5 parks I know your family will enjoy!

**Belle Isle State Park**

Less than 3 miles from Detroit Prep, Belle Isle is truly a world-class park. It’s huge, surrounded by water, and has multiple places to explore the world with a child. Detroit and Windsor’s skyline can be seen from Sunset Point on the west side of the island. While on the east side you can hike or golf and see Lake St. Clair. There are 2 large playgrounds, numerous covered picnic areas, and several sports fields.
On Belle Isle, you will also find an aquarium, nature center, and ship museum. The Belle Isle Aquarium is the oldest public aquarium in the United States, and it will be celebrating its 120th birthday this year. Designed by Albert Kahn, the fish tanks are meant to look like pictures on the stunning Pewabic tile walls. Also designed by Albert Kahn and adjacent to the Aquarium, you’ll find the Anna Scripps Whitcomb Conservatory. The conservatory's eye-catching dome covers many exotic plants and has a lily pond.
In the summer, the beach is where you will often find me with my feet in the water, taking in the city views!

**William G. Milliken State Park and Harbor**

William G. Milliken State Park and Harbor is located in the heart of downtown Detroit but feels a world apart. There are nature ponds, natural grasses, a harbor, and a lighthouse. This is a great place for the child in your life to learn more about the environment that was here before the city was built and interact with other people.
There is also a playground here, and it connects to Detroit’s award-winning Riverfront, which is a solid place for your kid to learn to ride their bike! Throughout the year, the Detroit Riverfront Conservancy hosts many family-friendly programs. A favorite for my kids when they were younger was Reading and Rhythm on the River. It is a long-standing free weekly summer program that provides kids with musical entertainment, a read-aloud, a free carousel ride snack, a craft, and a book to take home, all for free!

**Rouge Park**

Rouge Park is Detroit’s largest, and it offers endless opportunities to expose your child to sports, exercise, socialization, and life experiences.
There are 12 playgrounds, three pools, and hiking, biking, and walking trails. There are multiple natural environments to explore, and you can even kayak or fish on the river. Rouge Park is the kind of place you can visit 100 times and still not see everything, so it’s a great place to start exploring with your child at a young age!

**Maheras Gentry Park**

Also less than 3 miles from Detroit Prep, Maheras Gentry Park is one of my personal favorite parks in Detroit for a number of reasons. There is a playground, workout equipment, a lagoon, picnic areas, sports fields, and a stellar view of Detroit. This is a unique space for your child to explore the world around them, making friends in the process.
Whether you’re looking for somewhere to have an impromptu picnic or somewhere for kids to get their energy out, this is a good stop. Plus, they can learn about the natural environments on the shore of the river that makes Detroit so special.

**Palmer Park**

Palmer Park pairs history with nature, which is an excellent combination. The park dates back to the 1890s, and there’s even a historic log cabin and a fountain that used to be in front of the Opera House downtown. The City of Detroit has its mounted police headquarters here, so on most days, you can actually see the off-duty horses!

There is a disc golf course, sports fields, and tennis/pickleball courts and the large shady trees make it a great place to get out for an adventure to escape the city for a while.

With over 350 parks in Detroit to choose from, I hope I have inspired you to explore parks in the Motor City! No matter where you go in Detroit, there are people to meet, things to learn, and exercise to be had. Have fun!

💚Ms.Kira

Ms. Alyssa 6/7/24 Ms. Alyssa 6/7/24

Equity and Excellence in Education

On September 19, 2023 I attended the Henry Ford Learning Institute event titled “Equity in Education: Engaging youth to imagine a new future in Detroit.” The event was very future generation focused, directly responding to quotes from current students on what they want their academic experience to look/sound/feel like. The facilitators of the event gathered together a humble group of educators and students from various Detroit schools, all eager to collaborate and reimagine our shared experiences in the classroom. They provided the space, tools, and encouragement to nurture the curiosity of all in the room. Together and without judgment we discussed difficult questions with honesty, and we created an academic environment that might address the needs and desires of future generations.

Our first group challenge was discussing the title of the event: equity in education. Most of us thought we knew what the word ‘equity’ meant, however, in taking a moment to reflect on our daily practices, the term seemed less and less simple to define. As with many tough questions, the search for a clear answer only raised more questions— Who gets to decide what equity looks like? How can we provide equity with a lack of resources? Who is responsible for ensuring equity in education?— and no simple answers. What we found was a direct link between these questions and this one: who is responsible for ‘educating’ the next generation?

The answer to that last question was unanimous. We share a collective responsibility in the education of current and future generations. The weight of equity in education belongs to all of us because “learning permeates everything we do.” We want equity of voice with student-led innovation and not a one-sided conversation anymore. This answer was exciting for me, as a crew member of Detroit Prep, because it reflected our mission, “Detroit Prep exists to provide a world-class, equitable education that will give all students a foundation of academic excellence and character development while fostering a love of learning and passion for exploring and fulfilling their extraordinary potential as learners, leaders, and world-changers.”

After a rigorous discussion, students and educators worked together to build a model design of what we think school might look like in the future if we could manifest our hopes and dreams for a truly equitable academic environment. At Detroit Prep we like our students to take the lead in their education, and so we let the students tell us how we could support them in creating the school of their dreams. Our future school was truly student-led innovation! They imagined a space where their education could be more of an experience; a space where they could play an active role in attaining knowledge rather than passively intaking information. They took away the four wall structure wanting to bring nature into the classroom environment. They imagined a collaborative environment that provides opportunity for real world experiences, and applying classroom skills to an actual potential future career. We learned that our students are ready and excited for their chance to change the world.

Ms. Darcie 6/3/24 Ms. Darcie 6/3/24

Being Both Teacher and Parent

As Detroit Prep adds years under its belt, it also continues to add to an unofficial group of us who work at the same school our own children attend. I believe I was the first member! My oldest daughter - who at the end of this school year will be in our first class of graduating 8th graders - has attended DP since its first year, my younger daughter started kindergarten at DP two years later, and I joined DP staff two years after that when we moved into the new building four years ago. Since then, some of our staff (including both our principal and founder) have enrolled their own children as they became school-aged, and other parents of students have also climbed on board as staff. I now count 11 of us, and anticipate the number will only continue to grow as our families do!

This is something special that I have not encountered in the same way elsewhere. It demonstrates that staff believes so strongly in DP’s vision that we desire for our own children to be educated in this way, and that parent professionals witnessing the environment in which their children are learning are drawn in themselves. What results is a staff community that truly understands the value and meaning of family and is constantly working to better its practices, as well as an overall presence of genuine love in the building. It is a beautiful thing to get to witness the small moments throughout the day: the quick hugs and check-ins in the halls, the secret side-eyes and whispered I loves yous, children helping their parents set up bulletin boards or staple packets, parents watching their children in class with pride and amusement, children cringing and rolling their eyes at their uncool parents or requesting to be ignored when parents are in their classes. (The last couple examples might only be from my own now teenager.) It is just one more reason why I genuinely love Detroit Prep!

Brigette Wright 5/24/24 Brigette Wright 5/24/24

Fun At Home Science Experiments

Engaging in fun and easy science activities at home can offer incredible benefits for learners of all ages. Students can develop a deeper appreciation for the natural world, enhance their problem-solving skills, and cultivate a lifelong passion for scientific exploration. Here are just some advantages of incorporating science fun into your home:

Critical Thinking and Problem-Solving: Your student will develop critical thinking skills,generate hypotheses, test their ideas while fostering a strong foundation in problem-solving.
Curiosity and Exploration: Science activities encourage curiosity sparking an interest in exploration and discovery.
Family Engagement: Engaging in science experiments at home can promote family involvement and create opportunities for collaborative learning experiences strengthening family bonds.
Real-World Relevance: Many activities help learners understand how science impacts their daily lives.
Creativity and Innovation: Basic experiments foster creativity and innovation leading to exploration of new ideas and thinking outside of the box.
Interest in STEM Fields: Any exposure to science at home can cultivate an interest in science, technology, engineering, and mathematics (STEM) fields potentially inspiring future career paths.

Simple at home science experiments encourage curiosity, creativity and a love for learning making science more engaging and meaningful for students of all ages. The following experiments are an easy and captivating way to be sure to spark your scholar's interest in science. Try them out and watch their faces light up with excitement as they discover the wonders of the natural world!