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Valentine’s Day Candy Gram Fundraiser: Feb. 06 – 13

Valentine’s Day is coming and that means Stout Track is having their annual Valentine’s Day Candy Gram Fundraiser!
From Thursday, February 6th through Tuesday, February 13th, there will be a table set up during lunch where you can purchase candy grams to send to anyone in the school for only 50 cents each! Send a message and a heart-shaped sucker to anyone of your choosing: your crush, your friends, your classmates, or even your favorite teacher! 
Make sure you know the first hour teacher of the person you want to send your candy gram to! Candy gram delivery will take place on Valentine’s Day, Friday February 14th, during first hour. 
Coaches Rancilio, Hool and Peters. 

2020-21 Dearborn Schools calendar now available

With winter break over, many families are starting to dream of warm weather and plan summer vacation. Dearborn Public Schools is releasing next year’s school calendar to assist with that vacation planning.
Again next school year, class will resume in August on the Monday before Labor Day, and students and staff will have both Friday and Monday off for a long Labor Day weekend. Schools will be closed for two weeks over the winter holidays, a four-day weekend in February 2021 for mid-winter break, six days for spring break over Easter in April 2021, and three days in May 2021 for Eid al-Fitr.
Many factors go into determining the school calendar including a state requirement for 180 days of school, a countywide common calendar, community needs, and professional development obligations. The administration and the Dearborn Federation of Teachers spend many hours working together on the various details that need to be considered before a final calendar is approved.
The 2020-21 calendar is only the third time the Dearborn Public Schools has had to follow a change in state law requiring schools to provide 180 days of instruction. That change added five days to the school year. Another state
law requires that school start after Labor Day, but districts are allowed to request a waiver to start earlier. Next year will be the third year in a row that Dearborn Schools has started before Labor Day. For Dearborn Public Schools, starting earlier allows schools to continue to get out in mid-June, hopefully before the weather turns too hot. Many of the district’s buildings are not air-conditioned. The last day of class next school year will be Friday, June 18, 2021.
The county common calendar sets the dates for winter break, spring break, Good Friday, and Presidents Day. The school calendar also must reflect the needs of the local community, which for Dearborn means days off around the Eid holidays. Districts lose some state funding if attendance falls below 75 percent at any building.
The 2020-21 district calendar once again includes late start dates that will be used for professional development and school improvement planning. The late starts dates have been extremely helpful in providing teachers and
principals with time to meet, collaborate with colleagues, work on school improvement goals, and improve student instruction. The first of the seven late start dates will occur on Wednesday, September 23, and will continue on various Wednesdays throughout the year.
The 2020-21 calendar is posted on the District’s website and can be accessed by visiting https://dearbornschools.org/district/district-calendars. Visitors will be able to download a PDF version or view an
online calendar. Parents are reminded to check with their child’s school for important events and activities unique to their school and not appearing on the District calendar.

3rd Parent Educational Meetings on Thursday, January 23rd, 2020

Dear Parents,

Please join us for our 3rd monthly Parent Education Meetings on Thursday, January 23rd, 2020 at 9:30am at Stout’s Middle School auditorium where we will discuss the different styles of parenting.

Parent engagement is a critical component of a child’s success. Research shows that students who have parents that play an active role in their daily school life achieve at higher levels than those whose parents are not active and are also more successful later in life. We look forward to meeting you and working with you throughout the year. If you have any questions or concerns please call the Stout Main Office at (313) 827-4600. 

Thank you!

Hanaa H. Faraj

Assistant Principal

Stout Middle Schoolext. 74610

أعزائي الأهالي

نرجو منكم مشاركتنا ثالث إجتماعات الأهالي التعليمية عند الساعة 9:30 من صباح يوم الخميس، 23 يناير (كانون الثاني)، 2020 في قاعة محاضرات مدرسة ستاوت المتوسطة  حيث سنبحث في هذا الإجتماع المناهج والوسائل المختلفة في تربية الأطفال

إن مشاركة الأهالي عنصر أساسي لنجاح اولادكم وبناتكم. وتشير الأبحاث إلى أن الطلاب الذين ينشط أهاليهم في حياتهم المدرسية اليومية يحققون مستويات أعلى من أولئك الطلاب الذين لا يشارك أهاليهم في حياتهم المدرسية وهم أكثر نجاحاً في حياتهم لاحقاً. إننا نتطلع إلى لقائكم والعمل معكم خلال العام الدراسي. وإذا كان لديكم أية أسئلة أو قلق الإتصال بالمكتب الرئيسي  لمدرسة ستاوت على الرقم 4600 -827 – 313

مع الشكر الجزيل

السيدة هناء فرج

مساعدة المدير

مدرسة ستاوت المتوسطة تحويلة 74610

Board reorganizes, recognized for Board Appreciation Month

As part of School Board Recognition Month, Superintendent Dr. Glenn Maleyko took time at the January 13, 2020 School Board meeting to thank the Trustees for their service to the community. 

“On behalf of our students, staff and community, I would like to thank our board trustees for their enduring dedication to public education. As superintendent, I truly appreciate the diversity of experience and the professionalism this group of trustees brings to the table.  They are very knowledgeable about the workings of our district and the latest issues impacting education,” said Superintendent Dr. Glenn Maleyko.

School Board members in Dearborn develop policies and make tough decisions that help shape the future of the district.  They bear responsibility for the third largest district in Michigan with an annual budget of more than $220 million, an enrollment of almost 21,000 students, and 2,700 employees working in 34 buildings. 

In addition, Dearborn School Board trustees also serve as trustees for Henry Ford College. They are the only school board trustees in the state that also serve as trustees for a local college.  This dual responsibility means trustees spend twice the amount of time dedicated to serving the community. They evaluate both the superintendent and college president, attend twice the number of meetings, and must keep abreast of issues, laws, and legislation impacting both grades P-12 and the college.

Superintendent Maleyko added, “I have worked with them this past year on several important projects including the renewal of our strategic plan, budget planning for the 19-20 school year, and most importantly addressing our infrastructure and capacity needs that ultimately led to the bond proposal this past November. Although the outcome of the election was not favorable, the board did a tremendous amount of work providing leadership throughout the entire process leading up to and during the bond campaign.  I look forward to continuing that work as we move forward to develop a modified plan. “ 

The board began the calendar year with a brief organizational meeting to select new officers.  Those appointments include Hussein Berry as president, Jim Thorpe as vice president, Mary Lane as Secretary and Roxanne McDonald as treasurer.  Trustee Mary Petlichkoff was given an honorary gavel to commemorate her service last year as School Board President.

Below are your Dearborn Public Schools trustees for 2020.  Four terms will expire by the end of the year and will be part of the November ballot.

Trustee Roxanne McDonald has served six years on the board after being elected in November 2011.  She did not serve in 2017 and 2018, but was reelected in November 2018. Her current term expires at the end of 2024.

Trustee James Thorpe has served three years on the board after first being elected in November 2016 to a partial term.  He was reelected in November 2018 to a full term, which expires at the end of 2024.

Trustee Hussein Berry has served on the board for eight years.  He initially served from 2010 to 2014 and was elected again in November 2016 to a term which lasts through 2022.

Trustee Mary Lane was first elected to the board in November 1999, but did not serve in 2008.  She has 18 years of board experience, and her current term expires at the end of 2020.

Trustee Michael Meade was elected in November 2014 and has five years of board experience.  His current term expires at the end of 2020.

Trustee Mary Petlichkoff has served on the board nine years.  She was first elected in 2006 and served from 2007 to 2010.  She returned to the board after being elected again in November 2014.  Her current term expires at the end of 2020.

Trustee Adel Mozip was appointed to the board in April 2019.  He will serve until elections are certified in November, when the winning candidate for the partial term will join to board to fill the remaining two years of the seat vacated by Fadwa Hammoud. The Dearborn Board of Education, and the hundreds like it across the state, preserves public education, the core of the United States democracy. They ensure that decisions on school programming are made by people elected to represent the community’s values, culture and circumstances.  They are citizens whose decisions affect students and build the local community.

Hail our Stout Cheerleaders

On Thursday, January 9th, 2020, the Stout Cheer Team had its first of two competitions this week at Allen Park High School. Their 2nd performance will bein Brighton at 9:00am. Wish them luck or come support them by cheering them on!! Enjoy these 2 videos of our very special Stout Middle School Cheerleaders!

Diversity is a daily conversation in Dearborn schools

CLAIRE CHARLTON | THURSDAY, JANUARY 09, 2020

When Zeinab Chami was a student at Dearborn Schools, she was surrounded by kids who looked like her. She describes the classrooms as a kind of “diverse homogeneity,” with 90 percent of students identifying as Arab American, mostly of Lebanese roots, she says.

But the faculty didn’t necessarily reflect the student body.

“I had not a single Arab American teacher until 11th grade, and then one in 12th,” Chami says.

Ten years after her 2002 graduation from Fordson High School, Chami again walked the halls, this time as a teacher. Today, about half of her colleagues are Arab Americans. “It’s important for kids to see teachers who look like them but also see a difference, too. We could always be more diverse.”

But faculty is just one piece of the diversity puzzle at Dearborn Schools. As a district that has shifted from a majority student body of Arab Americans of predominantly one background to Arab Americans that represent many ethnicities, Dearborn has chosen to take a deep educational and social dive on diversity.

Through student clubs, forward-thinking teaching methods, and emphasis on cultural competency, Dearborn elevates diversity as a strength and underscores educational experiences by making diversity a conversation that takes place every single day.

The value of self-awareness

Today, Dearborn’s student population is still largely of Arab descent, but with a broader variety of national groups, introducing both ethnic and religious diversity to students who, apart from having a Middle Eastern background, are really just average American kids.

“They are American teenagers with not a huge connection with the Middle East. They eat the food, they’ve been there maybe,” says Chami.

Newcomers, especially refugee students who have persevered through adversity, bring with them a unique strength, Chami believes. “It’s really kind of neat because that’s some diversity in our school,” she says.

Among the district’s 20,682 students, nearly 76 percent qualify for free or reduced lunch, adding economic differences to the mix.

As chair of the English Language Arts Department at Fordson, Chami helps her students understand their own cultural identities.

“What’s cool about Dearborn Schools is we have the freedom to do this,” says Chami. “We have a skills-based curriculum at the high school level, at least in English. What this means is we have lots of flexibility as long as we teach certain skills. You can work on any skill with any text if you are creative enough. This is what literature is for.”

For example, in her AP Literature and 11th grade English classes, Chami helps students study the text through two lenses: the dominant culture and the individual. When students can see their own struggles in the words of Frederick Douglass, W. E. B. Du Bois, or Malcolm X, they learn volumes about themselves, and this builds strength.

“It gives kids grit. They see the struggle and respect it….There’s value in being that self-aware,” she says.

Creating a culture of inclusion

When students are proud of their own backgrounds, they work to create a culture of inclusion, says Stacy Rumler, school social worker at Dearborn High School, which has a mix of African American, Latinx, white, Arab American, and Asian faces among its 2,200 students. At the beginning of each school year, new students are invited to small-group breakfasts where they meet students and faculty leaders so they’ll create important relationships early on. Students also have access to English Language Learners (ELL) programs if needed.

Rumler and Chaim both say that while anti-bullying programs do exist, a sense of inclusion has a louder voice within the schools. Ninth and 10th grade Dearborn High students led a recent initiative as part of this year’s district-wide Care to the Core showcase called “Why You Matter” that included 328 photos of students and in-class presentations that highlighted the strength in differences.

The program, which was inspired by a similar program in another Michigan high school, will expand this fall to include even more students.

Long before diversity became a buzzword, Dearborn high schoolers have met annually for the Student Leadership Diversity Summit. In its 10th year, the program brings together 150 students from three schools to discuss how actions can impact lives, the value of resiliency, and how to create safe, inclusive school environments. The students then develop talking points to share with their respective schools.

Overcoming bias

When students at Edsel Ford High School formed a social justice club and started talking about some tough issues, some faculty members recognized the need to introduce these topics into the academic curriculum.

“It was through that social justice club that I started noticing that at Edsel Ford we had the greatest diversity, both of new immigrants and long-standing residents of Dearborn. Here we have people from different backgrounds first being introduced to each other,” says Violet Souweidane, student empowerment facilitator at O.L. Smith Middle School. “How do we communicate with each other when you are foreign to me, you look foreign, and your ideas are foreign? These are very powerful discussions, and there were all kinds of misconceptions.”

Souweidane and her colleagues gained school board approval to create a curriculum for a social justice class where students tackle the tough concepts of societal and systemic fairness through intergroup dialogue.

“We’re not changing their homelife values, but asking students to think about what they believe, and to critically analyze using the Socratic method to figure out why we think this way and to move forward,” says Souweidane.

According to Souweidane, these experiences prepare Dearborn students for success in higher education and life in an increasingly diverse world.

“Our students have totally benefitted,” says Souweidane. “We think of isolation, and the girl with the headscarf that can’t leave her house, which is the media stereotype. But you also have the girl who is only surrounded by people like her. If you’re only associating with people from the same socioeconomic background you are missing out on the wealth life has to offer.”

What is not foreign to Dearborn Schools is recognition for academic performance. The STEM Middle School was awarded National Blue Ribbon Status in 2018, and all three Dearborn high schools, plus the Henry Ford Early College program, ranked in the top ten of either middle-to-lower-income or lower-income schools for sending the most graduates on to college.

These statistics tell only part of the story. For the past several years, the district has congratulated student after student accepted to Ivy League and other highly selective universities. “How many Title I districts can say that?” says Chami.

“We want students to achieve the highest education possible and strive for the careers they want,” says Souweidane. “Their opportunities are limitless. But if we don’t educate them on diversity, they’ll stay in their own enclave. And that’s not what Dearborn is about.” 

 

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