On December 3, 2025, a group of two dozen new Medical Detectives—6th and 7th graders selected for Pimlico Elementary / Middle School’s unique Middle School Health Science Program in partnership with LifeBridge Health—received their pins and white coats. This celebration, which launches their participation in the program, included faculty, family, LifeBridge leaders, and Baltimore elected

Helping young people better understand the power of their potential. Giving them the tools they need to embrace life with love and confidence, not ego. Freddy Love, motivational speaker and founder of The Love Not Ego Foundation, shared this and more with Pre-K through 8th grade students at Frederick Elementary School and Pimlico Elementary / Middle School in November. Mr. Love gave a series of age-appropriate, inspirational assemblies at each school, designed to teach students how to be their best and reduce—and resist—the pressure to conform.   We asked Mr. Love for his feedback on each day:Frederick Elementary School was amazing! As we had trusted that they would, the students connected with the message right away. We had a great time! I mean, an awesome time together! I’m trusting that they walked away from this experience with a reminder and awakening to what they can become and make of their lives. I’m trusting that they now have a few extra tools for life that they can use immediately to help with their daily happiness.Pimlico Elementary Middle School was another great experience! I came here to help them see the superstars that they naturally are. And they actually gave that feeling to me! I’ve had several students already follow me on social media, watching, and commenting on my inspirational videos. I feel good about them remembering this experience and message and having it serve as inspiration to help them be their authentic selves. I believe that they all left with a clearer idea of how to move forward as the best human that they can be.Thanks, Mr. Love, for serving as an inspiration for our students to be their authentic selves. Visit lovenoego.org to learn more.

“Be who you needed when you were younger.” Haneef Hardy, founder of the nonprofit Unlimited Potential Mentoring (UPM), lives by those words. This motto also drives his nonprofit, which supports children and teens in Baltimore and his native Philadelphia through three programs. In mid-December, prior to Winter Break, Mr. Hardy and his team launch the

Over 65 years after they first walked the halls of Pimlico Elementary School, four members of the Class of 1960—Harry Fox, Lois Landsman, Martin Stein, and Donna Wolf—returned to their alma mater for a special visit. The idea began when Martin Stein reached out to Principal Nneka Warren with a photograph from 1959 of the

October is National Bullying Prevention Month, an effort to bring awareness to school communities about the effects of bullying and how to prevent it. With Restorative Practices at the center of each of the six Baltimore Curriculum Project (BCP) neighborhood conversion charter schools, BCP educators and staff create a safe, supportive learning environment. BCP school

The Community Helpers Club at Pimlico Elementary / Middle School (PEMS) loves making a difference. This group of middle school leaders, led by Theresa Braxton, PEMS’ Community School Coordinator through the school’s lead agency, Park Heights Renaissance, and Shantel Carter, a PEMS Aducational Associate, plans and leads various projects in the school that benefit fellow

Every student in school, every day. That’s the goal across the network of Baltimore Curriculum Project (BCP) neighborhood conversion charter schools.  For our 30th year, BCP has kicked off an ambitious goal for a critical challenge facing public schools across the nation: chronic absenteeism. We’ve launched a new initiative this year to decrease chronic absenteeism

Restorative Practices is the cornerstone of each neighborhood conversion charter school in the Baltimore Curriculum Project (BCP) network of six Baltimore schools. The focus on and devotion to daily practices of using positive, community-building interactions for discipline, student expectations, and conflict resolution has transformed BCP school culture and community. Now in its fourth year as a BCP school, Pimlico Elementary / Middle School (PEMS) is using Restorative Practices to impressive success. The “Dream Team,” a collaborative group of expert Restorative Practices practitioners, oversees PEMS’s Restorative Practices program (see end for names). Marc LesterWe spoke with Marc Lester, PEMS Restorative Practice Director and Lead of Climate, on the distinctions of PEMS’ approach. He has been in this position for five years. Prior, he was a high school special education teacher, which really shaped how he sees student support and relationship building. In that position, he learned the value of empathy, consistency, and accountability as well as helping staff and students create a school climate that’s positive, supportive, and restorative.Q: What does Restorative Practices look like at PEMS? A: Teachers and staff use proactive circles (morning meetings, check-in, and check-outs) to build trust, respect, and belonging. Students also share thoughts, feelings, and experiences in structured, supportive conversations. Classroom norms are created collaboratively to encourage accountability and voice. Instead of focusing on punishment, students are guided to understand the impact of their actions. Staff use restorative conversations or problem-solving circles to allow all parties to share their perspectives. Consequences are linked to repairing relationships, not just discipline. Students also learn empathy, active listening, and conflict resolution. Q: What has been the impact of your program for the past four years since PEMS joined BCP? A: Over the past four years, the Dream Team has had a significant impact on strengthening school culture and improving student outcomes. Through consistent use of Restorative Practices, proactive community building circles, and collaborative staff support, the Dream Team has helped reduce conflicts, improve student behavior, and increase engagement.   Relationships between students, staff, and families have become more positive and solutions, which have led to a more inclusive and respectful environment. The Dream Team has also provided professional development and coaching for staff, ensuring that restorative approaches are embedded into daily practices and sustained across the school. Watch a video of how Restorative Practices works at BCP schools.Q: How does PEMS’ Peer Mediators support the Dream Team and the PEMS culture? A: We have 15 trained Peer Mediators. The program has had a measurable impact on improving student interactions and reducing conflicts. The student mediators help their peers navigate disagreements before they escalate, fostering a culture of accountability, empathy, and communication.   As a result, incidents of minor conflicts have decreased, students feel more empowered to solve problems constructively, and overall school climate has become more positive.  The program also develops leadership and social-emotional skills among the mediators themselves, preparing them to model Restorative Practices for the broader student community. The Dream Team also wants to shout out Todd Wade, Restorative Practice Director at City Springs Elementary / Middle School for spearheading our peer mediation initiative. Read more about the Peer Mediator program, which began three years ago across all BCP schools. Q: What do you find inspiring about this work? Members of the PEMS Dream Team; Mr. Lester, back row, center, in white shirt.A: What inspires me the most is seeing the real change in students and staff when restorative practices are put into action. I love watching a student realize that their voice matters, or when two people are in conflict can repair a relationship instead of carrying resentment. For me, it’s about creating a school environment where kids and adults feel valued, respected, and connected—and that’s what keeps me passionate about this work. Thank you, PEMS Dream Team! Mr. Lester, Restorative Practice Director (Lead of Climate) Mr. Davis, Student Wholeness Specialist Mr. Reid, Student Wholeness Specialist Mr. Lymon, Restorative Practices Coach (6th-7th grade Lead) Mr. Taylor, Student Wholeness Specialist( Elementary Lead) Ms. Carter, Ed Associate Mr. Adams, Restorative Practices Coach (8th grade Lead) Ms. Hopkins, Student Support Staff Mr. Hicks, Student Support Staff Ms. R., Student Support Staff Mr. Bell, Student Support Staff Mr. Carter, Student Support Staff Mrs. Well, Student Support Staff Mr. Scott, Student Support Staff Mr. Noel, Student Support Staff Mr. Brown, Student Support Staff Ms. Dodson, Student Support Staff

Permits are official and in place for a new turf field and four-lane running track at Pimlico Elementary / Middle School. The new field will feature space for football, lacrosse, soccer, and track and bring even more opportunities for our students and the historic Park Heights community to stay active and thrive.  Construction will begin

Each June, educators and administrators from the Baltimore Curriculum Project (BCP) attend the annual NWEA Fusion conference. The nonprofit NWEA, or the Northwest Evaluation Association, develops and oversees the annual assessments BCP uses to measure and guide its students’ academic performance, the MAP (Measures of Academic Progress) Growth assessments for students.  From June 25-27, 2025,