January 5, 2021   


    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2019-20 educational progress for Dye Elementary. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Mrs. Detra Fields, Principal for assistance.

    The AER is available for you to review electronically by visiting the following web site https://bit.ly/3hN9i00, or you may review a copy in the main office at your child’s school.

    For the 2019-20 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has a student subgroup performing at the same level as the lowest 5% of all schools in the state. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no label is given.


    Some of the key challenges for our school, as seen in our combined report are the number of students at the proficiency level of learning. We have a high percentage of students that are partially proficient. These students on the cusp of proficiency in both ELA and Math should benefit from our key initiatives. We are using both our School Improvement Plan and Title I interventions to address student needs. The SI plan involves specific teaching strategies to affect student achievement such as the use of Lexia Core 5 as a resource for teaching foundational reading skills. We are also implementing the new district Wonders, reading curriculum. In addition to classroom learning opportunities at Dye, we are able to provide several Title I programs that offer multiple interventions for extra academic support in the areas of reading and math.

    State law requires that we also report additional information.

    1. Students that live within the designated school boundaries are able to attend Dye Elementary School. Additionally, parents may complete forms for In-District Schools for Choice if they reside within the Carman-Ainsworth Community Schools district boundaries. For families who are not residents of Carman-Ainsworth Community School, they may apply through the district’s limited choice program.
    1. Dye Elementary continues to monitor and adjust the School Improvement Plan strategies in all content areas. For the 2019-2020 school year, we have reviewed our strategies to support students in successfully mastering the text dependent analysis portion of the M-STEP. We are also working towards continuing to ensure that all students will become fluent in basic math facts.
    1. Dye Elementary is comprised of students in grades K-5. Average enrollment is approximately 500 students. Students are provided enrichment in the areas of Art, Music, Physical Education, and Science        Technology Engineering and Math (STEM) programs. Fifth grade students are able to participate in either Band or Orchestra.
    1. All grades follow the comprehensive District Pacing Guides (Mathematics and English Language Arts) along with content units (Science and Social Studies). The district pacing guide is directly aligned with the Michigan Common Core Standards and Benchmarks. Information regarding the core curriculum can be obtained from the Main Office or the state web site http://www.michigan.gov/mde
    1. Dye Elementary measures student achievement in multiple ways. In addition to M-STEP (state assessments), NWEA (national assessments), and DRA (local assessments); common grade level assessments are also used. NWEA is a nationally normed assessment that is used to determine annual student academic growth. Many students made a year or more of growth according NWEA. Developmental Reading Assessment scores also reflect student progress. M-STEP reflects growth although the level of growth does not meet the state percentages for proficiency.
    1. One of the ways that Dye Elementary professionals continue to communicate with parents is during Parent –Teacher conferences held twice each year. For the 2018-2019 school year, 79%(474) of Dye families attended fall  conferences. 83%(499) families attended winter conferences. For the 2019-2020 school year, 83%(452) of Dye families attended fall conferences. Due to the COVID 19 pandemic and abrupt school closing, our winter data is unavailable.

    Dye Elementary has worked diligently to ensure that we nurture a culture of caring, respect, and high expectations. Our vision includes staff, students, parents, and community working together to develop a passionate environment for teaching and learning where all students experience success. Our restorative culture provides students with an opportunity to have an active voice and regular classroom dialogue regarding the classroom community, behavior concerns, or thoughts regarding their education. It is with coordinated efforts of a dedicated professional staff, community, and family support that students are provided with a wonderful place to learn.


    Detra Fields, Principal

    Dye Elementary