• April 9, 2019

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for the Dye Elementary School. 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 http://bit.ly/2ItbSZ4, or you may review a copy in the main office at Dye Elementary.

    For the 2017-18 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 three or more underperforming student subgroups. 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.

    * Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are:

    TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

    ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school.

    Our school HAS NOT BEEN GIVEN ONE OF THESE LABELS.

    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. We are also able to provide after school support with homework and enrichment activities through YouthQuest afterschool programming.

     

    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 2017-2018 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 615 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. DRA scores also reflect student progress. M-STEP data also 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 2016-2017 school year, 87% (618) of Dye parents/guardians attended fall conferences while 72% (649) attended winter conferences. For the 2017-2018 school year, 77% (461) of Dye families attended fall conferences while 69% (433) attended winter conferences.

    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 a 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.

     

    Sincerely,

     

    Detra Fields

     

    Detra Fields, Principal

    Dye Elementary

     

    A printable .pdf of Dye's AER is available here.