Miller AER

Office of the Superintendent


Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which
provides key information on the 2015-16 educational progress for the Miller
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 Radewin Awada for assistance.
The AER is available for you to review electronically by visiting the following web
site: or, you may review a copy in the main
office at your child’s school. Also, you can find the Combined Data Report at .
For the 2016-17 year, no new Priority or Focus schools were named; some Priority
or Focus schools exited their status because they met the exit criteria. New Reward
schools were identified using school rankings and Beating the Odds information. A
Focus school is one that has a large achievement gap between the highest and
lowest achieving 30% of schools. A Priority school is one whose achievement and
growth is in the lowest 5% of all schools in the state. A Reward school is one that
has achieved one or more of the following distinctions: top 5% of schools on the
Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in
achievement (improvement metric), or “Beating the Odds” by outperforming the
school’s predicted ranking and/or similar schools. Some schools are not identified
with any of these labels. In these cases no label is given. Our school was not
identified as a “FOCUS”, “PRIORITY”, or “REWARD” SCHOOL.
At Miller Elementary, we take pride in addressing the challenges our students bring
to school with them. Currently, 81.89% of our students are Limited English
proficient. Also, 90.57% of our population are economically disadvantaged. Highly
qualified staff provides reading instruction using research based best practices in
language and literacy development. Five year academic trend data indicates an
increase in reading, writing, and mathematics. Students performing in the bottom
thirty percent in reading and mathematics are identified annually and provided daily
intervention services, additional academic support services are provided through
Miller’s extended day program.
Currently, 60% of Miller teachers are ESL endorsed. Our teachers also have
professional development that addresses socio economic challenges. In addition, we
offer at risk students opportunities for extended day and extended year through
Title I and Title III funds. Extended year opportunity is also offered to students who
are at risk through Title I funds. Priorities in our goals include: full implementation
of the common core standards; a focus on identified essential learnings; flexible
grouping; academic vocabulary to support life and career skills including
communication and critical thinking. Our goals align with district strategic
The students at Miller Elementary are assigned to the building based on the Board
of Education-adopted boundaries. In addition to traditional high school and middle
school programs, students have other district options, including dual enrollment,
the Michael Berry Career Center, the Dearborn Magnet School, the DCMST
(Dearborn Center for Math, Science, and Technology), STEM Middle School , Henry
Ford Early College, and Henry Ford Collegiate Academy. These specialized
programs are extended to students who meet specific criteria.
The School Improvement Plan for Miller Elementary is continuously reevaluated.
Students, staff and parents participate in a comprehensive review of student data
and collaborate to create a school-wide plan encompassing goals, objectives,
strategies, and activities aimed at increasing academic achievement for all
students . Our current academic goals focus on reading, writing, math, and science.
All of our goals focus on increasing student achievement and reducing all
achievement gaps. These goals align with district initiatives and support Advanc-Ed
Systems-Level Accreditation status that was awarded in 2013 and that will be in
effect through June of 2018.
The state of Michigan develops and reviews a curriculum framework that outlines
expectations for student performance and describes the knowledge and abilities
needed to be successful in today’s society. Each district then uses this framework
to develop a standards based curriculum. Dearborn employs the Dearborn
Educational Curriculum (DEC) platform, to house district curriculum documents; all
teachers have access to the DEC. The educators can access their grade/course
level to view the Common Core State Standards (CCSS), pacing guides, common
core essential questions, resources, lessons, activities and assessments, both
formative and summative. These materials are constantly being updated to ensure
close alignment with CCSS and evolving state assessments. Also, please visit our
website for more detailed information at
Based on Spring 2016 WIDA results, 76% of EL students improved, 4% regressed
and 19% maintained WIDA levels during the 2015 to 2016 testing cycle.
Comparing 2015 – 2016 M-Step performance levels indicate regression in third and
fifth grades in mathematics and ELA, while fourth grade performance levels
increased in math and ELA. Because testing between 2015 -2016 differed in format
and content from 2014 – 2015 M-Step growth data was not a reliable measure of
student academic growth.
The number of students represented at parent conference was 97%. If parents are
unable to meet during parent teacher conferences an alternate day and time are
agreed to by teacher and parents.
I commend the efforts of the students, staff and parents of Miller Elementary for
working collectively to ensure equal access to an excellent education. A determined
and focused school improvement plan provides the structure and focus required to
meet the academic, emotional, behavioral and social needs of all students. The
Dearborn Board of Education and Superintendent continue supporting a diversified
curriculum aimed at meeting the diverse needs of a student population of
approximately twenty thousand five-hundred students. Instructional leaders
continue pursuing higher educational degrees and endorsements required to keep
pace with the latest educational research. Multiple learning opportunities and
parent meetings are embedded annually enabling dissemination of information and
collaboration among parents and staff.
Miller Elementary is a wonderful community where all stakeholders collaborate to
meet the needs of a diverse population and ensure all students have equal access
to a first class education. Dearborn Public Schools continues supporting Miller’s
mission to provide a safe, nurturing and educationally stimulating environment
where all students realize their full social, emotional and academic potential.
Radewin Awada
Miller Elementary
Glenn Maleyko, Ph.D.


AER letter in PDF format

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