Dearborn board hears push to raise proficiency by strengthening core classroom instruction

Miss Farage told the Dearborn City School District Board on July 28 that the district will prioritize curriculum and explicit instruction to raise student proficiency, while continuing to track growth. “Growth is happening at an excellent level,” she said, “however overall grade level proficiency gains need to improve.”

She said an institute led by Dr. Anita Archer reinforced two controllable levers that most affect achievement: curriculum (what is taught) and instruction (how it is taught). To translate research into practice, Farage urged districtwide systems that ensure consistent lesson design, regular classroom walkthroughs, and professional learning communities that give teachers time to collaborate and practice new strategies.

Farage emphasized the district’s focus on tier-one instruction — the core classroom program — and argued that intervention and acceleration should supplement, not replace, rigorous grade-level teaching. “We need to protect and prioritize tier-one instructional time to focus on essential grade-level content,” she said, noting that targeted "double dose" or "triple dose" supports should come after students receive grade-level instruction.

Trustees pressed for concrete accountability. Trustee Jamie said some schools are near the 20th percentile and called for measurable goals and monitoring throughout the year, adding that building leaders should be held responsible when students fall behind. Trustee Barry urged “true accountability,” volunteered to join the school improvement committee, and called for measurable building-by-building targets.

Board members also asked how the district will monitor implementation. Farage pointed to classroom walkthroughs and multiple assessment measures — including M-STEP, typical growth and "stretch" growth metrics — and said building school improvement plans are on file and will guide evaluation. She said results from a May survey of professional learning communities were positive and that the district will simplify protocols to reduce jargon and improve classroom use of PLC time.

Discussion also singled out classroom distractions — including cell phones — as barriers to instruction. Farage said institute presenters showed gains from strict device expectations during instructional time and that teacher training will help enforce higher engagement standards. A trustee asked directly whether failure to meet proficiency is ever the student’s fault; panelists responded that it is the district’s responsibility to provide effective instruction and partner with families.

What happens next: the board was invited to participate in the district school improvement committee and staff said they will schedule committee meetings when trustees are available. The district plans to embed these priorities on cabinet agendas, expand unannounced visits and walkthroughs, and pursue systemic implementation of the tiered support model.