Our Vision
Students First – Inspire, Educate, Celebrate
Our Mission
Dearborn Public Schools will provide an exceptional learning environment that empowers every student to succeed in life today and in the future.
To our Dearborn Community,
It is my honor to share with you the work of dozens of diverse stakeholders throughout our community. Together this group spent months formulating a Strategic Plan to ensure our district remains a leader in education. We started by analyzing data, comparing ourselves to similar districts in test scores, budget, staffing, and enrollment. We examined areas of strength, and we identified areas where the district will focus its energies in the next three years. Then we trusted our professional staff to develop the roadmap to attain the standards of excellence our community expects of the Dearborn Public Schools.
Through this process, we will maintain our vision and mission statements that continue to be a call to action.
Our Vision
Students First – Inspire, Educate, Celebrate
Our Mission
Dearborn Public Schools will provide an exceptional learning environment that empowers every student to succeed in life today and in the future.
This school district is part of a growing, vibrant area built upon quality education and outstanding city services. New schools, housing, and retail development complement the existing infrastructure to provide residents with a safe, stable community. Each and every one of our schools is a great place for your child to receive their education.
The district offers programs and services to meet the needs of all students as you will see in this document. To find out more, please contact the school in your neighborhood or the Administration Office at 313-827-3006. Thank you for taking the time to review our Strategic Plan for the future of the Dearborn Public Schools.
Dr. Glenn Maleyko
Superintendent
Our Commitments
Staff Commitments to Students
- Prioritize a student centered mindset for every decision.
- Prioritize the safety and well-being of ALL students.
- Differentiate instruction to meet the needs of every learner.
- Celebrate ALL students.
- Promote lifelong learning skills focusing on academic and social emotional learning.
- Foster a supportive environment that promotes strong relationships among staff, students, and families.
- Educate with purpose to empower students by exposing them to many different career opportunities through field experiences and employability skills.
- Implement Educational Development Plans (EDP) to help students establish educational/personal career goals.
- Maintain learning environments where all students feel valued, supported, and safe.
- Establish highly functional systems District-wide to ensure high expectations, equitable access to opportunities, resources, and curriculum for all students.
- Create a culturally responsive environment in which all students see themselves in curriculum, celebrations and community partnerships.
- Leverage new technologies, approaches and structures that enhance student learning and enable the District to remain a leader of educational change.
District Commitments to Staff
- Invest in staff at all levels to produce a caring and nurturing environment for students.
- Provide job embedded, meaningful and targeted professional learning to enhance student success.
- Inspire staff so they can thrive and excel.
- Prioritize the well-being of ALL staff so they feel safe, supported and valued.
Strategic Plan Stakeholders Committee
The Strategic Plan Committee members represented a wide array of roles throughout the district. Community members, parents, students, teachers, and administrators were all represented.
*Click on the Strategic Plan Committee Members to see all the members.
Strategic Plan Stakeholder Committee Members
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Lena Abdrabbah, Instructional Staff Member Safiyya Abdullah, Instructional Staff Member Husn Ahmed, Student Gehad Alawan, Parent/Guardian Angela Altomonte, Instructional Staff Member Zakary Amekran, Student Mark Andrews, Non Instructional Staff Member Robert Attee, Administrator Ali Bazzi, Parent/Guardian Ahlam Bazzi, Post-Secondary Professionals Kim Beckwith, Instructional Staff Member Hussein Berry, School Board Trustee Hassan Berry, Student Hussein Beydoun, Post-Secondary Professionals Fatmeh Beydoun, Instructional Staff Member Hussein Beydoun, Instructional Staff Member Linda Charara, Parent/Guardian Danielle Elzayat, Non Instructional Staff Member Mike Esseily, Administrator Abeer Fahs, Instructional Staff Member Fatme Faraj, Administrator Malak Fardous, Instructional Staff Member Andrew Gladstone-Highland, Parent/Guardian Winifred Green, Administrator Nofila Haidar, Parent/Guardian Frank Haliburda, Administrator Rebecca Hermen, Parent/Guardian |
Hilda Irani, Administrator Iman Ismail, Instructional Staff Member Cillian Jackson, Student Tirria Kendred, Post-Secondary Professionals Darin Kerr, Instructional Staff Member Farah Mackie, PTA Council Farah Mackie-Harajli, Parent/Guardian Hussain Makki, Student Wafaa Mallah, Non Instructional Staff Member Adam Martin, Administrator Aimee Meeker, Instructional Staff Member Al Mosawi, Parent/Guardian Adnan Moughni, Administrator Zeinab Moughnia, Instructional Staff Member Haifaa Mourad-Chamma, Parent/Guardian Adeeb Mozip, Parent/Guardian David Mustonen, Administrator Syeda Naqvi, Parent/Guardian Morgan Pircer, Instructional staff member and parent James Radcliffe, Instructional Staff Member Anji Santacroce, Parent/Guardian Zanib Sareini, Non Instructional Staff Member Lamis Srour, Administrator Metsihet Tilahun, Parent/Guardian Shadia Vettraino, Parent/Guardian Thomas Wall, Administrator Zahera Zahreldin, Instructional Staff Member |
Focus Area 1: Teaching and Learning
Goal 1: Maintain a high graduation rate and meet annual proficiency and growth targets in pre-K through 12th grade as set by the state accountability system.
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Strategy Who will do what to REACH this goal |
Implementation How will we know it’s happening |
Timeline |
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Evidence |
Accountability (who) |
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Strengthen the Professional Learning Communities (PLCs) process districtwide by Implementing:
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SE and EL Directors Executive Directors Principals |
2019-2023 |
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Provide a Guaranteed and viable curriculum through common resources aligned to grade level rigor |
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Curriculum Consultant Committee Co-chairs Executive Directors |
2019-2023 |
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Incorporate Disciplinary Literacy practices in all schools |
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Curriculum Consultant Science Coordinators Principals |
2019-2023 |
Goal 2: Increase career readiness through Career Development Education as measured by AP coursework, industry certifications and dual enrollment
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Strategy Who will do what to REACH this goal |
Implementation How will we know it’s happening |
Timeline |
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Evidence |
Accountability |
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Implement career development education- Use MI model for career development:
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Building administrators Counselors Executive Directors |
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Revise My Learning Plan to align with Michigan’s Educational Development Plan |
Committee documented revision Implementation evidence from SIP |
Counselors Building Administrators Executive Directors |
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Develop and employ a program that provides each student with a designated adult or peer who will support each student in his/her course(s) who will function as a single point of contact and advocate for student success. |
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Data to support Goal 2: (measures of achievement: AP enrollment and test pass rates, industry certifications, purposeful dual enrollment numbers toward degree, collect data in regards to college acceptance and year 13 success rate, university feedback (How are the kids doing in the 1sr year of college and beyond? GPA, skills for college success, drop out)
Goal 3: Strengthen positive relationships and student leadership to improve discipline and attendance and decrease bullying.
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Strategy Who will do what to REACH this goal |
Implementation How will we know it’s happening |
Timeline |
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Evidence |
Accountability |
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Incorporate SEL activities at each level |
SIP Visits Building artifacts (ex. Care2Core, Leader in Me, etc.) |
Affective Education Coordinator Executive Directors School Administrator Director of Special Education |
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Implement behavioral intervention strategies at each building |
Behavioral Intervention Model Artifacts (examples Leader in Me, PBIS, Restorative Practices, etc) attendance, discipline records..etc, specifically reduction in truancy and suspension rates |
Affective Education Coordinator Executive Directors School Administrator Director of Special Education |
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Provide timely and relevant professional development on current issues (Trauma informed instruction, Vaping, culturally responsive teaching, restorative practices, social media impact) |
PD Calendar General Admin Agenda |
Affective Education Coordinator Executive Directors School Administrator Director of Special Education |
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Data to support Goal 3: (SEL Surveys, Discipline Data, Bullying Data, Attendance Data)
Focus Area 1: Instructional Improvement and Innovation
Dearborn Public Schools staff will meet the academic, social, and emotional needs of all students
SMART Goal: Maintain a high graduation rate and meet annual proficiency and growth targets in pre-K through 12th grade as set by the state accountability system
Focus Area 1: Instructional Improvement and Innovation
Strategy 1: Implement a highly functioning PLC process-MTSS Academic
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Strategy 1: Implement a highly functioning PLC process-MTSS Academic |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Provide high-quality professional development that increases the staff’s capacity to collaborate, design, and implement Tier I, Tier II, and Tier III instruction. |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2022 |
Spring 2026 |
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Build Collaborative cultures within PLC teams in every building |
Executive Directors of Student Achievement |
Fall 2023 |
Spring 2026 |
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Identify and Revisit essentials and unpack into learning targets for every subject and every level |
Executive Directors of Student Achievement |
Fall 2023 |
Spring 2024 |
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Develop Common Assessments |
Executive Directors of Student Achievement |
Fall 2023 |
Spring 2024 |
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Establish a school wide system of interventions and extensions for all students including ELs |
Executive Directors of Student Achievement |
Fall 2024 |
Spring 2026 |
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Establish K-12 evidence based grading and reporting process |
Director of Assessment Executive Directors of Student Achievement |
Fall 2024 |
Spring 2026 |
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Integrate and monitor technology/STEAM plan implementation throughout the PLC process |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2024 |
Spring 2026 |
Strategy 2 :Develop a shared understanding around the Portrait of a Graduate
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Strategy 2 :Develop a shared understanding around the Portrait of a Graduate |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Establish a longitudinal EDP for every student from K-12 leading to a college and career plan Career Awareness: Grades K-6 Career Exploration: Grades 7 & 8 Career Preparation: Grades 9 – 12 |
Elementary – Principals Middle School – Counselors High School – G.I.S and Academy lead and counselors |
2024 |
2026 |
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Track and communicate ALL students’ progress across the three levels through a clear process |
Building Administrators |
Fall 2023 |
Spring 2026 |
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Implement systemic practices to improve attendance |
Student Services Director Building Administrators , Liaisons, APs, Counselors |
2023 |
2026 |
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Educate with purpose to empower students by exposing them to many different career opportunities through field experiences and employability skills. |
Co-Op Teacher Counselor CTE Partnerships |
2023 |
2026 |
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Develop a DPS portrait of a graduate
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Executive Directors of Achievement |
Spring 2024 |
2026 |
Strategy 3: Provide high-quality professional development that increases the staff’s capacity to collaborate, design, and implement innovative curriculum.
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Strategy 3: Provide high-quality professional development that increases the staff’s capacity to collaborate, design, and implement innovative curriculum. |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Provide high-quality professional development that increases the staff’s capacity to collaborate, design, and implement common assessments |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2023 |
Spring 2026 |
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Provide specially designed professional development to allow for teacher choice based on needs |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2023 |
Spring 2026 |
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Prioritize and streamline professional development with emphasis on aligning to district adopted resources |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2023 |
Spring 2026 |
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Incorporate staff input when planning professional development |
Director of Curriculum Executive Directors of Student Achievement |
Fall 2023 |
Spring 2026 |
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Equip professional staff with current technology skills to strengthen instruction in all areas |
Director of Technology |
Fall 2023 |
Spring 2026 |
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Focus Area 1 Indicators of Success:
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Focus Area 2: Student and Staff Well-Being
All students will learn in an environment that fosters social-emotional well-being, equity, and global perspectives. Dearborn Public Schools will attract, develop, and retain excellent staff in a quality work environment
SMART Goal: Students – Decrease bullying, increase positive behavior, improve discipline and attendance.
SMART Goal: Staff – Increase staff well-being and satisfaction as measured by annual surveys and increased retention rates
Focus Area 2: Student and Staff Well-Being
Strategy 1: Foster a diverse equitable and inclusive environment for all stakeholders following the District’s Diversity, Equity and Inclusion Plan
| Strategy 1: Foster a diverse equitable and inclusive environment for all stakeholders following the District’s Diversity, Equity and Inclusion Plan | |||
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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| Ensure all policies, procedures, practices, and allocation of resources are equitable throughout the district following the DEI plan | Director-Bilingual and Compensatory Education, DEI Consultant | Spring 2023 | Spring 2026 |
| Identify and implement evidence-based strategies/practices to build an inclusive learning community that removes all barriers that impede student learning following the DEI plan. | Director-Bilingual and Compensatory Education, DEI Consultant | Spring 2023 | Spring 2026 |
| Create and implement programming and resources that foster a respect for difference, growth mindset, sense of community, and inclusion of all students, staff, and community members following the DEI plan. | Director-Bilingual and Compensatory Education, DEI Consultant | Spring 2023 | Spring 2026 |
| Cultivate an organizational mindset in which equity and culture is embodied within all programming, staffing, and curriculum by providing DEI training and coaching to all staff following the DEI plan. | Director-Bilingual and Compensatory Education, DEI Consultant | Spring 2023 | Spring 2026 |
Strategy 2: Implement a highly functioning SEL process-MTSS Affective
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Strategy 2: Implement a highly functioning SEL process-MTSS Affective |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Incorporate SEL activities at each level |
Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
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Establish a school wide system of interventions and extensions for All students based on SEL needs |
Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
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Implement job-embedded professional learning about the five competencies |
Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
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Monitor students’ affective needs using the CORE Competencies assessment |
Director of Assessment Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
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Provide high-quality professional development that increases the staff’s capacity to collaborate, design, and implement Tier I, Tier II, and Tier II SEL instruction. |
Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
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Implement a reporting category for the Affective domain (SEL/employability skills) on all report cards. |
Executive Director of Special Populations |
Fall 2024 |
Spring 2026 |
Strategy 3: Implement a staff wellness plan to support staff health and wellness.
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Strategy 3: Implement a staff wellness plan to support staff health and wellness. |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
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Establish a systemic culture of collaboration among all staff members |
Executive Director of Human Resources |
Fall 2024 |
Spring 2026 |
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Prioritize and streamline professional development for non-instructional staff |
Director of Human Resources Executive Director of Business Services |
Fall 2023 |
Spring 2026 |
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Invest in staff at all levels to produce a caring and nurturing environment for students |
Executive Director of Human Resources |
Fall 2024 |
Spring 2026 |
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Provide all staff with job embedded, timely, relevant and targeted professional learning to enhance student success |
Instructional Coaches and HS Coordinators |
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Provide all non instructional staff with timely, relevant and targeted professional learning to improve their work environment and increase productivity. |
Director of Human Resources – Non-Instructional |
Fall 2024 |
Spring 2026 |
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Inspire staff so they can thrive and excel. |
Building Administrators |
Fall 2023 |
Spring 2026 |
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Prioritize the well-being of ALL staff so they feel safe, supported and valued. |
Building Administrators |
Fall 2023 |
Spring 2026 |
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Indicators of Success
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Focus Area 3: Stakeholder Engagement
Develop strong partnerships within the community to support a culture of learning for all.
SMART Goal: Improve trusting relationships between stakeholders and district as measured by annual surveys
Focus Area 3: Stakeholder Engagement
Strategy 1: Strengthen stakeholders relationships with the district
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Strategy 1: Strengthen stakeholders relationships with the district |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Foster trust between the community and the school district through timely communication in a clear, concise, transparent manner |
District Leadership Building Administrators |
Fall 2023 |
Spring 2026 |
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Consistently engage stakeholders in decision making |
District Leadership Building Administrators |
Fall 2023 |
Spring 2026 |
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Implement strategies to engage to increase stakeholder engagement |
Executive Director of Business Services Director of Communications |
Fall 2023 |
Spring 2026 |
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Create educational materials and informational meetings for stakeholders to better understand school business and educational policies and guidelines |
Executive Director of Business Services Director of Communications |
Fall 2023 |
Spring 2026 |
Strategy 2: Maintain clear communication with teachers, staff and parents to monitor progress being made
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Strategy 2: Maintain clear communication with teachers, staff and parents to monitor progress being made |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Create a written communication plan encompassing district and school communities |
Director of Communication |
Fall 2023 |
Spring 2026 |
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Provide Parent Talk professional development to selected district trainers to provide teacher and family trainings at the schools |
Executive Director of Special Populations |
Spring 2024 |
Spring 2026 |
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Use Social Media and district approved communication tools including Intouch, MiStar, and blogs to provide timely and relevant communication. |
Building Administrators |
Fall 2023 |
Spring 2026 |
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Maintain monthly parent meetings at all schools (PTA and/or other educational meetings) |
Executive Directors Building Administrators |
Fall 2024 |
Spring 2026 |
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Indicators of Success
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Focus Area 4: Facilities and Infrastructure
Dearborn Schools will ensure safe and supportive facilities for all its students and employees
SMART Goal: Improve infrastructure based on the Fielding Study Recommendations based on budget availability. Increase Security at all buildings
Focus Area 4: Facilities and Infrastructure
Strategy 1: Ensure the safety and security of all students and staff
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Strategy 1: Ensure the safety and security of all students and staff |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Implement an administrative process to prioritize needs that will be addressed by security program |
Director of Operations Health Safety & Security Supervisor |
Fall 2023 |
Spring 2026 |
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Review and continuously update building and district security plans |
Health Safety & Security Supervisor |
Fall 2023 |
Spring 2026 |
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Provide emergency management training districtwide |
Health Safety & Security Supervisor Director of Instructional Technology |
Fall 2023 |
Spring 2026 |
Strategy 2: Use the Fielding Study outcomes to prioritize facilities and infrastructure needs
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Strategy 2: Use the Fielding Study outcomes to prioritize facilities and infrastructure needs |
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Action Steps Who will do what to implement the strategy |
Implementation How will we know it’s happening |
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Assigned To |
Start Date |
Due Date |
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Leverage new technologies, approaches and structures that enhance student learning and enable the District to remain a leader of educational change. |
Director of Instructional Technology Teacher Curriculum Leaders Curriculum Director |
September 2023 |
Spring 2026 |
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Strategically replace or renovate buildings based on Fielding recommendations and stakeholder feedback |
Director of Operations Director of Instructional Technology |
September 2023 |
Spring 2026 |
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Indicators of Success
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*Fidelity of Implementation will be monitored and communicated through board briefs.