Birmingham Public Schools

Inspiring all learners to positively impact their world.

District Annual Report letter

  • March 9, 2017    

    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 Birmingham Public Schools district and our schools. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our staff is available to help you understand this information. Please contact Marcia Wilkinson at 248.203.3026 for help if you need assistance.

    The BPS district AER is available for you to review electronically by visiting the following website, or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

    These reports contain the following information:

    Student Assessment Data –

    Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. Presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and science for grades 4, 7, and 11, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks.

    Accountability Scorecard – Detail Data and Status

    The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability scorecard status.

    Teacher Qualification Data

    • Identifies teacher qualifications at district and school levels
    • Reports percentage of core academic classes taught by teachers not considered highly qualified to teach such classes

     NAEP Data (National Assessment of Educational Progress)

    • Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8

    Review the table below listing our schools. For the 2016-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit 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 status label is given.


    School Name


    Status Label


    Key Initiative to Accelerate Achievement 


    Beverly Elementary

    No label given

    Using data from summative assessments, Beverly has worked to increase reading, math and science proficiency.

    Bingham Farms Elementary

    No label given

    Bingham Farms is focusing on their new Foundations of Math instruction model to better meet the needs of all students in a more fully integrated, growth-based manner.

    Greenfield Elementary

    No label given

    Using the data in the combined reports, Greenfield has worked to increase math proficiency in areas of math vocabulary, numbers and operations in base ten, measurement and data.

    Harlan Elementary


    Using reading data, Harlan has worked to increase reading proficiency.

    Pembroke Elementary

    No label given

    Utilizing data, Pembroke has worked to increase writing and math proficiency.

    Pierce Elementary

    No label given

    Based on past practice and research, Pierce has focused on students being self-reflective and setting goals in order to improve their writing.

    Quarton Elementary

    No label given

    Utilizing summative assessments, Quarton has worked to increase math, writing and science proficiency.

    West Maple Elementary


    West Maple has worked together with their parents and PTA to provide students and faculty with a great variety of resources with which to learn and enhance learning experiences for all students.

    Birmingham Covington 3-8 School


    BCS has implemented reading and math interventions as well as a more uniformed intervention process in an effort to better support students in earlier grades.

    Berkshire Middle

    No label given

    By focusing on the individualized needs of their diverse learners, Berkshire has been steadily working on extending learning opportunities and closing any existing achievement gaps. 

    Derby Middle


    Derby staff is committed to developing the whole child by building character and ensuring the progression of intellectual, social, emotional and physical growth. Emphasis has been placed on global learning skills.

    Ernest Seaholm High

    No label given

    Seaholm has focused on improving student literacy across the curriculum and increasing professional learning in the area of literacy both in general and in their content areas.

    Wylie Groves High

    No label given

    Through research-based, best practice, Groves has redesigned their language arts curriculum and integrated the NGSX standards and approach to learning in science.

    We are happy to share these results with our community and encourage you to visit the AER site and explore the data. We continue to work toward implementing and achieving the goals set in our Strategic Plan with our students’ successes at the forefront. We thank the community for the support and input they’ve provided along the way. To get involved in your school or the district, reach out to the main office of your child’s school or contact the Communications and Family Engagement department at 248.203.3026.


    Dr. Daniel Nerad



    The Board of Education is committed to maintaining a learning/working environment in which all individuals are treated with dignity and respect, free from discrimination and harassment. There will be no tolerance for discrimination or harassment on the basis of race, color, national origin, religion, sex, sexual orientation, marital status, genetic information, disability or age. The District prohibits harassment and other forms of discrimination whether occurring at school, on District property, in a District vehicle, or at any District related activity or event. The Superintendent will designate compliance officers and develop and implement regulations for the reporting, investigation and resolution of complaints of discrimination or harassment. The following people have been designated to handle inquiries regarding the nondiscrimination policies: Students - Inquiries related to discrimination on the basis of disability should be directed to: Executive Director of Specialized Instruction and Student Services, 31301 Evergreen Road, Beverly Hills, MI 48025, 248.203.3000. Direct all other inquiries related to discrimination to: Assistant Superintendent of Human Resources, 31301 Evergreen Road, Beverly Hills, MI 48025, 248.203.3000.