Ferndale Elementary School

Lower & Upper Campus

Common Language

A

Arts

Years of research show that Art Education is closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity. Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork.

Alignment

The extent to which a school district’s curriculum in any given content area is common from K through 12, so that student skills spiral and build from year to year.

Atlas Rubicon

A mapping system that allows students, parents and educators to easily view the curriculum expectations of each grade level and subject in the core content areas. A valuable tool that provides a consistent, clear understanding for all stakeholders of the teaching and learning that takes place in our Ferndale classrooms.

Accommodations

The term "accommodation" is used to describe an alteration of environment, curriculum format, or equipment that allows any person with or without a disability to gain access to content and/or complete assigned tasks. They allow students with disabilities to pursue a regular course of study. Accommodations do not alter what is being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities.

B

Best Practices

An umbrella term that encompasses the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors. www.ascd.org

Brain Based Learning

The basic theory behind brain-based learning is total body immersion in a topic. Teachers make use of the classroom space to arouse all senses. Brain-based learning helps students relax in order to improve alertness. School is a challenging environment that often produces a stress response that can interfere with learning. Teachers play music, introduce soft scents and dim lighting to promote a stress free learning arena. Stimulate social skills to improve the experience. People retain better understanding of a concept when they utilize their social skills. The more complex and hands-on a teaching assignment is, the better the cognitive stimulation. Teachers introduce art, music, and movement break into lessons. Brain-based education is about eliminating barriers and allowing the mind to work without distractions. Studies show that a traditional lecture environment is less effective than immersion in a subject. www.edutopia.org

Balanced Literacy

The components of a 'balanced literacy' approach are as follows: the read aloud, guided reading, shared reading, interactive writing, shared writing, Reading Workshop, Writing Workshop and Word study

C

Cambridge

Is an international curriculum that prepares students for life, helping them develop an informed curiosity and a lasting passion for learning. Cambridge primary is developed for all students and focuses on inquiry based,  reflective learning practices. http://www.cie.org.uk/

Character

Learning to deep learn, armed with the essential character traits of frit, tenacity, perseverance, and resilience; and the ability to make learning an integral part of living.

Citizenship

Learning to understand others; learn about diversity, values and worldviews with a genuine interest and ability to work together, look into real world problems, and make a difference to human and environment.

Collaboration

Work interdependently together, learn from and contribute to the learning of others.

Communication

Learn how to communicate effectively with a variety of styles, modes, and tools (including digital tools).

Common Core

A set of high-quality, research based, academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. http://www.corestandards.org/

Conceptual Understanding

Knowing more than isolated facts and methods. The successful student understands mathematical ideas, and has the ability to transfer their knowledge into new situations and apply it to new contexts. This deep conceptual understanding is a key principle for school mathematics of the National Council of Teachers of Mathematics (NCTM) and the Common Core State Standards for Math.

Conferring

Involves  having a conversation with students about their reading and writing. Conferring always has a clear purpose and predictable structure. Conferring can be used to inform instruction, monitor student growth, and provide students feedback on their understanding of the ELA and Literacy Common Core.

Conscious Discipline

A comprehensive classroom management program and a social-emotional curriculum. It is based on current brain research, child development information, and developmentally appropriate practices. Conscious Discipline has been specifically designed to make changes in the lives of adults first. www.consciousdiscipline.com

Circuit/Specials

Students who participate in the arts read more often, are four times more likely to do public service, four times more likely to be in a math or science fair, and three times more likely to be elected to a class office than other students. Music education improves listening skills, enhances language development and verbal skills, helps students to become more disciplined, and has health benefits such as stress reduction and better sleep. Physical education promotes life-long fitness, health, and wellness and reduces risk of chronic disease. It teaches self-management skills and motor skills that can be used to plan for and perform life-long physical activity. All three programs contribute to cognitive function and improved test scores in math, language arts and other academic subjects. All three are important to developing creativity — a crucial factor in school and post-school success. The evidence is clear that time spent in these special programs does not result in less learning because of less time studying other subject matters — quite the contrary — time spent in these programs enhances school success.

Creativity

Having an ‘entrepreneurial eye’ for academic and social opportunities, asking the right inquiry questions to generate ideas, and leadership to pursue those ideas and turn them into action.

Critical Thinking

Looking at information, identifying patterns, making connections, constructing meaningful knowledge, and applying it in a useful manner.

D

Data

Facts and statistics collected together for reference or analysis and use to make instructional decisions that impact individual, small group, whole class and grade level learning

Data Binders/Folders

Data folders empower students to become accountable for their learning. By writing goals/objectives based on actual course or subject objectives, students have control over their pace of learning. Goals/objectives are also written by students to capture short-term gains to motivate themselves to achieve long-range goals. http://visible-learning.org/john-hattie/

Differentiated Instruction

 The way in which a teacher anticipates and responds to a variety of student needs in the classroom. To meet student needs, teachers differentiate by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning). http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx

Depth of Knowledge (DOK)

Categorizes tasks according to the complexity of thinking required to successfully complete them. Teachers use the different levels to support thinking, understanding, and conceptualizing.

Level 1: Recall and Reproduction

Tasks at this level require recall of facts or rote application of simple procedures. The task does not require any cognitive effort beyond remembering the right response or formula. Copying, computing, defining, and recognizing are typical Level 1 tasks.

Level 2: Skills and Concepts

At this level, a student must make some decisions about his or her approach. Tasks with more than one mental step such as comparing, organizing, summarizing, predicting, and estimating are usually Level 2.

Level 3: Strategic Thinking

At this level of complexity, students must use planning and evidence, and thinking is more abstract. A task with multiple valid responses where students must justify their choices would be Level 3. Examples include solving non-routine problems, designing an experiment, or analyzing characteristics of a genre.

Level 4: Extended Thinking

Level 4 tasks require the most complex cognitive effort. Students synthesize information from multiple sources, often over an extended period of time, or transfer knowledge from one domain to solve problems in another. Designing a survey and interpreting the results, analyzing multiple texts by to extract themes, or writing an original myth in an ancient style would all be examples of Level 4.

Diversity

An understanding that each individual is unique and recognize our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.

E

Emotional Intelligence

Emotions drive learning, decision-making, creativity, relationships, and health. Teaching students to understand emotions, feelings, and positive mindset is essential for school success. https://inspired.facebook.com/  

Engagement

Refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.

Enrichment

Taking students from where they are and moving forward. Characteristics of Enrichment - student led-centered, data driven, mastery learning, meets students where they are at, supplemental, relationship based, and accelerates their student directed learning. Current Supports in Place: Education City  K-2,Study Island 3-6, and  Focus Groups

Exemplars

Artifacts, examples, and models of what is expected for work, assignments, projects, and behavior.

F

Fidelity

Degree to which the program is implemented as intended by program developer, including the quality of implementation.  Consistency, accuracy, and integrity.

Focus Studies

A program offering that students select as a special interest focus for a five to ten day block. These classes meet 60 minutes per day and all 3-5 students participate. Usually no more than 2 to 3 focus studies per year.

Fluency (Math)

Fluency refers to knowledge of facts, procedures, knowledge of when and how to use math facts appropriately. It is also the skill in performing math facts  flexibly, accurately, and efficiently. Fluency is NOT the same thing as speed.

Fluency (Reading)

The ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read.

G

Goal-Oriented

The degree to which a person or organization focuses on tasks and the end results of those tasks.

H

High-Quality Instructions

Key Components: Learning climate, classroom assessment and reflection, Instructional Rigor, Student Engagement, Instructional Relevance, and Knowledge of Content. Characteristics of HQI include - Explicitness, Engaging practices, Planned with the end in mind, Purposeful, flexible, innovative, relevant, promotes growth mindset, student centered, interactive, feedback provided, monitoring of lesson effectiveness, differentiated and caring atmosphere.

Homework

Homework is practice for improvement. It is not a summative assignment. Our Homework guidelines support self-directed learning. We provide 3 variations of Homework assignments:

  1. Practice: Provides opportunity to apply new knowledge and reinforce acquired skills.
  2. Extension: Encourage students to pursue knowledge individually and imaginatively.
  3. Engagement: To provide children and families ideas/opportunities to support the whole child. Physical development - movement, exercise, and nutrition. Cognitive development - reading to, with, and for your child; working on math equations together using manipulatives. Language development - Setting aside our busy lives and having conversations about school, friends, and life.

I

Interactive Notebooks

A notebook that is used to organize information in a classroom. Students include teacher information (lecture notes, handouts, anchor charts, etc) and their own responses to tasks, including editing of and responses to own work.

Intervention

Taking students from where they are and moving forward. Characteristics of Intervention - More time, in classroom, student led-centered, data driven, mastery learning, meets students where they are at, supplemental, relationship based.

Current Supports in Place:  Education City, K-2, Study Island 3-6,  Response to Intervention positions 7-12, Reading Specialists K-6, focus groups.

J

Joy

“Sometimes JOY is the source of your smile, but sometimes your SMILE can be the source of your JOY.” - Thich Nhat Hahn

K

Kindness Matters

Integrate kindness into everything you do, Ferndale Schools participates in the Great Kindness Challenge. A a powerful one-week initiative that challenges students to complete as many acts of kindness as possible. www.greatkindnesschallenge.org

L

Learning Outcomes

Also known as success criteria. Clear wording for students so they know what is expected to take place during the assignment and what they should know after completing assignment.

Love of Learning

What we hope to instill in every child, every day in Ferndale where students are engaged, find joy, and want to continue to learn.

M

MAISA Units of Study

Written, reviewed, and improved by Oakland County teachers, these are Common Core-aligned units of study in ELA and math that seek to increase student engagement, raise rigor, and encourage differentiation by utilizing the workshop model of teaching.

Math Instruction

A balanced approach that is focused on conceptual understanding, procedural fluency, reasoning and problem solving. Five essential characteristics of effective mathematics instruction are; the introduction, development of the concept, guided practice, summary and independent practice.

Modifications

The term "modification" is used to describe a change in the curriculum. Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. For example, assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his/her ability to understand the content in general education class in which they are included.

Morning Meeting

Morning Meeting is an engaging way to start each day, build a strong sense of community, and set children up for success socially and academically. Each morning, students and teachers gather together in a circle for twenty to thirty minutes and interact with one another during four purposeful components:

  1. Greeting -  Students and teachers greet one another by name and practice offering hospitality.
  2. Sharing -  Students share information about important events in their lives.
  3. Group Activity -  To focus on social skills, character education, and building social emotional development.
  4. Morning Message -  Students read and interact with a short message and quote of the week.  The message is crafted to help students focus on the work and build self esteem.

 www.responsiveclassroom.org

Music Education

A field of study associated with the teaching and learning of music. Ferndale Schools prides itself on using music to engage, teach, and support our children’s learning.

Multi-Tiered School Support

The Michigan Department of Education (MDE) defines Multi-tiered System of Supports (MTSS) as an integrated, multi-tiered system of instruction, assessment, and intervention designed to meet the achievement and behavioral health needs of ALL learners. In short, an MTSS framework is designed to ensure that each and every student that walks into a classroom will have his or her individual needs met through high-quality instruction.

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N

Neurotransmitters

Every neurotransmitter in our brain is in our heart! We have more neurotransmitters in our heart going to our brain than vice versa.

NWEA–Northwest Evaluation Association

Research-based, computerized assessments that help educators answer a crucial question: Are my students learning? By delivering precise, real-time information about every student’s learning triumphs and challenges, it supports teachers and students in moving forward academically.

https://www.nwea.org/#sthash.C7kbHoVT.dpuf