Continuity of Learning
Creating a culturally responsive experience while learning from a distance is critical. Ferndale Schools has made and will continue to make student well-being a priority, by striving to help students feel safe, connected, and valued while engaging in learning at a distance. Our staff will be responsive to both the academic and social-emotional needs of their students and have clear understanding about one way and two way communications to build and maintain connections. Each school within the district developed a collective plan based on developmentally appropriate guidelines, essential standards of learning, and the needs of their school family.
Ferndale Early Childhood Center
At the Ferndale Early Childhood Center their plan moving forward as of April 14, 2020 is a collective approach across the variety of programs within the center. The plan was intentionally designed with the family in mind and provides a wealth of learning through the eyes of a child and family.
Ferndale Early Childhood Center Support Plan, Student/Family Overview
Ferndale Lower Elementary School
Ferndale Lower Elementary Campus houses students in Grades Kindergarten through Second Grade. The mixed media plan involved a collective, coherent grade level team approach to ensure equitable opportunities for all students. An Elementary Family Guide by grade level was provided to families allowing students to pick 2 to 3 activities a day to support their learning. This is in direct alignment to our Whole Child approach.
Ferndale Lower Elementary Support Plan, Student/Family Overview
Ferndale Lower Elementary Family Activity Guide, 2nd Grade Example
Ferndale Upper Elementary School
Ferndale Upper Elementary Campus is home to students in third through fifth grade. The mixed media plan involved a collective, coherent grade level team approach to ensure equitable opportunities for all students. Grade level plans were distributed to families and provide specific information on how to chunk learning opportunities throughout the day and evening.
Ferndale Upper Elementary Support Plan, Student/Family Overview
Ferndale Lower Elementary Family Activity Guide, Grades 3-5
Ferndale Middle School
Ferndale Middle School is a 6th through 8th grade campus that took this opportunity to provide opportunities for essential standards in traditional and project based approaches. Students and families have been provided subject based opportunities to ensure improvement, intervention, and enrichment opportunities.
Ferndale Middle School Support Plan, Student/Family Overview
Ferndale High School
Ferndale High School is our largest school setting that houses 9th to 12th grade students. Students have been provided specific expectations to continue to improve on their learning priorities and how to take this time for an opportunity to improve short and long term goals. Subject based teams worked collaboratively to ensure students had flexibility, agency and voice to complete targeted, specific skills as well as specific courses. This plan has embedded thoughtful ways for students to learn and prioritize self awareness, self management, and responsible decision making skills necessary for today and future success.
Ferndale High School Support Plan, Student/Family Overview
University High School
University High School also serves students in 9th through 12th grade who live beyond the boundaries of Ferndale School district, but want a school setting that ensures a safe, positive school culture with social emotional learning at the core of their secondary mindset. The leadership team at UHS developed a remote, mixed media support plan to ensure all students had opportunities to continue to learn, grow, and prioritize independent learning goals.
University High School Support Plan, Student/Family Overview
Tri-County Educational Center
Tri-County Educational Center (TCEC) is an innovative high school for students who need an alternative setting (ages 14 - 21) and adult students aged 22+. The school supports learning in a variety of ways through online and blended learning opportunities. The staff and administrators at TCEC were able to move easily to remote and online opportunities utilizing current tech platforms. There was only a tweak in services, but the team took the opportunity to leverage current practices to ensure all students are and will be supported.
Tri-County Educational Center Support Plan, Student/Family Overview
The Ferndale Special Education department has worked in collaboration and partnership with building-level and discipline area teams, general education teachers/staff and building principals district-wide to ensure the provision of a free appropriate public education (FAPE) for students age 3-26 with an Individual Educational Plan (IEP) and Early On and Early Intervention services to 0-3 year old students and their families during the COVID-19 school closure period. The Ferndale Schools Special Education Support plan provides specific and consistent guidelines for the provision of special education programs, services and supports during the COVID-19 school closure period, developed in compliance with IDEA and the Michigan Administrative Rules for Special Education (MARSE). Ferndale’s Special Education Support plan ensures focused,detailed, and consistent documentation to demonstrate their good faith effort in meeting the requirements of the IDEA and MARSE in a distance learning environment.
Ferndale’s Support plans have been developed collectively including essential teachers, specialists, resource room teachers supporting inclusion efforts, and leadership team members. Ferndale Schools strongly believe that supporting students through art, music, physical education, world languages, athletics, and inclusive opportunities are a natural part of supporting the growth of the whole child.
Managing & Monitoring Student Learning
Following Governor Whitmer’s Executive Order 2020-35, all attendance procedures will be suspended. However, students and families are encouraged to participate in the flexible, multimedia learning opportunities developed in support of learning.
As of March 13, 2020 Ferndale has moved to a credit/no credit grading system. Holding students/families harmless in terms of grades in a remote learning environment. To support an infinite mindset and focus on students' social emotional skills all plans were devised to empower, motivate, and encourage a growth mindset where the activities promote learning.
Within each instructional plan teachers have developed flexible ways to connect, support, and provide feedback to students. Students have been provided a wealth of choice in how to share their learning and we look forward to their creativity to take pride in their agency and voice.
Within each instructional plan teachers have expectations on connecting with students through one way and two way communication platforms and maintain a record of connection, progress and support through a communication log. With the use of Google classroom has one of our strongest platforms we will also be able to see the timestamp of students' individual work and progress promoting their self management and responsible decision making skills. This is just another way to encourage, support, and challenge our students to do the best they can under these circumstances.
In addition, knowing the impact this remote learning will have on all students Ferndale staff members are working diligently to devise intentional support plans for the Summer and Fall of 2020.
- Elementary Instructional Expectations
- Secondary Instructional Expectations
- Special Education Instructional Expectations