• STEAM Pre-K HIGHLIGHT Special Education FEATURES
CONTENTS
SPECIAL EDUCATION: Educating Every Individual
Students with Individualized Education Programs receive additional support services while growing a strong connection with the Ferndale Schools family.
PAGES 3-4
Art Is In Everything
Fine Arts classrooms are full of opportunities, community, and career pathway potentials.
PAGES 5-6
Diving In
Middle School and Varsity Swim is thriving in Ferndale, growing community and enriching student experience.
PAGE 7-8
CREDITS
Preschoolers in Ferndale Early Childhood Center play with paint and each other while learning about embracing differences. Art integration into play and STEM learning supports Whole Child Development and encourages creative thinking through brain-based learning practices.
Centering Early Education
Ferndale's growing Early Childhood Center provides hands-on learning and STEAM education to 3 & 4 year olds.
PAGE 9-10
Performing Arts Calendar
Plan your visit to the orchestra, dance studio, theatre, and concert hall right in your neighborhood!
BACK COVER
All Stories, Layout, & Photos: School Community Relations & Pupil Accounting, Director Robert Tolbert Superintendent, Ferndale Schools: Camille Hibbler Deputy Superintendent: Felicia Wright Board of Education: President Sandra N. Dukhie, Vice President Mary Fulmer, Secretary Jonathan Turner, Trustees Sarah Elturk, Jackie Hart & Jennifer LaTosch
Dear Ferndale Families, Neighbors, & Community Partners,
As we embark on another school year, I am both proud and excited to reconnect with you through this issue of Ferndale Magazine. For those who are just getting to know me, I am Camille Hibbler, Superintendent of Ferndale Public Schools, a dedicated leader, an advocate for educational equity, and a firm believer in the power of community. For those who have walked this journey with me before, I’m grateful for your ongoing support and commitment to excellence.
My vision for this school year is centered around our guiding framework: the 5 Pillars of Excellence are STACD—Self-Reflection, Transparency, Attendance, Collaboration, and Data-Driven Decisions. These pillars are not just words on paper; they are the essence of how we elevate learning, build resilience, and cultivate an environment where every student thrives. I want to share what each pillar represents and how they shape our direction this year.
SELF-REFLECTION (S)
In Ferndale, we believe that progress begins with looking inward. Self-reflection is not only essential for our students as they grow academically and personally, but it is also critical for our educators, leaders, and myself. We encourage continuous selfassessment to refine our practices and ensure we are modeling the behavior we work to inspire in our students.
TRANSPARENCY (T)
Trust is built on transparency. This year, we are committed to clear, open, and honest communication with our families, staff, and the broader community. By fostering transparent relationships, we aim to create a culture where every stakeholder feels informed, valued, and included in our shared mission.
ATTENDANCE (A)
Showing up matters—in the classroom, in our school activities, and in our daily interactions. Attendance is a priority because being present is the first step toward learning and achievement. We are enhancing our strategies to improve attendance, ensuring that every student has the opportunity to succeed and be engaged in their educational journey.
COLLABORATION (C)
None of us achieve excellence alone. We are investing in collaboration at every level—among students, between teachers, across schools, and with our community partners. By sharing ideas, best practices, and solutions, we create a supportive network that drives innovation and learning.
DATA-DRIVEN DECISIONS (D)
Data is a powerful tool, not as a yardstick but as a flashlight that illuminates the path forward. When we use data to inform our decisions, set our goals, and measure our progress, we respond effectively to the needs of our students and staff. These evidence-based practices lead to meaningful growth.
In each of these pillars, we are driven by our deep commitment to seeing all students succeed. Our journey is not just about meeting standards but about creating an environment where excellence becomes a way of life. I encourage each of you to join us in this mission. As a Ferndale community, we can build a brighter future by embodying these principles together.
Thank you for your continued support and partnership. I am proud to be part of this community, and I look forward to all we will achieve in the coming year.
Camille Hibbler Superintendent, Ferndale Schools
Educating Every Individual
Every student in Ferndale Schools is supported based on their needs. We offer instructional support, academic and social development opportunities, and interventions for behavioral and occupational needs. From our earliest learners, ages 0-5 in Early On and Preschool to our Adult Transition Program, serving 18-26 year olds, our doors are open to all ages and stages of development.
When Alisha Byrd first arrived at Ferndale Schools this fall to helm the Special Education department, she recognized the community we share. “There are so many opportunities for inclusion, here in Ferndale Schools. Our students are not only exposed to General Education Curriculum, but they are engaged and respected within inclusive learning communities. They can spend time in more restrictive environments, and then go out to science, math, and other academic or extracurricular classrooms to participate and interact with their peers. This is not something all districts provide for their students with disabilities, and it is so valuable.”
PARENT ADVISORY COMMITTEE
Alisha champions safe spaces for parents to connect with the special education department, and each other. “Throughout my life, I have observed parents and family members who didn't know where to go for support. I’ve noticed gaps in a child's needs as well as the parents' ability to access the needed support.” Through the Parent Advisory Committee (PAC), all parents with students holding an Individualized Education Program (IEP) are invited to participate in family meals, relevant discussion topics, and networking support every month. “We connect parents of early on students and families with older students’ caretakers who have more experience with navigating similar challenges.”
Adult Transition students practice daily living skills in the model apartment on Ferndale High School campus.
In PAC meetings, families also learn how to navigate the Special Education landscape. Resource organizations and advocacy groups are invited to connect with families as well, including Michigan Rehabilitation Services (MRS), Special Education Mediation Services (SEMS), and the Michigan Alliance for Families. Caretakers also learn the many phrases and acronyms that they will encounter during local, state, and federal meetings and administrations, to gain additional support.
ADULT TRANSITION
Most of our students in the Special Education program earn a high school Diploma and graduate with their peers, but some will continue to need life skills training and therapeutic support beyond high school. Our Adult Transitions Program provides opportunities for students 18-26 years old with three focus areas:
• FUNCTIONAL ACADEMICS
• DAILY LIVING SKILLS
• VOCATIONAL SKILLS
In the Adult Transition classroom, students have access to a model apartment with a kitchenette and furniture to practice life skills they will need for daily living. These students also learn to cook and prepare food while growing community connection through two annual meals, regular snack preparation for staff and classmates, and vocational training in the Ascension Hospital kitchens. Other job skills are also developed with the Green Schools recycling programs in Ferndale Schools, providing Adult Transitions students more opportunities to make a positive impact in their community.
EARLY INTERVENTION
Many children with developmental challenges begin to show signs as infants and toddlers. “Early intervention is so important, to ensure students are being supported throughout their entire learning journey,” Alisha says. Screening, evaluation, services and support are provided through several agencies at no cost. “If parents notice anything in their child’s behavior or development that may be concerning, we encourage them to reach out to us directly for resources. Either myself or Supervisor of Special Education Valencia Cade are available and willing to help.”
ALISHA BYRD ED.S. Director of Special Education
Alisha.Byrd@FerndaleSchools.org (248) 586-8614
VALENCIA CADE ED.S.
Special Education Supervisor Valencia.Cade@FerndaleSchools.org (248) 586-8614
The entire Special Education family gathers twice a year for meals prepared by students with disabilities. These students develop a meal plan, shop for ingredients, and cook all of the food which is shared by classmates, teachers, and themselves.
Art Is In Everything
Ashley Balogh has been teaching art at Ferndale elementary schools since 2016. “Visual and performing arts provide an opportunity for children to express themselves and discover who they are, which they don’t usually experience in Math or History. I incorporate choice-based learning in all of our elementary art projects, giving students the freedom to select their materials and make decisions that separate their artwork from one another.” As students progress into secondary programs, these outlets can provide essential support. Brittany Moorhead—2D and 3D art teacher at Ferndale High School—told us, “Some students excel in art and really benefit from building up their self-confidence when they may be struggling in other classes.”
Zoë Farr—Drawing & Painting Teacher at UHS—reminds us that it is important to incorporate academic rigor into art education. “When we apply academic standards in art classrooms, students are encouraged to raise their own expectations. This produces a quality of work that they can be proud of.” Students learn how art is often conversational and culturally specific: in content, medium, and technique. This expands their capacity to express meaning through their work.
Art classrooms are also an opportunity to grow community. FHS 9th-12th grade students attend art classes together, and seniors develop leadership and mentoring habits working with younger students. Special Education students also join their general education peers in FHS art classrooms. “All of our students are supported by their peers in the classroom, providing compliments to each other during critique.”
The Fashion Design course at UHS was requested by students and developed by Teacher Zoë Farr. The curriculum teaches techniques and design principles using reclaimed and second-hand materials, providing an ecological and global economic context.
FHS students practice basket weaving, mask making, and other projects which incorporate cultural awareness into the classroom.
STUDENTS LEARN TRANSFERABLE SKILLS
“At the elementary level, we are building the foundations of art and principles of design.” These skills are highly valuable in the modern workplaces of our visual communications culture, with many jobs requiring cross-disciplinary skill sets. Every Ferndale Schools student and teacher also has access to Canva for Schools, allowing them to build digital design skills throughout their education.
Students learn the economics of art in Tania Roxana’s photography classroom, experiencing product photography and portraiture with local businesses. “I strive to give my students a full, well-rounded experience in and outside the classroom.”
Zoë Farr also teaches Fashion Design at University High School, a course she specifically designed in response to student requests. “I took the summer to dig into materials, buying books and building a design curriculum with a fashion focus.” Zoë's curriculum emphasizes reclaimed and found materials, building on environmental stewardship principles and fashion’s legacy of cultural critique. Zoë’s students presented their wearables in a fashion show at UHS in late November.
DISTRICT-WIDE COLLABORATION
Thinking outside the box has brought together some exciting collaborations, as well. When Brittany Moorhead saw advertisements for businesses that turn kids drawing into plush toys, she thought, “There’s no reason my students couldn’t do that!” She connected with Ashley Balogh at Lower Elementary, and the Monsters in My Closet project was born. CASA students presented their collaborative creations for the first time to the Lower Elementary students who drew them last fall. “The project allows students to give something back and make art with a purpose. And I even heard from a graduate who is making plush toys in his dorm room as a stress reliever!”
The benefits of arts education and experience are significant. In Ferndale Schools, we are proud to develop the whole child and offer K-12 art opportunities for all students, teaching them that fine arts and craftsmanship are valuable skills in the classroom, the home, and the workplace.
Photography students learn about career pathways including portraiture and product photography.
Photography students explore downtown Ferndale in a walking photography tour each year.
Diving In
Swimming is a beloved family pastime. Jumping into lakes, rivers, and pools is a summer tradition for many kids and adults. Beginning in 6th grade, Ferndale Schools students can turn their love of the water into a personal development journey for lifelong wellness, discipline, and fun.
COMMUNITY SWIM
Ferndale swim is a family sport. “Ferndale pool water is in my blood,” jokes Emmele Herrold, head coach for Boys Swim and Middle School Co-Ed Swim Team. “My mother was swim coach for 25 years, and I swam competitively at FHS. There are people involved with the program who have been here my entire life.” Emmele understands why people have stayed involved so long. “Watching these athletes grow is fun to be a part of. We’re really lucky to have our swim programs.”
“What I love about swimming is it is one of the only sports you can do from a very early age.” Younger swimmers can join the Pleasant Ridge Piranhas at age 6, part of the North Suburban Swim League. While only Pleasant Ridge residents can use the Recreation Center pool during open swim hours, team participation is open to residents and non-residents. Ferndale Parks & Recreation hosts swim lessons at the Ferndale High School pool on Saturday mornings. Schedules can be found at FerndaleMI.gov
“Joining our team is really accessible,” said Mary Foreman, an active booster parent for Ferndale Schools swim teams. “We have kids who have never swam before, and want to learn.” Kids on the team recruit their friends, as well. “The team is very inclusive and welcoming.” Senior Sean Hoey attends Middle School meets and supports with back-up timing. “That allows me to support the community a little more, and it's helpful for recruiting. It's good to see a lot of people wanting to try swim.” While many swim events are individual, team competitions are scored cumulatively. Everyone’s effort count towards the win, and this is just one reason teammates are so supportive of each other.
When asking the swimmers why they swim, one constant theme emerges: their love for the team and their teammates. Here at Ferndale, the coaching staff and boosters have built a program that relies heavily on the comradery of each and every swimmer. “The thing that sets our team apart is the constant cheering, no matter who is swimming,” says Girls Varsity Swim Coach Jenelle Gondek. Lauren Martin has been on the team for 4 years and captains the Girls Varsity this season. “I have been swimming for 10 years, and I can honestly say swim has shaped me into the person I am today. It has given me many opportunities and so many friends.”
The FMS Swim Team has 40 swimmers. »
PUSHING EACH OTHER FURTHER
There are two other pillars of Ferndale's swim program: accountability and collaboration. “Swimming is an incredibly hard sport—maybe the hardest sport out there for many reasons,” Coach Jenelle says. Swimmers put in a lot of effort, constantly struggling against the water to set new personal bests. “Many celebrations were had this year from swimmers dropping 3-10 seconds in their major events to growing perseverence and moving to longer events like the 200m Individual Medley, 200m Freestyle, and the 500m freestyle. We all become stronger together as well as individually.”
Sean Hoey is in his senior year as a Varsity Swimmer and playing tenor saxophone in the Marching Band. He says the time commitment for both Swim and Marching Band has taught him to budget his time very well. “I’m much more motivated when I have a sport. Everything gets done on a schedule, so that nothing is left behind. The expectations teach you good discipline and time management.”
MAKING WAVES
With a 6 lane pool and no diving well, the challenges of competing against larger powerhouse teams in the OAA Blue division are certainly an uphill battle, but both Girls and Boys Varsity are well equipped for the challenge. Coach Jenelle Gondek has seen the Girls Varsity grow from 5 swimmers to 16 competitive athletes. On the Boys Varsity team, Freshman Jack Murray began swimming in Ferndale Middle School, and qualified for states as a Freshman last season. FHS is even graduating NCAA
swimmers: 2024 alumni Nick Foreman is in his first year at the U.S. Coast Guard Academy and swims on their collegiate team.
The new FMS Swim Team is not just treading water either, with several strong showings in recent years, even from inexperienced team members. At any level, Coach Herrold says the only requirements are being interested and committed. “The Middle School program gives the students insight into competitive swimming,” said Coach Herrold. “And it keeps parents engaged longer.”
SWIM BOOSTERS DIVE IN
Swim parents support the team through a booster club, by volunteering at meets and raising funds for team needs. The Ferndale Swim Booster Club is raising funds right now to build a computer timing platform which was not budgeted in the 2020 Bond improvements. The platform is essential because it protects expensive and delicate swim computer equipment which is integral to running the timer, touchpads, and recording times down to the hundredth of a second for each race. In the harsh pool environment, if your equipment is not protected, it will get ruined in a very short period of time. Also, the raised platform allows the computer volunteers to see the finishes of the races to ensure what the computer is registering is in fact what is happening in real time. “Everyone can support our swimmers at meets and with donations.”
Freshman Alexis Mroczek swims the 100 Backstroke, and qualified for League Finals this season.
Centering Early Learning
Ferndale Early Childhood expanded preschool programming this year, offering free 4 & 5 day preschool to all 4-year olds through the Great Start Readiness Program (GSRP). 3-year olds are still able to enroll in income-qualified Head Start or tuition-based preschool classrooms, which provide the same enriching introduction to formal education to both groups of students with continuously engaging and interactive opportunities.
Shelby Martin has been with Ferndale Schools since 2015. “Everything we do is hands-on learning. We have 16 3-year olds in our classroom, and we spend a lot of time listening to them and learning what they are interested in.” The magical moments happen when student imaginations are ignited by classroom experiences, and lesson plans are reinvented by their creativity. “Last year, we built a small reading nook with white fabric, and the kids were so interested in their shadows on the walls. So, we developed a lesson plan to make shadow puppets together.”
Preschool students use Strawbees and MagnaTiles to practice engineering, geometry, and other STEAM principles with Kelsey Perkins, Technology Integration Specialist for Oakland Schools.
Engaging students and families in learning outside of school is important. Young children oftentimes struggle with big questions like, “How was school?” To help with this, Shelby sends home a few questions related to specific classroom activities each week. Questions may include: what is the setting of the story, what is an algorithm, or how can you research something? Shelby also helps coordinate Family Nights, which invite caretakers to learn and play with their students at FECC. “Cleaning up after a messy art project can be a big burden for working caretakers, so we make it easier for them by taking care of everything!”
STEAM EDUCATION
STEAM Learning starts early in Ferndale Schools, with monthly activities supported by the Oakland Schools STEMco Lending Library. FECC and elementary students learn science, technology, engineering, and mathematics principals through artistic and creative activities using engaging equipment taught by Kelsey Perkins, Technology Integration Specialist for Ferndale Schools. The equipment is available for teachers to borrow throughout the week for continued practice in the classroom. STEMco supported lessons include engineering and construction with MakeDo tools and KEVA planks, robotic programming with Bee-Bots and Botley, and digital storytelling with green screens.
BUILDING UPDATES
FECC received indoor and outdoor playspace improvements with 2020 Bond funds, totally revitalizing the gymnasium and playground. Over the summer, each classroom was expanded to include Jack & Jill Suite bathrooms.
It’s never too late to begin early childhood education. FECC enrolls continuously, as long as spots are available. Contact them at 248-586-8820 for current enrollment availability.
New playgrounds were installed in at Ferndale Early Childhood Center in 2021 with funds from the 2020 Bond.
Ms. Ra'Kell supports math practice using Snap Cubes.
Ferndale Schools students are amazing performers. Did you know you can take in a show almost every month of the school year? Learn more about our Performing Arts programs in our next issue, or explore this season's offerings at FerndaleSchools.org/Arts
Nov 15-17 ....'The Good Doctor' - Fall Play ...........................................Theatre
Nov
Nov
Nov
Dec 7 ...........5th Grade Orchestra Concert ..............................................Orch
Dec 14...........All-City Band ........................................................................ Band
Dec 14...........Winter Dance Concert ....................................................... Dance
Dec 17 ..........Winter Voices & Strings Concert 'Vivaldi Gloria' .......Orch/Vocal
Feb 1 .............All-City Orchestra..................................................................Orch
Feb
Feb
Mar 8-9 .......'Newsies' - Spring Musical ...............................................Theatre
Mar 13-15....'Newsies' - Spring Musical ...............................................Theatre
Mar 18..........FLower 2nd Grade Performance ....................................... Vocal
Mar 20 .........FUEL 3rd Grade Performance ........................................... Vocal
Apr 14...........FPS Percussion Concert ........................................................ Band
