Local: the Community Education Magazine - Winter 2020

ZERO

PROJECTED

INCREASE FROM 2019 TAX RATE

Ferndale Schools

INFO INSIDE » R INTE

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Changing Times: Roosevelt approaches its second century of change.

Getting in the Zone: Changing structures of education Classroom Design & Pupil Learning: A research-based approach Safe and Secure: Protecting our school family

2020

A

Publication

Flexible Furniture is changing the structure of our learning environments to support contemporary education.

CONTENTS CHANGING TIMES The Roosevelt building approaches a second century of change.

PAGES 3-4

GETTING IN THE ZONE We are changing the structures of education.

School Resource Officer Alison Shank is a familiar face at FHS.

PAGES 5-6

INFOGRAPHIC: CLASSROOM DESIGN & PUPIL LEARNING

SAFE & SECURE

Research-based Guidelines for Improvements

Engaged and proactive Safety Officers keep our school family well-protected.

PAGES 7-8

PAGES 9-10

CREDITS All Stories: by Jason Naumann and Bill Good Photos: by Ievgeniia Andrusiak and Bill Good | Design, Layout & Infographic: by Jason Naumann Superintendent, Ferndale Schools: Dania H. Bazzi, PhD Board of Education: President Mike Davisson, Vice-President Sandra N. Dukhie, Treasurer Jennifer LaTosch, Secretary Anna Ibrahim, Trustees Jackie Hart, Nancy Kerr-Mueller, & Jim O’Donnell

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www.FerndaleSchools.org

WELCOME On March 10th, Ferndale Schools will have two initiatives on the ballot: a restoration of the Non-Homestead Millage authorization and a $125 million Bond proposal spanning the next 10 years. This bond is projected to result in ZERO INCREASE TO TAX RATES over 2019 rates. This edition of Local will discuss the potential impact of these ballot decisions.

To learn even more, please visit our 10-year plan website for the bond at www.FerndaleForward.com.

3-SERIES BOND AT ZERO PROJECTED TAX-RATE INCREASE

NON-HOMESTEAD MILLAGE RESTORATION

We are currently in the rare position to secure funding for our high-priority facility improvements through the sale of bonds at no projected tax-rate increase over 2019 rates. By extending the existing rate to fund a 3-series bond, current tax rates are projected to remain the same as in 2019and $125 million dollars would be secured over the next decade to invest into our schools. These bond dollars are restricted to capital improvements, such as technology, buses, and facility improvements, and cannot be used to pay salaries or benefits.

A “Yes” vote on this restoration would not cause an increase to the collected tax rate, either. Firstly, it should be clarified that this is a tax on Non-Homestead property in our community, which only includes industrial, commercial, residential rental and some agricultural property as well as “second homes.” A non-homestead millage is a tax on property other than a family’s primary residence –a home lived in for more than 6 months of the year. If your family home is your primary residence, then this tax will not directly impact you.

The bond proposal that will be on the ballot this March is what is commonly referred to as a 3-series proposal.

A traditional bond proposal allows a district to sell bonds one time and receive funds. With a 3-series bond, Ferndale Schools will have the ability to gain public authorization to sell bonds at three different times in the near future. This allows the district to create a decade-long facility plan.

Ferndale Schools currently collects 18 mills from our Non-Homestead Millage. This is the maximum allowed by law. However, in the event that property tax values rise, the authorized millage rate can be reduced due to the Headlee Amendment, referred to commonly as a Headlee rollback. The only way for Ferndale Schools and other state entities to protect against a reduction in the millage rate is to pass a Headlee Restoration.

This increases the millage authorization above 18 mills; however, by law, no more than 18 mills may actually be levied or collected. This increase above 18 mills only serves as a buffer of mills in the event of a Headlee rollback to ensure that the portion of our budget provided by the state of Michigan continues to be fully-funded by a maximum 18 mills.

If this proposal is passed by voters on March 10, 2020, bonds are planned to be sold according to the schedule below, yielding the amounts listed:

2020: $53M

This year, Ferndale Schools collected more than 10% of our total budget from the Non-Homestead Millage (about $4.6 million.)

2023: $35.5M 2026: $36M

In Education,

Once again, a “yes” vote on the bond proposal is projected to result in no tax-rate increase over 2019, only a continuation of the current millage rate.

Dania H. Bazzi, PhD Superintendent Ferndale Schools

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Local: Volume Four

COMMUNITY HISTORY

Changing Times Roosevelt approaches a second century of change In March, our community will have the chance to vote on a zero projected tax-rate increase bond proposal which would yield $125 million for our schools. If passed, Roosevelt would transition to the new home of the Center for Advanced Studies and the Arts (CASA) in 2022 to begin its second century of service to our community. This would be made possible by the construction of a new Lower Elementary School in Jackson Park for our Kindergarten through 2nd grade students. This new building, budgeted for with only 20% of the bond funds, is designed to better fit our K-2 curriculum and free up the Roosevelt Building for a low-impact alternative use by CASA. Transitioning from a school of younger students to teens would not be the first dramatic change in Roosevelt’s first century. Originally built as an 8-room primary school (K-6) in 1921, the building served K-8 from 1932-1959. This capacity change prompted site expansions in 1939 and 1949. Even after the 7th and 8th grades moved to Lincoln High School in 1959, four more classrooms and a music room were needed on the Ridge Road side of the building site (completed in 1969.)

The 8-room school cost $91,428 to build and had an enrollment of 313 in 1921. Classroom size was between 39 and 54 students to a teacher: nearly double the modern ideal.

Throughout these many years, Roosevelt has been the home of many fine student memories. Recently, Oakland County Fire Marshal Paul Benedict and family toured the building where five generations of their family have started their education.

“A memory I have is the June Fair. We always looked forward to this event. My mother, Josephine Arquette, always baked a beautiful chocolate cake for the bake sale, and my dad would always go there and buy it,” said Madelynne Cudney (1949-1958).

The Roosevelt School Kindergarten Class of 1937-38 sits proudly on the front steps of the building.

“My memories of Kindergarten are wonderful. My mother and her three sisters all lived on Maplehurst, Hyland, and Lewiston. Between the four families, there were thirteen children; and we all went to the same church and school,” said Mary Ann Sdao (1946-1954).

Members of the Benedict family attended Roosevelt at various times from 1946–1966.

ABOUT CASA: a consortium program composed of Berkley, Clawson, Ferndale, Lamphere, Madison, Oak Park and Pontiac school districts–offering sixteen Advanced Placement courses, a vibrant visual arts curriculum, and a robust Advanced Dance program

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www.FerndaleSchools.org

COMMUNITY HISTORY

Roosevelt site with classrooms which are 30% larger, a separate gym, and a new cafeteria. The property on which this school would be constructed is also more than double the size of Roosevelt’s site. This means that we would have twice as many parking spots, a pick-up and drop-off area that is designed to improve traffic flow, as well as creating a campus with double the playground space of Roosevelt and room for future expansion!

The Roosevelt Building has been a model educational environment for our students for nearly a century–a fantastic legacy for this wonderful facility. However, after 100 years of use by early learners, it has become more challenging to meet the curriculum requirements of its current population of students.

All of this notwithstanding, Ferndale Schools is committed to maintaining Roosevelt as a part of our community into the future. Utilizing the building for CASA will lessen the wear and tear on the school, which will extend its usable life. By moving CASA to Roosevelt, the student load within the building will move from 500 Kindergarten through 2nd grade students for eight hours a day to 300 total High School students over three hours each day. That amounts to a 70% reduction in foot traffic within those halls and 63% less run time for the facility systems. Classrooms will be adapted to the focused curriculum of the CASA population, and the cafeteria/gym will be transformed into a dance studio.

Roosevelt was built for an early-20th century educational environment, and it has faithfully served 10 decades of students under this model. However, there are limitations in the existing building which restrict the use of contemporary and future learning models which cannot be rectified with a simple renovation.

Annual energy savings are also a key driver for this decision.

A newly built school costs significantly less to run for a full day than a building that is nearly 100 years old. A new elementary building and reduced operating time at Roosevelt by its new CASA residents would allow Ferndale Schools to save on yearly energy costs and maintenance.

The most significant limitations come down to the physical space of the property. Modern educational classrooms are 30% larger than the ones at Roosevelt, allowing for more student mobility. The footprint of the building does not leave enough room for expanding classrooms without reducing the total number of rooms. Rising enrollment trends have brought Roosevelt near capacity, and reducing the total number of classrooms would exacerbate that concern. In addition, the gym at Roosevelt currently serves as a cafeteria space as well, which limits the amount of hours our students can be physically active within the school. This creates a demand for the addition of a new gym or cafeteria. Physical limitations of the property also make this impossible.

We believe these exciting changes would breathe new life into the Roosevelt Building as it transitions once again at the start of its second century!

The Ferndale Fourth of July Parade marched past the Roosevelt School, complete with horse-drawn carriage.

Planned Construction of a new lower elementary building in Jackson Park (left) as well as renovations and upgrades to the Roosevelt building (right) for new CASA courses would be funded by a 3-series bond at zero projected tax-rate increase.

The vote is scheduled for March 11, 2020.

NEW PARKING

PAVEMENT UPGRADES

A facility review was conducted at the beginning of the Bond planning process during which our architecture firm (GMB) determined that it would cost approximately $20 million to renovate Roosevelt. As stated previously, even with spending this significant sum to renovate Roosevelt, it would still not be possible to meet most of our objectives for our lower elementary students within the limitations of the property.

NEW PLAYGROUND

DEVELOP SECURE ENTRY

NEW ELEMENTARY

UPGRADE GYM FOR DANCE

UPGRADES TO CREATE SCIENCE LABS NEW PARKING

Jackson Park

In contrast, the cost to construct a new state-of-the-art Lower Elementary School would be $25 million. This new elementary school would solve many of the challenges that exist at the

Roosevelt Building Learn more about CASA at casa-online.org

Find your polling station »

VISIT » FerndaleSchools.org/Vote 4

Local: Volume Four

LEARNING ENVIRONMENTS

Getting in The Zone The changing structures of education When public schools were established, they were designed to train students for the labor force of the time: primarily factory work performing a minimal number of tasks. Today, we are seeing automation take over these jobs, resulting in a return to the renaissance principles of innovation and collaboration in the workspace. Entrepreneurs and employees alike are expected to perform multiple tasks using multiple sets of tools, whether working in the physical or digital space. This has driven a major change in the mission of public education.

ENCOURAGING MOBILITY This shift in desired outcomes has caused districts to rethink the classroom structure and operations of the past. Instead of remaining seated and facing the chalkboard, students are encouraged to move about the classroom for a portion of the day. Educators have found that establishing zones within the classroom–as within the modern work space–teaches students to segment their workload and delegate activities to appropriate areas. Often, collaboration is encouraged with group zones and cooperation areas.

Real-world collaboration encourages us to go to the people we believe are the right fit for a particular issue we are facing.

Work often begins alone when the needs of a project suit it, and this continues to be a staple of contemporary classrooms.

However, it is common to seek out someone or some people who can help us move past later phases of the project.

Successful innovation is not contained by arbitrary parameters like time limits or numbers of people or individual workspaces.

ENGAGING THE WHOLE CHILD Flexible classrooms go hand in hand with a change in the methods or practices of teaching and learning. Flexible spaces alter the fundamental dynamics of teaching and learning: giving students more control and responsibility to increase academic engagement. It is this agency along with a dynamic use of the space by the teacher and students where we see postive results.

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www.FerndaleSchools.org

LEARNING ENVIRONMENTS

In Ferndale Schools, we repeat the phrase “Whole Child” learning. This model combines direct instruction–using sequenced, structured materials–with cooperative learning –including student interaction as the basis for learning. We build our curriculum around this mode of thinking because intelligence is multifaceted, and research clearly shows that using more of the brain makes learning more effective. Engaging more parts of the brain requires a variety of instructional methods and environments. This variation also engages a diverse group of students with a broad range of learning needs. The curriculum approach of providing learners with greater choices and pathways of learning in alignment with students’ intelligence levels intends to make learning more meaningful and authentic.

IMMEDIATE IMPROVEMENTS Rising enrollment trends have allowed us to make a sizeable purchase of new, flexible furniture for Ferndale Middle School.

This purchase will continue a pilot program to test and consider multiple available alternatives to find the right fit for different class types and age groups, as well as multiple vendors. Additionally, temperature and light control will be added to the south-facing FMS classrooms with new window covers. (See the next page for more on these improvements and the research supporting our plan.) These two improvements will reshape the FMS classrooms to better fit the needs of the students. Additional funding is being sought with a March bond proposal to make further improvements at FMS and district-wide. In addition to flexible furniture, this 10-year funding stream would be used to improve building infrastructure to better control environmental factors and adapt classrooms and technology to meet the needs of our visionary teaching staff.

Classrooms would be enlarged by 30% at FMS and the new Lower Elementary Building if the 3-series bond passes on March 11, 2020. The new space could be used for research stations, reading nooks, maker spaces, or whatever the students need. More flexible furniture would also be purchased.

Find your polling station »

VISIT » FerndaleSchools.org/Vote 6

Local: Volume Four

RESEARCH-BASED IMPROVEMENTS

Links to Nature Sound Naturalness Light Temperature

Individualization

Air Quality

Level of Stimulation

Classroom Design

Color Complexity Ownership

& Pupil Learning Results of a holistic, multi-level analysis

Links to Nature – Natural views and outdoor access

Flexibility Connection

A study, conducted across 157 classrooms in 27 schools, reveals a 16% impact of school design on pupil learning rates.

Personal Displays by Children – Student work, constructions

Sound – Noise disturbances from traffic or hallway

Furniture – Comfortable, supportive of learning & teaching

Natural Daylight – Large windows, oriented away from direct light to reduce glare and temperature interference

Room Layout – Well-defined zones: greater number and play-based for younger students

Electric Light – Adequate, high-quality lighting with control

Room Size – larger rooms, more varied shapes for younger students

Sun Heat – Control over sun heat

Room & Display Diversity – Intermediate; not under-stimulating or overstimulating

Temperature Control – Consistent, easily controlled temperature

Wall & Classroom Color – Light, warm colors with bright elements (furniture, carpet, displays)

Ventilation (to reduce CO2) – adequate ventilation, either mechanical or through window opening

Connection – Wide hallways with clear wayfinding

Unique & Child-Centered Design – novel character of the room, personalized spaces for each child

« no correlation found in study 7

www.FerndaleSchools.org

RESEARCH-BASED IMPROVEMENTS

RESEARCH-BASED IMPROVEMENTS In 2015, a study was conducted of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3,766 pupils who occupied each of those specific spaces.

The results of this study confirm the utility of 3 overriding principles in learning environment design: Naturalness, Individuality, and Stimulation.

Read the whole study for more insight at » FerndaleSchools.org/DesignedForLearning

Naturalness Clean air, comfortable temperatures, and natural light are the three key components of naturalness in classroom design.

Individualization Flexibility and Ownerships are the key principles of individuality within a classroom, empowering students to learn in their own way.

Stimulation Using bright colors and visuallycomplex learning tools can stimulate the brain’s creative centers and increase academic performance.

Planned Improvements New infrastructure and more windows are the first place to look for improving naturalness in our classrooms. The sense of naturalness can also be affected by the technology and furniture within that space, and the way it works together in unique learning situations.

For example, while flat desks fit together well for collaborative work, angled desktops are more comfortable for writing. Flexible furniture can do both.

Planned Improvements Clusters of square desks may encourage collaboration within groups, but if there is not room to move around the room, students may feel discouraged to seek help from a familiar collaborator or a perceived expert elsewhere in the learning environment. These tight spaces can also interfere with the naturalness of a space.

Bond funding would be spent on expanding classroom sizes at FMS and building 30% larger rooms for Lower Elementary students.

Planned Improvements Covering walls with construction paper and posters can feel very busy. Integrating visual stimulation into furniture, library, and classroom construction designs could harmonize the stimulation principles with the sense of naturalness that contributes more lasting positive benefits.

Find your polling station »

VISIT » FerndaleSchools.org/Vote 8

Local: Volume Four

CONTINUOUS IMPROVEMENT

A familiar face encourages students to feel comfortable in school environments and to report suspicious behavior to authorities.

Safe & Secure Engaged and proactive Safety Officers keep our school family well-protected The security professionals who serve at every school are integral members of our school family. These women and men don’t just stand between our students and any possible threats.

Their familiar faces know the students, staff, and community members, which helps them to recognize irregular behavior. Their relationships with our school family is our greatest tool for identifying threats early and responding quickly to dangers.

People like FHS School Resource Officer Alison Shank are trained to help. In her 13-year career in community policing and law enforcement, Office Shank has received extensive experience and training in conflict resolution. She is certified in linguistic interviewing and behavior changing techniques for persons with a range of special needs: including defiance, hyperactivity, autism, and mood disorders. Resolving conflicts as they arise is the first stop in preventing escalation.

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Another highly-effective strategy to prevent a threatening event is building and maintaining a substantive security image.

A complete security image encompasses all the components of our safety protocols and systems that are visible to potential intruders or offenders. Security image includes our personnel, our structures, and our technology.

www.FerndaleSchools.org

SAFETY & SECURITY

DETERRENCE Experts advise that reducing the risks of unauthorized entry starts with presenting a positive security image, making it the key feature of our deterrence strategy.

If an intruder is faced with adequate monitoring and prevention tools, the likelihood of an incident is reduced dramatically. Ferndale has recently implemented several of these tools at all of our campuses, and would complete this implementation with approved bond dollars.

1. NATURAL SURVEILLANCE Experts also note that people are less likely to commit crimes if they feel they are being observed. Natural surveillance involves maximizing the visibility of areas that should be observed through architectural design. Some reconstruction would be necessary to improve natural surveillance at identified school locations within the district.

2. ACCESS CONTROL Limiting and regulating entrances allows for more efficient screening of persons entering a facility and reduces opportunities for crime. Bond funding would support enhancements to several secure vestibules and add a winter sports entrance to FHS.

3. TERRITORIALITY The clear delineation of space creates a sense of ownership for legitimate users (staff and students) and creates an environment where intruders are more likely to stand-out.

PREVENTION Should a threat go undeterred, prevention structures and procedures are recommended to extend reaction time for maximum control of the situation. While we all hope an active shooter situation would never occur in our community, hope is not a strategy. This is why we have people like Officer Shank, who is also certified in Active Shooter Response and A.L.I.C.E (Alert, Lock Down, Inform, Counter, Evacuate). Well-trained personnel with a clear line of sight are aided by secured, multi-step entryways and other systems that slow down and stop threats.

The safety of everyone in our buildings is our first priority, and that is part ot the reason we are seeking additional funding on March 10th, 2020. Approval of the March ballot initiative would fund further improvements and reinforcements to the entire physical security structure in every school building.

A positive Security Image is a key element of our strategy of Deterrence to prevent threats within our school buildings.

VISIT Âť FerndaleSchools.org/Vote 10

Local: Volume Four

Ferndale Schools

ZERO

PROJECTED

INCREASE FROM 2019 TAX RATE

HIGHLIGHTS The March 10 ballot includes a request for a 3-series bond for Ferndale Public Schools at

ZERO PROJECTED TAX RATE INCREASE

from 2019 tax rates to raise $125,000,000 over the next 10 years to fund:

Advanced Security Flexible Learning Environments Facility Improvements

Advanced Security • Upgraded Secure Vestibules Flexible Learning Environments • Larger Classrooms & STEM Labs • Flexible Furniture • New Lower Elementary Building Facility Improvements • HVAC, Electrical, Plumbing • Energy Efficiency Upgrades • Roof Replacements • Expand Band & Art Rooms • New Fitness Center

ELECTION DAY

And More...

Tuesday, March 10, 2020 Find your polling station at FerndaleSchools.org/Vote

INSIDE THIS ISSUE

Read our full 10-year plan at

FerndaleForward.com »

ROOSEVELT RETROSPECTIVE | MOBILITY & ZONES LEARNING ENVIRONMENTS | SAFETY & SECURITY