Grading Ted

LIMA - Independence Elementary School pupils are playing tag, but stop periodically to calculate how many have been tagged out. Another class is pushing each other on scooters, taking note of the different surfaces and incline.

Physical education teacher Tammy Kerns knows the pupils have been working on the concepts in the classroom. She knows because she talks to the classroom teacher.

Lima schools Superintendent Karel Oxley boasts of the scenario as one of many happening in her district.

"Many of the ideas the governor put forth are ideas that we have already either initiated or are delivering," Oxley said. "I want him to come to our school district and see these programs."

During Ohio Gov. Ted Strickland's recent visit to Lima to talk about education, he threw out his "what ifs" ideas that could improve Ohio's education system. His top principal is the premise that strengthening public schools is the key to improving education in Ohio. He's also a strong proponent of more individualized education.

Strickland's "what ifs" ranged from a longer school day or year to more hands-on and interdisciplinary learning and compensating teachers for pupil results. Strickland will hold additional forums to address funding in the fall and unveil his education plan next year.

While area school officials are glad Strickland is at least asking for input, most weren't floored by any of the ideas they heard, partly because they already are doing some of them.

Interdisciplinary education/hands-on learning

During the forum, Strickland described high school students reading "Grapes of Wrath" in an English class and then studying the American migration westward in a geography lesson, exploring how the Dust Bowl was created in their science lesson, and using economics and math to consider the financial challenges of the time.

It's something some schools already are doing, although lack of teacher collaboration time can make it difficult. Lima schools pupils are released early every Wednesday, allowing time for teachers to review data and collaborate, but Oxley knows teachers would say they need more time.

Kerns admits it can be tough to actually sit down with individual teachers, but she catches them in the hallways or at lunch to find out what each is working on. She also looks through pupils' math books on her own.

"Sometimes, they come to me and say, ‘Hey, we're doing this, any chance you can push that in there somehow?' " she said.

The district's arts and science and technology magnet programs and the small schools at the high school are examples of interdisciplinary teaching. All three small schools are based on the concept of hands-on learning. Another example, Oxley said, is pushing writing across the curriculum.

"If a student is working a math problem, when they get to third grade and higher, they will also be writing an explanation on how they found that answer," she said.

Career technical educators say these are things they have always done. Vantage Career Center Superintendent Staci Kaufman said students see relevance in their studies and build relationships with teachers, and are successful after high school because of this.

Elementary pupils in Bath gets hands-on work in a science lab, and district staff has tried to connect music and art to the state academic requirements. A project in art might lead to teaching a certain time period in history.

The governor talked about a more individualized education catered to pupils' needs. Bath Superintendent Bill Lodermeier agrees it's a good idea, but says it would mean lowering class sizes, which means more money.

Lodermeier likes the idea of testing pupils to see how they best learn. It might mean a one-time cost for the test and then rearranging classes to group pupils together.

"It wouldn't be an impossible task," he said.

Vantage did a pilot program two years ago giving teachers time to talk together in small groups. Kaufman said these types of programs work best when they aren't mandated, but are done voluntarily. In time, she said, additional teachers want to join or start their own group discussions.

"They focus on instruction and assessment and find they begin to talk about individual students and what they can do to help them and build a relationship with them," she said. "It really improves the education of individual students."

Business partnerships

The governor suggested schools need to better learn the skills business wants from graduates. Kaufman said career centers depend on their ties with business to train students and to help them find work. Vantage students often are placed somewhere their senior year, while there are also sometimes short-term opportunities for students to work in the field.

Bath has an internship program through its Ford Partnership for Advanced Studies program. Mary Elmquist, liaison for the program, works to get internships for both Bath and Lima Senior students.

"It's not as easy as it seems," she said of convincing companies to participate. Eight internships were secured this past year.

Replace OGT

The governor sought input on replacing the Ohio Graduation Test with a set of international standards. Minster Superintendent Gayl Ray wonders why there isn't already a national standard. A level playing field with whatever standards are used is crucial, she said.

A new test wouldn't be a big deal, Lodermeier said.

"If we know what is going to be expected on a test, our teachers will make sure our kids get that," he said.

Oxley suggests a little flexibility with the graduation test. Currently, a student must pass all sections to graduate. Sometimes, a student has all the graduation requirements, but had trouble with one test section. Oxley suggests the student earn a diploma, but that it states which areas he or she is proficient in. That way, Oxley said, an employer could still hire that student if the employer wanted to.

"I become concerned that, if we as a state have set the standard at such a level that students aren't successful in all of the components, then they may end up going back on welfare rolls and then we are paying more money for that person than if we could get them gainfully employed," she said.

Strickland believes testing must remain to hold districts accountable, but says their main role should be to help foster individualized education.

Merit pay/apprenticeships

Districts would have trouble budgeting if teachers were compensated based on pupil results. Ray added that it would only be fair if it was based on value-added scores and pupil growth.

"Some students may be at a lower level than another group," Oxley said. "There are so many variables. Who's to say it isn't the nurse, counselor and teacher working collaboratively that is able to be the success story for that child?"

Saying doctors don't just show up at a hospital after graduating, Strickland suggested that teachers also might benefit from an apprenticeship of sorts. Ray believes that time needs to happen while future teachers are still in college.

Lima schools has a partnership with OSU-Lima that has student teachers spending a year while finishing up their degrees interning in the same classroom, part of the time handling most of the instruction.

The obstacles

Schools need more flexibility, which the governor talked about, if they are to try some of his ideas. Allen East Superintendent Michael Richards believes educators are creative and could come up with more hands-on and interdisciplinary approaches to learning with more flexibility.

Federal and state mandates create barriers and inhibit flexibility, he said. He talked of mandates on hours in the classroom and tests.

"There has to be a foundation that is built," he said. "But beyond that foundation, I think that flexibility could be very beneficial to enhance the learning of the student."

While the governor contends he will address school funding, many aren't optimistic and quickly point out that some of the "what ifs" aren't possible without more funds.

"It appears that he, too, has run into roadblocks on how to finance education," Oxley said. "So my optimism weans as time passes because there is no easy solution or someone would have implemented it already."

A longer school day or year comes with mixed reactions, but all agree it won't happen without more money. Oxley says the district couldn't afford it, but says grant-funded after-school and summer programs show extended schooling helps.

Lodermeier is leery of state grants, saying tradition shows that, when the money is gone, districts have to pick up the costs. He says the biggest problem is the changes would force more union negotiations.

"I think he has some good ideas, but I don't think putting a wish list to improve schools is fundamentally sound unless it has some reality in it," he said. "And the Ohio Collective Bargaining Law says that any change must be negotiated."

While family support wasn't one of Strickland's "what ifs," the topic came up repeatedly at the forum. It could raise pupil achievement and test scores, Oxley said.

"It is a piece that we constantly keep attempting to address, and we are very open to ideas," she said. The district has launched an initiative at Unity and Liberty elementary schools geared toward getting parents involved.

Private school perspective

Local public school officials were pleased to hear Strickland say the state needs to first focus on strengthening public education, but it didn't sit as well with area private school officials.

The state shouldn't ignore the contributions of private schools, St. Charles Catholic School Principal Tom Huffman said. His biggest frustration, though, was the lack of discussion about school choice, even when talking about parent involvement and tailoring education to pupils' needs.

"Wouldn't families get involved if they could pick the school they want? And wouldn't kids' individual needs be met if they could pick that school that will best meet their individual needs?" he said.

Huffman is confident that allowing school choice would fix education. It's no different than anything else in the economy, he said.

"If you don't build a good car for a reasonable price, people won't buy your car," he said. "If your school is not producing, people won't bring their children there, and that is how you hold schools accountable."