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About Applegater. (Jacksonville, OR) 2008-current | View Entire Issue (Nov. 1, 2012)
16 Winter 2012 Applegater Ruch School: A true community school BY mARGARET PERROW DELLA SANTINA These are uncertain and challenging h a rd t o g e t h e r f o r times for public education. Like school many months to find districts across the state, the Medford solutions, resulting School District is feeling the effects of i n a s u b s t a n t i a l funding cuts and budget shortfalls. This restructuring: The year Ruch School has experienced larger schedule was changed class sizes, the elimination of parent- to a more cost-effective teacher conferences, and fewer school days four-day school week in the calendar year among other things. (Monday is not a school day), with more In many cases, our teachers are required to instructional minutes built into those four implement brand new math and reading days (an earlier starting bell, and a later curricula while teaching larger (or split end to the school day), and no early release grade-level) classes, with less professional days. The addition of seventh and eighth development and support. grades was another significant change. On the other hand, it’s important Perhaps the most exciting and to remember and appreciate what we do innovative development in the years have, what makes Ruch School unique immediately following 2004 was the and resilient, what makes it a good place intensification of the school’s long tradition for kids to grow. Recent educational of community involvement. Community research points to the effectiveness of K-8 members were invited to volunteer to schools for students in the middle grades instruct elective classes for the seventh- (over their middle-school counterparts), and eighth-graders and participate in the and the potential of small schools to after-school enrichment program for all foster a supportive, mutually accountable grades, sharing their areas of expertise. learning environment where every student And the community responded: in 2005- is known personally. We are fortunate to 06, volunteer-led elective and enrichment have these two elements—a school that classes included chess, first aid, drama, accommodates grades K-8, and is small cooking, creative writing, babysitter enough for every student to feel personally training, and a variety of music, art and known. But there is a third critical factor science classes. As the program took hold that we also have, and must continue to and the community took interest, new recognize and encourage: community electives and after-school enrichment support and involvement. classes were offered in subsequent years: Ruch School has a history of watercolors, robotics, mime, yoga, community involvement dating back to money-management, stage combat, 1914. The placard conga drumming, hanging under the n an era when every dollar in sewing, drawing, original school bell, public education seems to be greenhouse a t t h e e n t r a n c e , over-allocated; when arts, music and g a r d e n i n g , commemorates its PE have been marginalized… mosaics, flower- origins grounded arranging, solidly in community: “The Ruch School keyboarding, knitting, didgeridoo, wood was built in 1914 as a cooperative project shop, Spanish, and juggling are among by the members of the community who the many classes that have been available poured each block, with all materials and to Ruch students in the past few years. In labor donated.” addition, the school has consistently had More than 100 years later, in 2004 a strong sports program staffed largely the community carried on the tradition by volunteers: cross-country, volleyball, of supporting the school, in response to basketball, and track are all popular. a district proposal to close it altogether: (Students of all ages are encouraged to declining enrollment meant that the participate in running even if they don’t school was no longer cost-effective to the compete in track meets.) This fall, middle district. A school board hearing held in school students were able to choose from the school gym drew an overflow crowd Lego robotics, computer programming, of community members, many of whom photography, and a variety of art electives testified to the importance of keeping the taught by community volunteers—in school operating. Perhaps you were there, addition to district-funded electives in and perhaps you remember that some of Mandarin Chinese, band, orchestra, and these testimonials were from people who vocal music. Middle school teachers also reminisced fondly about their own days as volunteer their time to teach electives like children at the school; many, many people drama, calligraphy, community service, passionately told the board how important engineering, and additional science and the school is, and why they considered it to math topics. be a “hub” of the community. As a teacher- What wonderful testimony to the educator, an educational researcher and a generosity, dedication, and expertise of new mother in 2004, I was relieved and our friends and neighbors! In an era when inspired. The school’s continued existence every dollar in public education seems to today is a tribute in part to the strength of be over-allocated; when arts, music and PE this outpouring of community support. have been marginalized; and when every Community and staff worked instructional minute seems to be devoted I Electives and after-school enrichment activities have included flower-arranging, dissecting a squid, and papier-mâché. to heavily “tested” subject areas… clearly, this community has a wealth of talents and skills that can play in important role in sustaining after-school enrichment programs. Ruch School principal Julie Hill talks with pride about the “extraordinary level” of parent and community involvement at the school. She’s right: the rack of volunteer name tags is crammed full; the logbook reflects numerous daily parent volunteers on campus. And any school would envy the past roster of community-led enrichment and elective classes. Like all public schools, Ruch School faces uncertainties and challenges in years ahead; however, what sets it apart is its long tradition of community involvement. We are fortunate to have so many neighbors with extraordinary, diverse talents and skills—people who recognize that community is something we make happen, and that our school is one of the best places to do that. In the best of all possible worlds, education is a community concern. And so, as we move into 2012, Ruch School is looking for volunteers for the spring lineup of after-school enrichment. Future offerings are limited only to the interests, imagination and expertise of our friends and neighbors. If you would like to be a part of Ruch School’s volunteer-led enrichment program, or have an idea to share, please call or email Margaret della Santina, and help keep Ruch School a true community school. Margaret Perrow della Santina 541-899-9950 • mperrow@sonic.net
