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