In what was intended to be an informational PTA meeting about block scheduling on January 31, turned into a controversy. Though most teachers support the block, parents at the meeting expressed dissatisfaction with the current schedule.
“No schedule is perfect,” said Mr. Greg Cielec, an English teacher who attended the meeting and presented. “We are convinced that this is the best schedule for us.”
Social Studies teacher Mrs. Sherry Maruna, who also attended the meeting, agreed with Cielec.
“The schedule is just a way to allocate time. The high school teachers have determined that block has more advantages than other schedules,” Maruna said.
The current teacher contract with the district specifies what schedule the school will be on, and parents who spoke out at the meeting did not agree with teachers having the control.
“We’re willing to change it, but now our voice—the teachers’ voices—will be erased. Erase the experts’ voices. That’s the beauty of it being in a contract. It guarantees the teachers’ voice,” Maruna said.
The majority of parents concerned are actively involved with the school district, and some are part of the People’s Alliance for Streetsboro Schools, or PASS.
Linda Schettler, the co-chairperson of PASS said, “PASS does not have a position on block scheduling. Individual parents within the group have concerns, which is where things have gotten confused. PASS’ function with this issue is to provide information only to parents.”
The informational meeting included two presentations, one by Cielec, and the other by educational researcher Matt Deevers, a local resident who is employed by the Berea School District. Cielec’s presentation showcased Streetsboro’s history on the block. Deevers presented a summary of 58 different original studies conducted at the high school level, on block scheduling.
Deevers said multiple times he had no opinion on the matter, and was only there to present the research. The studies said teachers’ perceptions were mixed, and “most positive reports came from suburban teachers in a four-by-four block,” according to the studies provided by Deevers.
Maruna said she likes block because, “I can introduce a concept, give background on that concept, and actually have the students manipulate the concept. You can get students to a higher level, because it is quality and depth versus quantity.”
As for the effects of implementing a block schedule, the studies showed that GPAs tended to increase, with almost no effects on test scores. More studies reported the schedule produces “slightly positive or neutral results.”
The studies also showed that students are generally favoring block scheduling. The highest satisfaction levels were reported for the four-by-four block, the high school’s schedule in the 2005-2006 school year.
Deevers also stated no matter what schedule a school is on, teachers needed to be continually trained on how to teach on the particular schedule. Parents had mixed reviews of the data presented.
“When Matt Deevers was presenting, parents wanted to know the block’s effect on parents or parents’ opinions on block,” Maruna said.
“How does that factor in? There was no data. That was very telling. You have to realize that there are over 1,000 parents. Let’s say 75 of them want a change. What’s that percentage? Take a survey of the parents. Give me a percentage. Give me a number.”
Though there were three students at the meeting, none of them were given the chance to speak, and only a few of the teachers were able to.
“The voices of the people who are living this schedule are not being heard. That is what bothers me the most. The students’ voices are being silenced,” Maruna said.
At the end of the meeting, parents were allowed to ask questions about the schedule, and discussions became heated.
Parents were voicing their individual problems with the high school in general including: sleeping in class, cell phones and other electronic devices, and teacher accountability.
“Many of the parents’ concerns are legitimate, and will still be legitimate with a 45 minute schedule,” Maruna said. “I present knowledge what you do with that is up to you.”
Cielec said, “If a teacher is a bad teacher on block scheduling, that teacher will be a bad teacher on any schedule.”
Becca Rak