School Chief's Pay Defended

It would not be out of the question to ask everyone to help balance the budget. Perhaps a concession would be leading by example.

Is it all about the kids. For some in education, yes. Others absolutely not. Imagine if everyone took some sort of pay cut or cut in benefits. This is exactly what I have done during lean economic times.

Mr. Fiora...

What, if any, is your response to Rasmussen making $130,000 when the average is in the range of $107,000 and is still in his first year and not proven as yet? How do you feel about all the additional perks that were offered to him? I don't believe you addressed that issue.

"There will be no step increases the next three years". And after that, they resume? What, in your opinion is the value of having step increases and how does that value relate to the taxpaying public as to seeing results from our public employees since we are funding the show?

Do step increases make a public employee more valuable to the public? In what way? Does the step increase motivate the public employee to do a better job and work harder than one who receives no step increase? Why the extra pay between regularly scheduled raises? If none of these occur, there doesn't seem to be any value added benefit to having them, does there?

"Their actions have allowed the District to minimize cost issues so that all efforts can be focused on improving educational results".

TO THE DISTRICTS CREDIT- IMPROVING EDUCATIONAL RESULTS? WHEN WILL THEY BECOME SIGNIFICANT ENOUGH TO MEASURE IN A POSITIVE LIGHT?

"Though we have a long way to go, progress is being made and I have confidence that the correct actions are being taken"

NOW THIS IS WHERE WE DISAGREE. IF PROGRESS IS BEING MADE, EXACTLY WHERE CAN THIS BE MEASURED? CAN'T BE MEASURED IN THE GRADUATION RATE AS MIDDLETOWN HAS THE LOWEST GRADUATION RATE AROUND ACCORDING TO A RECENT JOURNAL STORY. CAN'T BE MEASURED THROUGH THE PROFICIENCY SCORES AS MIDDLETOWN CONTINUES TO LANGUISH ON THE BOTTOM IN MOST GRADES AND CATEGORIES. CAN'T BE MEASURED IN INDICATORS MET AS MIDDLETOWN IS STILL 5 OF 30 AND HAS BEEN FOR A DECADE. CAN'T BE MEASURED IN IMPROVEMENT CLASSIFICATION AS MIDDLETOWN IS STILL AT CONTINUAL IMPROVEMENT FOR SOME SCHOOLS AND STILL AT ACADEMIC WATCH FOR OTHERS WITH NO PROMISE FOR ANY OF THE SCHOOLS TO REACH SATISFACTORY (AVERAGE....A "C" IF YOU WERE GRADING IN A CLASSROOM) NO LIGHT ON YET TO SEE IT REACH EXCELLENT IN THE FORSEEABLE FUTURE, RIGHT? DO YOU ACTUALLY HAVE THE CONFIDENCE THAT YOU SAY YOU DO, OR WOULD YOU REALLY LIKE TO TRY SOME RADICAL CHANGES AS YOU SEE WORN OUT METHODS, PROGRAMS AND GIMMICKS USED THAT HAVE BEEN PRODUCING THE SAME FAILED RESULTS FOR YEARS? ISN'T IT TIME TO AUDIT THE WHOLE DISTRICT'S TEACHING METHODS AND PRACTICES AND IMPLEMENT SOME SUCCESSFUL PROGRAMS FROM SUCCESSFUL SCHOOL DISTRICTS MR. FIORA? THERE IS NO SHAME IN EMULATING SUCCESS. THERE ARE NO PENALTIES FOR COPYING THE HABITS AND PRACTICES OF AN EXCELLENT SCHOOL DISTRICT. JUST MAKE A PHONE CALL, VISIT AND ASK QUESTIONS.

I am inclined to agree with you Neil. However, we have a school board member that has recited the school motto of improvement that has been advertised to the public for years with little to no proof. Just finding out how this relatively new board member will respond to age old questions. The school message doesn't seem to change no matter what the real situation is at the time.

 Well said silver bells!

Vet, I stand by several things I said in an earlier blog. The school district, led by a delusionary (Price) for most of the 2000s, engaged in “popcorn projects” for years, with the unsurprising results we have seen. Many in the district are aware of and try to incorporate best practices, but without the leadership to support and insist on incorporating these strategies, they have had little effect on overall results. Remember, too, that the previous superintendent’s eye was never on state test scores and maintaining discipline. For all his talk that we would achieve “excellent” on the state report card, he was headed in exactly the opposite direction with his policies.

I AGREE WITH YOU ON PRICE. I HAD SOME FACE TO FACE ATTEMPTS TO TALK TO HIM. EVEN ASKED HIM POINT BLANK ABOUT THE CONTINUED LOW TEST SCORES AND HAD THE JOURNAL ARTICLE AS SUPPORT. HIS ONLY FEEBLE ANSWER...."WE'LL I DON'T SEE IT THAT WAY". THE ASTOUNDING THING IS WHY THE SCHOOL BOARD KEPT THIS CLOWN ON BOARD FOR WHAT, SEVEN YEARS? STILL DON'T UNDERSTAND THAT ONE.

The two most significant values that can turn around the district’s persistent underachieving are legitimate high academic and behavioral expectations for our young people and creating a culture of personal responsibility where students “own” their learning, not sit passively and expect others to “make it happen.” If you look back at the reams and reams of articles, blogs, comments, etc., about the district’s problems, you rarely see this on the radar screen. Ironically, it is THE essence of the problem. Administrators hate to even address it for one simple reason: they have little control over that variable. They can’t criticize, blame, denigrate, or lower someone’s evaluation.

LEGITIMATE HIGH ACADEMIC AND BEHAVIORAL EXPECTATIONS......THE BEHAVIORAL THING FALLS INTO THE LAP OF THE PARENTS. SINCE WE HAVE ISSUES WITH SOME PARENTS GIVING A CRAP WHETHER THEIR KID GETS AN EDUCATION OR NOT, OR GETS TO SCHOOL OR NOT, IS MIDDLETOWN USING THE COURT SYSTEM REGARDING TRUANCY TO SEND THE MESSAGE TO THE PARENTS? IF SO, WHAT HAS BEEN THE RESULTS? IF NOT,WHY NOT? CALL THE PARENTS AWAY FROM THEIR JOBS. HAUL THEIR CARCASSES INTO COURT, HIT 'EM IN THE POCKETBOOK, JAIL 'EM, PLACE THEM IN A SITUATION OF LOSING THEIR JOB WITH REPEATED COURT APPEARANCES, AND KEEP THE PRESSURE ON THE HABITUAL OFFENDERS. IS THIS DONE? RESULTS? IF NOT, WHY NOT? IF THEY WON'T LISTEN TO YOU CONCERNING GETTING THEIR KID TO SCHOOL PREPARED, THEY MAY BE MORE INCLINED TO PAY ATTENTION TO THE COURTS, BEING LOCKED UP AND BEING HURT IN THE WALLET...LESS MONEY FOR BILLS, DRUGS OR ALCOHOL FOR SOME.

Why do you think other districts in financial distress, such as Little Miami or Lakota Local, continue to achieve “Excellent” or “Excellent with Distinction”? Their students come to school understanding that teachers have to teach and students have to learn. If one part of the equation is missing, you’re dead in the water.

AGAIN, THE PARENTS RESPONSIBILITY. SEE COMMENTS ON THE COURT SYSTEM ABOVE. YOUR STATEMENT ALSO SUPPORTS THE FACT THAT MONEY GAINED THROUGH THE LEVIES IS NOT THE ANSWER TO A DECENT EDUCATION IF POORER SCHOOL DISTRICTS CAN ATTAIN EXCELLENT STATUS. IF TRUE, THEN WHY DO WE PROPERTY OWNING VOTERS KEEP HEARING THAT MORE MONEY WILL HELP US EDUCATE THE KIDS BETTER FROM THE MIDDLETOWN EDUCATION LEVY SUPPORTER COMMUNITY?

Instead of emphasizing what TEACHERS have to do, we need to start emphasizing what STUDENTS have to do and stop enabling their belief that they are entitled to pass and graduate with little or no effort

THE SCHOOLS HAVE BEEN GUILTY OF THE PRACTICE OF PASSING THE KIDS ON THROUGH THE SYSTEM EVEN THOUGH THEY DID NOT MEET THE PASSING CRITERIA. THEY WON'T HOLD KIDS BACK ANYMORE LIKE THEY DID WHEN I WAS IN SCHOOL. DOESN'T DO THE KID ANY FAVORS. COMES OUT OF THE MIDD. SCHOOL SYSTEM NOT KNOWING HOW TO COMPOSE A SENTENCE, HOW TO DO SIMPLE MATH, AND NOT KNOWING HOW TO PREPARE FOR WHAT IS AHEAD IN LIFE. IMO, THE SCHOOL'S FAULT FOR PASSING THEM ON THROUGH JUST TO GET RID OF THEM.
IT IS EVERYONE'S INVOLVEMENT THAT WILL MAKE IT WORK. PARENTS, LAW ENFORCEMENT, THE COURTS, TEACHERS, ADMIN./SUPERS, VOTERS, THE STATE EDUCATION PEOPLE IN COLUMBUS, STATE LAWMAKERS, ETC. TO MAKE IT WORK. IF IT DOESN'T START AT HOME, EVERYTHING DOWN THE LINE IS DOOMED. NOWADAYS, SOME PARENTS HAVE TO BE "MOTIVATED" UP TO AND INCLUDING THE COURTS, FINES, JAIL, ETC. GOTTA MAKE LIFE HARD ON PARENTS WHO CAN'T SEEM TO GET THE MESSAGE.

Now that WOULD be for the kids, don’t you agree, Vet? Practicing a strong work ethic and responsible behavior would absolutely prepare them for life after graduation. Right now we are not doing that very well in Middletown

YOU MEAN THE WAY IT USE TO BE 40 YEARS AGO WHEN YOU WERE EXPECTED TO GO TO SCHOOL, EXPECTED TO BEHAVE YOURSELF OR YOU GOT IT USING CORPORAL PUNISHMENT AT SCHOOL AND THEN YOU GOT IT AT HOME FROM MOM AND DAD, EXPECTED TO DO AT LEAST "AVERAGE" IN PERFORMANCE....BELOW AVERAGE WAS USUALLY NOT TOLERATED BY YOUR PARENTS AND YOU WERE EXPECTED TO RESPECT AUTHORITY? THAT'S THE LAST TIME WHAT YOU HAVE SUGGESTED HAS HAPPENED. NOW, SOME PARENTS DON'T CARE. THE SCHOOLS HAVE EITHER VOLUNTARILY TAKEN OUT OR WERE FORCED TO TAKE OUT CORPORAL PUNISHMENT (PUBLIC SCHOOLS FOR SURE, MAYBE NOT PAROCHIAL AND DEFINITELY NOT MILITARY SCHOOL) THAT WORKED IN THE PAST. WILL WORK NOW BUT THE SCHOOLS HAVE BEEN INTIMIDATED BY THE PARENTS THAT SUE FOR TOUCHING THEIR LITTLE ANGEL.

ALL THIS SECTION 8 SATURATION AND THE STEREOTYPICAL BAGGAGE THAT GOES ALONG WITH IT, ISN'T HELPING THE SCHOOLS EITHER. WE CAN BLAME CITY COUNCIL AND OTHER CITY LEADERS FOR MAKING IT HARDER ON THE EDUCATION FOLKS IN THAT REGARD.

[QUOTE=blue7] The section 8 baggage is the key component to why our schools are failing. I wonder what the studies would show if you compared the advanced and AP students at MHS to the surrounding excellent schools?

I would imagine the advanced students at MHS would fall right in line with the excellent school's advanced students in the area. Problem is, they comprise a small percentage of the student population, don't they? The advanced students present no problem, are self-motivated, adding no problems to any school district. A bigger problem, IMO, is the effort made toward the students who are not in the "gifted" program. Always had trouble with this terminology as to "gifted". Always think of the other group as "damaged" or not as "worthy". Always wondered if the same effort was made/attention was paid toward the average to below average students as to the gifted/"we're very proud of" type of student????

There is a feeling by some parents who's kid has gone or is going through the system now, that more attention was devoted to the gifted than the general population in the schools, with a feeling of designating the poorer performing students as "castaways" and sent to an alternative school and later "purged". Don't know if it is true or not.

Before the massive saturation of Section 8 in this town, the student achievement was lower than most districts in this area of the state. (see the proficiency test scores since the inception of the testing) Now that the Sect. 8 saturation has been in place for awhile, there doesn't seem to be that much of a dramatic lowering of that already low performance level (see the current prof. test scores), does there? Not so sure we can measure the impact of Section 8 if the numbers are already toward the bottom before/after it became an issue. Thoughts?

Absolutely acclaro

A no brainer if the woman you spoke has the cash---John XXIII. Then, Miami School if armed with cash, or St X. If not, open enroll in Monroe. 

Middletown City Schools had the lowest proficiency rate in Butler County, with fewer than half of sophomores passing all five sections of the Ohio Graduation Test.

But Superintendent Grag Rasmussen said the 47.1 percent passing rate, according to preliminary scores, is still good news in that it’s a marked improvement over last year, which had a 44.8 percent passage rate.

“We were pleased with the increase we see in writing and reading, especially writing,” he said. “We’ve had a real focus on that in the high school.”

Preliminary results were recently released by the Ohio Department of Education. The state-mandated tests were administered during the two weeks beginning March 14 to 10th-graders, who are tested in reading, writing, mathematics, science and social studies. Eleventh-graders, 12th-graders and members of earlier classes who had not achieved proficient scores on one or more tests also participated in the OGT, but these preliminary results are for 10th-graders only.

“We recognize that we have some work to do,” Rasmussen said. “Our teachers recognize this, and so do the kids.”

Middletown City Schools also has the lowest graduation rate — 82 percent — among public schools in Butler County in 2009-10, according to preliminary data from the ODE.

Patrick Gallaway, a spokesman with the state education department, said the most common reason high school seniors don’t graduate on time is because they do not pass all sections of the OGT. About 45 students from Middletown High School’s Class of 2010 did not graduate on time due to failing the OGT, according to the district.

Middletown High School added special classes last year, not only to help 10th-graders taking the tests, but refresher courses to help upperclassmen who did not pass sections of the OGT the first time they took them, Rasmussen said.

At the other end of the spectrum, Ross Local Schools had the highest passing rate in Butler County, with 86.7 percent of students who took all five sections passing all five sections.

“We’ve been working pretty hard the last couple of years trying to identify our at-risk students when they enter high school and make a special effort to put supports in place for their success,” said Superintendent Greg Young, noting that the district this year had a record graduation rate of 97.3 percent.

“Teachers in each department have been design their assessments throughout the year to support the state standards and use the same formats as the state tests,” he said. “We’ve also seen a big jump in the number of students who scoring at accelerated and advanced levels, which we’re also very pleased about.”

Fairfield City Schools, with increases in the passage rates across all five subject areas, saw a 1.8 percent percent increase in the number of sophomores passing all sections.

“We’re pleased with the scores,” said Superintendent Cathy Milligan. “I think that we’re especially pleased because we worked hard with (special education) students and more passed this year.

“We still have work to do, especially in science, but we’re above proficient in all five areas.”

Districts have 30 days to review results and request score appeals and verifications, according to the Ohio Department of Education website. Test contractors have 30 days to respond to appeals. Verified and complete data are reported in the state report cards, which will be released in August.

District-by-district highlights include:

• Edgewood: 76.1 percent of Edgewood’s students taking all five sections of the test passed all five, up from 64.9 percent in 2010. Edgewood’s strongest subjects were writing (89.8 percent passing) and reading (88.3 percent passing). However, the subjects showing the most advanced students were social studies (37.9 percent) and mathematics (34.8 percent). Writing scores show a slight decline, from 90 percent passing in 2010 to 89.8 percent in 2011.

• Fairfield: 72.2 percent of Fairfield’s sophomores passed all five sections of the test, up from 70.4 percent last year, with all areas showing improvement. Strongest subjects are writing (93.2 percent passing) and reading (92 percent passing). The district’s most proficient students were in social studies (34.6 percent) and mathematics (41.9 percent).

• Hamilton: 59.6 percent of Hamilton’s students who took all five sections of the test passed all of them, up from 52 percent in 2010. Mathematics showed a slight decline in students passing from 80.1 percent in 2010 to 79.4 percent, as did social studies, from 75.5 to 75.4 percent. There was a nearly 10 point jump in writing scores from 76.1 percent passing last year to 86 percent in 2011.

• Lakota: 86.5 percent of Lakota’s sophomores passed all five sections, up from 82.2 percent in 2010. More than 90 percent of students taking individual sections passed, the highest percentage in writing (96.9 passing). The percentage of students passing were up in all subject areas.

• Madison: Students passing all five sections of the test jumped from 69.5 percent in 2010 to 83.2 percent this year. Biggest improvements were in mathematics (from 89 percent passing to 98.3 percent) and social studies (from 81.4 percent passing to 91.7)

Mr. Fiora, I must make some observations, realizing you had addressed acclaro.

You state....

"I do however have to disagree with you regarding Price. He left because he did NOT have the support of the board".

EVENTUALLY TRUE, BUT WHY DID THE BOARD TAKE SEVEN YEARS TO MAKE THE DECISION OF NON-SUPPORT? WITH THE DAMAGE PRICE DID, AT THE RATE HE DID THE DESTRUCTION, WHY DIDN'T THE BOARD FIRE HIM MUCH EARLIER TO MINIMIZE THE DAMAGE?

"Unfortunately it will take a number of years to improve the academic performance".

MR. FIORA, WITH ALL DUE RESPECT, THIS SCHOOL SYSTEM STARTED DOWN THE PATH OF DESTRUCTION IN THE 70'S, CONTINUED TO DO THE SAME FAILED THINGS ACHIEVING THE SAME POOR RESULTS THROUGH THE 80'S AND 90'S, AND CONTINUED INTO THE 2000's TO WHERE WE ARE AT TODAY.......THE SAME AS WHERE WE WERE IN THE 70'S. WE, THE TAXPAYING PUBLIC HAVE GIVEN THE SCHOOLS OVER 35 YEARS TO CORRECT ITSELF, UNCOUNTED LEVY PASSAGES, OVERLOOKED THE SHORTCOMINGS TIME AND TIME AGAIN, FORGAVE THE REPETITIOUS POOR PERFORMANCE ON THE PROFICIENCY TESTS, RELUCTANTLY ACCEPTED THE 5 OF 30 INDICATORS MET IN THE PAST 15+ YEARS AND HAVE BASICALLY LOOKED THE OTHER WAY IN A SEMI-FORGIVING FASHION FOR A LONG TIME. FOR SOME OF US, PATIENCE IS RUNNING OUT. CAN YOU BLAME US?

"I realize that lip service has been given to achieving academic performance for many years ... specifically the previous administration ... and little has improved ... frankly if I wasn't involved I'd be very sceptical ... but I can start to see the focus changing" .

AMEN TO THE FIRST PART OF YOUR STATEMENT. YOU MAY HAVE STARTED TO SEE THE FOCUS CHANGE, BUT WE CAN'T.......MEANING THE CHANGE HASN'T SHOWN ITSELF IN THE FORM OF ANY MEANINGFUL, MEASURABLE RESULTS REPORTED TO US.

"Is the performance there yet ...NO. Is everything in place...NO. Are ALL the administrators and teachers on board...NO. Is the superintendent, his directors, the board, many teachers, many administrators all working together with a renewed sense of purpose and a laser direction...YES"

BUT MR. FIORA, SOME OF US HAVE BEEN WAITING FOR OVER 30 YEARS FOR THE PERFORMANCE TO BE THERE. THE LACK OF PERFORMANCE HAS GONE ON LONGER THAN ONE CAN REASONABLY EXPECT. IT APPEARS THAT THE POOR PERFORMANCE WAS "GOOD ENOUGH" FOR SO MANY YEARS AND IT APPEARS THAT PREVIOUS ADMINISTRATIONS, OVER THE YEARS, MADE NO ATTEMPT TO TRY AND IMPROVE IT.

"The data is starting to show some progress and that helps give me some confidence that we are on the right track".

HAVE YOU SEEN TODAY'S ARTICLE FROM THE JOURNAL POSTED AFTER YOURS? 44% to 47% isn't significant, is it? HAVE YOU REVIEWED THE PROFICIENCY TESTS IN ALL GRADES IN ALL CATEGORIES SINCE THE TEST INCEPTION? NO EYE-OPENING REVELATIONS AS TO IMPROVEMENT BY THE STATISTICS GIVEN, RIGHT?

I JUST DON'T SEE THE SAME HOPE/IMPROVEMENTS AND CHANGES COMING OUT OF THE SCHOOLS AS THE SCHOOL BOARD AND THE LEADERS DO. I DO SEE ESSENTIALLY THE SAME RESULTS YEAR AFTER YEAR.

Mr. Fiora says..... "You can continue to bitch about things that never can be changed"

Ok, I was trying my best to be civil with my responses but your "bitching" comment has prompted me to respond by saying that just like anyone who owns property in this town, and just like anyone who sees 80+% of their property tax go to the schools, and just like anyone who sees that all that money over these many years has not done a dam thing to perpetuate a decent education in your little district, each person, including me, has every right to "bitch" as much as they please with respect to the slow progress in bringing Midd. schools back to half the level they were when they were respectable. When you pay the tab, it kinda gives you a sayso in the proceedings, Mr. Fiora.

...."as history is history"

Ever hear the old saying that if you ignore history, you are doomed to repeat it? This goes for the bad as well as the good aspects of it. IMO, it is good to keep referring to history to emphasize the negative events that transpired for the intent of not repeating it. Sometimes, embarrasing acts of the past will shame people into not doing the same thing again. (In a more severe circumstance, Nazi Germany and the Holocaust comes to mind).

..."or you can help us look forward and help us make the best choices for the school district".

The School Board, like City Council, will say they welcome new ideas from the community, but, like council, when approached, depending on who you are in the community, you may or may not be listened to. There is a culture created by the city leaders, both in the city building and sitting behind that school board desk that appears to be elitist in content and traditionally exclusionary in nature. The feeling of "who you are" outweighs "what you say" sometimes when in front of council or the school board. Do you school board people take some lightly and others are listened to intently? It certainly appears so.

I would visit you down at the school board meetings and have my say, but I would bet it would go in one ear and out the other. It has in the past with me and others. I have suggested some things to consider in these very posts. Perhaps you have already tried them. Perhaps not.

"And by the way, even though I graduated from middletown high school, I can read the test report statistics and can recognize that the improvements have been minor to date and that we still have a long way to go...as mentioned in a previous post"

Then some of you on the school board and the levy supporters should stop blowing smoke up the voters behind at levy time when you embellish your message of why we need to give you more money and that your new methods are working out just fine. You just stated your improvements have been minor.

Fiora, I never accused you of not having the mental capacity to assess proficiency test data. I do see some on the board taking that data and making it to be more successful than it is. I also see some on the board who are willing to take data that eludes to poor performance and twist reality to conclude that it is really a success. I understand you all can read the data and interpret what it actually says. The problem lies in the fictitious message you send after you have read it.


It is not a personal attack on you. My comments are an indictment toward MANY COMBINATIONS OF SCHOOL BOARD AND EDUCATION MEMBERS who have either done nothing over the years when clearly something needed to be done, or they have done the same failed things over and over again with no success and have not moved on in a totally different direction. This district has been coasting, stuck in neutral for many years when the surrounding districts have found what works and have lapped this district many times in the race for a better education. Do you mean to tell me we can't get a group of school board members together, that can really think outside the box, roll the dice, try something more radical, take what applies to Middletown from a successful district like Mason or Lakota and affect change? To date, for all the good they have done, all the past school board members have done since the 70's is to occupy a seat at the desk, based on where we are today.

Mr. Fiora, I again emphasize your open dialogue and direct approach to finding a solution as avocation and not the problem, is spot on, and any reasonable mind knows what the city school district is faced. I am as frustrated, if not more so, by the problems in Middletown. But, it has hit me very hard the past year, just how far Middletown has fallen, indeed slid, with its economic situation. That impacts the school district and the performance overall, with these drastic changes in student population. I see weekly, young adults going up and down by neighborhood and Rosedale, picking up coke and beer cans while on foot, trying to scrape a few bucks together. I see poverty individuals handing Ohio Food Stamp debit cards more than dollar bills at Walmart in Middletown, which gives an ideal sample of what Middletown is presently.