Federal Hocking Local School District received two stars for achievement, one for progress, two for gap-closing, two for early literacy and two for graduation. An overall two-star rating is the reality of Federal Hocking Local’s new superintendent Jason Spencer, but he has plans to do something about it.
This year marks Spencer’s 26th in public education. He started in Orlando, Florida, where he spent eight years before coming to Ohio.
He has served as a building administrator at elementary, middle and high school levels for a collective 12 years before becoming a district administrator for the past five. He was hired to Federal Hocking in July, with his four-year contract beginning Aug. 1.
Spencer’s plan to give Federal Hocking a facelift involves a shift in focus to target state guidelines he felt were previously ignored.
“When I came to Federal Hocking, as with other places that are underperforming, I needed to dig and try to find the mindset that explains why we’re underperforming,” Spencer said. “About two superintendents ago, there was this idea that ‘We’re Federal Hocking, we do our way, we don’t need to look at state requirements,’ and over time, you see the results of that.”
Spencer said he takes the state report card’s findings very seriously. His plans include dialing in on state criteria and creating more efficient uses for district resources, such as increasing the number of students per classroom.
Federal Hocking classrooms have an average of 13 students, according to Spencer, a figure he cited as characteristically low. Despite this, the top priority is ensuring teachers teach what will appear on state exams by adjusting to report card findings.
Once he figured out the mindset needed to change both in how the district prepares students as well as teachers, Spencer said he started better educating the principals on their roles.
“My goal starting off was to help our principals understand their role, and then also to help them learn how they can influence educational outcomes of students in the classrooms,” Spencer said. “I’m a little bit of a data nerd, and if you study research, research will show you time and time again that the number one effect on classroom achievement is the classroom teacher, hands-down.”
Jake Amlin, the principal of Federal Hocking High School, has seen Spencer’s early plan in action. Amlin, like Spencer, prioritizes student, family and community input.
A key reform to student learning at Federal Hocking High School is the inclusion of a senior capstone learning project, the implementation of which was spurred by a community meeting between staff and families.
“The near-adults who are Federal Hocking seniors are going to be expected to be independent very soon, and while a lot of the things they need to know how to do include math and reading, some of it is not what you would consider core content areas,” Amlin said.
Amlin said he sees the value of a capstone learning experience, a year-long project to pitch an issue of their choosing, plan it, budget it, find a mentor and present growth visually.
Students have ways to display growth outside of report cards through this model, according to Amlin. Amlin cited a trade program that incentivizes students to buckle down and get their grades up so they can have the opportunity to do the work they would like to do through school programs.
Amlin said he knows a student who did not thrive in the traditional school system or through core class coursework who is now successfully pursuing alternative programs.
“He’s doing exceptionally well in a welding course through Washington State College of Ohio,” Amlin said. “Every Friday, he goes up there and spends the day in their college-level lab earning industry credentials and welding. He’s brilliant.”
The students in the internship partner program must maintain a certain GPA to participate and are responsible for making up for missed schoolwork during the days they spend out. In doing so, the partnership program has become a way for students to express and improve themselves both in and out of the classroom, according to Amlin.
“The state tells us how students are expected to end the class, but we’ve got to be cognizant too of where they’re coming in from, where they’re entering the class, and then making the decision about growth and achievement,” Amlin said. “Because it’s a sticky wicket, and (we need to) meet a kid where they are and be realistic.”
Ohio has a program called the One Plan, requiring districts to lay out a plan before receiving funding for its execution. One Plan is a shift from the previous structure, in which districts would receive money first and then tell the state how they spent it.
Kerry Sheridan-Boyd, who serves as president of Federal Hocking’s Board of Education and hired Spencer, said the board stands with his vision.
“He genuinely cares about what’s best for our students,” Sheridan-Boyd said. “They are our product, so making sure that we give them the best that we can. I think that’s Dr. Spencer’s plan as well, ‘Let’s just move up a star,’ you don’t have to move three stars in one year, but just a star, make sure the kids are absorbing what they’re taught.”
Spencer said he knows the mindset change across the district will be a challenge that comes with growing pains but remains optimistic. He said there can be a healthy balance between the Federal Hocking way and state guidelines, but that starts with getting the report card grade up.
“This is an opportunity rather than just something someone’s forcing us to do,” Spencer said. “If we’re never looking at the scorecard, if we’re just happy where we are, then chances are people are going to pass us up, and we’re gonna be left behind, and I can’t accept that for our kids.”
“Our kids deserve to be prepared,” Spencer said.
