Declining Enrollment – Frequently Asked Questions
Q. The final disposition of Kearns School, when vacated, is not a part of your team's report.
To whom should we speak to get the same kind of detail on Kearns' final disposition as we
have developed on the schools that we are retaining?
A. The ownership of the Kearns Primary School returns to the town. Inquiries regarding
the town’s future use of the facility should be directed to the town manager, Mr. Bill Smith.
He can be reached at the town complex at williamfsmith@grabby-ct.gov or (860) 844-5300.
Q. Most 10 and 11 year olds aren't mature enough to handle being in close quarters with
much older kids, i.e., on the long school bus ride to and from school (I assume they would
ride the same buses)?
A. 6th graders would ride the bus with the high school students. The concern is
understandable; however, we did operate this way for many years and we are unaware of
any issues. It is also not an uncommon bussing arrangement in other towns.
Q. Will all 6th grade extra-curricular activities still be available to the 6th graders? What
about participation in middle school sports teams?
A. The 6th graders will have expanded extracurricular and athletic opportunities. Extracurricular options for students increase from the current 11 clubs to 19 clubs and 4
intramural sports at the middle school. Students at the middle school have the option of
taking part in activities, clubs and sports such as Math League, Robotics, Yearbook, Field
Hockey, Basketball, Cheerleading, and Cross Country.
Q. Will the square footage ratio per student at Kearns vs. other schools be much different?
A. The square footage of classrooms will increase at Kelly Lane for Grades K-2 from the
current 118 sq. ft. at Kearns to 172 sq. ft. at Kelly Lane.
Q. Will the reductions in staff be taken immediately next year?
A. The reductions are not exclusively teachers. They include all categories of staff. The
reductions in staff realized for next year will in accordance with student enrollment and a
vacant building.
Q. Will there be any efforts to reverse the trend of declining enrollment?
A. The district brings students from Hartland and Hartford and has reached out for other
regionalization opportunities and the district is always looking for ways to bring students
from other towns into the school system.
Q. What will happen with the blue ribbon distinction for Kelly Lane under Option 1 or
Option 2?
A. Still to be resolved but the district will find contextual ways to recognize the history and
traditions of both buildings.
Q. Where will the space and time come from to have enough art and music classes as well
as Spanish classes?
A. Adequate space exists for art and music. Spanish at primary school will take place in the
classroom (as it does now). At the intermediate school, Spanish could be taught in a
separate classroom or push in. Some things may be done slightly differently.
Q. If this happens next year, what will the impact of construction be on students?
A. The district will not significantly disturb or disrupt the educational process for
construction to take place.
Q. When will the construction occur?
A. During the summer months. Construction crews will likely want to start as soon as
possible but, again, the district would not disrupt the educational programming.
Q. Please provide specific information regarding the shift in classroom size, the staff cuts,
and what this means to classroom instruction.
A. The final decision on class sizes will occur during the budget process and will be in line
with Board guidelines for class sizes. Typically, class size limits tend to increase slightly as
you go through the grade levels; however, given the current 4th grade class size (versus
projected), it is likely 4th grade will now have 6 sections. Kelly Lane has a larger footprint
and more rooms. Enrollment and spaces of the other schools would be well within their
original design and capacity.
Q. Many children will need to share space for their support services. This will not be the
most appropriate and may have a detrimental effect on individualized instruction.
A. There is compatible space and rooms for student interventions at all schools.
Q. Please provide specific information regarding the curriculum changes and what school
life looks like for a 6th grader at the middle school in comparison to the two intermediate
schools. Will the plan to effectively prepare and transition every student successfully? Will
there be enough resource room space available? Will there be enough support staff to
continue with the current educational programming? Is our goal to maintain or to improve?
A. As dictated by students’ IEPs and the district’s theory of action, we have adequately
staffed special education and student interventions. No support teaching assistants for
special education or regular education are being reduced.
Q. What are the expectations are for our children in regards to the daily amount of
homework and classwork?
A. The current Board of Education homework policy (6154) will be in place.
Q. With increased time made in areas such as science and Spanish, as well as the addition of
the Life Management course, what has been sacrificed in order to create this new schedule?
How does this new schedule compare to that of the 6th grade schedule at the two
intermediate schools? The details in the report show a clear difference in these areas. How
are you preparing our children for these changes? This is important information that
requires discussion and collaboration between the BOE, superintendent, families, and
school staff.
A. The Board has reviewed the 6th grade program which is outlined in the study. For
simplicity, the chart below is a more user friendly summary of the information in Appendix J
of the report. The way the specials were compared in the report (weeks vs. semesters vs.
whole year classes) is understandably confusing. The comparison below combines like
areas between the intermediate school and middle school schedules to provide a different
way of reviewing the times. In the end, students are in classes for 2025 minutes/week at
both schools with the use of time being slightly different at the intermediate level than the
middle school level.
In summary:
1. There is a 30-minute increase in science at the middle school.
2. There are two specials blocks per day at the middle school which includes time for world
language which equals 450 minutes/week vs. 225 + 60 = 285/week at the intermediate
school for specials and world language
3. Interventions are pulled from academic classes or held during X-block at the middle
school vs. a dedicated time for this at Wells Road
4. Lunch/recess and homeroom are decreased at the middle school
5. Mod/X-block is increased at the middle school
Academic Area
ELA/SS/SCI
Math
Specials (art, music,
PE, technology)
World Language
Mod/X-block
Homeroom
Lunch/recess
Intervention/
Guidance./Health
Total time
Intermediate School
Schedule (based on Wells
Road) minutes per week
870
300
225
Proposed MS minutes per
week
900
300
450 includes World
Language
60
120
50
250
150
225
25
125
2025
2025
Q. Our current 4th graders in Kelly Lane will transition to Wells Road School next year for
5th grade and then make another transition the following year to the middle school for 6th
grade. This means they will transition 2 years in a row. What is your plan to ensure that we
do not see such a regression?
A. Some of these transitions are difficult to avoid, no matter when we make a change;
however, we recognize and are sensitive to the needs for these students. In addition to
normal transition activities that would take place when students move between buildings,
the administration is finalizing a number of other social activities for all students and will
develop more personalized transition plans for IEP and 504 students. We will communicate
these plans to parents when they are finalized. Principals will also reach out to families
with particular transition concerns.
Q. Is there a better way to support our children if given another year to plan and prepare
for these changes?
A. I do believe the Board has been open and transparent about the plan and has provided
the community with a number of venues and opportunities to make comments. We agree
that the plan must adequately address the social, emotional, special education, and
curriculum needs.
Q. What is the rush to reconfigure the schools?
A. Not all of the Board goals are going to be addressed in the same timeframe. There is no
rush; rather, a window of opportunity to implement a recommendation for next year.
Considerations in favor of an earlier implementation include impact on recruitment and
retention of staff, increased costs and the deferment of reduced expenses for another year
or two.
The window of opportunity for next year is tight, which is one of the Board’s biggest
conversations. I also understand that the teachers at Kearns would like the move to take
place sooner than later.
Q. How have all of the class sizes on this table changed since this study was done? Would
the BOE recommend downsizing the number of classrooms in any of these grades, given our
current enrollment?
A. This year’s actual primary school (K-2) enrollment increased by 32 students. We are still
in a comfortable position to accommodate at Kelly Lane the 32 extra K-2 students…and with
some contingency for extra classrooms.
Q. If the decision is to maintain the current number of classrooms for both first and fourth
grades, where will those classrooms go?
A. There is adequate classroom spaces for the classes at Kelly Lane. Please see the attached
table as quick reference.
Classrooms
Conference Room
Team Room
OT/PT Room
OT/PT Storage
Art/Music
Psychology
Coaches
Speech
Staff Room
Spec. Ed/Interventions
Kitchen
Broadcasting
Science
Science
BCBA/ELL
Spanish
Book Room
Totals
Kearns
21
1
0
1
0
1
1
1
2
1
3
0
0
0
0
0
0
1
33
Kelly
21
1
1
1
1
2
1
2
2
1
2
1
1
1
1
1
0
1
41
Q. What is the cost to reinstitute those classrooms in the plans?
A. I do not have the exact breakdown for extra classroom modifications – part of the total
project and I can research the cost for renovating specific classroom spaces.
Q. On the map for option 1 at Kelly Lane, there are 2 rooms for OT and PT, 1 room for the
psychologist and 1 room for speech. Is the plan for the other 11 teachers to work in one
Special Ed room? How are they expected to work effectively with small groups of children?
A. Yes, some modifications to classrooms are part of the plan. We have also reviewed the
classroom spaces, intervention spaces and offices with the building principals.
Q. Why would lunch and recess be different for sixth graders, and classes be amended?
Why would sixth graders be graded differently from seventh and eighth graders? Why
would we ask our specials teachers, music, art, PE, etc., to grade students using two
different systems?
A. Some of these changes are made in an attempt to provide a smooth transition for the
students. Teachers who now teach sixth grade are already accustomed to many of these
processes. Some final details about grading are still being resolved; however, none that
might require the deferment of a decision.
Q. Why is there no map of the middle school in the enrollment study?
A. The preponderance of the work is taking place at the intermediate schools. Only eye
washers are being added to the science labs at middle school…plus the possible use of a
computer room as a classroom.
Q. What are the plans to move/reallocate books to four libraries?
A. Moving costs are reflected in the project. Some additional, younger type furniture will be
purchased for the Kelly Lane media center.
Q. Regarding the financing of this proposal, what have we already paid the
companies/personnel that have been consulted? The study committee has received
assistance from an educational consultant, architects and a landscaping company. How have
they been paid and how was the
Hanover Research Group compensated? What part of the BOE budget was used to pay
them?
A. The Hanover fee is reflected in the annual budget. The architect’s fee including
subcontractors who advise them on landscaping and mechanical equipment questions was
$46,000. We provided $25,000 funding from FY15 surplus, and expect to pay an additional
$21,000 from current year funds with the option to pay some or all of that amount from the
project appropriation. Given the declining enrollment study timing, the proposed project
has not gone through a budget cycle and, therefore, no funds had been budgeted to pay for
the architect.
Q. In the BOE meeting minutes from September 16, it is reported that the architect said
only $70,000-$90,000 would be eligible. What are the plans to compensate for that
$150,000+ void?
A. As the planning progressed, we were able to get progressively more refined estimates. It
doesn’t appear to be enough grant money at stake to be a reason to delay a project with
savings estimated at over a million dollars per year, especially since the grant application
would not only delay the project for a year but carry significant additional costs to prepare
grant application materials.
Q. What are the financial ramifications of waiting another year to make these changes?
A. The major financial impact of delaying a year would be the loss of the $1 million plus
savings in the first year. There would also be added cost due to another year’s inflation on
construction costs.
Q. The BOE may save $1,000,000 in FY17, but the town will not. Will the money just be
moved to another column in the town budget?
A. No. The majority of the savings are from salaries for administrative and support staff, not
from building operating costs. There will be ongoing cost to mothball the building for heat,
electrical service and minimal maintenance items. This cost will be developed in detail as
part of the budget process for FY17. A quick estimate for carrying costs would be $30,000
per year.
Q. There was a $70,000 discrepancy in money for Kelly and Wells. What other “bumps”
haven’t been identified yet?
A. Both of these items were recent new ideas or responses to suggestions from Board
members to look at how we might improve security at the school while doing this project.
On a recent walkthrough, we checked measurements using a measuring tape to confirm
heights of drinking faucets and classroom whiteboards and measurements of Kindergarten
bathroom placements to address questions raised during the review process. None of this
was unusual during the design phase which gets increasingly detailed as we develop bid
specifications over the past month and continue to do so over the next two months.
Q. Is there even an option to leave the schools the way they are and examine other ways to
save money?
A. Yes, the Board could decide to take no action or defer the project. Regardless of whether
or not a recommendation is approved, the Board, as it always does, will continue to seek
alternate revenue sources and proactively seek ways to reduce expenditures.
Q. I just don't foresee how the Granby schools and students can thrive with a classroom
size of 23-24 students.
A. I agree that class size is important. The final decision on class sizes will occur during the
budget process and will be in line with Board guidelines for class sizes. Typically, class size
limits tend to increase slightly as you go through the grade levels; however, given the
current 4th grade class size (versus projected), it is likely 4th grade will now have 6 sections.
I have revised the class sizes to reflect current enrollment (see chart). There is adequate
classroom spaces to accommodate these number… and with some contingency for extra
classrooms.
Gr.
PK
K
1
2
3
4
5
6
7
8
Current
Class # of
Size
Sec.
12
4
18.3
6
19
7
21.3
6
20.2
6
21.8
6
20.8
6
22.3
7
21.9
7
19.8
8
FY17 – Option 1
Class # of
Gr.
Size
Sec.
PK
12
4
K
16.5
6
1
18.3
6
2
19
7
3
21.3
6
4
20.2
6
5
22
6
6
20.2
6
7
22.4
7
8
22.1
7
FY17 – Option 2
Class # of
Gr.
Size
Sec.
PK
12
4
K
16.5
6
1
18.3
6
2
19
7
3
21.3
6
4
20.2
6
5
22
6
6
20.2
6
7
22.4
7
8
22.1
7
Q. If school hours were to remain the same then there would be several occasions where I
would be late having to pick up my daughter and I do not foresee that as a safe alternative.
A. The distance and time between Kelly and Wells is significantly shorter than the distance
between Kearns and Kelly/Wells. The entrance and exits are easier to navigate and much
safer at Kelly and Wells than Kearns. Admittedly, it make take a little more of your personal
planning time, particularly at drop off in the morning. The Bus is another consideration.
Q. The quality of the educational climate. The current set up has a "small town" feel in
which everyone knows everyone in each building. This encourages teachers across grade
levels to get to know all the students in their school and keep up with them as they change
grades. Drastically increasing the number of students in the building will convert our 'small
towns' into a 'big cities' that will bring with it anonymity for some students - likely the
students who need that personal interaction the most because they don't get it outside of
school.
A. Student enrollment is still well under the building occupancy. Options 1 perhaps
provides a greater opportunity for that small town feeling when students and staff are
together.
Q. We understand that there is "a plan" for rooms but don't see how it works out. We
are concerned about classrooms - are there enough and will there be enough "elbow room"
for the students and the teachers to work? Just because the building can hold a certain
number of students doesn't mean that it should. Just because the requisite number of
rooms exist in a building does not mean that there is enough room. Consideration MUST be
given to the ebb and flow of a school day. There are students who are achieving highly and
need more challenges - they need a space to work while the teacher works with those
students receiving regular instruction so they will not be a distraction. Students who need
extra help need that quiet space that is not filled with classmates judging (yes, judging - that
does still happen) them so they can focus and understand the concepts.
A. We have also reviewed the classroom spaces, intervention spaces and offices with the
building principals. We can accommodate our needs.
Q. Other activities - this follows on with the room situation. Other than instruction, there
are activities throughout the course of the year that need a home. OT & PT - where will
those be? Currently there are rooms - will those be relegated to a closet? Art fairs, science
expos, these all need room to happen. If all the rooms are filled, there will be no available
space, and where will the required annual vision and hearing testing be administered? And
what about PTO activities? The book fairs are coming up and need a room to be run in for
three full days. We can't use the gym or cafeteria as those are needed for classes. There are
currently rooms available for those endeavors. What will happen when we don't even have
enough room for our resource teachers to have their own spaces to work with our most
needy students?
A. Resource teachers will have enough space. Currently in Kearns, there is limited
opportunities for students to have fairs, expos etc. Kelly Lane would provide improved
spacing for these activities.
Q. Scheduling. With almost double the number of classes in the building, we are curious
how the scheduling is going to work out. How will there be enough time get all of these
classes through all of their specials (art, music, instrument lessons, library, tech, PE) and
core classes? We know that on paper the schedule works. Things very rarely work out as
neatly in real life as they do on paper. Transition times, resources (rooms and teachers) all
need to be taken into account - especially when in some cases these classes run
concurrently.
A. The administration has reviewed the schedules for implementation. Upon
implementation, I expect that there will be some things that they will need to refine.
Q. Art. We are very concerned about the rumor we have heard that would put Art "on a
cart" instead of in its own classroom. We are quite comfortable saying this is a terrible
idea. For some students, art is their gift, it is their passion, it is something that we should be
encouraging and highlighting, not relegating to an afterthought to be delivered in the same
old classroom with little to no creative inspiration to draw from.
A. Art will not be on cart.
Q. Continuing the "no cart classes" theme - Spanish. There was such a big push and
community outcry to add foreign language to the lower grades. "It is important. We must
have it to keep up." But now we are saying it isn't even important enough to have its own
classroom. That does not seem right to me. If it is so important, the teacher must have their
own space to spread out and instruct. We certainly wouldn't relegate math or reading to a
'cart' that moves from room to room. Why is it OK for Spanish when it was deemed so
important?
A. Spanish is push in for the primary school and it will have a dedicated room for 3-6.
Q. Lunch. How exactly is that going to work? Currently about 75 students eat in a lunch
wave that is broken up by grade level. How many kids can we literally fit into the
cafeteria? Certainly not all of the students who will be in each grade level set. What is that
going to mean for lunch & recess scheduling. And please don't say we will shorten lunch
and recess. Those are already too short. Our children frequently come home with mostly
full lunch boxes because they didn't have time to eat their fill; the problem is sometimes
greater on days they buy hot lunch because of the time spent in line (lines that will only get
longer with more kids). And recess is short enough as it is when you figure in the time
needed to transition to and from. Kids NEED fresh air. They NEED exercise to get out their
energy and be ready to focus. They NEED that lunch time to chat and socialize so they don't
do it during class. Just as we do they NEED a break in their work day.
A. PK-2 and 3-5 will still have a lunch and recess break.
Q. If we are talking about cutting support staff, how will we adequately cover supervision
for the increased number of students who will be in the lunch room and on the
playground. There already doesn't seem to be enough supervision for the number of
students out there.
A. Teaching Assistants have not been reduced and adequate coverage will always be
provided. Safety will remain our top priority.
Q. We are worried about the computer resources - both physical machines and the space to
house them - that will be necessary to take the SBAC tests when that comes around. How
will there be enough resources to do this?
A. At Wells Road School there will be at least six classroom sets of Chromebooks...plus the
computer room.
Q. We are very concerned about the available resource rooms and teachers. Will there only
be two resource teachers for the entire school? Will there only be two rooms? Will there be
more teachers and they have to share rooms? There are currently 7 resource teachers
between Kelly Lane and Wells Road - how many will there be next year? Will there be
enough to meet the needs of the existing students as well as the new students coming up
from Kearns?
A. Overall, there is one less resource teacher. Resource teachers are assigned by the needs
of the special education population in each building.
Q. We are also very concerned that last year the Board agreed that there should not be a
staff cut (I am thinking of last year's proposed 3rd grade teacher cut) because we wanted to
keep class sizes on the small side. Why is it now OK to cut not just that teacher, but several
others?
A. Learning from last year, I have not planned for class sizes to be in excess of Board of
Education guidelines nor above last year’s tolerance level.
Q. If school hours were to remain the same then there would be several occasions where I
would be late having to pick up my daughter and I do not foresee that as a safe alternative.
A. The distance and time between Kelly and Wells is significantly shorter than the distance
between Kearns and Kelly/Wells. The entrance and exits are easier to navigate and safer at
Kelly. Admittedly, it make take a little more of your personal planning time, particularly at
drop off. The bus is another consideration.
Q. Is there even an option to leave the schools the way they are and examine other ways to
save money?
A. Yes, the Board could decide to take no action or defer the project. Regardless of whether
or not a recommendation is approved, the Board, as it always does, will continue to seek
alternate revenue sources and proactively seek ways to reduce expenditures.
FAQ for 6th Grade Students Attending GMMS
Q. What time does school start/end?
A. School Hours: 7:35am-2:20pm, early release: 7:35am-12:00pm, delayed opening:
9:05am-2:20pm.
Q. What time does the building open for student drop off in the morning?
A. The building opens at 7:00 a.m.
Q. Where does my student go once dropped off in the morning before school starts?
A. At 7:00 a.m., all students gather in the café. At 7:15 as the group gets larger, 8th graders
remain in the café while 7th graders move to the hub. Both areas are supervised. The bell
rings at 7:30 and all students go to lockers and prepare for class which starts at 7:35 a.m.
Q. What classes are offered to sixth graders?
A. Core academic courses include: English Language Arts, mathematics, social studies, and
science. Unified arts courses include: world language, visual arts, technology education,
physical education, general music, and life management (health and culinary arts).
Q. How many teachers will a sixth grade student have?
A. Sixth graders will have two core academic teachers; one teaching mathematics-science
and one teaching ELA-social studies. In addition to these two teachers, students will have
two Unified Arts classes adding two more teacher contacts daily.
Q. How much homework will there be, on average, for each class each night?
A. Team teachers collaborate daily and carefully plan homework assignments that provide
independent practice for students. Sixth graders can expect to spend an average of 1 to 1.5
hours on homework daily.
Q. What is X-Block?
A. This supervised 44-minute class period takes place at the end of the school day and
provides students the opportunity to participate in chorus, band, various academic support
classes, meet with teachers, and get a head start on homework.
Q. Does each student have a locker?
A. Yes, each student will be assigned a locker and trained in how to operate the
combination lock.
Q. Do students have gym lockers?
A. Yes, each student will be assigned a locker and trained in how to operate the
combination lock.
Q. Will sixth graders have a homeroom teacher? ‘
A. Each student will be assigned to a homeroom and will begin the day with the homeroom
teacher.
Q. What support systems are in place for students?
A. All students are assigned to one of our two school counselors. Also available to support
students are: a school psychologist, teachers, nurse, and principal.
Q. Will sixth graders interact with seventh and eighth graders?
A. There are separate sixth, seventh, and eighth grade wings at GMMS where most grade
level classes will meet with separate passing times. Students will have limited interaction.
Q. What are the details regarding lunch?
A. There will be separate grade level lunches, with sixth graders eating together as one
group. Hot lunch is served daily and costs $2.75.
Q. What music programs are available?
A. All students will take general music. Students may also choose to participate in band or
chorus during school hours. Select music groups include choir and jazz band that meet
before/after school.
Q. Where does my student store their instrument?
A. Instruments are stored in lockers in the band room under the supervision of the
instrumental music teacher.
Q. Are there sports/clubs available?
A. There are 4 sports and 19 clubs currently available to GMMS students.
Q. Is there transportation provided after school?
A. Students residing in Hartford will have access to after school transportation via CREC
busses. Residents of Granby will not have access to late busses.
Q. How do teachers communicate homework and class expectations?
A. Schoology, handouts, Power School