Wells Road and Kelly Lane: It's The Little Things

Before the election and the weather stormed the news, there was chatter locally about the proposed reconfiguration of our elementary schools: should we move from two 3rd-6th grade schools, to one serving 3rd and 4th, and the other serving 5th and 6th?  Proponents argue that such a change would enable more teacher collaboration (all the teachers from one grade would be in the same school) and would keep entire classes together, rather than split them up into two schools.

If we are strictly concerned with academics and test scores, then perhaps it is a better model. I'd like to think, however, that we are also interested in the development of the whole person, the entire character, the emotional well-being of our students.  Wells Road and Kelly Lane Schools are the closest thing we have to "neighborhood" schools these days, and I would argue that there are a lot of little things about neighborhood schools that merit our attention and consideration before we upset the apple cart.

In the current arrangements, siblings and neighbors are more likely to ride the bus together and attend the same school.  Even though interaction between grades is minimal during the day, isn't it nice for the younger child to know that his big brother or sister is right around the corner in the next hall?  And isn't there something to be said for teaching your little brother or sister the ropes? And while parental convenience shouldn't be a deciding factor, it sure comes in handy when the bus is late and everyone can pile in one car for a ride to school....or when someone forgets their lunch and the neighbor can drop it off...or if two or three in the neighborhood all have chorus at 7:30am...or a child is home sick and a neighbor can bring home his homework.   Just the other week one of our boys came home and said "Jack (our neighbor) hurt his knee on the playground today - I wonder how he's doing?"

Parents are more committed to a school when their child is going to be there for 4 years.  The longer time gives them a chance to form stronger relationships with the administration and staff, and have a sense of ownership. Volunteering is easier when you are familiar with the program.  We recently hosted our third annual Wells Road Harvest Festival - raising funds for both the school and the Waste Not Want Not Community Kitchen.  Under the existing school configuration, we will have boys at Wells Road for four more years, and I'll happily help with the festival each year.  Changing schools every two years would likely decrease parental involvement.

If the schools are divided as proposed, children in the Granby School system would attend 5 different schools before graduating - 4 of them by the time the are 12 years old.  Sure, most kids are pretty adaptable. There is a slight learning curve, then they figure it all out.  Who the ladies in the office are...what's the best way to get through the lunch line and still have time to eat lunch....what are the names of the custodians....which water fountain works the best. Big things? Maybe not. Important? They add up.

And then, of course, there are the children who are not as easily adaptable. Change is challenging for some. New environments can cause anxiety. It might take several weeks before they are really comfortable.  Our youngest child is more observant and confident than most adults I know. He's also visually impaired.  We've been fortunate to have had the opportunity to visit his classrooms each summer to get the lay of the land before school begins. He might not be able to see the teacher's name or number on the door, but he can tell you that his classroom is the second one on the left past the water fountain.  Students who receive special services would also benefit from the continuity of meeting with the same specialists for that care for four years in a row.  A vertical collaboration of those teachers is essential for those children.

Children at Wells Road and Kelly Lane are able to build stronger relationships, particularly with staff members that span all grades - reading specialists, the school psychologist,  the school nurse, media center staff, etc.  The “Houses” program at Wells Road School brings children from all four grades together, where they meet periodically as a group, and can recognize and greet one another in the hallways. In real life, too,  it would seem, people are not micro-divided into peer groups of the exact same age. 

Collaboration? Sure, it's a good thing. But we have the technology to collaborate as easily across town as across the hall (or across the planet for that matter).  Before we consider re-arranging so many teachers and students and siblings and neighborhoods and bus schedules, let's remember what we have.  The grass may be greener on the other side of the fence - but have we stopped to smell the roses?