ad hoc committee FAQs

The ad hoc facilities committee had many questions about the district's facility needs and possible solutions. District leadership addressed these questions, and their responses are following. If you have a question and you do not see the answer posted here, please e-mail us at commrel@ebnet.org.

We are all in agreement that the buildings need renovations and additions. Now the question is where is the money coming from? Funds for renovations and additions would come from two sources. A portion would come from grants from the NJ Economic Development Authority through the NJ State Construction Corporation, and the remainder would be raised through a bond referendum.

How is “cost” of the building renovations determined? Do they use “closed” bidding from contractors? Are there incentives for “fast” delivery?The district’s architect prepares an estimate of project costs based on the scope of work that is planned. The estimate becomes the basis for the bond referendum amount that must be voted upon.

Once a referendum has been approved, the architect prepares detailed plans and specifications that will become the basis for open, competitive bidding. NJ Statute establishes the procedures that must be followed for bids. A contractor must be pre-qualified by the NJ Department of the Treasury in order for its bid to be considered through the bid process. Pre-qualification means that the contractor has met certain legal criteria established in the law.

The law requires that incentives, such as for quick delivery on a project, cannot be incorporated without also including disincentives or penalties. Although the inclusion of incentives and disincentives may appear worth considering, practical experience tells us that it would be virtually impossible to do so, particularly when there are multiple prime contractors involved in a project.

Can you please explain a bond referendum? Procedures, how we go about getting one? A simple analogy would be if you were buying a home. In most cases, you would need a mortgage from a bank or other lender to provide the money to purchase or build a home. You would then have an obligation to re-pay the lender each month over a specified period of time, i.e., 30 years, until the loan is paid in full.

A bond referendum is simply the community voting on the approval of funds for a building project or series of projects. NJ Statute dictates the detailed procedures. However, a successful bond referendum authorizes the school district to sell bonds. The sale of bonds is like a mortgage: it raises the money needed to pay for the project. Later, the school district would re-pay the bond debt, or mortgage, over a specified period of time until the debt is paid in full.

What happens if a bond referendum is not approved? The fact that a bond referendum may not be approved does not translate into the project’s dismissal from consideration. State law provides for two opportunities to present a bond referendum for the voters’ consideration. After a second failed referendum attempt within a three-year period, the district would appeal to the NJ Commissioner of Education to order the issuance of bonds. The Commissioner would refer the matter to an administrative law judge, where the district would need to demonstrate a) that it could not address the State-established Core Curriculum Content Standards or b) that adverse health and safety conditions would continue to exist without the facility improvements. Such an appeal could only be made on spaces that the NJ Department of Education considers eligible for State funding. The district has been diligent to ensure that all spaces reflected on its plans are considered eligible.

Do you ever consider cutting non-mandated programs to save money? The district has looked at non-mandated programs. In the past two years district support for field trips had been cut and parents now are responsible to pay. The district is required to provide instruction to prepare students to achieve each of the Core Curriculum Standards set by the state. In addition we are mandated to provide for special needs students, i.e., classified, non-English speaking students, those needing remedial services, those identified as gifted and talented.

Non-mandated programs currently funded by the district include: athletics, co-curricular student activities, and Summer Academy (remedial instructions in basic skills).

What percent of the budget goes to special education? Approximately 20% of the district budget is associated with special education programs and services.

What part of the budget is the capital budget? The capital budget comprised the following percentage of total budget for each fiscal year indicated: 1.0% - 2003; 1.8 % - 2004; 2.2% - 2005 (proposed).

HEALTH BENEFITS -One budget item is troubling – rate increase for health plan benefits represents $1.6 million? (Most working people here see increases in health benefits and most companies put these increases to their employees. Is there a plan with options for your employees, which could still provide a minimal benefit plan while still offering increased care plans by choice, which the individual would pay into? Example: Health Plan 1 (basic) - no cost, Health Plan 2 - cost $10/pay period, Health Plan 3 (deluxe) - $20/pay period.) The Board has been very conscious of the rising cost of health benefits and has worked to amend its employee benefit plans to mitigate the annual budgetary impact. Most recently, the Board settled contract negotiations with employees, which made the most significant cost-reduction in-roads in recent memory. The negotiated change results in an estimated cost avoidance of between $3.5 and $4 million over three years. This change is a milestone in Board-employee negotiations countywide, and even statewide. It is important to recognize that the Board cannot unilaterally implement any changes in benefits. Rather, changes must be negotiated at the bargaining table with the associations representing our employees.

What is the difference between ESL and Bilingual? ESL students receive English as a Second Language instruction.

Bilingual education is provided in Mandarin only in our district. The State has a specific number (20) that triggers the provision of bilingual services. We only have that number of students among our ESL students whose first language is Mandarin. There are 2 types of State approved Mandarin bilingual services offered in district. At Frost School students who require ESL and whose first language is Mandarin receive a part time bilingual program that is instruction for 90 minutes a day in reading, language arts and math from a certified Mandarin bilingual teacher. These students also receive 30 minutes of ESL each day in addition to the Mandarin Bilingual program. At grade 6-12. The district offers a High Intensity ESL Bilingual program. This means that students receive 2 periods of ESL instruction.

How do students exit from ESL? Students exit from ESL based on a multi-exit criteria. The criteria includes meeting the state established cutoff score on the Maculaitis Assessment (an English language test), classroom performance in content areas, classroom performance in ESL, appropriate reading level in English, appropriate performance on grade level standardized tests, recommendation from the ESL teacher and the students' content area teachers.

How do beginner ESL students manage to keep up with their classes? Beginner ESL students receive 2 periods of ESL instruction. Their ESL teachers assist their content area teachers when the content area teachers have questions. Language is best acquired through using it in context. ESL students continue to develop their English proficiency in their content area classes. By law, students cannot be penalized in their grades for their lack of English proficiency.

Non-mandated programs currently funded by the district include: athletics, co-curricular student activities, and Summer Academy (remedial instructions in basic skills).

What percent of the budget goes to special education? Approximately 20% of the district budget is associated with special education programs and services.

The 14% of kindergarten students at risk – shouldn’t Basic Skills teachers be helping them? Approximately 10% of students receive basic skills services. This is in addition to the 14% district-wide who receives special education services. A few students receive both special education and basic skills services. Kindergarten students who require basic skills do receive basic skills instruction. Likewise some kindergarten students are classified. In most cases these children were classified at age three and have attended the mandated pre-school program.

It was mentioned that the district is mandated to provide for gifted and talented students – is that strictly academic or also in the arts? The Education Code requires that the district have a gifted and talented program. No specific program is required.

What are the state recommended and Board of Education guidelines for class size?

Grade Level	State Guidelines	Board Of Education Guidelines
Kindergarten	21	18 - 22
1 - 3	21	18 - 25
4 - 5	23	18 - 25

How often does the state change their guidelines on class size? Rarely. The current guidelines have been in effect for many years.

Our scores are high now, yet we have crowded classes so class size must not make a difference? It cannot be concluded that because we have high average SAT scores or high average passing scores on state high school tests that class size makes no difference. Class size is directly related to time available within classes to meet individual learning needs, the teaching strategies that can effectively be used in class, and the amount of content that can be covered. An extra “five or eight” students means additional time for questions, more time to adequately respond, etc. The students most at risk are the ones who suffer most when class size is large. The state guidelines represent what is typically accepted as reasonable class size and is close to what the average is for the six hundred school districts in the state. Over the past few years East Brunswick’s average class size has grown to be much higher in many classes than that state average.

It should also be remembered that the senior class with their high average SAT’s also attended the elementary schools when class size was in line with the state guidelines on class size. (For research on class size, click here)

Were the community growth projections of 3-5 years ago that far off that it presented the current crisis? This is really two questions:

1.) What did we know five years ago – Five years ago (1999) projections showed that district enrollment would increase from 8361 in 1999 to 9085 in 2008. With a gradual drop at the elementary level, a fairly level enrollment for middle school and increased enrollment for the junior and senior high school. Enrollment projects completed in 2003-04 for the next five years show continued growth in district enrollment with no decline in elementary enrolment and increased middle and high school enrollments by 2008.

	Enrollment 1999	Enrollment 2003-4	1999-2000 Projections for 2008-09	2003-2004 Projections for 2008-09
District	8361	9067	9085	9404
Elementary	3782	3871	3476	3843
Middle School	1327	1490	1365	1558
Junior High School	1351	1561	1571	1562
High School	1901	2145	2673	2441

Did we know about the issues at Hammarskjold five years ago? Yes, but we had other priorities. At that time the high school project was in process and we were looking to address Churchill. At that time we stated that Hammarskjold would be next.

How long can you keep trailers? Trailers can be kept for two years but you must have a plan in place. Each year over the two years the district has to apply to the County Superintendent for a permit to keep the trailers.

What decisions have been made about Hammarskjold? Is the plan to “rebuild” the facility and tear down the old core or has the plan been decided on? The Board of Education has made a decision to rebuild Hammarskjold and retain the 1996 addition. The plans are in the process of being drawn up. This has been arrived at through meetings with the teaching staff, school administration, district supervisors, and the district’s administration. In addition, a representative from the State has reviewed the existing Hammarskjold and determined that it does not meet our educational needs and would be more economical to build new rather than renovate.

Discuss the issues of building a new school versus fixing existing facilities? The educational program of a building dictates whether to build new or renovate. The program in an elementary school has fairly simple room usage demands. Hammarskjold on the other hand has a more comprehensive program and the need for many subject specific rooms. Hammarskjold was built in 1961 and over the 42 years the program has dramatically changed.

Secondly, the overall conditions of buildings systems, hall sizes, ceiling heights, and room size also play a major role in the decision process.

Is it more cost effective to renovate the elementary schools rather than build new? How does the Hammarskjold situation differ? Elementary school classrooms are basic rooms making it cost effective to renovate. Hammarskjold has many rooms that are course specific. Today’s curriculum room sizes, core facilities and building infrastructure make it more cost effective to build new.

What is the “House” Concept at Hammarskjold? The “house system” or “teaming” as it is referred to in most middle level research has long been praised as one of the most successful organizational structures of middle level education. The reason for its success has been that as middle schools have continued to grow in numbers of students, the “house system” has provided students with the security of a “smaller learning community.” The “house system” provides students with a true “connection” to a team of teachers that are responsible for addressing the intellectual, social, physical, and emotional needs of the “whole child.”

How much recreation land (ball fields, etc.) will be taken for new construction? How will that impact the township and school programs? Bowne-Munro, Frost, Irwin and Memorial will require playgrounds or fields to be relocated. In each case there is sufficient property to accommodate the relocated spaces.

There will be no loss of playing fields at Central, Chittick, Lawrence Brook, and Warnsdorfer. Hammarskjold currently has two soccer fields and one ball field. The plans call for Hammarskjold to end up with two soccer fields and an overlay ball field on one of the soccer fields.

Are all elementary schools equal? Do students from any particular elementaries do better or worse later on? Each elementary school in the district follows the same curriculum and uses the same programs and textbooks. For the sake of efficiency, only three schools have ESL programs. Students from other schools are bused to these schools if they need ESL services. Likewise some special education programs are only offered in one or two schools. Results show great equality among the schools in terms of achievement, and preparation for movement to the middle school.

Regarding the prevalence of overcrowding, is there discussion of building a new elementary school or significantly enlarging one or more of the existing ones and then possibly redistricting? The Board of Education looked at many different options in the fall of 2003 and the possibility of building a new elementary school was among those options. The current facilities needs regarding the schools’ infrastructures would still have to be addressed. As the community is working to find a solution to the facilities needs a company that specializes in redistricting is putting together a possible plan.

Will the recommended plans get everyone back to their home schools? With some minor redistricting, students would be able to attend their home school.

Will this reduce busing costs, as well? It is anticipated that busing costs would reduce an estimated $40,000.00 if all the students get back to their home schools.

Will the recommended plan address the projected enrollment figures? The recommended plans address the projected enrollment plus an additional 5-10%.

Would redistricting be immediate or phased in? Redistricting would be phased in over time and the completion of projects.

How many classrooms have been divided into small group rooms with make-shift walls? Currently there are 13 elementary classrooms throughout the district that are divided.