Letter from Dr. Morton 11/21/25

Dear Cherry Hill Public Schools Community,

I want to take a moment to thank each of you who participated in our recent community input meetings regarding elementary enrollment balancing. Your voices, perspectives, and thoughtful contributions are invaluable as we work together to address the challenges of projected overcrowding in some of our elementary schools. 

Over the course of three meetings held at High School East on November 13, High School West on November 18, and virtually on November 20, we heard from a wide range of community members, including parents, guardians, educators, and residents. These discussions were rich with insights, concerns, and recommendations, all of which will help guide the development of a thoughtful and comprehensive plan.

I want to share with you the key themes that emerged from these meetings, as well as the concerns and ideas that were raised.

1. Minimizing Disruption to Families and Students
A recurring concern across all meetings was the potential disruption to families and students. Many of you emphasized the importance of keeping siblings together, maintaining neighborhood cohesion, and minimizing transitions for special education students. The idea of "grandfathering" current students into their existing schools was widely supported, as was the suggestion of a phased implementation or "teach-out" model to allow for gradual changes.

2. Special Education Alignment
We heard loud and clear the need to align special education programs across elementary schools. Many of you shared the challenges faced by special education students who are placed outside their home schools, and the importance of ensuring they remain with their peers. Bringing special education students back to their home schools or nearby schools was a priority for many, as was providing counseling support to help students adjust to any transitions.

3. Transparency and Communication
Transparency was a central theme throughout the meetings. You asked for detailed plans that include the pros, cons, and cost breakdowns of each option, as well as clear communication about the rationale behind decisions. Many of you also emphasized the importance of learning from past challenges, such as the closure of schools due to low enrollment, and ensuring that we do not repeat those mistakes.

4. Long-Term and Sustainable Solutions
The need for a sustainable, long-term plan was a consistent message. You urged us to avoid short-term fixes and instead focus on solutions that address overcrowding for at least 5-10 years. Suggestions included converting the Lewis Administration Building into a school, exploring real estate options for new schools, and updating demographic studies regularly to anticipate future needs.

5. Transportation and Geographic Considerations
Many of you expressed concerns about travel distances and transportation efficiency. Keeping students close to their home schools and maintaining neighborhood-based school assignments were top priorities.

6. Financial Concerns
We heard your concerns about the financial implications of potential solutions, including the costs of converting the Lewis building, adding temporary classroom units, or building new facilities. Some of you suggested seeking state and federal funding, as well as sponsorships, to help offset costs.

7. Opposition to Leveled Schools (K-2 Model)
The idea of separating schools by grade levels (e.g., K-2 and 3-5) was met with strong opposition. Many of you emphasized the importance of younger students learning from older peers and the mentorship opportunities that exist in mixed-grade schools.

8. Collaboration with the Township
Several of you raised concerns about the impact of new housing developments on school capacity and called for better collaboration with the township to plan for 
population growth. 

In addition to sharing your concerns, many of you offered thoughtful recommendations to help guide this process. These included:

• Grandfathering current students into their existing schools to minimize disruption.
• Phasing in changes gradually through a teach-out model.
• Aligning special education programs across elementary and middle schools to reduce transitions.
• Exploring alternative solutions, such as adding trailers, building wings on existing schools, or leasing space.
• Providing detailed plans with clear pros, cons, and cost breakdowns for each option.
• Engaging the community through PTA networks, report card conferences, and other outreach efforts.
• Collaborating with the township to address the impact of new housing developments.
• Offering counseling support to help students adjust to transitions.

As we move forward, I want to assure you that your input is being carefully considered. The feedback we’ve gathered from these meetings, as well as from the ongoing community survey, will be compiled and shared at a future date.

In January/February 2026, the administration will share a preliminary proposal that reflects the insights and priorities you’ve shared with us. This will be the first step in a collaborative process, and there will be additional opportunities for community input as we refine the plan. We anticipate hosting a follow-up community meeting in March 2026 to gather further feedback.

Our goal is to finalize a plan by June/July 2026, with implementation set for the 2027-2028 school year. This timeline will allow us to address the projected enrollment challenges before they reach a critical point in the 2028-2029 school year.

I want to thank you again for your engagement, your passion, and your commitment to our schools and our students. This process is not easy, and I know it comes with many emotions and concerns. I am confident that, together, we will develop a plan that reflects the values of our community and ensures a bright future for all of our students.

Please continue to stay involved, share your thoughts, and participate in the upcoming meetings. Your voice matters, and it is essential to the success of this process. Thank you for your partnership and trust as we navigate this important work.

With sincere appreciation,

Dr. Kwame R. Morton, Sr.
Superintendent