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Metuchen school leaders: proposed 2025–26 school budgets keep district at 2% increase while funding textbooks, band, kindergarten planning
Summary
Presenters for the high school, Edgar Middle, Campbell and Moss described school-based budget lines—textbooks and AP materials at the high school, chorus and pond maintenance at Edgar, composition books and writing supports at Campbell, and planning for full‑day kindergarten at Moss (projecting 25–30 additional kindergarten students).
Several Metuchen school leaders presented their 2025–26 school‑based budgets at the board meeting, saying the combined approach supports classroom instruction while keeping the districtwide proposal near a 2% increase.
At Metuchen High School, presenters described modest decreases in some supply lines but increases to purchase AP and physics textbooks, a Yamaha intermediate trombone for music, Photoshop licenses for fine arts courses and added marching band funding to support higher competition fees and a growing roster. The high school presenter said some textbook adoptions remain in use and that the school is phasing purchases over multiple years.
Edgar Middle School’s presenter said six of ten accounts either stayed the same or decreased, with reductions tied to less use of a social‑studies subscription; increases were budgeted for science supplies, chorus additions, National Association for Music Education (NAfME) memberships and parts to maintain the courtyard pond.
Campbell Elementary’s presentation emphasized consumable supplies (notably composition books to expand writing opportunities), art and music materials, and district curriculum alignment work. The presenter said professional development time and collaborative curriculum revision remain priorities.
Moss School’s presenter framed the budget as a steppingstone for the district’s referendum-driven realignment to full‑day kindergarten. Moss staff said they expect an increase of approximately 25–30 kindergarten students next year; the school asked for additional consumables, classroom materials and social‑emotional learning supports, including sensory‑friendly classroom elements and explicit SEL group lessons.
Board members repeatedly thanked school leaders for keeping school proposals close to a 2% districtwide increase, asked clarifying questions about specific line items (for example, whether a principal supply line covered instruments or instruction), and discussed schedule and space implications tied to the district’s ongoing construction program and planned realignment.
