The proposed bond referendum seeks to address a variety of capital improvements, with a primary goal of enhancing educational facilities and ensuring the safety and comfort of students. The improvements are categorized into three main areas: facility upgrades, safety enhancements, and student life experiences. Detailed planning and community engagement have been important to crafting this proposal, with extensive input gathered from faculty, parents, and community members.

The financial structure of the bond was a significant topic of discussion. The board emphasized that the referendum includes a provision for debt service aid, a strategy commonly employed by New Jersey school districts. With $12.4 million expected from state funding, the remainder of approximately $25.5 million would be locally financed. The plan is structured to maintain a net-zero tax impact on local taxpayers, utilizing a portion of expiring debt. One board member highlighted the intent to leverage state funding, stating, “Why shouldn’t we get some of the money that we pay in income tax back for the kids of Readington?”

A three-minute video and live chat feature were utilized during the meeting to inform and engage attendees. This approach aimed to clarify the objectives and anticipated benefits of the referendum.

Public concerns were notably centered around special education funding and the inclusion of neurodivergent students. The referendum includes specific plans for enhancing the experiences of students in life skills programs. There are also plans to improve middle school furniture and outdoor play areas, making them more inclusive. The board assured that physical accessibility would be a priority, with playground designs incorporating specialized equipment for neurodivergent children, and committed to involving parents in the selection process should the referendum pass.

The timeline for these projects was also outlined. The majority of construction is slated for the summers of 2026 and 2027, with some work potentially occurring during the school year to minimize educational disruption. The board expressed a strong desire to “not disrupt the education process, but also to accomplish things as quickly as… is desired.”

Another area of concern raised by the public was the issue of screen time in education. The board acknowledged that while some educational programs are delivered online, alternatives exist, and parents were encouraged to discuss any concerns directly with teachers. Additionally, it was suggested that parents seeking specific accommodations for students with disabilities contact the pupil services office or their child’s teacher for personalized assistance.

The board reiterated the importance of community engagement throughout this process, emphasizing the role of stakeholder input in shaping the final list of projects included in the referendum. As the meeting concluded, there was a reminder for community members to participate in the upcoming vote.