Issue No. 3

Spring 2026

By Nicole Viola, Supervisor of Special Services

For families, April is also a time to connect. Whether through school events, parent groups, or conversations with your child’s educational team, your partnership is essential. Sharing insights about your child’s strengths, interests, and needs helps us create the most supportive learning environment possible.

May: Mental Health Month

In May, our focus expands to mental health and emotional well-being for all students. Many students experience challenges such as anxiety, emotional regulation difficulties, or social stressors, and it is critical that we address these needs with compassion and care.

Our schools are committed to fostering safe, supportive environments where students feel seen, heard, and valued. Counselors, psychologists, and other support staff work collaboratively to provide services such as counseling, behavioral supports, and social skills instruction.

Families can support mental health at home by maintaining open communication, establishing routines, and encouraging children to express their feelings. If you have concerns about your child’s well-being, we encourage you to reach out—early support can make a meaningful difference.

Working Together for Student Success

Supporting students with diverse needs is a shared responsibility. Teachers, educational specialists, administrators, and families all play a role in helping each child reach their full potential. During these awareness months and throughout the year, we encourage the continued work to build a culture of empathy, respect, and collaboration. By working together, we ensure that every student—regardless of ability—has the opportunity to learn, grow, and succeed.

By Jill Lauren Quaranta, Administrative Assistant to the Superintendent

We are excited to introduce a team of new English/Language Arts- and Mathematics-focused instructional coaches to our district. These experienced educators have been selected from the district's talented teaching staff and already know our schools, students, and community well. Because of their firsthand experience in our classrooms, these coaches bring a strong understanding of our district’s goals and the unique needs of our learners. This year, these coaches have begun working side by side with teachers to share effective teaching strategies, model lessons, and support the use of student data to strengthen instruction and learning outcomes. This means students will benefit from more engaging lessons, more personalized support, and teaching practices that are continually improving. By investing in instructional coaching, our district is building on the strengths we already have, creating high-quality learning experiences, and ensuring that every student can grow, succeed, and thrive. Meet our new coaches below!

Woodmere School

All schools reopen on April 13th

Q: What made you want to become an educator?

A: I’ve always been interested in finding new and creative ways to explain and teach concepts—both in reading and in everyday life. I’ve found it especially rewarding to take something challenging and present it in a fresh, engaging way.

Margaret L. Vetter School

Margaret L. Vetter School

Memorial School

for Meadowbrook & Woodmere Schools
at Meadowbrook School

Woodmere School

I also knew I wanted a career that is always changing and allows for creativity in how I deliver content to students and teachers. While we follow standards and curriculum, there are countless ways to bring that content to life in meaningful, fun, and engaging ways. I love how every day in the classroom is different—it never gets boring!

Q: Is there anything people don’t understand about your job that you wish they did?

A: Coaching really ends up being a lot of co-teaching. When people hear the word “coaching,” they often picture someone running the show or telling others what to do—but it’s not like that at all. It’s much more about working together, side by side. Honestly, I sometimes wish it had a different name, like “instructional teaming,” because that feels more like what it really is—a true team effort.

Q: What are you looking forward to doing in this role?

A: There’s a lot of co-teaching and being part of so many different classrooms—that’s honestly my favorite part of the job. I get to visit all kinds of classrooms, work with so many different students, and share teaching ideas along the way. I also love that I get to build relationships with teachers I might not otherwise get to know. Being in so many classrooms gives me tons of new ideas, and I learn so much just by being there.

Q: What aspect of the district makes you proud to work here?

A: I’m proud to work in a district that is open to new ideas and committed to following what research says about reading. As new studies emerge—sometimes supporting and sometimes challenging our current practices—I’ve seen the teachers in Eatontown continually adapt and grow in response.

It’s not always easy, but they’re willing to do the work because they care deeply about their students and take pride in what they do. They’re committed to doing whatever it takes to help their students succeed. I’m proud to be part of a community that is always striving to improve for the benefit of our students.

Grades 3-8

Q: What made you want to become an educator?

A: There was never a moment that I decided to become a teacher. It sounds kind of sappy, but being a teacher was just always something I knew I wanted to do.  My mom was a teacher and we even had a small school in our house so I was always surrounded by teaching and schools.  

Meadowbrook School

Grades 5 and 8

Woodmere School

M.L. Vetter & Memorial Schools

Memorial School

Q: Is there anything people don’t understand about your job that you wish they did?

A: Being an ELA coach is much more student centered than people think.  It’s not about changing what a teacher does.  It’s about looking at an area the students are struggling and working together to find a way to help.  It’s very collaborative.

Q: What are you looking forward to doing in this role?

A: I am looking forward to working with teachers that I have never worked with and finding ways to make their jobs easier.  I also look forward to more professional development opportunities that I can turnkey and share with everyone.

Q: What aspect of the district makes you proud to work here?

A: After meeting with other ELA coaches and Reading Specialists in the surrounding towns I am proud of how forward thinking our district has been when it comes to reading.  We have really had the support from our principals and administrators in making changes to our programs and what supports we provide the students.

Margaret L. Vetter School

Meadowbrook School

Q: What made you want to become an educator?

A: Growing up, I had two younger sisters who I always “played school” with. I took on the role of their “teacher” even before they were at the age to attend real school. I set up a classroom in our basement, assigned homework, and created daily learning objectives.  Seeing them be able to write their name at an early age and solve basic addition problems was incredibly rewarding.  From a young age, I knew I was born to be an educator. 

PM Professional In-Service for Staff

Meadowbrook School
KinderCare

Q: Is there anything people don’t understand about your job that you wish they did?

A: This position has two different roles: Instructional Literacy Coach and Interventionist. As a coach, I look forward to coteaching and collaborating with colleagues in valuable ways. As an interventionist, I am dedicated to helping the learners who need the most support in Literacy. 

Q: What are you looking forward to doing in this role?

A: While I am excited to implement and co-teach lessons to whole groups in classrooms, I am most looking forward to spending time with individual students who need extra support and interventions in specific foundational literacy skills.  You get to know kids in a fun and different way when working with them in a smaller group (or individual) setting. 

Q: What aspect of the district makes you proud to work here?

A: I am learning. I am growing. This district has provided me with countless opportunities over the past 20 years to acquire new skills and knowledge to become an effective educator. I am proud and honored that teachers and administrators encouraged me along the way to broaden my experiences, which ultimately led me to being Vetter’s Instructional Literacy Coach and Interventionist. 

Meadowbrook School

Memorial School

Q: What made you want to become an educator?

A: I knew I wanted to be an educator from a young age. I loved the feeling of belonging I experienced in my schools growing up, and I wanted to create that same kind of environment for my own students.

Margaret L. Vetter School
Kiddie Academy

Woodmere School
Lightbridge Academy

Memorial School

Kiddie Academy

Q: Is there anything people don’t understand about your job that you wish they did?

A: People may not realize how much coaching relies on relationships. When that trust is there, real collaboration can happen.

Q: What are you looking forward to doing in this role?

A: I’m looking forward to working closely with students and teachers. I’m excited to support struggling readers through intervention while also partnering with teachers so they feel confident implementing new curriculum and strategies.

Q: What aspect of the district makes you proud to work here?

A: I’m proud to be part of the Eatontown School District because of the support I’ve received and the opportunities I’ve been given to grow professionally. I’m grateful for the chance to step into this new role.

There’s also a strong sense of community here. I’ve worked at Memorial, but that “Once a Hawk, Always a Hawk” mindset reflects something you see across the district and stays with our students long after they leave.

Q: What made you want to become an educator?

A: I’ve been drawn to education since I was in elementary school. I love helping people and I am passionate about math! I enjoy sharing ideas and finding new ways to solve problems in order to help others solve problems. 

Q: Is there anything people don’t understand about your job that you wish they did?

A: I think a common misconception is that this job is administrative or evaluative. Instructional coaching is partnering with colleagues to collaboratively enhance teaching practices and create meaningful learning experiences for students.

Q: What are you looking forward to doing in this role?

A: I am excited to collaborate with teachers and help students in the younger grade levels. I am looking forward to working together to implement new and exciting math strategies!

Q: What aspect of the district makes you proud to work here?

A: I am proud to be part of a district that values collaboration, student-centered learning, and continuous improvement.  Our district has a strong shared vision that supports all members of the school community.  

Q: What made you want to become an educator?

A: Education runs in my family—both my mom and my grandfather were teachers. Growing up, I loved helping my mom with school-related tasks and even tutoring my younger cousin in math during the summers. I also had an incredible middle school math teacher (who was also our music teacher!) who made learning fun and meaningful. She really inspired my interest in math and helped spark my desire to become a teacher.

Q: Is there anything people don’t understand about your job that you wish they did?

A: One thing people may not realize is how much collaboration and reflection happens behind the scenes. Educators are constantly talking, sharing ideas, and looking for new ways to support students. It’s a lot of teamwork, but that’s what makes it so rewarding.

Q: What are you looking forward to doing in this role?

A: I’m most excited about the opportunity to work closely with teachers while still maintaining connections with students. I’ve always enjoyed leading professional development and collaborating with staff. This role allows me to do that while continuing to support the learning happening in our classrooms every day.

Q: What aspect of the district makes you proud to work here?

A: Over the years, I’ve had the opportunity to work in three different schools in Eatontown and collaborate with many dedicated educators. What stands out most is how passionate our teachers are about learning and improving their practice for the benefit of their students. There is a real commitment throughout the district to support kids and help them succeed, and that’s something I’m proud to be a part of.

By Samantha Visinski, Preschool Program Administrative Assistant

Preschool students and families watch magician Steve Woyce perform magic tricks

Our Preschool Family Fun Night was another wonderful success. In February, our preschool families attended a Magic Show at Meadowbrook School. We extend our sincere appreciation to all the families who joined us for an evening filled with laughter, engagement, and memorable experiences.

We were pleased to welcome Magician Steve, whose interactive performance captivated both students and adults. His engaging tricks, opportunities for student (and bunny rabbit!) participation, and lighthearted moments created a joyful atmosphere for all in attendance.

Events like these highlight the strength of our preschool community. It was truly special to see families, staff, and students come together to share in such a positive experience.

We offer our sincere thanks to the Eatontown PTA, our dedicated teachers and staff who volunteered their time, and our families for their continued support in making events like this possible.

Looking to donate to the Eatontown PTA? Please contact the PTA Preschool Chair, Nicole McQueen at 📧 preschoolchair@eatontownschoolspta.com or visit the PTA website.

At Woodmere School, our Preschool students closed out their exercise study with lots of energy, teamwork, and fun!

Students rotated through exciting “Olympic training” stations to practice moving their bodies in healthy ways while building strength, coordination, and confidence. Stations included: Olympic Training Camp (running, mountain climbers, jumping jacks), curling, ice hockey, ice skating, a ski jump and bobsledding! Our little athletes showed amazing effort and determination while using so many different muscle groups. What a fun way to celebrate learning through movement! 💙🐾

Parents and students at Woodmere School participate in the Preschool Olympic Training event.

Mrs. Torres helps students practice yoga and meditation at M.L. Vetter School.

Parents and students at Woodmere School participate in the Preschool Olympic Training event.

Meanwhile, at M. L. Vetter School, the preschool students in Mrs. Martinho’s class wrapped up their exercise curriculum unit with a calm and engaging experience focused on yoga and meditation.

During the session, students were joined by our very own Margaret L. Vetter Principal, Mrs. Torres. They practiced simple yoga poses that encouraged stretching and balance. Students also participated in guided breathing and a short meditation, learning how to relax their bodies and focus their minds. These little learners showed great listening skills as they tried each movement and enjoyed their time together.

As we move forward, our preschoolers will begin a new study from the Creative Curriculum all about balls. Students will explore rolling, bouncing, throwing, and catching while developing motor skills, problem-solving abilities, and teamwork through hands-on play.

By Tiffany Boufford, Meadowbrook School Principal

March was an exciting month of discovery and hands-on learning at Meadowbrook! Our students had a unique opportunity to dive into the science of trees and maple syrup production through a special collaboration with Aaron Stoler from the Environmental Commission.

As part of this engaging unit, students explored the process of tapping trees and collecting sap. They began by watching an informative video, Crash Course in Maple Syrup Science, which provided a clear and engaging overview of how sap is transformed into maple syrup.

Taking their learning outdoors, students helped tap six trees right here on our school grounds. Through their efforts, they successfully collected an impressive 10 gallons of sap, bringing classroom concepts to life in a meaningful and memorable way.

Aaron Stoler from the Environmental Commission talks to students about tapping trees right on the grounds of Meadowbrook School.

Aaron Stoler from the Environmental Commission shows students how to tap a tree to collect syrup.

To complete the experience, students participated in a maple syrup taste test, connecting science to their senses and celebrating the results of their hard work. This fun and informative activity allowed students to see the full journey—from tree to table—while deepening their understanding of nature, science, and the environment.

March truly showcased the power of hands-on, experiential learning, and we are grateful for the opportunity to provide our students with such rich and engaging experiences!

By Dr. Megan Okuniewicz, Principal of Woodmere School

Parents and students work together at Family Nights to celebrate learning.

Additionally, Woodmere has welcomed families into the school for various events to celebrate learning in areas such as literacy, social studies, and science. During Read Across America Week, families were welcomed into the classroom for literacy and hands-on learning for our special education students. Students participated in a Dr. Seuss-themed Bingo game, designed to reinforce listening skills and visual recognition in an interactive and supportive setting. With families joining alongside them, students were encouraged to practice taking turns, communication, and social interaction in a relaxed, celebratory environment. The event also featured a sensory-based cooking activity, where students assembled “Cat in the Hat” healthy treats. This hands-on experience supported fine motor development, following directions, and sensory exploration, while also promoting healthy habits.

In 2nd grade, a Habitat Project-Based Learning experience provided students with an engaging opportunity to explore ecosystems. Students selected habitats such as the rainforest, Arctic, and forests, working collaboratively with their families to design and build creative models at home. This family involvement fostered meaningful collaboration, allowing students to take ownership of their learning while sharing the experience with loved ones. In the classroom, students extended their learning in technology class by researching their chosen habitat and creating digital slideshows. They focused on key elements such as climate, animals, plant life, and how living things adapt to survive. This integration of research and technology supported both content knowledge and presentation skills. The unit culminated in a Habitat Showcase Day, where students proudly presented their projects to teachers and families. This authentic audience experience built confidence, communication skills, and a sense of accomplishment.

3rd Grade students build models of different types of communities in collaboration with their families.

Throughout the beginning of 2026, the Woodmere school community demonstrated a strong commitment to building leadership through our Leader in Me Program, celebrating growth and strengthening community partnerships by welcoming families in for many opportunities to celebrate the learning in each of our classrooms. This year, our focus on social-emotional learning has been evident through the integration of the Leader in Me Program. Leader in Me, grounded in the principles of The 7 Habits of Highly Effective People, empowers students to see themselves as leaders. Through habits like being proactive, setting goals, and working collaboratively, students develop ownership of their learning and behavior. They begin to understand that their choices matter and that they have the ability to positively influence their environment. We continue to recognize leaders nominated by their classroom teacher(s) on a monthly basis as Habit Heroes, where students are proudly announced for the entire school and collect a special brag tag and certificate as a reward for their dedication and hard work. 

2nd Grade Students build habitat models at home and present their projects to teachers and families at Habitat Day.

2nd Grade Students build habitat models at home and present their projects to teachers and families at Habitat Day.

Last but certainly not least, in 3rd grade, our Social Studies Project-Based Learning unit engaged students in exploring rural, suburban, and urban communities through hands-on learning. A highlight of the project was the opportunity to bring families into the classroom. Families partnered with students during designated build days, supporting creativity, problem-solving, and collaboration while strengthening the home-school connection. This meaningful involvement created a shared learning experience and allowed students to take pride in showcasing their work alongside their families. The experience was further enriched by a visit from our very own Eatontown mayor, Mr. Talerico, who spoke with students about real-world community planning and leadership. These experiences highlight Woodmere’s commitment to fostering leadership, creativity, and family engagement, empowering students to grow academically, socially, and as active members of their community. We can’t wait to continue celebrating the achievements and growth at Woodmere in the coming months!

By Angela Torres, Principal of Margaret L. Vetter School

Our students shined at Vetter’s Got Talent, and here’s to the staff members who truly brought the show to life! Their dedication, creativity, and support helped make the night so special for everyone.

Equity, Leadership, and Belonging

At Vetter, a strong focus on equity and leadership helps shape the school community. Through the principles of Leader in Me, students are encouraged to develop responsibility, confidence, teamwork, and goal-setting skills that support both personal growth and academic success. These practices help empower students to see themselves as leaders within their classrooms and throughout the school.

Vetter also remains committed to creating a culture where every student feels seen, heard, and supported. Schoolwide events and activities promote inclusion, respect, and empathy, helping students appreciate differences and contribute positively to a welcoming school environment.

Principal K for the Day! From morning greetings to classroom visits and important “principal decisions,” Principal K showed kindness, responsibility, and leadership all day long. He represented our school community with pride, and it was a joy to watch him shine! 

At Margaret L. Vetter School, this school year has been marked by growth, connection, and a continued commitment to academic excellence and a positive school culture. Vetter has remained focused on creating an environment where students feel valued, engaged, and inspired to learn each day. With an emphasis on equity, leadership, and belonging, the school continues to foster meaningful opportunities for students to grow both academically and personally.

A Focus on Meaningful Learning

Teaching and learning at Vetter are grounded in data-informed practices and a commitment to meeting the needs of all learners. Through ongoing collaboration in Professional Learning Communities (PLCs), teachers analyze student data, plan targeted instruction, and implement strategies that support differentiation, engagement, and achievement. Programs such as i-Ready, along with hands-on and project-based learning experiences, help students build critical-thinking skills and academic confidence.

Students are also engaging in innovative learning opportunities beyond the traditional classroom setting. This year, Vetter students participated in an international coding competition that highlighted their problem-solving, creativity, and technology skills, with one class earning global recognition. Experiences such as these reflect the school’s dedication to preparing students for success in a constantly evolving world.

Congratulations to Ms. Helmstetter’s Tech students from Ms. Gaffney’s 5th grade class for placing 2nd in the international Codementum Competition! We are so proud of their hard work, dedication, and excitement as they celebrated this amazing accomplishment together.

Student Voice and Engagement at the Center

Student engagement continues to be a central priority at Vetter. Opportunities such as the Student Ambassador Program and Student Principal for a Day empower students to take on leadership roles and have a voice in shaping their school experience. The creation of the Vetter Happy Hallways Podcast has further elevated student voice, giving students a platform to share stories, celebrate accomplishments, and highlight the positive moments that make their school unique.

This spirit of engagement extends to schoolwide events and celebrations. The inaugural Vetter’s Got Talent Show showcased the creativity, courage, and individuality of students, while interactive initiatives such as Elf on the Loose and attendance celebrations helped build excitement, school pride, and a strong sense of community.

Strong Partnerships with Families and the Community

Vetter School values the importance of strong partnerships with families and the greater community. Events such as Back-to-School Night, Family Wellness Night, and Family Social Studies Night provide meaningful opportunities for families to connect with the school and actively support student learning.

Collaborations with the PTA, local community members, and districtwide initiatives continue to strengthen these connections. Service-centered activities, such as creating Valentine’s Day cards for military members and participating in community-based events, reinforce the values of kindness, civic responsibility, and connection.

Looking Ahead

As the year continues, Vetter School remains committed to building on this strong foundation. Through intentional planning, collaboration, and a continued focus on student-centered practices, the Vetter community looks forward to expanding opportunities for learning, leadership, and engagement.

At Vetter, each day reflects a shared belief: when students feel supported, included, and inspired, they thrive not only academically, but also as confident, compassionate, and capable individuals.

Our students shined at Vetter’s Got Talent, and here’s to the staff members who truly brought the show to life! Their dedication, creativity, and support helped make the night so special for everyone.

VES Spirit Days are always a hit!  They bring out so much team spirit, school pride, and excitement from both students and staff. We love the way our school community comes together to celebrate and have fun!

By Kristoffer Brogna, Memorial School Principal

Students in Mrs. Brockriede's 7th Grade ELA classes at Memorial Middle School recently participated in a creative writing challenge through Young Writers, where they were invited to submit original 100-word horror stories for possible publication. This engaging activity allowed students to explore their creativity while practicing concise and impactful storytelling.

We are proud to share that all participating students were selected to have their stories included in this edition of Stranger Sagas: Stories of Adventure, which was an exciting accomplishment for them. Having their work chosen for publication gave students the opportunity to see their writing recognized and shared alongside other young authors from across the country.

Programs like this help encourage students to develop their writing skills, take creative risks, and build confidence in their abilities as writers. Families who chose to purchase a copy of the book have recently received them, allowing students to celebrate their achievement as published authors with their loved ones.

A copy of the book is also available at Memorial Middle School for students and staff to view. Additional copies may be purchased at any time through the publisher. We are incredibly proud of our Memorial Middle School students for their creativity, effort, and dedication, and we celebrate this wonderful accomplishment with them.

By Tara Micciulla, Director of Elementary and Secondary Education

As we approach state testing season, we want to share important information about the New Jersey Student Learning Assessments (NJSLA) and what they mean for your child here in the Eatontown Public Schools.

What is the NJSLA?

The NJSLA is a statewide assessment given each spring to students in grades 3–8. It measures how well students are learning the New Jersey Student Learning Standards (NJSLS) in English Language Arts (ELA), Mathematics, and Science. These assessments provide valuable information about student progress and help guide instruction in our classrooms.

NJSLA in ELA & Math: What Does “Adaptive” Mean?

This year, the NJSLA for ELA and Math is being administered in a new computer-adaptive format. This means the test adjusts based on your child’s responses:

- If a student answers correctly, the next question may be more challenging
- If a student answers incorrectly, the next question may be less difficult

This updated format is designed to better pinpoint each student’s individual learning level and provide a more accurate picture of their progress.

To help students become familiar with this new testing experience, Eatontown students in grades 4–8 participated in a field test in October. This opportunity allowed students to experience the format, tools, and structure of the adaptive assessment ahead of the spring administration.

In ELA, students will:

- Read a variety of texts (stories, articles, and passages)
- Answer questions that assess comprehension, vocabulary, and writing skills

In Math, students will:

- Solve problems that assess conceptual understanding, reasoning, and application
- Explain their thinking and demonstrate problem-solving strategies

NJSLA-Science: What to Expect

Students in grades 5 and 8 take the NJSLA-Science assessment. This test measures understanding of scientific concepts and practices aligned to the NJSLS for Science.

Students will:

- Engage with real-world scientific scenarios
- Analyze data, graphs, and experiments
- Demonstrate their ability to think critically and apply scientific reasoning

Unlike ELA and Math, the Science assessment is not adaptive, but it is designed to assess a range of skills, including inquiry and problem-solving.

Eatontown Testing Dates

Please note the following testing schedule for our district:

ELA & Math: May 4–8

Science (Grades 5 & 8): May 11–12

We encourage families to avoid scheduling appointments during these dates when possible so students can be present and ready to do their best.

Why These Assessments Matter

The NJSLA provides important information that helps us:

- Monitor student progress and growth
- Identify strengths and areas for support
- Inform curriculum and instruction
- Ensure all students are meeting grade-level expectations

In Eatontown, we use this data alongside classroom performance, local assessments, and teacher feedback to support each child’s learning and growth.

How You Can Support Your Child

You can help your child feel confident and prepared by:

- Encouraging a good night’s sleep before testing days
- Ensuring they eat a healthy breakfast
- Reminding them to take their time and do their best
- Keeping a positive mindset about testing

A Final Note

We are proud of the hard work our Eatontown students demonstrate every day. The NJSLA is an opportunity for them to show what they know and continue growing as learners. If you have questions about the NJSLA or your child’s results, please don’t hesitate to reach out to your child’s school principal.  If you have questions about the NJSLA or your child’s results, please don’t hesitate to reach out to your child’s school principal.

By Dr. Scott T. McCue, Superintendent of Schools

After an unusually cold and snowy winter season, we look forward to the warmer temperatures and longer days spring offers us. Spring represents rebirth in nature as well as an opportunity for us to resume outdoor social activities.

Educationally speaking, we are more than halfway through the school year. It is a time to review our student data and make decisions and instructional moves to support our students' learning the remainder of the year. Administrators, academic coaches, classroom teachers, interventionists, support staff, and families all need to collaborate together in this important work. One of our district goals is to improve student proficiency in English/Language Arts, Mathematics, and Science this year and in the years ahead.

From a financial perspective, the tentative school budget was completed. The formal budget presentation will occur on Monday, April 27th at 7:00 p.m. Due to rising costs associated with energy, healthcare, and educational services such as out-of-district tuition, budget planning was challenging. For example, the Consumer Price Index (CPI) is over 3.5%, yet our budget can only increase by 2% under existing state law, unless the district qualifies for waivers due to increases in student enrollment or healthcare costs. Healthcare costs rose 19% for the next budget cycle. Health benefits are the district's second largest expense, with salary costs being the highest budget driver. Prescription costs associated with health therapies and GLP1s are the biggest drivers of our healthcare cost increases. This information is being shared for context and informational reasons.

Moving forward, one important district goal is to continue to build the capacity of the district. We all need to be lifelong learners to appropriately address the academic and social needs of our students. Change and improvement will occur through collaborative efforts such as articulation sessions, Professional Learning Communities (PLCs), and Family Education Nights. As we say when it comes to student learning, all means all. Similarly, when it comes to adult learning, all means all. All of us play a role in the learning of our students. As we consider problems of practice in our daily work, consider development opportunities that you think will benefit our teaching and learning processes in the future.

Last, but certainly not least, parents and caregivers, we need your engagement and support in this process as well. The district wants to partner with you to support your child's learning. Please see our district website for information regarding Family Education Nights, Family Education Resources ↗️, and other educational services the district provides. Working together, we can all support our students/children in improving proficiency and ensuring our young learners are prepared for the challenges of living in a democratic society.

Please enjoy the spring recess and holidays!

As always, the district encourages our school community members to visit our website at www.eatontown.org↗️ to find important information, including upcoming events, important announcements, district information and reports, as well as resources that can assist parents/caregivers and other community members with a wide array of topics. Some of our resources include:

On this page families will find educational resources to support their students' learning needs, including details about what students are learning in school each month and exercises parents/caregivers can use to practice reading, writing, and mathematics skills at home with their students.

https://www.eatontown.org/page/family-education-resources↗️

Ensuring the social and emotional well-being of students and staff helps us to cultivate a supportive school climate and culture.

https://www.eatontown.org/page/sel↗️

Image courtesy of CASEL.org ↗️

Eatontown Public Schools is hiring! If you or someone you know is interested in working with us, take a look at the job openings we currently have available!

Visit the Careers & Employment↗️ page of the district website to see all of our current job openings and learn more about what it's like to work in the district.

Please send letter of interest, resume and copies of certificates (if applicable) to 📧 jobs@eatontown.org.

Connections: Find groups of 4 words that have something in common with each other.

Click to play: https://connections.swellgarfo.com/game/-OozFAcNEIciS6pjKxOM ↗️

World Autism Month - April

Earth Day - April 22nd

Mental Health Month - May

Teacher Appreciation Week - May 4 - 8, 2026

Mother's Day - May 10, 2026

Memorial Day - May 26, 2026

Pride Month - June

Juneteenth - June 19th

Eatontown Recreation Summer Camp ↗️

Limited spots available! 
Registration:  1/20/26 - 6/12/26 (Or until spots are filled)

When creating your child's account, you will enter the grade they are currently in (2025/2026 School Year).
When you are registering your camper, you will choose the grade they will be entering for the 2026/2027 School Year!

Eatontown Recreation provides a safe, fun, and memorable experience in this six-week, three-hour daily half day program. Children are grouped by grade level and will engage in organized activities including crafts, sports, and fun camp games. All participants should bring water and a snack. Sneakers are mandatory. Comfortable clothes to run and play in are recommended.

All camp communication will be done through the Band App (A new group will be formed for this year's summer program)

FAQ's: 2026 Camp FAQ'S ↗️

- Program runs July 6 – August 14, 2026
- Eatontown residents in grades K through 8th are eligible to attend (based off of 2026/2027 School Year).
- Registration opens Tuesday, January 20th
- $295.00 /child
- No pro-ration for vacations.

Monmouth County Park System's summer camp registration is open now. You can register online 24/7 at www.MonmouthCountyParks.com or by phone on Monday - Friday from 8:00 AM - 4:30 PM at 732-842-4000 ext. 1, or visit the Park System Headquarters building Monday - Friday from 8:00 AM - 4:30 PM at Thompson Park, 805 Newman Springs Road in Lincroft. You may register family members ONLY for as many camps as you wish. For online registration at www.MonmouthCountyParks.com, be sure to create your account ahead of time and set up profile information for each family member. Click here to download the Monmouth County Park System 2026 Summer Camp Guide. ↗️