So, uh this is going to go through that process uh through the union but these are pieces that it will eventually come back to you. So, this is flagging up the proposals as you would be the final approval for those. So, we're going to be asking school committee there's a negotiation um subcommittee, right, that we did for teachers and paras. Um this will be opening up the teacher contract and looking at possibility of adding these stipends. So, we'll go through that process. Um so, we'll be asking school committee to reconvene that negotiations um and and having conversations with administration, the union, and school committee. So, I have two questions. Uh is it are these We were just having a discussion about the budget. Would these be in the budget for FY27? They'd be looked at for possibly next year, I think. FY28? Yeah. Okay. I think they replace they replace some that aren't being used or Yeah, we would.
Discussion hearing none. All those in favor of the conflict of interest proposed Amy. >> Sorry Amy. >> Okay, that's it. Thank you very much. What am I doing with this next motion and then Jordan Tusan could explain it? >> Okay. I have a motion on >> I have a motion on the floor pursuant to uh CGS section 10-215F. The Camp Board of Education certifies that all food items offered for sale to students and schools under its jurisdiction and not exempt from the Connecticut nutrition standards published by the Connecticut State Department of Education will comply with the Connecticut nutrition standards during the period of July 1st, 2026 through June 30, 2027. This certification shall include all food offered for sale to students separately for re reimburseable meals at all times and from all sources including but not limited to school stores, vending machines, school cafeteria, culinary programs, and any fundraising activities on school premises sponsored by the school or non-school organization and groups.
So all right if you want to go back to the original document there um so you will see the student handbooks um these were all this was language that was added to the student handbook. So again this is all related to the damages um expectations and uh model of of just supporting our Chromebooks and our deployments and ensuring that we're using stuff that is um functional. So it >> I think that's it.
Uh the only thing I would add since I'm up here um is uh uh the superintendent put it very well the caution um that if you do videos um and tours that you don't focus on the students that it's more focused on the facilities. There was very good discussion from at least one board member about um stating what the repercussions would be if either the override or the bond failed. Uh we do have a voter information pamphlet that'll be the next step in the process. If the board chooses to go forward with one or both questions tonight, uh you're obligated under statute to produce a voter information pamphlet that I draft. Within the pamphlet, we can state factual and neutral information. So we can state here's what happens if this question fails or that question fails. So it's it's not uh persuading, it's just factual.
Thank you. Oh, and one of the things the team didn't mention here, but I heard it earlier in one of the other conversations is um, when we when we got our fourth literacy coach, we didn't just say, "Oh, good. Now, equally distribute the coaches out to all schools." The use of that additional coach coming on board was actually targeted at the schools who needed the most support. So, again, that's another example of what you were just describing that happened in the course of this year. So, that is a shift in our thinking and focus. Like, traditionally, it's always been about there are nine schools, each school gets 1/9 of everything. Not really, it's it's weighted by student count, but um, but we're really looking more at, you know, um, uh, a needs-based approach, you know, where where is more support needed and really looking at each school as an individual.
Yeah. Yeah. We're going to do a full review of all the stipends, but we would we do that annually. Yeah. And we we've been doing that a little bit actually. We've been meeting with a committee, myself and Aaron and Lisa and there's a group of us that are getting together with the union and looking at positions and titles and um there's a lot of stipends we need to re- be revisiting and seeing which ones that still are in place, which ones that we're not using, and even the verbiage on and of them just really need to be looked at. So, that's the work we're going to do. So, we want to make sure you see this ahead of time, but it will all be part of the process of looking at stipends for looking to find ways to find some additional funding or replace some with the others.
I move that this chair. We don't need a second discussion. Mrs. to sum up. >> I mean, I believe that was pretty comprehensive, but the one piece that I would like to add is that you're reimbursed 9 cents for every meal that is sold. So, it's about 5124, I believe, that we've had this year for being a part of this. Um, it's a very broad spectrum of what is healthy and what are healthy snacks. So, I don't believe we've found it restrictive in years past. and it's money on the table for us. So, >> excuse discussion >> pretty self. Thank you for that um explanation. Uh we have a motion uh to approve the healthy foodation. All those in favor I >> Amy votes I. >> Okay. Uh thank you very much. The uh next motion I guess is is similar ve the board. I move that the camp board of education will allow the sale of students food items that do not meet the Connecticut nutritional standards and beverages not listed in section 1021 10221Q of the Connecticut General Statute provided that the following conditions are met.
So any questions I can answer? >> No, not not partic Well, I especially want to say thank you so much for taking the time and putting so much effort behind it. One of the things I think about um and I'm going to lean on Miss Carlile just for a second. Um I know we go to Nafus or we participate in advocating for impact 8 and we do acknowledge that a lot of or most of our technology cost comes goes is paid through impact 8. So, especially on the side of when or if and I know we're always on on the defensive. I don't want to say defensive, but we're more or less in in in a always in a pool of maybe or maybe not when it comes to how the especially the United States Congress is or isn't filling impact 8, meaning what are you actually doing with it and where does the money go?
And more and more districts are using that approach because they want their voters to be informed as to both the positives associated with the bond or the override and then the negatives if they don't come. And in fact, most of my school clients and I represent about 140 around the state do have bonds or overrides in effect. And I just just checked, I'm working on about 50 elections this year statewide. Um, and a handful are doing both bonds and overrides at the same time. And we don't see a lot of fall off. It seems like if the community uh supports one, they support both. Um, having said that, you know, a fair amount fail. I'm not suggesting yours will, but um it just seems like if there is support within the community, then uh both questions or I've even seen three questions on a ballot.
There are certain things that are non-negotiable that need to be provided every school. You see a lot of those in these bullet points here. But, at the same time, you know, beyond that, we need to be looking at how do we differentiate the supports we provide to to meet specific needs. Thank you. Uh, this question is the report shows 90% of K-3 literacy cohort teachers rated PD as positively impacting student learning, but student data doesn't yet reflect that confidence. How do we reconcile strong teacher perception scores with flat or declining outcome data? Uh something that we believe I know we kind of sound like a broken record at this point in time on our slides. >> That's okay. We don't mind. Getting the cat out of the bag. >> Um time, practice, and collaboration. And the framework that we really believe will lead to um strong impact is really not just the one-and-done professional development, but a cycle that involves knowledge for their practice, designing opportunities for teachers during their work day to have professional development, to then have the opportunity to collaborate with their grade level, their content, their best friend, whomever, a coach for that collaborative time to really digest it, try it out, get some feedback on it, and then also to have um that community of practice.
So, this is FY28 or what? Right now, for next year. Well, I would have defined next year as two budgets away, 26-27 school year or 27-28. >> So, to be completely I mean, the people are already doing this work outside of their job description this school year and working past their work day. So, this would be it's part of the process. Does have to go through the union, but we will look at this possibly for the next school year as we look at additional stipends and we'll see what works and what doesn't. We'll we'll see in terms of like those those cost effects. Just like to point out that the cost of these three positions is 3,841. And I mean, I misspoke. Sorry. The stipend is 3,750 and 0.05 FTE of band was 3841. He's looking to swap. Yeah, these are we're not looking to add to Okay, but that's I think not I mean, could that be in the motion then?
Number one, the sale is in connection with an event occurring after the end of the regular school day or on the weekend. Number two, the sale is at the location of the event. And three, the food and beverage items are not sold from a vending machine or school store. An event is an occurrence that involves more than just just a regularly scheduled practice meeting or extracurricular activity. For example, soccer games, school plays, intercolastic debates are events, but soccer practices, players, rehearsals, and debate team meetings are not. The regular school day is the period from midnight before to 30 minutes after the end of the official school day. Location means where the event is being held and must be in the same place as the food and beverage sales. Fairly self-explanatory, but do you want to anything you want to comment on that? >> No. The only comment I would claim that the booster club is allowed to sell whatever sets they want as long as they're going.
So, I really do think that something like as thorough as this, even just putting together as much as when when we can or how we can on what the expenses are that we put the effort forth um as a district to be able to not only as as was as shared, but I think as a board member, um we're particularly drilled on equity um equal treatment, but being equitable in the in the way that we provide education. to all of our students. Um because those can look and do look very differently from time to time for for a lot of families. And I think we we tend to overthink that or overlook it sometimes. Um and I do want to say I've had conversations with Mr. Diaz on a number of occasions and I agree Mr. Diaz uh and me and Mr. Diaz don't always have to agree and I and I think that that's that's part of what makes the the relationship between he and I work and from from looking at it from from the perspective of accountability and and wanting students to understand that they are accountable.
Um two overrides and a bond all all pass. So um so I just leave you with that. And then I'm sorry, one other thing. Um we do have a statute 15511 that you probably some of you are aware of. So assuming the board calls the election tonight or maybe in a couple weeks, um that is your final statement on it. um you're not as a board making any further statement with regards to the election. We're not persuading uh voters with district resources. You are a district resource as is anyone with access to your uh assets, your social media, your phones, your computers. You're all district resources. So, we can't persuade voters with that. The way we speak to the community is through the v voter information pamphlet. We can also do frequently asked questions, other things of that nature, videos. I'd like to review all of that um before it goes out is made available to the public just to make sure that we're not stepping over the line of persuading voters.
So that knowledge for practice, trying it out in their classroom, and then really reflecting on how did that impact my students, and how did that impact my my self-efficacy? You know, how do I feel as a consequence of of this new effort? So really um this illustration on the right talks about the multiplier effect, and we know with the effect size, it's low effect if we only provide the professional development. But the more opportunity for collaboration, the more opportunity for practice and refinement, you see that it yields a high effect size of um 85% increase in our practices. All right. So many of the planned next steps are geared toward preparing for the next school year. What specific measurable commitments are being made today before the end of the school year? So shifting that like just K3 monthly data meetings to also inform instruction is one thing that um we've been able to do this year or in this last semester.
There's there's no motion. that we can clean up. There's no motion. They said they will vote on it later, but if there's stipends in there that we're not using that are in the budget, we should be cleaning that stuff up because then we can use that money. That's what this is all about. role might be a way of preventing in the future having clubs that are in stipends that aren't being used, right? That original that role of organizing will hopefully eliminate extraneous clubs and stuff that aren't actually running being budgeted for. Aaron, you got something to say? So, I think what you know, what Al is proposing is is a process I've done in the past working with say principals to look at all of the stipends. So, there's was a policy in our prior district that if a stipend if a student activity stipend was not used for say 2 years, it was a the principal would eliminate it, right?
That was just a clarifying question I asked. It's status quo assembly but not operating. >> Right. >> Okay. We have a motion on the floor to approve that uh that motion. All those in favor? >> I. >> Amy votes I. >> Thank you very much. Ko. At this point, uh the board of education will go into executive session. So, I move that the camp board of education enter into executive session at uh 8:12 p.m. inviting the superintendent schools Jordan Pete Gman for the purposes of the superintendent of schools evaluation. Uh that motion comes from the chair. I don't need a second. All those in favor. Amy, we will we will plug you in by phone. We're going to go we're going to cheer the band room and then we have to come back here, right? And Kier's just going to put she's got it up there.
I think I it's really important for us to be teaching that responsibility and accountability on our students. But I think when we don't look at what other systems may be in place, it starts to look like like it's um if there if there isn't systems in place, it could look like they're just getting in trouble because they're I don't know, whatever may be or whatever is happening. So I really appreciate that when we look at not only the overall cost but overall what we are doing to try and make sure that the students have what they have what they need in order to be able to be successful. I think it's not just a student accountability problem. Um I would want to encourage Mr. ideas if we can um maybe even hear from teachers or sites uh principles in in in acknowledgement of what what is the feedback when it comes to that type of thing.
I'm not suggesting you would. Um on the override, I'll point out that you do have the opportunity, in fact, are required to provide a prostatement within the voter information pamphlet for the override only. It's kind of a quirk in the statute. You can you must do so for the override. You you cannot do so for the bond as a board. the bond the board does not make a prostatement for the bond election only for the override but individual board members may submit prostatements for the bond if they choose to do so not using district resources >> and we could talk to community members individually >> exactly as as individuals you may identify yourself as a board member if you choose to do so uh just like the mayor may do so state legislators we see all different folks uh submitting prost statements and occasionally con statements but it's open to everyone in the public again not using district resources the deadline for that I believe is August 7th.
Specifically, our coaches have celebrated the fact that those monthly data meetings have better informed the one-to-one coaching experiences that they're having with teachers. Also, working with principals on the Amira usage rates and in order to not repeat the same thing, we just wanted to reference slides 11 through 15, which is where we've been able to talk a lot about these things. Um I see we've identified four high-priority schools, Excelencia, Mono Vista, Iron Mountain Academy, and William T. Mackin, based on data analysis to determine coaching support. Can you help me better understand what that support actually looks like in practice right now, and how are we monitoring monitoring whether it is truly shifting instruction in those classrooms? And um we do have two of our literacy coaches here um who have been integral to this shift um in supporting those campuses. So, illustrated here on this slide, we talk about some of the changes and allowing our coaches to work directly with our teachers.