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Meeting report · Board of Education
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Board of Education — April 14, 2026

While the board was unified, the public comments revealed significant underlying anxieties regarding accountability, transparency in special education, and the shifting landscape of school discipline.

Date Tuesday, April 14, 2026 Duration 1.4h Speakers 14 Public comments 5 Decisions 1 Lively
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Summary AI-generated to surface controversy & community impact without bias — always verify against the actual meeting before relying on it.

At the April 14 Board of Education meeting, two major initiatives are causing significant anxiety among Stamford parents and residents: the implementation of Assistant Principals for Specialized Instruction (APSE) and the expansion of 'Restorative Practices.'

Regarding the APSE roles, the district presented research suggesting these positions improve teacher working conditions. However, community members raised pointed questions about whether these roles actually reduce the bureaucratic burden of IEPs or if they simply create more administrative layers that could potentially sideline parents from critical meetings. In response to calls for more evidence, the Board has requested that Dr. Kari Cruz-Bueno conduct further data collection to quantify exactly how much time APSEs spend assisting teachers.

Simultaneously, the district is moving forward with 'Restorative Practices' training and the development of new manuals for families. While administrators clarified that these practices are intended to complement—not replace—existing disciplinary handbooks, parents remain concerned about the potential for inconsistent consequences and a lack of clear accountability for student behavior. As the district moves toward a summer rollout of these manuals, residents should continue to demand transparency on how these 'mindset shifts' will impact school safety and disciplinary consistency.

Apr 14, 2026 1.4h long 14 speakers 5 public comments 1 decisions Lively
❝ Notable statements ↔ Drag to browse

“Teachers that agree that they have support with resources from their APSEs are 29 percentage points more likely to agree or strongly agree with being satisfied with their working conditions.”

— Dr. Kari Cruz-Bueno · Presenting quantitative findings from the research study. ▶ 17:16

“The goal [of the APSE] was not to create, again, another position that kind of kept special education off to the side... The goal is really to have the building administrators... be the host of the meetings.”

— Megan Osiewicki · Clarifying the role of APSEs in relation to parent meetings and building leadership. ▶ 34:58

“We're more formalizing what we have.”

— Unidentified speaker · Responding to a question about whether this initiative is a new direction or an evolution of existing practices. ▶ 1:09:16

“It's not about being therapeutic. It's about community building.”

— Unidentified speaker · Clarifying that restorative practices are a tier-one support for school climate rather than a clinical or therapeutic intervention. ▶ 1:15:05

“We don't throw our rule book out. We have our guidelines, we have our handbooks, we have whatever our disciplinary policies.”

— Unidentified speaker · Addressing concerns regarding the consistency of consequences and ensuring parents understand that restorative practices do not eliminate disciplinary accountability. ▶ 1:18:11

“If we build community 80% of the time, we're going to see less concerns with student discipline... improvements in school climate... attendance... and teacher absenteeism.”

— Dana Basio · Explaining the proactive/preventative nature of restorative practices. ▶ 55:14
This meeting — choose a section

Public ⁠impact

Issues from this meeting with documented community impact.
What was discussed

Changes the administrative support structure and communication flow for IEP processes and student behavioral management.

Topics ⁠discussed

Each topic expands to quotes and full context.
Speakers: Unidentified speaker
What was discussed

A presentation regarding a research partnership with Wesleyan and Brown Universities studying how newly proposed APSE roles affect working conditions, burnout, and support for special education teachers.

Speakers: Unidentified speaker
What was discussed

Administrators received updates on recent and upcoming professional development regarding restorative practices, including training on 'circles' and upcoming sessions on restorative conferences and reentry meetings.

Speakers: Unidentified speaker
What was discussed

The district is researching and compiling resources to create formal manuals for both building administrators and families to ensure a common language and understanding of restorative practices.

Speakers: Unidentified speaker
What was discussed

Board members and presenters discussed how restorative practices serve as a mindset shift and tier-one support that complements, rather than replaces, existing disciplinary consequences and handbooks.

Controversy & ⁠dissent

Where the board, the community, or the agenda diverged.

Potentially controversial issues

01

Implementation of Assistant Principals for Specialized Instruction (APSE)

Stakeholders are concerned about the functional value of the role, specifically whether it alleviates bureaucratic burdens (IEP paperwork) or merely adds administrative layers, and whether it excludes parents from critical decision-making meetings.
Board position: The board supports the role, citing data that suggests APSE support correlates with higher teacher satisfaction and improved working conditions.
medium concern
02

Restorative Practices Rollout

Parents expressed concerns regarding the consistency of disciplinary consequences and the potential loss of parental control (the right to opt-out) as the district shifts toward a 'mindset' of restorative justice.
Board position: The administration maintains that restorative practices are a tier-one support that complements, rather than replaces, existing disciplinary handbooks and rules.
medium concern

Community vs. board tension

Public ⁠comment

What residents said — verbatim, with timestamps.
5
Total speakers
4
Addressed
1
Partial
0
Not addressed
Mr. George
▶ 29:32
Addressed
The speaker asked for clarification regarding the specific duties of the Assistant Principals for Specialized Instruction (APSEs). He specifically questioned if they assist with bureaucratic requirements like IEPs and reporting, noting that they are not directly involved in the IEP process itself. Key concern
Clarity on the functional role and value-add of APSEs regarding administrative/bureaucratic burdens.
Board response
The Director of Special Education explained that while they don't sit in every meeting, they support administrators, teachers, and families, and help with tasks like finalizing IEPs and supporting contentious cases.
The board staff directly answered the question about whether the role helps with the bureaucratic burden of IEPs and reporting.
Becky
▶ 31:08
Addressed
The speaker inquired about the cost of the research study and expressed concern that parents might feel disconnected if APSEs are not present at IEP meetings. She also requested more quantitative and qualitative data regarding IEP quality and improvements in teaching practices to judge the program's effectiveness. Key concern
Program cost, parent communication/inclusion in IEP meetings, and the need for data-driven evidence of effectiveness.
Board response
Staff clarified the study was grant-funded at no cost to the district. Regarding parents, the Director explained the goal is to keep building administrators as the primary contact for families to ensure continuity, while APSEs work 'behind the scenes.' Regarding data, they noted the study is in an early implementation phase and welcomed more specific data collection.
The board staff addressed all three components: the cost of the study, the reasoning behind the APSE role in meetings, and the request for more robust effectiveness data.
Gabby
▶ 40:09
Partial
The speaker asked for a quantification of the hours APSEs spend working with teachers. She also requested insight into how much interaction these administrators have with students and parents. Key concern
Quantifying the time investment and the scope of student/parent interaction for the APSE role.
Board response
The researchers and Director noted that the question would be passed on for future study. The Director provided context on how APSE schedules are split between buildings and how their time is often consumed by emergencies or administrative units.
The board provided context on how their time is distributed and acknowledged the importance of the question, but they did not provide a specific quantitative number of hours, instead suggesting it as a focus for future data collection.
Becky
▶ 1:13:00
Addressed
The speaker asked if parents have the option to opt out of restorative practices for their children. She also expressed concern about maintaining consistent consequences for behavior while implementing this new model. Key concern
Parental right to opt out of restorative practices and the assurance of consistent disciplinary consequences.
Board response
The specialist explained that restorative practice is a mindset/tier-one support rather than a specific 'program' to opt out of, though formal conferencing involves voluntary participation. She also clarified that restorative practices layer onto existing disciplinary policies rather than replacing them.
The board staff clearly explained the distinction between the mindset/tier-one support and formal conferencing, and explicitly confirmed that the existing rule book/consequence system remains in place.
Antonia
▶ 1:19:48
Addressed
The speaker asked for success stories regarding the implementation of restorative practices. She specifically wanted to know if there has been a measurable decline in student behaviors as a result of these practices. Key concern
Evidence of successful outcomes and behavioral improvement from restorative practices.
Board response
The specialist provided examples from other districts, noting significant decreases in office disciplinary referrals in some cases, while acknowledging that implementation success often depends on administrator buy-in.
The presenter provided anecdotal and research-based evidence regarding behavioral outcomes and success stories in other districts.

Decisions ⁠logged

Every recorded vote, with timestamps and dissents.
Adjournment of the meeting
The meeting was adjourned following a motion and a second from the committee members.
Passed

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Community concerns raised but dismissed or ignored (demanding data/accountability)
At the 4/14 Board of Ed meeting, officials addressed concerns that the new APSE roles might add bureaucracy without helping teachers. The Board tasked Dr. Kari Cruz-Bueno to quantify exactly how many hours APSEs spend... https://meetingwatch.org/ct/stamford/board-of-education/2026-04-14/ #MeetingWatch #StamfordCT
314/280 chars
Community concerns regarding disciplinary consistency
Stamford is rolling out 'Restorative Practices' manuals for families this summer. While officials say this won't replace disciplinary handbooks, parents remain concerned about inconsistent consequences and student accountability... https://meetingwatch.org/ct/stamford/board-of-education/2026-04-14/ #MeetingWatch
313/280 chars
Evidence vs. Community concern regarding special education roles
Data from the 4/14 Board of Ed meeting shows teachers with APSE support are 29% more likely to report satisfaction with working conditions. However, parents are still asking for proof that these roles won't sideline parental... https://meetingwatch.org/ct/stamford/board-of-education/2026-04-14/ #MeetingWatch #StamfordCT
321/280 chars

X thread

1
Stamford parents are raising serious questions about two major shifts in our schools: the new APSE special education roles and the rollout of 'Restorative Practices.' Here is what happened at the April 14 Board of Ed meeting. 🧵 #MeetingWatch #StamfordCT
253/280
2
First: The Assistant Principals for Specialized Instruction (APSE). While the Board cites data showing higher teacher satisfaction, parents are skeptical. They want to know: Are these roles actually helping with IEP paperwork, or just adding another layer of bureaucracy?
271/280
3
In response to community pressure for proof, the Board has tasked administration to conduct individual interviews to quantify exactly how many hours APSEs spend assisting teachers. We need to see this data to ensure these roles serve students, not just administrators.
268/280
4
Second: The district is formalizing 'Restorative Practices.' Officials insist this 'mindset shift' won't throw out the disciplinary rule book, but parents are worried about inconsistent consequences. The district plans to release manuals for families this summer.
263/280
5
Accountability check: As these programs roll out, the Board must ensure that 'community building' doesn't come at the expense of clear disciplinary standards and parental involvement in special education decision-making. https://meetingwatch.org/ct/stamford/board-of-education/2026-04-14/
244/280

Facebook — long form

At the April 14 Board of Education meeting, two major initiatives are causing significant anxiety among Stamford parents and residents: the implementation of Assistant Principals for Specialized Instruction (APSE) and the expansion of 'Restorative Practices.'

Regarding the APSE roles, the district presented research suggesting these positions improve teacher working conditions. However, community members raised pointed questions about whether these roles actually reduce the bureaucratic burden of IEPs or if they simply create more administrative layers that could potentially sideline parents from critical meetings. In response to calls for more evidence, the Board has requested that Dr. Kari Cruz-Bueno conduct further data collection to quantify exactly how much time APSEs spend assisting teachers.

Simultaneously, the district is moving forward with 'Restorative Practices' training and the development of new manuals for families. While administrators clarified that these practices are intended to complement—not replace—existing disciplinary handbooks, parents remain concerned about the potential for inconsistent consequences and a lack of clear accountability for student behavior. As the district moves toward a summer rollout of these manuals, residents should continue to demand transparency on how these 'mindset shifts' will impact school safety and disciplinary consistency. https://meetingwatch.org/ct/stamford/board-of-education/2026-04-14/ #MeetingWatch #StamfordCT

Action ⁠items

Who owes what, by when.
Continue data collection and interview APSEs individually to quantify hours spent with teachers to address board questions on effectiveness.
Assigned: Dr. Kari Cruz-Bueno
Develop building-based and family-facing manuals regarding restorative practices based on research and administrator feedback.
Assigned: Paola Ochoa · Due: Summer 2026
Conduct professional development for principals regarding restorative conferences and reentry meetings.
Assigned: District Administration · Due: May 2026
Complete the creation of restorative practice manuals for buildings and families.
Assigned: a speaker · Due: Over the summer
Conduct professional development for teachers regarding restorative practice rollout.
Assigned: Administrators · Due: End of school year/After PD completion
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Report composed by grok-4.3, gemma-4-26b, grok-4.20-0309-reasoning · analyzed 2026-06-01.