001M Dr her here Mr Grio here Mr chair you have a quum bud United States stands godible andice for all audience seeing none let's move to number three review policies we have a drafted dis affility policy and E diversity so the first ad some discussion at the board level and concern that perhaps you they didn't want to do anything to stifle participation or anything which you know from where I sat I'm not not sure what in the language might given that opinion or given that concern rise to that concern because I think you know there are some points as a matter of fact where it explicitly encourages public discourse and things like that so this was one version the uh other item that I just handed to you was this the civility policy um and
002it focuses on students but um a lot of what you see in our policy uh that was drafted like I said about five years ago is a derivative of what you see in this student civility policy uh I think the major difference being that uh the the draft that we had encompasses students staff and Community participation I think other thing I think is um this got reviewed again right after uh the incident at Highland with uh a public meeting there really I that's a panel discussion with the governor and others that was uncivil U which I think might have might have led people to think that this was some sort of uh direct relationship to that but kind of was just bad timing I think that was that was my initial reaction when I was
003reading it cuz I've been out of the out of the thought that that was addressing that yeah this was drafted actually before that ever happened and then it was reviewed shortly after that happened I think and then or brought guess revived maybe is a good word and then there so I think tonight's meeting is more or less to get a pulse on this civility policy I will add one component um the I know our board is proud of the C recognition award that's been issued in the last two years uh for for which recognizes board leadership uh there's a it's kind of quirky that there's in essence a civility policy would uh qualify us for the next level of recognition from them I don't say that because we're chasing down civility like chasing down Awards
004like we're needy or something but um I think it reflects that you know this is part of their definition for Quality board leadership and that's why I bring it up not not because I'm I'm going to write my diary that we got the gold star from C so we don't have anything really there's nothing like this I mean I guess there's um a community relations policy to a degree that talks about conduct on school property I think that's we looked like what's the the closest part of this W which does it's not uh wildly different it talks about you know based on aboveboard expect no person on school property or at school event to injure threaten harass intimidate staff member curse and and use obscenities disrupt or threaten you know damage or threaten property um
005damage or to face District property violate Connecticut Law smoke or other use tobacco products be under the influence of alcohol illegal drugs Etc so this one is is ours we don't have a policy right now well who's is this is the one a draft that a civility code following a possible District civility policy yeah that was a draft that we had done years ago then there's a a student cility policy con cave community relations that's the one I'm and then so those are the two that we're looking at right now I the right two in front of me yeah the community relations one um you know you could in effect I guess call this a civility policy it's um I would I would say ours is is similar to it um Without Really encouragement of
006discourse I mean I think ours our draft goes a little further in terms of encouraging conversation and stuff I'll make a copy Carol is this that there was that in the policy that's just an just we didn't okay that makes sense all right so it looks like the draft that we're looking at has a lot more to it than just oh yeah because the expected standards that promote a POS climate that interfere Poss so what were we look looking at when we drafted all of this um well I think it was taken from the King for the most part but I think part of it uh is hard to argue that there there hasn't been in society an uptick uh behavior that could be categorized as less than civil and um this was meant to
007to be uh a part in part uh an educational tool in part a statement uh about why the board feels it's important to model Civility and then you know lastly a place to turn if conduct was becoming uncivil is a again to educate whoever was involved and you know I think what's a little unique about about this is we do include uh staff as well um I wouldn't say that you know we're infallible you know we make mistakes too and so if there's uh any party who's feeling like our staff is being less than civil than it could be addressed that we as well obviously then for a staff member as it indicates in this policy there are other considerations you know in terms of our Progressive discipline and whatnot so Jeff is uh is
008the idea here to have this apply to students and to staff and to parents who communicate with staff I think it's just general members of the school Community people that are Eng you that which would be student staff and parents know students and staff kind of have their own set of rules too right because it seems like a lot of this would be like in the student hand blog yeah or let's say a code of contact for employees MH so is that what you did is it's just lifted out of there and place into this it's kind of a hybrid yeah is it not standard procedure to have page numbers on Doc um actually it's not weird but for need the for any of like we don't in our board policy well the a BC
009are the page numbers so if there's a is page one B is page2 go so you'd have that in the cave model policy yeah but these ones aren adoped from cave then they don't have so it's both this in effect already how about it say um I I think there there's this has more detail about steps to take when an individual is not being civil um I think there's there's a lot more me on this than anything that we have today uh Carol just made a copy of other cave conduct policy I mean I would consider this the skeleton and you know the the civility policy a little bit needier and then the draft policy to be the most you know fully developed in terms of what sort of behavior are we looking for why
010is it important to engage civil what happens when somebody is not being civil you know terms of what steps should be taken to to resolve that whereas this is really like just don't do this you know don't right don't break things don't it's just that the the activities that are listed under unle conduct are basic sort of unruly behaviors so are we now categorizing them to be penalized in a different way um I don't I I don't know that there's there are no uh identified consequences in here uh specifically like if you get tapped is being unmil what happens then I I think what this says is you try and mediate that with somebody and try to resolve it if you think I'm being un civil you know Carol could mediate between us to try
011and resolve the issue wouldn't that happen already um I don't think there's any place that spelled out that I know that there's not so that's what I mean in terms of it's the most robust um but I think you know is part of good practice out try do that I think he would be I mean yeah the school district has existed for 100 years yeah whatever yeah more 300 years more than 100 this building itself is this is 112 years old so been around a l yeah so I I I like the idea of having a civility code and I wouldn't want it to have consequence activity spelled out in it because the minute you cify that you have to stick to it and there there different levels of being unil and different circumstances and
012you want to have flexibility to deal with them in an appropriate way but I I like the idea of having civility code that's spelled out so that we can you know this is what we're about we're going to lead the way so I mean there are definitely other districts you have well that was my next question so do we know like is it pretty common practice for I can check the area districts if wom who doesn't I don't know I can't tell you how common it is I think it's it's enough so that c is indicating that you know it would be a standard of right that level of leadership within board so yeah I do agree with Jeff it's been practice to have some sort of model to go by and re establish norms
013and so forth our students and staff so why not a generalized Norm for how we should do business so to speak you know kind of setting its own for exactly Community engagement I mean we've we've definitely had to work through processes of these with not many with some parents um so what are we because I'm new to it policy as am I um so what are we supposed to do with this so um this is a little atypical in the sense that I mean not that this is the first time we've ever encountered a policy that's not a legal mandate but often times you know we'll see a legal mandate or you know like the um the policy we're working on with respect to adopting of our city sport so like with that you know
014like all right this is we're we're here for this outcome here that was kind of straightforward we had a really good productive conversation around that in our last meeting but uh this is um really kind of open-ended in the sense that there's no defined script that you have to adopt there's no um I we don't have a lot we have a couple of options in front of us today I'm hearing that it might be beneficial to have a couple other options from adopted District cability policies to to go by uh which we could provide but at that point I think we could say all right if we're committing to a stability policy you know often times we've had these conversations about well I love the language from this but I love that part of this
015one and we do this kind of amalgamation of of different uh existing policies and we craft our own um that we then you know put before the board for consideration and I think that's kind of like what we're looking at with these guys both of these policies I just would be really interested to see if if like we're talking about other districts having like a onepage policy or you know five pages is kind of the standard yeah this ability draft um is a little lengthy it is a little likely you know I think you could probably be reflect the same sort of guidance and tone in less words um I don't know that I have a problem with it I'm just wondering sort of what do other people say yeah what do people have what
016do you I kind of like it yeah I I like that it sets up clear expectations without handcuffing the administration on on recourse um I think it's all good I think you know do you all have a civility civility code I'm sure we do I'm sure you this this is more you know this is just I think guidance about how we hope to treat each other and if things aren't working how can we hand to be more productive it's it doesn't not at all meant to stifle engagement uh to the contrary it's meant to make engagement more meaningful yes so does it stay in draft for now or are we well we can't move it forward because we haven't had a board meeting since our last policy meeting we're going to move those forward so
017this is all for review I think we could do first readings we just can't the other ones if we wanted to I don't know if we're going to move on yeah we're looking at other policies but it's up to you my only other comment would be is that this reads like a combination of policy and administrative action seems to me like anything pass guidance for School Employees that should not be in this that should be part of the administrative part CU that it's that's more about how it be implemented and that's kind of what you would do after you have the policy right so you get rid of that all of a sudden you're at a page and a half you know because it you know the first page and a half lays out you
018know what it is and then everything else is expectation and mediation rules and you know I mean maybe you could pick up some of it um I hear what you're saying I mean it is in um part of some other policy too some similar language I'm not saying maybe that's wrong and just because we were wrong someplace else doesn't mean we should be wrong here but you know I can look at it I mean I don't know if we normally have that kind of detail in a policy I would say it's Unique if you changed any of these mediation tactics then we'd have to change the policy when normally if it's just administrative action you're just changing it right so talking about the expected standards that promote a positive School climate and the behaviors that
019interfere with the c of school climate I don't think those are the same as on the fourth page so that's why I need to pay on the fourth page is where we talk about the following steps can occur at unacceptable Behavior but I I think that I would add to you said we could cut up here on page two but I I like having at least the expected standards and and just here are some examples of what we're talking about if we're going to go out and fish other uh policies the other thing I could do is ask the policy Guru at C to look at our draft policy they've not reviewed ours they've reviewed theirs created a boiler plate so I could ask yeah that' be good them to do that too sure these
020are just suggestions that because I'm hearing a couple of things like I'd like to see a couple other examples and you know feels like it' be tighten up I yeah yeah I maybe could I think it could probably say as much by saying less maybe in terms of the volume um and then your point about at what point does it become stop being policy and start being precedure that um as much as I I think there's a lot of benefit in having some of the you know what would happen next in here there's different place or it could be set a different way Jeff if you take off what Adam said procedure portion where does that lie and just so that one could reference yeah it could be a regulation perhaps and I think that's
021where I would be Consulting cave on on their guidance on this between their attorney and policy person would some of this be considered regulation versus policy or recommend it all be embedded in policy that's what some the so I think this happened uh when we worked on our policy when it was 26 pages long or whatever it was there was a lot of that administrative action there and then when it was gone through by um the wonderful woman I forget her name or was it was it attorney I forget who it was back gold yeah yeah to trim that down and made it you know yeah man we like a lot better so could be the same thing five pages yeah I like up to the point of I mean I'm all forly you know
022spelling out what next steps are but I think policy should be a bit generalized and give you or Administration flexibility to yeah follow I definitely appreciate those points too that that you know we don't want to tie our hands either by doing that is that are we potentially doing so I wouldn't want to do that too because I think we you know the more creative we're pered be in terms of resolving issues the better the potential Solutions so but I appreciate that it does call out that at least take steps to have some restorative action prior to a punitive yeah you know yeah we we definitely want to solve problem yeah for you know we considering so I'll be honest some of the procedures in here sound familiar to things that have occurred over the
023years they and resolutions that have happened we learn from uh challenges yes so yeah so it feels like yeah we have processes in place well the language is careful the following steps can occur yeah they may or may not have occurred it feels like the Preamble the uh uh what's the show Law and Order yeah so just to be clear this is for this is not this this does not pertain to board meetings right inter you know treasure public school meeting too now you're given a lot of latitude and I think part of what happens in um and I I don't know maybe this needs to be expli explicitly written in there I expect you know a teacher to not have to tolerate the same sort of uh ey that I may tolerate um or
024the board May tolerate or in the classroom or in the school right no I'm talking about like if we're at town hall right like examples that in previous years where uh Tony would have read off the the policy referred to yeah and then it's up to the chair to run the meeting and yeah decide the tolerance it's the chair latitude where this might be a little more constrictive I don't think so I don't think it's constrictive you know based on what's in here right now yeah that's that other policy is going to dictate What's happen you know when we're having that that be my concern you know let the people speak yeah until they get two rowy yeah I mean you get three minutes has the G of course three minutes and then you know
025and I know we've we've shown a lot of attitude in the interest of you know soliciting public feedback and I think that's a great thing you know when time permits where things have gotten actually in my recollection it wasn't ever really the person at the podium that caused the issue it was chirping from the peanut gallery when the person at the podium there was that one time maybe there were a couple of incidents so but I I you know this is uh this is I'm not hearing and I and I would never proposed a policy it's like how do we curtail public criticism and that's not what this is um this is just encouraging people to engage productive criticism to find positive outcomes you know swearing at the board chair um you know you might
026be given a certain degree of latitude in a board meeting swearing at your teacher in parent conference should I see this applied in in that environment where you know it's a parent teacher transaction or administrator transaction sure um I'm say you know public yeah discourse would be another thing so that's another item that we can you know uh I like I said we have a policy that sort of deals with that already other policy versus regulation the other District other districts so we can pull those things together for our next meeting um and have them ready to go unless you want you know if you want to move this forward still out there for first wait to see what else doesn't feel fully baked yeah pry I wouldn't yeah I wouldn't suggest it was it's
027up to you guys okay all right is everybody okay with this here this ability that we're moving on to the next item I'm just thinking in terms of when it goes to the full board do we want everybody sort of in on the process for this one because it's not standard the language dealing with should we bring them in a little bit sooner yeah it's really what the three readings are designed to do so we'll we'll draft um if you know rather than typically what we'll do is send the minutes to the policy committee to the whole board you know as part of the packet and um some people read it with a lot more depth than others um based on time or whatever they got going on that week or whatever what we can
028do in this case uh you know for the recommendations is to single it out and send it to the full board and say which may be appropriate for the next item we're going to discuss as well okay uh which is I see you're wanting to segue no no it just seemed like a perfect time to segue I'm happy to talk about civility all day I don't want to be on civil so so for the next meeting you'll bring draft once you do the F we'll bring the uh other policies will'll bring clarification on this and you know if there's an obvious update from cave about what we should do with cability I would just make the modifications if they say oh no no no this perfect the way it is then probably report that back
029too um trouble with your copy Mach getting double copies copies in between oh get get BL copies speed that it printed out too so this is there are two here there's a CPS draft Equity policy on the top it's got the yellow highlight version on it and then about four or five pages in there's one that says Cade version yeah so this is our draft is the yellow highlight correct it's not yellow on it's gray can tell it's see be the color copy SC so Jeff where do these definitions come uh the C policy version wonder where the C right yeah but where does c get legal team yeah they they do policy itself great okay thank you for [Applause] I want you to yeah they're pretty similar you know language is a little bit
030different different I think just kind of a different tone my question would be just what are we currently doing what are the practices that we're doing that speak to some of these already sure school choice what I'm sorry school choice yeah school choice but I think are you thinking that we would put some of that into the policy no I'm just trying to see like what we can highlight that we do that speak to some of these points already with regards to yeah I guess school choice would be an example of that's opening access for you know different diverse groups sure um but also exposing our students to more diverse yeah but how how are also we educating our staff you know what are we doing right now yeah as far as strategic planning we
031right did that had professional development all throughout last year members of those teams work at the building level uh to exam practices and support growth I mean the simple fact of Are We translating documents for various you know subgroups and yeah access is probably the the base right like you don't do that I mean come on that you that is something that we've uh focused on to make sure that you guys know we have a real diversity of languages in our school system and um we last year started subscribing to service that families can engage with the teacher through any language really just set up a an effect like a Google meet let's say and you can speak in any language uh through a translator it's been really effective to engage families that are native
032English speakers yeah and I know like Mar has said we're trying to build capacity with instructional s up practices too so that's I'm just saying there are points in here that we are doing that we can highlight or is there anything else to kind of elevate the other areas that may not you know sure it's definitely something that we need to improve upon um in terms of not just the you know during black history M will do presentations and things like that but that's I think that's token yeah surface level yeah and just the same way I would think that translating documents into somebody's native language like the presentation is Meaningful to kind of token level um how do we really be conscious about supporting diverse Learners that comes through some of the more engaging
033professional development that we've done so this is in draft as well what does that mean in terms of how is this meeting um what's what's the T So this guy uh before you is a draft that the policy committee could amend in any way uh that they see appropriate uh or you could just say you know what this is I like this version of the draft why don't we put it forward to the board you know Jeff send it to all the board and see if there individual points of feedback to you know something like that and we come back and review it because this would go because it's a first reading it could go on the board agenda for next Thursday if you wanted to move this one forward we can't move the other
034ones forward that we've already that had has gone to the board yet but we've already discussed the policy I know so how would any of this be enforcable and measurable because there's a lot of proactive language a lot of enforcement there's a lot of eliminating can you give me an example um well paragraph two we have uh CPS Educators be proactive in elevating their understanding and responsiveness to students backrounds Etc um yeah what does that look like there's also under educational Equity eliminating racial or cultural predictability and dis disproportionality per yeah that um that one's easy easier to do than to say right I mean you know including rates of graduation our rate of graduation is like 97% sure so but I'm not sure how that's applicable to to us so exactly educational iy piece
035I think from a a data perspective you guys have seen when I shared data points um we do look at U or certainly when we get into grer even even greater detail at curriculum committee where we're diving into subgroups um spite High needs students students receiving special education services uh different uh racial backgrounds you know today I'm call with the state about our right to read we LED with a graph that showed uh students that were black or biracial you know their trajectory of success on our reading um so disaggregating data uh based on different subgroups is something that we do and remain conscious of as we close a achievement gaps uh you know I've certainly been vocal about um our efforts to close High needs achievement gaps and and the work that our team
036has done there quite successfully so that one's a little that one's a little bit more straight forward in terms of proactive and elevating their understanding um I think when you say uh for teachers how are we doing that I think as a district we can remain proactive and that's probably easier to measure than individual teacher proactiveness in terms of lesson design right so because I like I I have a lot of notes Here sure and a lot of and I end up writing PD extra PD right so is that stuff that is happening currently does it take the form of the training that we were exposed to during our um uh what is it our retreat in 2021 where we uh received that uh sort of high level overview of what could be being taught
037to our or trained to our teachers or is it take a different form or because there there seems to be a lot in here sections D and E seem to deal with HR issues um and some of the S I'll tell you he guided by State Statute uh as well right so in terms of you know employment uh you know some of that's Guided by State Statute Mark Mark asked the question before about um and here it talks about uh you know being considerate of uh vend District shall promote the diversification of its vendor and supplier Court in accordance with law and District policy so by law we set La yeah yeah so you know we're required to do that stuff right so some of this in here is just following statute some of it
038is some of it is yeah I think some of it is aspirational uh in directed to uh from the board to community and administration to um engage in practices that provide Equitable outcomes for kids that's I see this more so is that policy it's um like I said aspirational and directive to the um Administration to engage in practices that support more applicable outcomes for all students I mean the short answer is it's really hard to measure yeah well I mean through data uh outcomes are easy to measure you know the outcomes that we have available to us we do have a lot of data and you know we are very intentional about you know pulling data from a variety of sources um and evaluating that data [Music] so outcomes are easier than intentions or practices
039that so for example um section D talks about providing e equitable distribution of resources opportunities facilities and supports even when it means differentiating resource allocations on the basis of student needs does that mean that that paragraph um handcuffs us uh from a budgetary point of view like what is that what does that mean when there's a an equitable distribution of resources sure so what that means to me whether it's articulated well or not what that means to me is that um resources are uh provided based on you and we already do not equal we don't we don't yes we and and I would say that you know there are some people that are of the belief um that's just take the number of kids in a building divide it into a resource pool and that's
040how much every Elementary School gets so regardless of circumstances in the building you know every Elementary School gets four bucks a kit and that's the budget right well we don't do that we don't we don't it's the difference between equality and Equity right so what we look at is you know when we we're looking at certain things like you know uh mental health supports and uh you know that's a perfect example you there's uh there are demographic differences between our elementary schools um there are massive size differences between our elementary schools you know um we're not going to say every Elementary School gets one one counselor because it's equal you know we look at what the needs are within a building uh both demographically and through enrollment and we um provide Equitable resources rather than
041equal resources so is that a practice that we currently engage in as a school system yes um does is there uh there District policy that tells us to do that no it's good practice but would this restrict what you currently do no no it it it articulates what we're currently do this is all it does it doesn't doesn't restrict it in any way I I certainly wouldn't want to propose anything that limits what I consider to be the good practices that we already engage in in um the section e um when it talks about Staffing process yeah um is that an as is this an aspirational statement or because I know for years you talk about trying to hire essentially non-white teachers yeah um and you've had a hard time doing so um and so
042is this just more codifying that I think think what it what it tells us or is something else no I agree with you in the sense that this is a directive to the administration to do whatever is possible to hire uh uh staff that's reflective of our student body to the greatest extent you can I think the problem would be is if we weren't diversifying our staff and there were no efforts on the part of part of the administration to do so that would be problematic um as it's written in this policy and it probably shouldn't be addressed by the board but is you just indicated I have communicated on a number of occasions the efforts we've taken to try and uh recruit a more diverse staff um unfortunately there are very few students is
043coming out of University uh in Connecticut of color and um all the research we've done with students and other employers says that well they often want to go back to communities that they grew up in that are more diverse and contribute in those communities um and that stinks you know we we try we still try and approve um we just hired somebody uh faculty member who's black the other day umed to be able to add to our diversity we're in the process of creating um a diversity recruitment plan as is required by Connecticut uh and we have at least one black teacher on that committee um to try and gain some insight into additional strategies so we are um we are efforting in this direction I think chesher and a lot of other communities find
044it it's been difficult um just first because of the pool and the lack of candidates that exist and unfortunately it's it's not even just candidates of color that there's a limited pool just candidates is the problem today so um it's been difficult to diversify ER but this is like you said irational to do so and you know I think it's important to hold Administration to that aspiration what are you doing to try and do this it's also um helpful to think of diversity as broader than just racial great and also um you know Hing candidates who are lgbtq plus I know there are other letters different more religious backgrounds Rel backgrounds linguistic backgrounds the the you know the even economic as we've said you know our students be chure uh which you know is pretty
045clearly predominantly white Christian background community and go to universities that are wildly different in a lot of cases and we are doing a disservice to those students not just on that practical level but I think on a moral level by not exposing them to diversity and hiring is a part of that practice I think this this policy seeks to more broadly defined ways that we can support uh to to grow as a school system through the value that is diversity so again being new to this we don't have anything in place like this right now yeah so to um under Section f um the to shall offer provide opportunities for all staff to improve its cultural confidence do we do that now or would that cost extra would that be additional line items in our
046PD budget for that um but we do it now we we do do training you know right so is it so it's just this a codification of what we do or this be an additional I think the administration would work you know continues to work with the board whether through curriculum committee or otherwise to identify areas of focus and we provide professional development in those areas some of it you know we're not always you know putting through the board there's a lot of legal stuff that we just have to do that we do um you know if we wanted to prioritize for all staff I think that's more of an administrative decision the doesn't it says all staff yeah oh yeah yeah and we do provide professional development to a variety of staff and there's
047a plan to ultimately get to everybody but I I wouldn't want when we said we provide professional development to all staff that's that's not time limited it wouldn't say I wouldn't want a policy that says every year we're going to provide eight hours of PD to all staff around diversity equity and inclusion right you know I think administratively we try and be responsive to the needs of our students we use data to determine that if if we were to find that all of our Asian students were performing two standard deviations below the rest of the kids in the district then I think we would be wise to say whoa we need we better fix that yesterday and that would require much more professional development um and we would do that and Target it mean you
048want to Target your personal development what you so I you know to provide I think it is important to provide professional development to our team but it it needs to be reflective of what the needs are and that is everchanging so I wouldn't say like annually or anything like that um there's a one last section here practices procedures and programs that result in over or under representation any group of students compared to peers shall be subject to close review to assure that such results are due to meeting student legitimate educational social emotional needs that that's that so that um if we found that uh in every chem lab that we have there was 100% boys I would want to take a look at that you know why why is that that's dramatic over representation we
049about 47% male at chure high school why is it 100% of our chemlab or some other class um and then we would work to understand what those differences were and hopefully if there was not some real clear U explanation for this then we would work to balance that class better um so the over representation or over representation and we do stuff like that now too you know we particularly the high school sure we do at the high school I mean at the K through uh eight level I think that's your point sure we do yeah the at k through eight level we intentionally balanced classes uh by gender um by other variables too for the best of we can in 9 through 12 when kids are self- selecting courses it's kind of harder to do
050that um and not always appropriate but we still look at the data to make sure it's not like why why why would we have a class that's 100% female or male or whatever the case might be and we try and make adjustments there that would be that would speak to it you're just putting out the over under representation so this couldn't move forward to a first read said you know is it really relates to communicating with the board I would probably send this out separate in advance to say hey this is what we're looking at what would be my recommendation please send any comments to Mr and I'll hold directly do not passco $2 set up right up the J email forwarding all right so suggest we send a copy out for comment the rest
051of the board do you want to make a motion to move make a motion to move policy to a first reading or would you want just feedback thoughts feedback gri dissected it though I'm looking at his notes so we'll leave it to you Adam have you been sufficiently I'm not voting for it so I will second it to you you're not voting for it for what reasons I I don't think it's necessary to have that's why I think you should go because Dei is tricky the topic we deal with it at the University too it's still tricky mhm indeed so and I you know I kind of feel like everybody should be on board with yeah on board so if we were if we were to move this to a first reading the full board
052would look at the policy and we could adjust it later sure all throughout the process you can you can adjust that's kind of what it's designed to do to solicit feedback from U the board and community Through the iterations and then hopefully adop the third reading I I think since we we're holding off on the other one maybe we should start to move this one okay all right so how do we do that by moving it to so I know but you have to make can I second your motion yes okay but the um Carol's drafting a motion right we go thank you you want make Ive that that the draft policy 0523 go to the full board for a first reading what about the part about having OU Cheryl's gonna capture second I second
053all in favor all in favor that's all we have on our agenda for this evening Mo for Journal did you do that yeah yes yeah second I'll say all in favor all in favor unanimous