They did an incredible amount of reading and then they went unit by unit. This is a course that as a as a first year English teacher I could take and teach because it's really well built out. I would say better than any other high school English course we currently have outside of ERWC which is also really well built. The kind of thing we should do to every course with that level of detail just about week by week. So our thoughts bringing this to you for approval. This is a discussion action item and I'm doing all the talking. I'll stop in a moment. But this we want to take this forward even though we understand that it's not in the governor's budget and it's not funded. And so the 2526 requirement as such isn't looming as hard as it was it was when this was first passed.
However, our community met with us all those nights and they said to us, do this work. So we did the work and we built a course we believe in. We would like to go forward and at least pilot these um language arts units, begin the process to refine them, bring to you supplementals as we've, you know, kind of get a chance to make sure they'll fit well so that the class of 2030, should this be funded ever, has the graduation requirement met. But we believe the course is good and going to serve students well. They'll be set up not only for um what they need to do to be citizens of the world, but they're going to be well on the way to the state seal of civic engagement even from this language arts course. And so I just want to let um briefly Tim talk a little bit about what some of the students have uh he's had a chance to pilot some of the units and what some of the students have said to him as they've kind of had a chance to engage in some of this content.
Thank you, Mr. Slashler. Um, I had a unique opportunity to work with all my colleagues and I just want to thank everyone on our team that contributed to this this course and I had so much fun uh working with everybody. Um, so I chose to um pilot this course at HTPA as a as a study skills course. So that's what will show up as uh transcripts as an elective. And using my unique uh body of students and my flexibility on the site, I said just go ahead and just throw in some of this hard work we've been doing on and see how the students like it. So that way I could develop the individual lessons and build towards our our units. And I have two anecdotes to share with you on just the level of uh impact this the positive impact this had for students.
And uh um I'm a little hesitant to say because uh some some of our students could be pretty vulgar, but um one was from a Hispanic student. Love him. And he said uh he just found out in my course that what it means to be Hispanic. He had no idea what that meant. And like, did you know that Hispanic means you have indigenous heritage? And he said, "I had no idea." I was like, "Really? What did you think Hispanic came from?" Like the skin tone, everything. And he said, "I don't know, Mr. Hulk grief. I thought we were just little beaners." And I had to like really take a pause back like this is where did this kid get taught this type of uh label, you know, with with kids in social media and stuff like that. they just get all these stereotypes about their own identities and who they are.
And uh with adolescence, a lot of our young students are just struggling to have an identity. Like they're a lot of them are just trying on a different personality every week, you know, trying to find an identity. They just want to fit in society. And so what this course that I've been going through is shown students that they can actually learn more about who they are and have pride in who they are and have an identity that's not defined by the environment. And I got one more anecdote to show share with you. And uh this one almost brought me to tears. I had a African-American female student who said we were doing an activity. It was uh we were doing like a a restorative practice where um we were talk about our names and it was a it was the same kind of activity we did in the actual um uh yeah the sessions and uh and I I use this in my classroom and we talk about our names.
Do you know where your name comes from? Do you like your name? Who named you? What does your name mean? And she told me she didn't like her name at all. I was like really you have a beautiful name. Why don't you like your name? I don't like my name cuz it sounds ghetto. So I was like, "Wow. Um, you have a homework assignment. I want you to go home, find out who named you. Why did they name you? What does your name mean?" And when I met with her the next day, she was really happy, really excited. Mr. Hulk, if I know what my name means. I was like, "What is it?" She's like, "Well, my parents couldn't decide what to name me." One, my mom wanted to name me from after someone from my mom's side. my dad wanted to name me after someone from my dad's side and they brought the two names together and combined it and that's my name and she felt just wonderful about herself and her name and what it meant for her.
So, um I think that's really the true magic of this course and what can do for students. So, thank you. Thank you for listening. This is an exciting time for us as we move forward. So you'll understand that as we do this approval, we still have UC submission to do. We have steps to take, but it lets us really dig into the piloting and refining process, and I'll leave it in your hands. Okay. Thank you. Well, we'll open up for this. Go ahead. Thank you, gentlemen, for your uh volunteering and uh stepping up to the plate. So, it's good. So, we can open it up for any discussions. Um, anybody have anything? I I do. Okay. Um, as a as a history, social studies teacher, I was really sad that this was in English, but I did some research. I read some of the books that were on the list.
Some of them I already knew. Um, I spoke at length with Miss Wild, who I've worked with before, and I came away feeling really positive about this. And hopefully having this early start to implement and pilot, it can. It's not a given. We can make changes and adoption. So, um, I kind of did like a little bit of a 180, you know, even though I'm like English really, but, um, I I feel really confident about it now. So, thank you for sharing and for piloting already, uh, bits and pieces and I have high promise and hope. Great. Anybody else? Yeah, I am just so I think Renee, you getting your mic? Well, yes. I was just going to thank the all the staff that put so much into this and developing this curriculum. So important. Uh the study of ethnicity and finding identity and having understanding for each other.
Um I just want to um extend my gratitude for you guys developing that and bringing it to our district. Well, I'm coming from a different angle uh because um when this was brought forward um Trusty Buchanan um went out and got this spreadsheet and PowerPoint and shared with us, but I was looking at it uh as a as a person whose history has never been taught the right way. uh and so it was very important to me uh to actually hear how history or our stories will be told. Um so that was why when trustee Buchanan selected um another trustee who is no longer with us and and I to uh participate, it was so that we can see through the lens of our history. Um, and I wanted people to um take the time to know um that everybody has a story and we can no longer be satisfied with the single story.
Uh, so um and going to these meetings uh after work and finding the interest from the community was exceptional. Um, in most in most instances, we just sat back and let them do all the talking. And you walk out of there and you go, "Wow." Um, they are really interested. Everybody has their own little agenda that they're bringing to the table. But at the end, they all had an agreement. Uh, the only question I I had at the time was I wanted to make sure that the text that will be used will be written by the people who represent that race. um and not a text written by somebody who did not represent that race. And I've always maintained that the storyteller is good if he is the lion that did the conquering and we have never taken the time to ask the question of the conquered.
Um how did you see the story? Um so uh Mr. Tim, I'm always in touch with him. He's always checking with me about books that I have run into and I pass it on to him. uh and I think our students are going to be absolutely uh truly blessed to have this little door open for them and maybe they will have better um better ways of looking at themselves. So before I step away, I need to truly thank this the cabinet for even agreeing uh to bring the um county to come and do our training um and to find the right county staff to come in and do that training because not everybody can train the way they did. They made us all feel welcomed when they were training us. and and I I also have to thank Trusty Buchanan for having the uh foresight to go and do some additional research so quickly to have it ready for us to get started and for that I say thank you Mr.
Schllo I really appreciate it. Thank you Maria Amanda thought you had your hand up. Yeah. So I'm just I'm so excited to see it come full circle and be ready to be piloted. Um, and I know I I did come to that meeting with the packet and I just I knew that if we involved our community and our professionals that we have here, the the teachers and the expertise of your office, um, that we could create something unique to Apple Valley and what our community needed rather than um, I I didn't want to fall down a rabbit hole of like one person or group saying this is what you're doing. Um, and I I'm just I'm so pleased with how it all came together and how everybody worked together to create something that is just for us Apple Valley that that represents our students. So, and those anecdotes were great.
Okay, with that we can uh move forward with a vote. So, you need a motion to approve. Can I make the motion to approve? Do you have you have a second? I do. Uh, Maria. All right, I'll do roll call. Uh, Tucker I. Longore I. Aquara. Yes, of course. Buchanan I. And I vote I as well. So the vote is 5-0. That passes. So we'll move this forward. Thank you everyone for the hard work. Item three, review consideration for fiscal crisis management assistance team FITMAP study agreement for managing assistance fiscal health risk analysis FH. I'm going to defer this over to the superintendent. Did you have any Matt?
Well, I'm I'm gonna turn it over to Matt if there's any questions, but um basically it was what was requested and we brought the contract forward. Yeah, I think probably the questions. Matt, well, do do you have something you want to add or you just want questions? No, I don't have anything to add. Okay. Okay. So, I guess the basic is um would be Anita, you brought this forward. You want to start? Uh this was your agenda item. Yes. Thank you. Um I appreciate uh Mr. Schillingberg bringing uh the quote so quickly and putting this on the agenda. Um, I'm hopeful that uh we can vote on this tonight. Okay. So, um, just real quick, Matt, what's the cost and what does it cover? If you can give us that in a Well, as listed in the proposal, um, the cost is listed as not to exceed 23,000.
That depends on the actual staffing that Fikmat is able to assign to the project. Okay, great. Okay. Is there any other discussion or I have a motion to approve? Um, there was discussion at our I think it was the last meeting about what exactly would be included in this. Um, I just am curious like what is this going to show us? Because I know we were told also that it wouldn't there was things it wasn't going to not going to do forensic forensic. It's not a it's not a forensic audit. It's not a forensic. It's just fiscal health. This particular item as requested the fiscal health risk analysis is just that. It's analysis. So you'll see on page one of the proposal under scope of work a scope and objectives. Number one, prepare an analysis using the 20 factors in fixmats fiscal health risk analysis and identify the district's specific risk rating for fiscal insolveny.
Um I don't have that list of 20 factors. Those are available on the FickMat website. Um but that's essentially the focus of this particular project. They will ask for documents. They will visit the district. They will most likely interview Cindy and myself. Um, and I don't know the exact scope of work um, until we sign the agreement and then we will work with Thickbat to schedule the appropriate uh, um, document shares and uh, site visit. So when you say it's not to exceed 23,000, if they they come in and they give us a scope and we just want a portion of it, the cost will be less for the less amount of work that they put into it. Well, actually Rick, you know, the the scope is not going to change. Um what will change is um when when FikMat goes into districts, they have people that are actually FIMMAT employees and then they have consultants that are um professionals typically working in school districts who are independent contractors that um will work f will work for FICMAT on some of these studies.
If if it's typically a fiscal health risk analysis I believe is two individuals and there will be one person from Fikmat at a minimum. If it's two Fikmat people that's actually cheaper. Um if it's a FickMat and a outside consultant that's more expensive because they bill for actual expenditures. So the 23,000 is assuming one Fickmat individual and one consultant because that is the most expensive option. If it if it comes in as two FICMAT employees then it will be less but the scope will not change. Oh okay that clarifies it. Thank you. Yeah. Thank you. It's a pleasure of the board at this point. Can I make a motion to approve as submitted? Okay. We have a motion by Tucker. Does anybody want to second it? I'll second it. Second by Longshore. Okay, we'll do a roll call vote. Tucker I. Longshore I. Opara I.
Buchanan I. I'll vote I as well. Okay, we moved that one forward. Thank you. Thank you. uh um Matt for the information and uh Tren for bringing it forward, putting it all together. Okay. Consent agenda has recommended the board of trustees approved the number of agenda items on the consent list. So we have 1 through 31 tonight. So um we seem we haven't been able to get through the consent agenda without pulling anything. So I'm going to ask right now who wants to pull what? away. Go ahead, Paul. I don't If there's none, we can ask for a motion to approve one through 31. I'll make the motion we approve 1 through 31. Um, can I pull an item? Yeah. You got to speak up quick. Okay. Yes. What do you want to pull? Um, I'd like to pull item number one. Number one. Okay.
Anything else? Okay. So, I'm going to amend my motion to approve 2 through 31 and second. Amanda. Yeah, I seconded the first. Okay, I'm going to amend that that motion then. So, you want to second my amended motion? Sure. Okay, you can. Okay. 2 through31. Tucker. Roll call. Did we do a motion? Yeah, we have a motion. A second. We're pulling one, but we're two through 31. Okay. I Okay. Longshore I Okbara I Ukuchanan I and I vote I as well. Okay. So we got that cleared. So go ahead and uh we pulled one. So what's your question on one Renee? Um I guess it's more of a um I guess clarification and um concern um in thinking about moving forward with Gamut. um in their service agreement um number seven data and records um which is page two out of six uh quote unquote they state CSBA has no responsibility or liability for the accuracy of documents, files, data or information uploaded to the service or provided by subscriber or subscribers users.
So the subs subscriber acknowledges that documents, data and information uploaded to the service are not an official record and acknowledges its responsibility to create an archive of such materials when subscriber desires them to serve as official subscriber records. Subscriber agrees not to hold CSBA liable for any damage to any deletion of or any failure to store subscriber information. CSBA is not the custodian of subscriber records for any purpose and will direct any third party's request for subscribers information or records to subscriber. So I would like to make a motion to continue utilizing board docs for the 2526 school year. This will give us time to navigate the process of FICMAT without any data movement or upheaval. Just for background, it wouldn't be a motion to go back. It's a would be a motion to deny the contract is what you're asking, right? Um, yes, it's not a mo.