because sometimes when they hear from their peers, they're they're more motivated than hearing from Mr. Jacobs or I. >> Thank you. >> And I also just have a question about um you know, if there's emergency situations, you know, I have been approached by parents about still concerns about like school shootings for example. And so I'm just curious like what is the plan if something like that were to happen? Like do teachers use their own cell phones? like what like how I'm just curious like what that procedure is kind of looking like or if we've kind of thought about that too. >> Sure. I think when it comes to a schoolwide emergency, um I would probably guess that the adults would say, "Okay, you know, get your phones out, contact your parents." We did have an issue at one of our schools where the electricity went out.
And they're very intellectual. Um, if we look at the the response and how they're thinking and processing what AI is all about, I mean, they're using it at home on their devices to do their homework in their subject area. Studying for tests and reviewing content and then reteaching lesson that is personalized for the student. Um, if you've had any experience with that, it is pretty impressive what students can do um on that aspect of it. Uh, and then viewing a step-by-step explanations to solve problems. Um, I'm going to a little jump ahead, but you'll see that this will echo the high school responses. Some of the recommendations from them are uh they wanted for us to provide students up with information on how AI is used. And then of course inform students about social concerns regarding chatbots uh and the potential to replace human interaction.
So, um which it feels like like dang it, why do we have to send it back? I mean, isn't that our benefit? But, um just the way the bond was structured legally and the selling of the bonds, it goes back to the bond holders um whoever bought your bonds. And so, >> we maxed it out at least. >> Yeah. Yeah. So, um, so we know that 50 is really more like a 35 number probably. Um, so we would pull, we would have to work with Ice Miller to say, "Okay, tell us how much you're anticipating. We're going to max out whatever we have left out of it, pull it out, and then um we would we would finish off the rest with the 26 um technology budget." So, thought there questions on that. it is something that um I'll recommend for approval Monday night if because I have to turn it Tuesday morning to them.
And we start our school year every year with a convocation. Um, and we we have our very first drill day basically of the year where we run through every drill, including earthquake. So, I'm glad to hear that's important because I feel like sometimes teachers are like, why are we doing an earthquake drill? Um, but I read a book, I'm not scared, I'm prepared. And we talk about a dangerous someone. And we start the year kind of that way. And it and it is challenging because we do have three-year-olds um over in our building now in our little bulldogs program all the way up to sixth graders. Um and I think what they worry about is very different and what their parents worry about is very different. And so handling those things um from the jump and making sure that right off the gate they know that um we do have plans in place, students know what to do, teachers and staff know what to do um as best we can in those moments.
>> Okay. >> Yep. So that's another way to deal with it. Oh, and there we go. Kirby got hit by a landmine. >> Yeah. >> Mhm. Another up special. And Jaden punished with a with a back air actually. His >> back air and forward air are very similar. They both use the slingshot. >> Mhm. Oh, send out the fishing rod off stage. Oh, but gets hit by Kirby's up special instead. Sending it out again. Oh, and misses it one more time. >> Mhm. Oh, does it? Oh, blocks the dash attack and uses the don't sign and Kirby with the up air. Oh my. >> Okay, so the Kirby has managed to take the first stock so far. >> Explain to me the don't sign. >> The don't sign is Jaden's up smash and it sends the opponent really high into the air really fast. >> Oh, >> yep.
Dear Devon, thank you for the outstanding job you did hosting the sectional tournament last week. The event was a huge success and it was clear that a great deal of planning and preparation went into making everything run so smoothly. From start to finish, the tournament was extremely well organized and managed with high level of professionalism. Your attention to detail, coordination of logistics and supervision throughout the event truly stood out. coaches, players, officials, and spectators. I won't read what was in parenthesis were all able to enjoy a positive experience because of the structure and organization you put in place. It was evident that you took great pride in ensuring that everything was handled the right way. One of the bestrun sectionals I've been a part of. Thank you again for your hard work, leadership, and commitment to making the event such a positive experience for everyone involved.
Does that make sense? Okay? Cuz I I want to be clear that's cuz that's the starting point for me for February 25th. Obviously, it shifted. And and last night it shifted without having and I apologize I didn't get the opportunity to to talk to you first publicly before I shared some of the information last night. It's not how I operate. Hopefully, you know that. Um so this is where we were. Many of these positions are initially retirements or non-filled positions. The reduction ones are what are added to the 13.2 for the most part. Oop. So, feedback from you all. Independently, said, "Hey, Jim, how do we continue to move the district forward? What does it look like by not having that literacy coach, for instance? How do we fund that position? Because we believe it's a critical position to ensure that not only are we going to be challenged from the Department of Ed to change our K-5 literacy programming, but to have the continued work of um our data teams, uh the coaching that our literacy specialists do, um and to have that instead of having one person try to work through through six grade levels, have one in each building, which we've been fortunate to have.
>> I missed our band. I can't believe that. Our band is amazing. And tomorrow night, I hope many of you come out to see our districtwide, but they are amazing. have grown so much with um with uh Hannah Cherry who's truly taken over. So, we have that as well. >> Any other questions? All right. I see member Goodwin with another hand. >> This really isn't a question, but it's a response. I mean, to a question. Is that >> a response to which question? >> Uh about fifth grade. You want to wait till >> can we save it for the motion? Thank you. >> Any other other questions? Seeing none, I will thank you for your time and for sharing your your experiences, your schools, your invitations um with us. Uh we hope to see you back. >> Thank you for having us. All right, moving right along.
How's that? Uh I'm sorry. Yes, we do. Oh, okay. Yeah. Okay. Uh then I'll work from my copy. You're good. First thank you for inviting me. Uh this uh study was needless to say very interesting uh to do. Uh before I go into the study, just uh give me a minute to give you my background and it'll kind of give you the paradigm from which I come from to look at this at transportation. Uh I was director of the Lower Pioneer Valley Collaborative for the better part of uh 25 years. Uh and while there over a 7-year or 8-year period, we developed school transportation services. And over that period of time, we took over all the transportation for all seven school districts. We built four uh bus depots across the county uh to service them. Uh and uh we were transporting about 14,000 students daily.
We had to call the custodian to come back and let us out. So, I'm just make sure that we're comfortable in doing this to these schools, okay? Because it's not just about us. Is your goal to get more parents to come and see the board and participate? Are we going to have translators at the schools that need translators? And what is it going to cost the board? Okay. Uh, you know, uh, those just And this is just didn't come up. This came up in my mind a couple of weeks ago when we was, you know, and I was sitting I was saying, you know, I'm not going to knock this, but I want to make sure when I go and I was over at, um, Hayestown last week. And you just could barely get a car up in there and it was muddy and, you know, and I know it because of the weather, but we have to be careful.
I went to all the fourth and fifth grade classrooms and said, "Hey, >> contact your parents. We're going to be dismissed at 10:30." instead of waiting for everybody to dial their number. That actually helped tremendously. Got the word out. We also send outs, you know, information through parent square and all kinds of vehicles at the school site specifically to get information out to their parents as soon as we can. >> Right. And what I wanted to add is with the the legislation that was passed around this act, um there is still ed code um accessibility for students to be able to make contact in case of these type of extreme emergencies. So that's why districts have taken different approaches like districts who are actually taking phones physically away from students and putting them in pouches or locked closets, things like that. They are required to have some kind of mechanism for the students to be able to go >> and and fetch their phones in the case of those types of emergencies.
That's kind of very interesting. Uh, that chatbot piece did not come up at the high school level. But it exists. It's out there. Uh, additional recommendations. Teach that AI should be a tool, not a replacement for learning. Emphasize using AI as a last resort when they are stuck. You know, forcing the students to make sure that they think about everything, all the process that your teacher has taught you before you go to AI. Provide a clear use of procedures and review them each semester. And then host engaging assemblies focused on responsible AI use and good practices. All right, our high school um Thank you all uh to our board members that were there for uh the Friday meeting at Chico High, of course, on January 23rd. I felt it was very, very uh productive and we got a lot of important feedback. They shared in terms of what's going well.
So, uh if if if we don't, that's fine. We'll if that's obviously your guys's decision. Um if if we don't then um we'll just have to kick the can. Um because I don't have another option because Tuesday morning is deadline. Well, they gave me like Friday and I said, "Well, sorry, I don't have a board meeting till Monday." and they're like, "Well, >> this will last >> I'll ask for like an extension or something like with - you know again like because you're trying to go through this and go to the federal government and meet their deadlines and so anyways questions on that Sam appreciate your work on that. I know it's been a lot of conversations with Sam and Fivestar and looking at different things and April digging into money and how do we how do we make that work and so >> for money tree?
But I think those two things um are really vital. And then I think just being proactive in in talking about safety. We have uh staff meetings as often as we can um where we do tabletop exercises and I'll throw scenarios at the staff members and have them talk to their teams and people that they're in the hallways with or who they're more likely to be with in those moments. Um, and they talk about what they would do because I think, you know, you might have a drill in place, you might know where you're going to go, but for example, let's say there's a fire. That's probably the least likely thing that's that to happen in our building. Um, and you're supposed to go out that door, but that's where the fire is. So then what do you do? Um, and so we just talk through those things and we u make sure that we're just keeping it a priority and that we're constantly revisiting it.
So, if Jaden's trying to kill off the top, that's a really good way to do it. >> Mhm. Nothing too nothing else too special about it. It's just a really powerful attack that sends him up. Mhm. >> All right. And since it's a smash tag, a smash attack, Jaden can also charge it up. Charge it up and make it even more powerful. >> Nice. >> Mhm. >> All these different moves that these characters have. >> I know. It is. >> I don't know how these cyber tigers keep track of it all. >> I will say >> impressive. >> Mhm. But when you when but when you're exposed to characters as much as the cyber tigers are, you definitely get like a mental profile of like, okay, this person does this by doing this. >> It comes easy to you >> essentially. Yeah. >> Yeah. Mhm.
Your efforts are greatly appreciated. So, just a huge congratulations to Devon and her team um that made all of that happen and certainly showcased again Madison and how well we do things here. So, greatly appreciate that. She's doing a super job. On top of that, um again, a big thank you to Jackie Thirsten, the principal at Rikers, and Nicole Lurig who came today to share their story about what's happening this year. Jackie's had a very successful first year there. Um we greatly appreciate all she's doing. On March 31st, we're having our teacher of the year, support person of the year, and operational person of the year banquet. Um, so looking forward to celebrating that on March 31st at 6 p.m. Reminder, spring break's coming up the week of March 23rd. So have fun, be safe, and we'll see you back after that for the end of the school year.
And and I and I thank you for that. I thank you for for reaching out to me and saying, "That's a critical position as we move into it." Mike and I have had this conversation. My goal was to try to get to a number initially. And but a position like this is critically important to our success long-term. Right? So, you know, I want to make sure that that that position right there is something that you understand why it was put back in. But, it was feedback from you, feedback from the administrative team. Can I just Can I just pause you for >> Yeah, yeah. a minute because I think you've um Yeah, maybe you can talk about later, but glossed over something I think it's just more important for the community to hear, too, which is you've already kind of talked about there's a set of positions that are already being cut, right?
Tonight we are getting many presentations and I love it. Um, next up we have our transportation study presentation given by Richard Lee. Um, I will do another screen share, but as a reminder, this was a study that we commissioned to better understand our transportation program here in the district. Um, and so Mr. Ree's company did that study for us and has a recommendation. Give me just a moment to get my screen share set up. What? Yeah, give me just a moment and I'll have that screen shared. There we go. >> Can you put it up to full screen? >> I can. That is as full screen, but I can try to zoom in a bit. >> How's that? >> I'm sorry. >> Yes, we do. >> Oh, okay. Okay. Uh then I'll work from my copy. >> U >> first uh thank you for inviting me.
Uh 2,500 about were which uh were special ed students. And over the course of that time, I got to know a lot about uh school transportation both from a self-operated standpoint as well as a contracted standpoint. Uh so, uh when we first started looking at the study, uh we were told or asked that uh it was primarily to look at special ed transportation. But as I said to the superintendent in our first meeting, you really can't pull special ed transportation out from the total transportation operation because you're taking it out of context. And so we looked at both regular and special ed transportation. We looked at both contracted and self-operated transportation. And just as a reminder, roughly 50% of your special ed students ride regular buses anyways. Transportation efficiency when you think of it, it's not just the number of students on a bus or number of students in a van.
We're real, you know, safety for everyone, not just for us getting there. And we all come from different area of the city. We work, we have other things that we have to do and to just, you know, to have a set position to know where you're coming for a meeting. Is this is all that I'm saying. I would also appreciate or think that the teachers or the principal that's doing the presentation for the school would be excited to come into this school and do a presentation versus their school and hassling trying to find out we don't have no microphone, we don't have enough chairs, we don't have no water, we don't have none. And it would also impress me to see the children that they bring that they can come into the board room and say, "Okay. Elementary kids, another five or six years, this is where I'm going to be going.