Thursday, February 26 Regular Board Meeting

001President Harden, before we begin today's meeting, I would like to read a few announcements. Good morning. Welcome to the February 26, 2026 board meeting. Before we start the meeting, I would like to share a few safety points in Nick's meeting announcements. Please note that the primary exit and entrance to the boardroom is the door which you use to enter this morning. If you're leaving the room, please use this door. The restrooms are outside the boardrooms to your left. During the meeting, we ask that you keep all aisles and exits clear. If you need any assistance during the meeting, please wave the attention of one of our security officers. Please mark your calendars for the upcoming meetings. The next ARC meeting is scheduled for Wednesday, March 4th, 2026 at 10:30 a.m. The next board meeting is

002scheduled for Thursday, March 19th, 2026 at 3 at 10:30 a.m. The ARC and board meetings will be held at 42 West Madison Street Garden level boardroom. For details on how to register to speak or observe at the meetings and to learn about the speaker or lottery process, please visit the Chicago Board of Education website at cpsb.org. If you have any questions about registration or public participation, please contact the board office for assistance. Thank you for joining us today. President Harden, we are now ready for you to begin the meeting. >> Morning everyone. Welcome to the Chicago Board of Education meeting. Today is February 26, 2026. We are holding today's board meeting in the boardroom at CPS Loop Office, 42 West Madison Street, Garden Level. I'd like to note that the board members, honorary student board

003member, and senior leadership are physically present in the boardroom. Registered speakers may join us in person or or virtually if they've opted to do so. I'm President Shan B. Harden. On behalf of my fellow board members, thank you for joining us today. The regular meeting of Thursday, February 26, 2026 is hereby called to order. Board secretary, please call the role. Member Smith >> here. >> Member Lopez >> present. >> Member VeZ >> here. >> Member Bole >> here. >> Member Wallace >> present. >> Member Kuster >> present. >> Member Pope >> here. >> Member Rosenfeld >> present. >> Member Rivas >> present. >> Member Brown >> present. >> Member Bannon >> present. >> Member Gutierrez >> present. >> Member Biggs >> present. >> Member Thorakura >> present. Member Blae, >> present. >> Member Zachor, >>

004present. >> Member Deberry, >> present. >> President Harden, >> present. >> There are 18 members present. We do have a quorum. I'd also like to recognize Dr. Maline King, interim superintendent, chief executive officer. Elizabeth Barton, acting general counsel, Dr. Alfonso Carmona, acting chief education officer. Charles Mayfield, chief operating officer, and Destiny Singleton, our honorary student board member. As we begin today's board meeting, we do so in the wake of the Honorable Reverend Jesse L. Jackson Junior's passing, senior's passing. And before we get into the business portion of today's meeting, please allow me a few minutes to say a few words about the positive impact Reverend Jackson has had directly on Chicago Public Schools. Reverend Jackson never lost sight of how important it is to pour into people and as a >> Excuse me. President Harden,

005sorry. Can you put your mic closer to you? >> Absolutely. >> Thank you. >> As a statesman, he used this incredible convening power to drive action and that action included on education. He established the push for excellence MLK breakfast which celebrates Dr. Martin Luther King Jr.'s work by bringing together community members, civic leaders, and business leaders to raise money for scholarships. More students in Chicago so that students in Chicago can pursue higher education. He went on to lead this effort every year for 36 years, raising more than $20 million in scholarships for thousands of students across the city. His dedication to education and mobilizing far and wide to make a difference in is his legacy and his legacy is our call to action. We have our work cut out for us and in the galvanizing

006words of the honorable Reverend, we will not stop. So, please join me in a moment of silence as we recognize the extraordinary life, legacy, and profound impact of the civil rights icon, Reverend Jesse L. Jackson, Senior. Thank you. The order of the meeting will be as follows. We'll begin with honoring excellence, interim superintendent CEO remarks, committee updates, public participation, recess. We'll recons reconvene from recess. There'll be a presentation on the capital planning process for fiscal year 27. There'll be a discussion on public agenda items. We'll vote on public agenda items. Go into cold session. Reconvene from cold session. And then we'll adjourn. >> President Harden, before you proceed, for the record, note that the following board report is being withdrawn. RS3 resolution approving interim superintendent chief executive officer's recommendation to dismiss probationary appointed teacher. President

007Harden, this resolution is being withdrawn. Nicholas Davis resigned effective February 26, 2026. >> Thank you. We'll begin with acting chief Carmona. Please proceed with honoring excellence. >> Uh thank you, President Harding. Uh good morning. Today's honoring excellence segment showcases our district's unwavering commitment to providing a high quality arts education for every student. As any student in our arts, drama, dance, or music programs can attest, the arts are not an extra at CPS. They are a core driver of equity and excellence. Beyond cultivating creativity, the arts awaken passion, build confidence, and reveal talents that students may never have known they possess. Research also shows that arts participation boots attendance, fosters a sense of belonging, and develops the critical thinking and collaboration skills essential for life beyond high school. Despite our financial challenges, investing in diverse arts

008pathways remained a top priority for CPS. Today's presentation is more than a celebration of talent. It is a look at the instructional infrastructure powering our strategic vision success 2029 together with rise strategic plan as well as the arts education plan 2.0. To lead us through these details, I am pleased to introduce our executive director of arts education, Cesar Torella. >> Thank you. Morning, President Hard and CEO King and members of the board. We're here to discuss honoring excellence today. But in the department of arts education, excellence is not an award. It's not a session. It's not a presentation. It's the standard for student experience in this district. Today serves as a progress report on how we are leveraging the arts is a core instructional lever to meet the high expectations set forth in our district

009strategic plan success 2029 and the arts education plan 2.0 cultivating creativity in Chicago public schools. We no longer view arts education as an extra as a nice to have. We view it as the primary delivery mechanism for student engagement, attendance, and post-secondary readiness. When our students are connected to the arts, they are connected to their schools and their futures. The work you see today proves that when we invest in the arts, we are investing in the cognitive and emotional development of the whole child. With the adoptions of the arts education plan 2.0, cultivating creativity, this board made a commitment. This board made it a renewed promise that every child in Chicago public schools deserves the transformative power of arts education. Arts education in CPS are not an elective. It's not a holistic course. It's not

010an enrichment program. Arts in CPS is the core component of our student education. Furthermore, arts education is the strategic driver for this district to meet its goals. On February 17, we move from vision to execution. At Camera's Elementary School, we welcome over 400 educators and citywide partners across all disciplines for a day of transformative growth and learning. This wasn't a professional learning day. It was an investment in our teacher in our arts teacher workforce excellence through our partnership with Ingenuity and our leadership of lead Lilliam Blazer, arts education manager and Chicago's arts administrator of the year. We deliver over 20 curated sessions and that allowed our teachers to align their unique artistic practices directly to the district framework for effective instruction. I want to extend a personal thank you to board member Rivas, board member

011Bannon, and board member Smith for being that day present with us in the trenches. They were dancing, they were singing, they were acting, they were painting, and we have pictures and videos. Your presence signaled to our educators that their professional rigor is a district priority. We invite all of you, all of our board members to join us in the future as partners in this learning. My key takeaway, however, came from a keynote offer by board members myth. He challenged us to move away from the perception of arts for art's sake and move into a district adopted arts for the district's sake. He noted that while report cards pickups often see low family engagement, an arts performance on the other hand brings out the entire family. Mom, dads, uncles, grandparents show up to see their students

012perform. And so my question to the district then is why don't we move forward towards combining them both. Academics and arts go hand in hand. They do not compete. This is the crux of our strategy. The arts are the most effective front door we have for our community trust and student attendance. When we treat arts, student performances or exhibitions with the same academic weight as a report card, we stop treating the arts as an elective and start treating them as the essential engine for school improvement and citywide family engagement. We're not teaching students how to play instruments or play or dance. We're building the conditions where those students and their families choose to show up and succeed. You may have noticed that this room today feels different. I hope that you had an opportunity to

013look at the exhibition in our reception area. The student artwork displayed in here in these cases are from our realized program. And this is more than an exhibition. It's a visual mandate. By bringing this work into the board chambers, we ensure that students, those students most impacted by your policy decisions are physically present in the room where those decisions are being made. I want to thank President Harden and Dr. King for their vision in making our students brilliance and artistic uh a permanent fixture of this room. This marks the launch of our reoccurring quarterly revolving exhibition, ensuring that as we navigate fiscal and operational realities as a place of business and governance, we remain proximate to those the decisions made in this very room impact the most, our students. In CPS, we have moved past

014viewing arts as an extra. It is a primary delivery mechanism for student engagement and post-secary readiness. And to achieve the goals of this district plan success 2029 and the arts education plan, we're building a three layered infrastructure. A systemic leadership strategic alignment from central office to the classroom. Workforce excellence. We're focusing on rigorous instructional discipline led by national awardwinning educators and ultimately how does this reach the students and enhance the student experience. Programs like realize that you will hear from today are the technical bridge to college credit from college credit to the Illinois $30 billion creative economy. When we invest here, we're investing in the cognitive development of the whole child. But a strategy is only as strong as the leaders executing it. To speak more on how we are disrupting cycles of inequity through

015our visual arts programming, I want to highlight the caliber of leadership within our department. It is my distinct honor to introduce a leader who embodies our commitment to equity and excellence. She was recently recognized by the National Arts Education Association for her transformative work. to walk you through our recent successes in workforce and student impact. I am passing it over to our visual arts content specialy and our 2026 National Arts Education Association National Agents of Change for Equity, Diversity, and Inclusion, our very own Alysia Copek. Good morning members of the board, CEO King and President Harden. I am My name is Alicia Copc and I'm the visual arts content specialist for the department of arts education and I am honored to be here to actually uh share the work that I do and being able

016to like receive this in front of you that and thank you for the accolade and the recognition. But I'm honored to receive this award from NEA because the work that I do is rooted in the belief that the arts are not just a subject but a primary vehicle for justice. As a member of the steering committee for the office of teaching and learning, I have led our central office leadership in deep dive professional learning focus on the anti-racism framework. By developing culturally responsive frameworks, we shift our focus toward a pedigogy that in intentionally affirms our students identities. I've integrated the CPS black success plan directly into our visual arts professional learning programming to disrupt historic cycles of inequity by championing rightful presence for every learner. By implementing non-traditional inclusive artist statements, we ensure that every

017student, regardless of their learning style or language, can articulate their vision. I have bridged the gap between our district and the broader field by strengthening partnerships with both Illinois and National Art Education Association by closing in on this opportunity gap for over 700 visual arts teachers, moving us closer to a district where every CPS student experiences an arts education that is rigorous and joyful. my role as a visual arts content specialist on the professional learning team in the department of artsa education alongside my colleagues representing all the artistic disciplines. We provide a tiered system of supports directly for teachers. I often like to say we make it make sense for them by breaking down CPS priorities and initiatives that may appear overwhelming and provide pathways for understanding all while demonstrating culturally responsive teaching through best

018instructional p practices and meet the needs of all of our students of Chicago public schools. This is how we support our teachers in providing highquality curriculum that allows us to celebrate the brilliance and excellence of all our students. In the four years I have served in this role, I have dreamt of ways to celebrate the artistry and brilliance of the classroom leaders. We depend on them every single day. So, prior to becoming servant leaders in the classroom, the teachers cultivated a passion for the arts. And that is why we are honored to bring to the CPS community reconnect, an educators exhibition. The once was a virtual exhibition is now an in-person gallery show that highlights the contributions of our educators across all subjects, not just the arts. Believe it or not, we have a few

019science and math teachers who are in the show. engaging teachers in the inner core and their understanding of how their identities impact relationships and communities on the daily. We align these efforts with NAEA conference taking place in Chicago next week as well as the upcoming youth arts month both coming up in March. Reconnect has expanded the collaboration with Columbia College of Chicago to bridge the gap between K through2 educators and higher education arts community with over 80 original works submitted and underwent a competitive jury selection. This process was to ensure a high caliber exhibition. 51 selected works are featured in the final exhibition showcasing the diverse technical skills of our teaching artists that are in the classroom. The exhibition includes artists from 39 CPS schools representing a broad geographic and demographic cross-section of the city.

020This initiative is 100% externally funded through the generosity of donors and partners including Columbia College Chicago and school specialty. I personally invite you to attend the exhibition which is still running until March 12th at C C33 Gallery on IDW Wells. Come join us and celebrate the artists who teach and the teachers who create with our students every day in every school in every community for our for every single one of our CPS students. Next, I would like to invite my colleague Jennica to speak to the next layer of support we offer at the Department of Arts Education. Thank you, Alysia. Um, good morning everybody. I am um good morning. Good morning, President Hardin, CEO King, and members of the board. I My name is Jennica Oncoy, and as the program manager for Realize, I am

021so incredibly proud and grateful to share with you the impact of this program that it has on our students. Um, before I jump into that, I would love to just acknowledge the beautiful work that is outside and the ability to make that happen. Thank you so much to the CBS board of education for allowing us to decorate and beautify these hallways. Our students are elated to know that their work is in this space. Um, I would like to give another shout out for my teaching artists who also made this possible. They helped in the co-curation of the work outside as this is just a selection of the work our realizes realize students have been doing just for this past fall semester. So a little bit about realize realize is a free dual enrollment arts program

022built in partnership with Colombia College Chicago. The program builds a bridge between high school and college and career for CPS juniors and seniors who are aspiring artists desiring to become emerging artists in dance, media, music, theater, and visual arts. Realize provides post-secary credits and portfolio development support, removing some of the financial barriers to success in Chicago's creative, economic, and creative communities. If you spent a week attending the program and probably a little bit less, maybe even a day with our students, you'd see that we're offering more than just college credits. Unlike traditional dual enrollment programs where students may take classes two to three times a week, Realize additionally offers students a full studio experience. They're not just in classrooms, they're in art studios and those becomes homes for them and their craft. Our students work

023side by side with professional teaching artists. If you're unfamiliar with teaching artists, that means that these are professional artists in the field who have a strong background in education. And those folks mentor our young people. It's a holistic approach that blends introductory college courses with realworld arts mentorship. By the time these students finish high school, they're walking away with six to 12 completely free college credits already under their belts. They have professional portfolios ready for a recruiter's desk. And they're already having the experience of standing on a stage or in a professional gallery showing their work to the public and to the Chicago creative community, letting them know that this is the voice of the next round and generation of Chicago artists. In just two years, we've seen our enrollment triple. Um, and that tells

024me a lot about that our students in CPS are hungry for this, that they want to be challenged, that they want to be seen as the professionals professionals that they are becoming. Um, and right now, our goal is to make sure that by 2030, we are providing this level of access to 200 CPS students every single year. I feel so lucky to do this work every day. I really do as an artist and an arts educator who's been doing doing this for over 10 years. This means a lot to be in this space to be able to help shepherd this work and um I just feel so lucky and thankful to be able to share this just a little bit of what Realize is today with all of you. Before I pass this to one

025of my teaching artists, I want to share just a brief video from Realize to just give you a little pizzazz. Um, and then I'll pass the mic to Devon Kane, one of our key teaching artists, who will be describing the impact of the program and the perspective from a teaching artist point of view. >> My counselor had told me originally, it doesn't hurt to try. If you don't like it, you don't have to stay. But what if you do like it? You have to think of the positive what ifs, not the negative ones. >> It's tailored to fit us to actually make us get something out of the program instead of just feel like it's an extra workload. Realize is a cultivating space. Whatever you bring to the space, they're going to help you make

026it bigger and better than what you could have possibly imagined. This is not intimidating at all. Um um good morning, Mr. Board President, CEO King, and esteemed board members. Um, before I begin my remarks, I just want to say that I am a product of CPS and I am also an alum of the Gallery 37 advanced art education program that is no longer in existence. Um, my name is Devin Kaine and I am a teaching artist with the Realized program and I'd like to share with you what makes our studio model different from a standard art class. In a typical high school, art course students usually follow a set of curriculum, learning the fundamentals of art or analyzing visual culture. But when a student walks into the realiz studio, the energy is fertile for radical

027imagination. Here, the projects are studentdirected and vocationally focused. If you step into our media classroom at Wells, you won't see 20 students doing the same assignment. You'll see students editing a short film based on a childhood memory. You'll see a student producing music that reflects their inner landscape. You'll see a student designing a video game with his own cosm cosmology. My job is to probe for deeper answers to cultivate systems of meaning making and give students the professional tools and insight to make any creative endeavor a reality. As a teaching artist, I'm a mentor to our students and a colleague. I'm working side by side with juniors and seniors, showing them the ropes of the industry. We talk about building new worlds and using media to communicate what is real to us. Things you can't

028find in a textbook. We show students what it's like to be a working artist. We discuss how to handle a gallery opening, how to talk to a client, how to build a career that actually pays the bills. I'm still paying my bills, by the way, though. Uh the impact of this time the impact of this time at well studio is profound and transformative. We st see students go from liking art to owning their identity as professionals beyond earning 6 to 12 college credits. They are building the stamina and the portfolios they need to survive and thrive in the world of their own making. And so as I started saying that I'm a product of CPS, I remember my art teachers, some of them. Um, but I know my teaching artists from when I was a

029senior in high school and we still communicate to this day. And that experience, that one year in Gallery 37, transformed my entire life, and I am completely honored to be standing here in front of you all. Um, and sharing this space with this incredible team. Um, I'm very humbled. Thank you. Thank you for this opportunity to share with you about the program. Morning everybody. >> Good morning. It's >> President Harden, CEO King, and to all the members of the board. My name is Aaron Johnson. I am a senior at Morgan Park High School. I am also a senior in the Realize program. When I first joined Realize, I own my own business. I still do. I was a event photographer. I came in to realize thinking I could do this. I knew what I was

030going to do. I was going to make some projects, get the credits, move along, go to college. When I walked in, I met so many people. I met people who challenged me. I met people who wanted me to do better. I met people who thought I was not doing enough for myself. And this made me think, as a event photographer, you're shooting for other people. You're shooting their vision, what they want. You learn a very unique set of skills that when you go to this event, you snap these very specific shots, you edit them, pass them out. That's it. When I was working alongside my peers and with Devon's tutelage, he said, "What about your story? What about what you want? What about the What about the photography you think that you want? That made

031me think. Now, as throughout my years, I've written I've wrote stories from head to toe. I can tell y'all stories right here, right now. But Devin said, "What if you turn these stories into your photography?" Now, I myself have never lived a reality TV type of life. I've never had those very drama-filled days where I'm out here crying. Boohoo. Devin said, "Turn those stories of those reality TV type of lives into your photography." And that threw my whole life upside down. I now shoot to control my own narrative. I shoot pictures to tell my own story. And this led me to learn more about myself, not only as a photographer, but as as a person. I enjoy having small symbolic pieces that only myself and other people of a very unique and niche community will

032understand. I had it's opened my eyes to options that I've never seen. I now realize my view was extremely limited and I don't have to follow what other people say because other people have told me, "Oh, that's that's not going to work." No, you should go back to what you know. Realize Jennica Devon and other teaching artists said, "No, forget them. Do what you want to do." And that's led me to say, "I'm not going to go to the colleges everyone has told me to go to. I'm not going to go to H.B.C.U. party school or the one all my friends are going to." I said, "I'm going to start my own path. I'm going to go my own way." So in turn, I decided I wanted to go to Knox College in Gailsburg, Illinois.

033I decided I wanted to make my own path. And in my closing, I would like to say without realize, I would not have had a head start on my degree. I would not be able to graduate as a junior instead of a senior in college. I will not be able to stand here today. Thank you. Good morning, President Harden, CEO King, and all the members of the board. It's an honor to be here. I'm Aubrey Small. I'm a junior at Realized at the Realized program. I am also attend Almanson up north, and I had always been in an academic setting. I actually considered joining the international balorates program, but it really lacked the focus on an art career and the focus on the emphasis on creative expression that really this realized program offered. I and

034in terms of that creative expression, realize gave me the space and time to explore the ideas I find interesting. I personally like tackling the existential. In my opinion, art is one of the most impactful ways of engaging with the world and our and ourselves ex and exploring the fundamental questions about ourselves is something I was interested in. But in terms of a future art career, being able to attend Columbia College is a really valuable experience. My time there feels more real and more concrete, like I'm actually doing something with my time. But the Cape exhibition is when things really felt surreal. For a long time, my art was just sketches in my notebook or doodles on my iPad. This exhibition felt like a step up. And really, that's what all of Realizes felt like. A

035step up and an opportunity for my art to be something greater. Thank you. Good morning, President Harden, CEO King, and members of the board. My name is Danielle Holtz, and I'm the program director for all of our citywide student art programs. I'm so grateful for the leadership of Jennica and Devon today and I'm so proud of our Realize students presented to you all. If you're curious to learn more, um, our website is cps.edu/realize. We'd also welcome an email to realizecps.edu. I would be remiss to not say that, uh, applications for next year are open through April 18th. So, if you know a current sophomore or junior interested in dance, music, media, visual arts, or theater, please send them our way. The Department of Arts Education would like to thank our partners in this work. We

036are very grateful to Columbia College Chicago for their partnership on the Realize program and for supporting us in the relaunch of the Reconnect teacher exhibition. Wells Community Academy High School hosts the realized studio space and we're lucky to have their leadership, Principal Evans, as collaborators in this work. We are also continuously grateful for the extraordinary talents of our CPS educator community who lead the way in creating rigorous and joyful learning environments for our students. Thank you teachers. There are several other opportunities to celebrate the work of CPS students citywide this spring and I want to make sure that you know about all of them so you can come out and see the tremendous work of not just the realized program but students citywide. We're reading this slide left to right. New this year is a

037prek through 12th grade 3D exhibition in partnership with the Art Institute of Chicago. This collaborative youth exhibition was designed by the art of the art institute of Chicago's teen council and the Chicago public school art student voice committee. It features 68 student works from 49 CPS schools in the art institute of Chicago. The exhibition opens March 5th and it will be in the Ryan Learning Center and it runs through June 5th and it is completely free to attend. Our largest exhibition of pre-K through 12th grade works in partnership with the Design Museum of Chicago opens May 1st and runs through May 30th. I'm really excited to share that over 1,700 students applied for the exhibition this year. Um we're making final selections today actually. So we'll be announcing the exhibitors later this month. And the

038all city performing arts spring showcase will be on May 17th at Jones College Prep and will feature performances from theater, music, and dance ensembles. And we have 332 students from across the city in ACpa this spring from over 148 schools. Applications are open now through March 13th for Art on the Mart. This is our timebased exhibition which showcases high school student achievement in film and animation and is projected on the side of merchandise mark from May 21st through May 31st. Finally, our annual multiddisciplinary festival reverberate is May 5th through 8th at the Chicago Cultural Center. This festival was designed for students by students. It will feature over 170 ensemble performances in music, theater, and dance from over 2,000 CPS students from 110 schools. Thank you all again for supporting our CPS student artists. We hope

039to see you this spring. I'm Can I get a phone? Can I get a phone? I'm Can I get a phone? I'm Can I get a phone? I'm a light. >> And with that, that concludes our presentation today. We thank you very much for this honor and honoring the excellence of our department of arts education, our teaching artists and staff and most importantly our students. Thank you very much. >> Uh thank you Cesar uh for that inspiring look at the power of arts uh education in our schools. Uh thank also to the students uh and the educators who join us today to chair the CPSR experience. Thank you. >> Thank you. >> You represent thousands of in aspiring artists and art educators throughout our district including those in the community the school community at the

040Chicago High School for the Arts. Chai arts is a unique space for some of our city's most talented young artists and CPS is committed to keeping it mission alive and well. We are in the process now of bringing this school under district management and I want to provide an update on where things stand with this transitions. Uh as students and educators you can go back to your seats. Thank you. Earlier this week, we held a community meeting uh for CHIR students, families, and staff. This was a chance for us to share a framework and to gather valuable feedback from the community. We were pleased that Dr. Casey uh Fe um Chart's newly named principal was able to introduce himself to the school community during this meeting. Dr. Fe has an excellent combination of arts education

041and administrative experience. So we are confident is an ideal choice to lead the charts community through this transition. I want to thank the charts community for your collaboration both earlier this week and in the past few months. It's clear that you deeply value the unique experiences being offered at charts especially the quantity and quality of pre-professional arts training made possible by the school's conservatory model. CPS shared this view which is why we have been working towards a plan that preserve the uniqueness of chai arts and the experiences that they produce to our students. We can do this or we have to do this within our legal and financial limitations. Before I discuss our proposed framework for chs, I think it's important to acknowledge how we got here. Just four months ago in October of 2025,

042the child board of director voted not to renew its current contract with CPS. Following a substantial decline in external financial financial support, the school was at risk of closing this June. Fortunately, CPS intervention has allowed us to move beyond that immediate threat and focus on the future. The Chicago Board of Education voted to establish the school as a CPS managed fine and performing arts school uh high school in November of 2025. Since that time, CPS has been gathering feedback from the chai arts community. Much of what we heard so far is the desire to keep chai arts exactly the way it is right now. This speak to how meaningful charts is to our students and their families. And we understand that sentiment. But there are difference between how contract schools and district schools are managed.

043To begin with, Chars will need to follow the same legal requirements and labor agreements that apply to all district managed schools, including the additional 72 arts and performing arts schools across the city. And then there is the financial reality. It's clear that relying on outside funding is no longer a sustainable model for chai arts. And this is something that we 100% agree with our community. It is not possible to to fund the model with outside funding. CPS has been in conversations with the CHRs Foundation regarding fundraising opportunities and we appreciate the possibility of additional outside support. But the previous level of outside funding available to CHRs will be difficult to maintain moving forward. Unfortunately, given the budget deficit our district is facing going into next school year, CPS is not in a financial position to

044make up for the school's lost revenue. For this reason, is not feasible to transition charts in its current format, but it can still remain grounded in its artistic mission. To achieve this, CPS have worked over the past several months, including consulting with all the top tier public art high schools across the country uh to create a framework that will honor the uniqueness of the CH art experience, preserve the conservatory to the greatest extent possible, and maintain chai art status as the premier public art high school in Chicago. To meet the requirement of the Illinois code school code and to honor collective bargaining agreements with our labor partners, this framework must begin with a daily school schedule totaling 7 hours and 15 minutes. 150 of those minutes uh will be with pre-professional training that could built

045into that is built into the school day plus 90 to 100 minutes of high quality arts opportunity in the after school hours. As a result, ch students will increase the arts instruction from the current 180 minutes to 200 to 40 to 240 to 150 minutes per day. Our framework ensures that all our instructions will be provided by a combination of a licensed artist educator to ensure students receive academic credits and by teaching artists we know bring tremendous value to charts and to achieve a well-rounded experience and satisfy CPS graduation requirements. All students will continue receiving full credit load of core academic instruction. This was the framework we presented this week. However, there are many conversation is still to be had and much work to do to iron out the details of what I will look

046like in the years to come. We want to ensure all stakeholders have a seat at the table when it comes to refining these details. We all share the same goal, a future that preserve the intensity and quality of the current charts model in a way that is both equitable and sustainable. CPS is open to feedback that will help us achieve this goal within our strategic boundaries. In fact, we have received several encouraging emails this week for potential opportunities to work with all stakeholders in a plan that fits the framework described above. We want chars to be successful but not for one or two years. We want to make sure that this is a long-term commitment from all stakeholders uh in for us to be able to achieve this goal. We look forward to hearing more

047from the charts community including through the feedback form we provided to all stakeholders this week and another community meeting that is scheduled for Wednesday, March 11. Before I finish my remark, I will read this statement also in Spanish. Dr. Casey was was um able to speak to the community. He is director of the Arts professional, CPSR. system. CPS administr. CPS. different. opportunity. Transition Arts in Chicago. classes include the opportunity artist instruction. artist.go necessarily. Arts. Mr. President, this conclude the honoring excellence section of today's meeting. Thank you very much. Uh before we move on though, I do want to take a moment just to recognize uh Cesar in particular. Uh a few months ago, I came to him and said, "We really need to do something in the board office, boardroom. Uh can we hang some

048student art?" Uh and he took that simple request and turned it into a beautiful exhibition. And so I just want to publicly acknowledge how amazing you made the boardroom worth coming into. Uh we we are excited about it. I'm I'm certainly excited about it. What this is turned into and I just wanted to public acknowledge you and all the students. I want to name them. Aramus, Annayia, Aubrey, Calvin, Charmaine, Emma, Jaden, Christian, Luna, Madison, Marggo, Ali, Reagan, and Ray. Uh, each of them contributed to today's exhibition, and I'm just deeply grateful, Cesar, for your leadership. Board members, any comments or questions, please? We'll begin with Dr. Valz. >> Uh thank you, President Harden. Uh th this is so so good. Uh a great example of honoring excellence. Um I have a background in theater. Uh

049in high school I did several plays. Uh don't ask me how that happened. Uh because I didn't speak any English. So uh and I play Charlie Brown. Um so it's one of those situations where I was doing poetry. Uh so I just want to commend the department of arts education uh and the students for uh all their work to uh use art to uh do free expression or to even protest. Uh I know it is meant to liberate uh to liberate our minds. Um I just want to say uh let's continue to support and expand our education in Chicago public schools. Um you know I have an uncle uh very famous. He went to the Pratt Institute and uh he's one of the Afro Puerto Ricans in Puerto Rico um that have taught at different

050universities and uh and I want to see uh more students uh taking that path. So great job >> member Zachor. Um yeah uh some of us yesterday had the wonderful opportunity to attend uh uniting voices um a a really awesome musical performance by many of our students. I was very excited to see four of my schools um they are part uh participating. Um, so just another wonderful example of what is being provided by our arts programming. And I just want to mention how much um, arts is connected with mental health, which our honorary board member has been highlighting this year along with student voice. And it's just such a really great marriage of two very important priorities within CPS. And yeah, hopefully we can continue to fund it the way it needs to be funded

051to meet all of those objectives. >> Member Smith. Thank you so much and thank you for your leadership. Cesar, I want to just talk about, you know, a little bit more of what we talked about art not only as expression, but art as career pathways. There are more artists with careers than NBA basketball players. Yet, our athletic department gets more money than our arts department. Something doesn't make sense when the arts department only gets $5 million a year and they're doing amazing things because of sage go creativity work and not the resources necessary that some schools in the 10th district don't even have arts teachers or music class. You're doing amazing work with nothing. But that's what artists and teachers do. I also want to uh acknowledge that arts is what brings parent engagement. arts

052is what can heal and cure chronic absenteeism. Parents and uncles and auntes do show up to the plays and that can be utilized for teacher engagement. And when we talk about uh by uh art curriculum kind of by literacy curriculum, I walked into uh I talked about a school that I walked into where uh the math class was working with the art class where the students would draw angles in math class and color them in in art class and you saw your future architects there uh at the uh United Voices where member Zachor went. I saw the Leo choir singing glory that I wrote and I saw the way that art and I looked at those kids and say, "Oh, those are our next board members." Because you're artist doesn't mean you just do art.

053You can reimagine the community, the world, and the policies that shape us. Thank you so much for your leadership. I want to see the arts pro I want to see the arts department get just as much, if not more, than the athletic department. Thank you. member Lopez. >> Thank you, board president. Thank you for the presentation and also for the students that are here. Um I think board member Smith raised a definitely a good point and for me I'm thinking of uh fellow individuals that I work with within be in the government sector and the public and other forms of public sector where they started early on in the artists right being creative whether it was with the broadcasting um programs and particular I'm thinking of Farragate High School uh or Gallery 37 and now

054they work in other industries uh or you might think other industries but their art uh experience their training has helped them get to where they are now and also looking at the digital component right we have a lot of many of our whether it be our students or other individuals that are looking into the digital realm of you know how they create and I think it's an important how do we invest more in the in that growth um given that art is integrated whether it be you know daily in my community where I grew up in Gage Park and Pilson also in other communities how do we learn through the art through the music and as adults also it opens our eyes and windows to what's outside of Chicago, what's what's outside of the United

055States and make us more open-minded. Um, and of course food. I know also art expressing through the food and some of the uh programs that we have. So definitely excited to keep hearing and going out and supporting. Um, I do want to send some quick shout outs to uh some teachers that I know are primarily in the southwest side. uh professor William Strada Sada Susan Mullen um Steve Bedal from Benito Huarees who uh have done a great impact on their students over the last few decades. Thank you. >> Thank you Dr. King. We're ready for your remarks. >> Uh before we move forward with the Dr. King's remarks. I do want to recognize and for the record note that Vice President Bautista has joined the meeting as of 11:03 a.m. Thank >> Thank you, Mr.

056President. I will begin today by acknowledging the 100th anniversary of the National Movement to Commemorate Black History, a centennial milestone honoring the legacy of Dr. Carter G. Woodson and the enduring power of his 1926 vision. This centennial carries a profound weight as we also mourn the passing of Reverend Jesse Jackson Senior, a giant of the civil rights movement who passed away last week at the age of 84. Not a Chicago native, but a Chicago icon and a tireless advocate for justice, Reverend Jackson worked spanned generations, instilling hope and dignity and hope in millions of students and citizens worldwide. We cannot celebrate this history without leaning into the challenges that necessitated its creation. the systemic eraser of black contributions and the organized disenfranchment disenfranchment of black communities. These historical struggles, the fight for the right to

057be seen and valued, parallel the lived reality for people of color in 2026. We see these challenges echoing in the ongoing battle for equitable school funding and the persistent opportunity gaps we are addressing through the Black Student Success Plan. Honoring Reverend Jesse Jackson Senior and many of our ancestors legacy means our actions and our resources must be aligned with their enduring demand for justice and equity and equity in action. It's fitting that we honor the his life and and our leg the legacy of black history month. Throughout February, TW CPS has hosted events that honor black excellence across the district. All of which reflect our shared stories, our resilience, and the human connections that unite us under our core mission. This included a culturally rich African diaspora exhibit hosted by our office of multilingual and

058multicultural education. It is a collaboration with students, parents, and community organizations highlighting traditions of families from Africa, Haiti, and Afromestiso from Latin America. This inspiring display of pride, representation, inclusi inclusivity is still available for viewing. This the QR code is posted. Please schedule time to go out and see this amazing exhibit. Our district also hosted a celebration of the history and impact of Phillips and Dabo high schools, including a community-based event highlighting their enduring impact in the Bronzeville neighborhood. The Dabo High School Alumni Coalition for Action welcome back one of its most successful alumni, the Honorable P. Scott Nelville Jr., Chief Justice of the Illinois Supreme Court, who was honored for his visionary leadership and commitment to equity within the justice system. He was also joined by another notable alumni of Dabo, Senator Mattie Hunter.

059I thank our educators for using the resources available um to support um Black History Month and the education the educ educational opportunities through Skyline or the Black History curriculum that the district provides to enhance our student daily learning experience not just within the 28 days of February but throughout the year. As we reflect on the history makers who shaped our path, I want to shift to the history making moments happening right here in our district. Moments that we that speak to the excellence and leadership we continue to cultivate today. This commitment to fostering outstanding talent at every level is central to our mission and requires the alignment of our entire system. Principal Regina Latimer Lake of Inglewood's Earl STEM Academy was recently named elementary school principal of the year by the Illinois Principal Association. Her

060dedication of over 20 years to the children of Chicago exemplifies the positive impact that focused excellent leadership has on student learning and school climate. I also want to offer congratulations um for our district school counselors who celebrated National School Counseling Week. They keep our students on track academically, create safe, supporting learning environments, and drive post-secary planning that helps thousands of CPS students graduate with college and career credentials. Their holistic work demonstrates a deep alignment between the academic and the emotional. Next, I'd like to acknowledge our crossing guards. Equally deserving of our gratitude. There are more than 600 crossing guards who brave the elements each day to ensure our students get to and from school safely. I encourage everyone in our CPS community to find time between February 14th and March 14th to thank the crossing

061guards in our lives. Perhaps by nominating them for the city of Chicago's crossing guard of the year award. Next, I would also want to congratulate we have 11 CPS educators who are finalists for the 2026 Golden Apple Award for Excellence in Teaching. These fourth through 8th grade teachers demonstrate a significant impact on their students growth and learning and a positive influence in their school communities overall. Next up, we highlight our 2026 POSI scholars. There are 95 members of the CPS class of 20 I said 95 members of the CPS class of 2026 who have been selected or POSI scholars. These students chosen for their leadership potential. You all see a theme we have. We're we're we're developing leaders. They've been chosen for their leadership potential and academic promise and will receive upwards of $30 million

062in full tuition scholarships to pre to prestigious institutions like Cornell University, Mbury College, and University of Wisconsin Madison. They reflect the very best of CPS and the future we are collectively working to build. Next, I was inspired by the shoutouts from last month. So, if my speech is a little longer, we shouted out writing. So, I have to shout out Anahan Elementary School and their writing campaign. They they to celebrate the just the advocating for a new school field. I know we were talking about money, but I wanted they did a the stack was about this high, which is why it took me so long to read through it, but uh they exercised not only the writing, the importance of writing instruction, but their civic responsibility, proving that you know how to use your voices

063and that they are vital to our district's progress. Writing is more than a classroom subject. It is a primary tool for advocacy and leadership. Your words demonstrate the importance of writing for the school and the way you organized your thoughts and making the request along with there was some wonderful artwork attached to some of the writing as well. I want the Anahan community to know that Chief Mayfield and I have read every word of your letters and admired the creativity. I want to thank you the students and the teachers for turning literacy your literacy skills into a power of action. So, your commitment to the Onahan community is truly inspiring and Chief Mayfield will follow up with a written response. Next, CPS. Speaking of the best of CPS has to offer, I am pleased to

064share that our district will again collaborate with the mayor's office to host the third CPS champions event later this spring. The purpose of this event is to honor students in areas that are are not always recognized, including some of the arts, STEM, language, and civic engagement. Applications will be open March 10th, and board members, you will receive a link you too can actually nominate. We will share more details at next month's meeting about how our CPS community can nominate um deserving students. Finally, today I want to recap my visit to the state capital in Springfield earlier this month. The purpose was to meet with state legislators to improve education funding for our schools. CPS again is facing a significant budget shortfall going into next school year. So, I am hoping that our elected officials will

065act as strong advocates for Chicago students. I am grateful to the legislators who made time to meet with me and the CPS team and who listen to our thoughts around the support we need to provide every student with a high quality education and a bright future. In the months ahead, we will continue to work with our partners at all levels of government to achieve full funding for our schools. In closing, I also want to add return to one simple truth. We are one district with one mission. This mission only works when every decision we make is grounded in the overall health of the student experience for all students in each of the 77 neighborhoods that the the the district provides education educational services for. Individ individual decisions cannot live in isolation. They must strengthen the

066coherence, stability, and long-term viability of Chicago public schools. I want to be clear about the moment we we are in. We are making these decisions in the middle of a federal crisis that is already reshaping the landscape for public education. In moments like this, we cannot afford to be divided. Fragmentation weakens us. alignment strengthens us. Our students need us to move as one system, not as competing parts. There is at least one thing every person in this room is aligned on, and I'm sure of that is that our schools must be fully funded. That is the shared truth that it unites us across all roles, all neighborhoods, all perspectives. As we work towards that goal, we must protect stability, advance equity, and steward our system through uncertainty with clarity and courage. I thank everyone for

067your partnership, your resolve, and your commitment to the one district moving forward with one purpose. Mr. President, this concludes my prepared remarks. >> Thank you, >> President Horn. And um before we move forward, I do want to note that for the record, member board member Lozano has joined the meeting as of 11:36 a.m. The Spanish translator will now translate Dr. King's statement into a span into Spanish as a condensed statement. If you wish to receive the fully translated statement, please contact the board office for assistance. Good morning. Jesse Jackson. Ultimasural multilingual Philip Regina Lakewood Um, one second. Um, Bueno. Fore! Foreign! Foreign! Golden apple foundation. respons. Gracias. CPS champions. Chicago in Springfield. forability. This concludes the summary of remarks. >> Board members, are there comments or questions? Dr. King. Um, I it was amazing to

068see Dr. King down in Springfield last week. I was down with my work hat on and it was just so refreshing to see the sense of urgency she has around building relationships with legislators early on in the session to to get the funding for our schools and our students. I know that other board members also went down last week, but remember Zachor Pope, sorry if I missed anyone. Um, I think this is exactly what we need. I remember sitting here last year uh shortly after we first got sworn in talking about the importance of going down to Springfield and at at that time really trying to urge leadership to show some sense of urgency around securing funding. So, thank you for doing exactly what we're supposed to be doing now, which is going down to

069Springfield or meeting with legislators and district to talk about revenue. In the governor's budget address last week, you know, there there's a clear signal that there's going to need to be some belt tightening given what's going on at the federal government and the funds that the state is going to be losing. I believe about $8 billion. Um, but even with those constraints, it's encouraging to see the governor saying that he wants to find additional ways to to fund our schools. Uh there was something in his address he mentioned a social media platform fee that could generate over $200 million that he's suggesting go through uh to K through2 education. Um but in order to fund um our schools here at CPS and schools across the state, we do need even more than that. So, um

070I was able to go down yesterday again, um not with my work head on, but to talk about revenue with legislators and many of them share our concerns, but they do need to hear from us and not just hear about our complaints about how our schools are underfunded. Um but share with them what revenue proposals we're willing to organize around. um that we are going to meet with legislators and and build the courage where at the federal go uh federal level there's tax giveaways to billionaires and large corporations that we want our state leaders to stand up and secure the revenue that our students, families and communities deserve. So, I know that um the board office and our IGA team are organizing advocacy days and I would again encourage um my colleagues to either join

071one of those advocacy days or arrange separate visits with our legislators to advance um progressive revenue proposals for education. Thank you. >> Thank you, member Kuster. >> Thank you, board president. Um I think we heard a ton about excellence today. We heard about art excellence this morning. We heard about teacher excellence, how many teachers we have nominated for our golden apple. We heard about our amazing Posi scholarships. Um, we heard about our awesome Anahan kids doing some more writing and advocacy work. But I do, if I may, Dr. King, shout out want to shout out one more area of excellence, and that is a huge congratulations to the Kiri boys basketball team for winning the championship game last week. And another congratulations to Lincoln Park for even just being there. Um, it was amazing. I

072got the opportunity to go. It was a feisty game. There was a lot of energy in that stadium. Um, and it was really really awesome to to get to be part of that. So, congratulations to our boys basketball teams as well. >> Thank you, member Paul. >> Yes. I just want to echo uh very briefly member thou's uh sentiments. This is a crucial time for public education in our state and we cannot allow our children to be the victims of hunger games. We have to provide the kind of robust and joyful education that we all on the board, regardless of any other differences, want for all of our students here in Chicago. And I think it's extremely important for us to develop our agenda as a board and to have that agenda and to arrange

073as many visits as we can down in Springfield back in the district everywhere we can to get our friends and families and groups that are aligned with us to lobby for these proposals. If we don't get more revenue and revenue from progressive sources, we will not be able to meet the needs of our students. And I think this has to be one of our very top priorities going forward. So, thank you for highlighting it, board member Thodakura. >> Member Lopez. >> Thank you, board president. Thank you also for all the work that has been done in Springfield. Um I as it was mentioned it is important and also a reminder you know how do we continue working together the end goal is getting more sustainable funding for our schools and how do we go together

074as a strong front like Dr. King said as united to Springfield um is going to be crucial. Uh thank you for the shout out to Kerry High School. They won their game last night so they're going to be advancing in the state uh uh uh playoffs. So very excited for the boys basketball team out there. Uh the other part I also just wanted to ask um and thank you Dr. King and your team as we continue you know looking forward with March some of the concerns that I still am hearing for um constituents in the southwest side is right if ICE returns to our schools. Um I know your team is already prepared one because we have the primary elections at some of those they'll be hosted at some of the schools as polling locations.

075if you can just give us an update on some of the security measures. And the following day we have the LSC elections happening. While students might not be in the building, it's um you know parents want to feel safe that they can go and cast their vote. It is the LSC's here in Chicago. We will say is actually a democratic process where any pretty much every community member is eligible to vote for who their LSC representation is. So, if there's a way that your team can give just a public quick update if Chief Mayfield, is Ronin in the face? >> I think he's here. Let me let me check and then we'll answer that momentarily. >> Okay. >> Member Smith. >> Thank you. Uh, I want to thank you, uh, Dr. King for advocating for

076more sources in Springfield. And I also want to uh just remind us as I remind myself that, you know, like member Pope said, we do need more funding for quality education. And we have to advocate outside of the roles that we have as board members and also inside of the roles we have as board members. uh with a fiduciary responsibility to governance and as we contemplate ethical governance uh how we allocate those dollars in the best interest of students and their improvement. Uh I read a recent board rule report that showed that our board uh spends 54% of our time on governance which is great. 32% of our time on adult issues and 14% of our time on student improvement. I believe that we can and we must do better. Uh we we must demand

077that student impact data be given to us uh and be transparent for the public to see the impact of uh money that we're spending. Uh I'm advocating for quarterly reports from organizations who receive multi-million dollar contracts from CPS and how they're serving students which gives us opportunities to address the necessary supports for our student success. Um you know uh last in the last ARC meeting we had some vendors 97 vendors uh and they want to add 25 more vendors. I asked about student impact. Uh the results I got back was uh student uh vendors are required to all give uh data contractually and out of the 97 vendors only 27 of them actually give data on how their vending services uh impact students. That's 28% and they're all required to give that data. So for

078now and moving forward, uh I'm encouraging my colleagues to join me in only supporting initiatives that show and prove that CPS is putting student outcomes first. Together, we will build the best learning institution in the world. Thank you. >> Hey, good afternoon. Uh Ronan Shableski, chief of safety and security. So answer your question uh regarding the election. So, um, we do have security in place at all of our Arbor schools during elections on both the 17th and the 18th. We do have our command center that's open as well, um, which is, you know, combined with our safety center inside of OEM. So, we're in close connection with our schools for any for any incidents that may occur. There'll be a quick, uh, call into our our office and a quick response with our team. We're

079closely aligned with the Chicago Police Department. So, if there's any need for uh any safety response uh in any of our schools that's open for polling, we'll be able to respond quickly. We also have a team of safety uh specialists who are out in the field who can also are out there to deploy and respond to our schools. Foreign Chicago. Any other questions? Thank you so much for that information. Gracias, >> member Bennett. >> Uh, board member Lopez mentioned it, but I just wanted to emphasize uh after you vote on March 17th, don't forget to vote on March 18th in the local school council elections. Um, these are all people who are giving their time for the community. And probably everyone in this room already knows this, so might be preaching to the choir, but

080tell your friends and neighbors um to get out and vote for in the LLC elections. Um I served for 10 years in an LLC, gave up that lucrative volunteer position for this volunteer position. So uh out of respect for all my uh former uh LSE uh uh parents and teachers and staff and principles uh and students who serve in the LLC's, uh please get out and vote on March 18th. member Gozano. >> Yes. I just want to also make sure that and encourage all of us to be very vigilant uh on the elections, not just the primary but the local school council election. I want to remind everyone that that is the only election where the criteria is to have a child in the school or to live in the community. You don't have to

081be a US citizen. So those are the people in our community that come out and vote and you usually come out in very big numbers because that is such a honor and a privilege to be able to vote in this election for who is going and also they can get elected. So, I just want to encourage everyone to really be creative because as I go through the community on the southwest side, uh people are not feeling safe and this new threat uh that they're coming back or they're already here. Um and the continuing, you know, attacks on our community and the violence of those attacks, I think will affect the elections. Therefore, we should make sure there's a lot of information that's going out that uh we're working with uh the rapid response teams in

082the communities with our alder people who also are very concerned about these elections. And I just want everyone to be really conscious, especially those of us that have the privilege of being US citizens. But right now, the attacks are not only on US citizens, it's on people of color. It's it it's all of that. and we should be very very vigilant and strong. I know I'll be out there um you know working you know both elections and stuff like that but I would hope that everybody has it on their mind and that we send out the some written information or even have some you know uh town hall meeting uh beforehand so that people will be feel safe. you know there in in regular elections we do absentee we can we can you know vote

083absentee so we don't have to show up right if I is all over the place people are not going to go to the elections that's what's going to happen and that's going to be most of you know my community so I just want everybody to be very conscious and you know and if you are privileged and this is not happening in your neck of the woods think about us because I've been praying all day long about this and uh in our community those are the questions that are being asked. Thank you. >> Thank you. We'll move to committee updates. Member Brown, please proceed with the update on Black Student Achievement Committee. >> Thank you, President Harden. Uh good morning everyone. As we gather today, we do so during Black History Month, which was started as

084Negro History Week by Dr. Carter G. Woodson at the Wabash YMCA in Bronzeville in 1926. This is a time to honor the resilience, brilliance, and enduring contributions of black Americans to the city of Chicago, our nation, and the world. Before I share an important update on the Chicago Board of Education's Black Student Achievement Committee, I want to pause to extend our deepest condolences on the passing of an iconic civil rights leader, the Honorable Reverend Jesse Lewis Jackson, Senior. Personally, I am saddened by the transition of Re Reverend Jesse Jackson, Senior to the Ancestors. I am also filled with immense gratitude. Despite his status as an international leader, he always made time for us. Many don't know that he was the first executive director of the Kinwood Oakland Community Organization in 1965 and was recruited by

085Dr. Martin Luther King to leave Coco to form Operation Bread Basket. In 2015, Coco leaders were organizing to save Walter Diet High School in historic Bronzeville community. Reverend Jackson welcomed us for 34 days. We slept at Operation Push. We bathed at Operation Push. He provided me with wise counsel regularly during that struggle and ever since as a mentor. He stood with us even in among failing health in the successful struggle to save Mercy Hospital. He was a global leader who valued his connection to grassroots communities. His life teaches a simple lesson. Let your work speak louder than your words. His work roars into the next 100 years with countless numbers of people impacted by his genius, his courage, and his sense of humor. Asante Sanabu that is Kis Swahili for Thank you very much ancestor.

086We got it from here. His lifelong commitment to civil rights, educational equity, and social and economic justice helped to transform cities like Chicago and far beyond. His leadership reminds us that progress requires courage, conviction, and collective action. His legacy challenges us to continue the work. So, I'd like to just give a round of applause for the life of Reverend Jesse Jules Jackson, Senior. Moving on to our committee update. Board member Blae and I sincerely thank everyone who who applied to serve on the Black Student Achievement Committee. This newly established committee is historic in its own right. It represents a continued investment and intentional focus, accountability, and opportunity for all CPS students, but especially black students. We received nearly 500 membership applications demonstrating a deep commitment across various CPS stakeholder groups to advancing educational outcomes of

087black students. As we move forward, the board will soon begin the formal review and scoring process. We are committed to conducting a fair and transparent selection process that reflects the integrity of this work and the importance of this committee's charge. Please visit the board's website at cpsboe.org for official committee updates and information. Thank you very much. >> We'll now proceed with today's public participation session. In compliance with the Illinois Open Meetings Act, public participation, sometimes referred to as public comment, is a portion of the board meeting or hearing that grants district stakeholders the opportunity to address the board with their concerns and comments. Note that public participation is a time for the board and CPS senior leadership to listen and hear from you rather than a time for dialogue with board members during or after

088your remarks. And while we can't discuss personnel matters, public participation is a key component of transparent governance and it provides us as board members as well as senior leadership an opportunity to listen to everyone who is assigned to speak. This board takes equity of voice very seriously. And while we may not address your comments directly during poll participation, CPS leadership is always present at our meetings and are able to address concerns as follow-ups after the meeting. As a district and as a board, we also have many other spaces for authentic dialogue. For example, each and every one of our board members host board office hours so that we can have a conversation. So, please use our website cpsb.org board if you want to meet with the board member during office hours. We encourage you to

089take advantage of this opportunity to meet with board members outside of a board meeting. And we thank you for your attention and consideration. As a reminder, union representatives will be allotted 5 minutes to speak before public participation and any elected official will be allotted 5 minutes to speak after the conclusion of public participation. Board Secretary, please share the rules of public participation. >> Thank you, President Harden. Members of the public who registered to speak were given the option to attend in person or via an electronic format. For those who prefer to attend via an electronic format, they were given information to access this meeting by dialing a number and using their phone. We did this so that speakers with limited or no access to the internet or who may have weak internet connection could still

090participate using their phones. Also, members of the public may submit written comments for board of education meetings via the written comments form on the board's website at cpsboe.org or mailed to 42 West Madison Street, Garden Level. Written comments received between the day the public agenda was posted through 5:00 p.m. the day after the board of education meeting will be submitted to the board and published within five business days on our website at cpsb.org. Speakers, please listen while I provide directions for public particip participation. I will call your name and number when it is your turn to speak. For speakers joining us virtually, as a reminder to unmute, please enter star six. Once you hear your name, please state your name for the record. I will then start the 2-minut timer. When there are 30 seconds

091remaining, I will inform you so that you can proceed to conclude your remarks to allow for the next speaker to begin. For anyone standing with the speaker, note that in order to comply with the city's fire code, please stand along the glass partitions on the marked spots to keep aisles clear. Thank you, President Harden. Before we begin calling speak registered speakers from the speakers list, we do have union reps who would like to address the board. We'll begin with D Dr. Diane Castro, CTU financial secretary, who is here in person. Good afternoon. My name is Dr. Diane Castro and I am the financial secretary at the Chicago Teachers Union. I am also a bilingual preschool teacher on leave. I have the honor to serve in a school community that lies less than a mile from

092Aspira business and finance and Aspira Early College High School. I am a daughter of the Puerto Rican diaspora, the daughter of a Puerto Rican father and CPS alum. I am the daughter of a mother who came to Chicago from Puerto Rico in the 1970s to a bilingual education that was not ready for her nor valued her identity. I am the granddaughter of twoas who taught me that education must come before all else. I am also the proud mother of two CPS children, one of whom will be graduating 8th grade in a few short months. We are here today amongst parents, students, and educators demanding a plan from CPS in response to Aspira and their CEO, Edgar Lopez shameful neglect at ABF and AEC. Aspira has been an institution and community that people have poured so

093much into. They claim that their mission is to empower Puerto Rican and Latino community through advocacy and education in leadership development of its youth. Being part of the diaspora, I know what it looks like to seek representation, feel recognized, and find pride in my culture. Aspira and CEO Edgar Lopez have betrayed their mission, their students, their families and community and the dreams of the ancestors that my uh my ancestors left Puerto Rico for. For both myuelas, education has always been the crown jewel. Both came to the United States mainland because this government did not afford them access to an education beyond fifth grade in the 1940s. and 50s. This past November, Aspira Charter Network and their CEO demonstrated gross negligence. Negligence that you were all made aware of when they said that they had a

094$ 1.5 million deficit. Our students, families, and dedicated educators were made aware when CEO Lopez went to the media before informing all of these stakeholders of decisions that were being made about their lives. Two weeks ago, the Sun Times reported that ADF and AEC will be insolvent by mid-March. That's two short weeks away from now. While ASPA has hid properties and misled families, they asked for continued financial support while blaming the very educators who have shown passion for their craft, love for their students, and more responsibility towards the Aspira community than their board and CEO have. To see this community at risk in their education is reckless and negligent. It denies the dreams of countless boricquas and the Latina community. This also continues the story of playing with the lives of black and brown students

095and families as though stability is a luxury that these families do not deserve. As a parent of an upcoming graduate, I know the elation as I anticipate this date. I am appalled at how the students are treated as they are studying for the AP tests, passing their classes, and practicing their sports. These are the future graduates of 2026 who persevered throughout COVID, endured through federal attacks, and are now confronted with yet another injustice. They deserve a board of education that will see their challenges and respond with empathy. I am appalled that families are being treated this way when they should be planning for prom and graduation. The negligence of Aspira did not happen overnight. Our educators have shown love and dedication to the students during this uncertainty while also serving as the scapegoat for Lopez's

096mismanagement. The displacement of our people in Chicago happened shortly after many of our ancestors arrived here. Witnessing a boss who puts the blame on the back of workers while saying that they don't deserve a living wage and who contributes the displacement of the largely Latina community he is supposed to serve is not how we were raised nor what we believe. Our families deserve clarity around the decisions that are being made about them. They deserve their voices to be heard because Aspira has not taken the time to listen. The students deserve a district that will support their families, keep the school and communities with the bonds they have formed as whole as possible and to make sure that ESPA is held accountable to the families and educators. The seniors deserve the joy of graduation with the

097friends that they have made and the remaining students deserve ease in seeing familiar faces in their school buildings. We cannot allow Aspa to continue to betray the promise of education and leadership that was made to these students. While CEO Lopez evades parents questions, threatens students who dare to advocate for themselves, hides property, and continually gaslights parents, this board has the opportunity to correct course of action. The families deserve answers. They deserve to be heard. They should not be informed via news media, indirect communication, and emails. Beyond knowing what the future holds for them, these students and their families require enrollment support for receiving schools. If that is what the future holds for them, we need a real plan for the 570 students and the 60 educators impacted by this disrespect. If the people in charge

098of Aspira won't deliver answers with the families deserve, it is up to CPS to do right by this community and make sure that students have continuous education with familiar faces and their educators and friends. Students have a sense of continuity in the classes that they have already invested in. School communities are kept as whole as possible. And parents aren't left to just navigate GoPas alone. Not only for the students who might transition this school year, but also for the future freshmen. The current eighth graders just like my son who are looking forward to the promise of high school. CPS has the ability to hold every charter operator accountable. This is true for Aspira, Shy Arts, Epic, and Inks and their CEO, Andrew Br. Thank you. >> Thank you for your comments. The next union rep

099is Jen Conan, CTU Charter Division Chair, who is here in person. Good morning. Thank you, Dr. Castro, for those powerful words. There are two primary issues I want to raise today. First is shy arts. The Shy Arts community has been crystal clear that what makes SHIE arts special is its 15 hours per week of pre-professional arts training during its extended school day. Unsurprisingly, school community members were incredibly frustrated by Tuesday's community meeting where CPS proposed integrating the arts into the regular school day with optional after-school programming. That is not saving shy arts. It's cutting the programming that makes the school so successful. CPS also hid behind the district's union contracts, essentially saying that the school day could only be from 8 to 3:15. To be clear, the union has actually been telling you that there

100are paths to preserving the conservatory model and doing 8 to 5:00 p.m. The honoring excellence portion of today's meeting mirrors what Shy Arts has been doing for decades. You are honoring the arts with your words, but your actions are dismantling the arts at our school. Please go back to the drawing board and use the feedback you've been given by the school community and your labor partners. Next, we have to talk about Aspira. As I've spoken about before, Aspira leadership has mismanaged their finances and has failed to be transparent with families and staff about the extent of their financial problems. And students are paying the price. In October, we thought Aspira was short $1.5 million. Then it was 2.5, then 3 million. Today, Aspir's request is for $4.8 million. Aspira gets a little over 10 million

101in funding from CPS for their two high schools. That makes its request for 4.8 million in extra funds staggering. We believe it is incredibly important to prevent the chaos of a mid-year school closing, and we know Spirit is demanding funds way beyond what the district can legally provide. Aspir Management says this is a funding problem, but lots of charter schools across CPS are stable and not at risk of a mid-year closure, which means this is a management problem. The Spir is responsible for putting together a financial plan to make it to the end of the year. But they have not. They have refused transparency, honest communication, and making hard decisions to protect our students. Their plan seems to be just keep operating until they literally run out of money. So, it is time for CPS

102to step in and provide some answers and stability. Today, you will hear from educators, parents, and students about the impact of aspir. It is devastating and the disruption to students education will be extreme, especially if CPS doesn't provide a plan forward. And today's speakers are only a small number of the school community members who wanted to speak today. CPS failed to provide oversight of Aspira or proper oversight of Aspira. CPS could and should have recognized the warning signs and intervene sooner. Aspira's irresponsible finances and CPS's failure to act will force students to pay the price. Aspira has said they will run out of money in weeks and the fourth quarter starts on March 6th. CPS has to take responsibility for preparing a plan that reduces harm to Aspira students if these schools close before the

103end of the year. CPS's standard operating procedure here of handing a website to families or holding a school fair and telling students to indiv or telling families to individually choose the school they are interested in would be an unmitigated disaster in this scenario. Parents have a right to choose a school to enroll in, but that is just the bare minimum. They deserve better. CPS can and must do more. CPS should also give families options that would allow students and staff to transfer together to nearby welcoming schools. The district must ensure that credits transfer, including for AP, dual credit, and credit recovery classes. They must ensure that receiving schools have the resources they need to welcome a large number of new students. And CPS must make sure seniors have an opportunity to graduate together. We must

104center students in this moment. Finally, I think it's important that we name a spear's charter was just renewed in May. I hope CPS is working hard to revise how they evaluate charter operators using current up-to-date financials based on real enrollment numbers and not on a magical number of new students and that CPS is revising its rubrics and scoring systems so that students are never put in a situation like this again. >> 30 seconds remaining. >> Renewal system should be applied to last year's renewals as a test case. If any of the charter operators who has recently walked away from their students would have gotten a longer renewal under a new system, that's a problem because we have seen time and time again that charter operators are not making decisions that are in the best interest

105of their students. Charter CEOs and their corporate style board of directors make decisions that are in the best interest of their companies, their real estate, and their egos. and CPS has been listening to charter operator bosses and INC spokespeople instead of the educators and families who are actually invested in our schools functioning properly properly. It's time for CPS to prioritize protecting students and educators in the charter schools instead of the charter and their inks lobbyists. Thank you. >> Thank you for your comments. The next union rep is Tummaine Reeves, SEIU Local 73, director of the CPS division, who is here in person. >> Morning, President Harden, board members, Dr. King. I want to talk about um some good things on today. uh because I see the theme here is talking about excellence. So going back

106to our most recent contract negotiations, we were able to reach an agreement on having uh new hire orientation for newly hired seeks so that they could get onboarded and receive the same training all at the same time. uh for this most recent uh PD day the day after uh President's Day that Tuesday we had some of our uh committee who are also seekas come out and observe that new hire orientation and they were taken a back uh they were really really impressed by the training uh I want to say the least senior on that committee is like a little bit more than 20 years so the resounding feedback was wow I wish I had this type of training when we started you So, uh, but there is room for some improvement. We would like to

107partner with the appropriate parties to address the disconnect from the training versus how it trickles out to the school level so that it, you know, all the content is properly implemented. The next thing I want to talk about is looking forward to school year budget 2627. Uh we are still looking to engage in discussions on that um to see what can we do collaboratively and partnership to properly look into what's needed um for the best interests of students and workers in the district. As a union, we are going down to Springfield on March 25th, which is the Wednesday of spring break, uh to and one of our priorities is to lobby for appropriate funding for Chicago public schools. So, we are looking to meet preferably before that date so that we can have the right

108talking points to the right representatives when we get down to Springfield. So, if the appropriate person could just follow up with me on that, we look forward to that. So, thank you all. >> Thank you for your comments. The next union rep is Rashanda Williams, Unite Local One Executive Board Member, who is here in person. Good afternoon, President Harden, CEO King, and board members. My name is Rashanda Williams. I'm an executive board member with Unite Here Local One. I'm an executive board member with the Illinois AFL CIO and I represent workers in hospitality. I'm here today in support on behalf of 1700 Chicago public school lunchroom workers that are represented by our union. It is past time for the board of education to sign a fair contract. Let's talk about fairness. CPS lunchroom workers feed

109the students at Chicago public schools rain or shine every single day. Often they must cover workloads of other positions to get the job done. My sister-in-law has been a CPS lunchroom worker for over 26 years. Let's talk about dedication. I personally know the struggles she faces in ensuring that no child goes without a meal. Her heart is big. She loves the kids, but she's seldomly validated. Again, let's talk about fairness. CPS lunchroom workers have been without a contract for over eight months. lunchroom workers by a survey that we've completed and I have it if anyone wants to see it are the lowest paid workers inside Chicago public schools. A recent survey shows 88% have had hardships meeting basic necessities. 61% considered themselves poor or very poor. And we're talking about the working class. 67% reported

110having trouble paying for food. A CPS lunchroom attendant makes $22,000 less than a CPS custodian. Last se last September, our union released a report that shows the struggles of CPS lunchroom workers and what they face because of low wages. 90.7% of those lunchroom workers are people of color. Let that sink in. 90.7 are people of color. They deserve better. And if that doesn't resonate with you, with the people in this room, then there is something wrong. This is unacceptable. Every day the board fails to settle a fair contract is another day that CPS lunchroom workers struggle to feed their families. They can't afford food, the working class, very poor. It is time for this board to recognize the in the inequities amongst these workers. treat them with dignity and respect and pay them a livable

111wage. This isn't an ask anymore. It's a demand. In the words of the late Reverend Jaxi Jackson, I am somebody. We are somebody. The CPS lunchroom workers are somebody. Please treat them as such. Thank you for your comments, President Harden. We are now ready to call registered speakers from the speakers list. We will begin with speaker number one, Ashley Powell, who is here in person. Good morning. My name is Ashley Pals. Concern applies solely about the principal of Wacker Elementary School. The principal appears untouchable. Leadership told that she's not addressed only if the situation is policy-wise, ignoring the direct harm to students. Walker is at ISP school, which seems to reduce oversight and accountability, further enabling behavior concerning students privacy violation. Students singled out by name, questioned over the radio about family finances, public embarrassment,

112potential violations. Retaliation and safety concern. Students are targeted when parents raise any concerns. It's called they call it the line of fire. Students express fear of retaliation. Miss academic support. Tier 3 interventionist missed November 14th and 15th of 2024 due to the principal traveling abroad to Ireland with two interventionist staff members. Students lost critical interaction support and possible misuse of of sick time. Leadership failure. Principal antagonized situations instead of deescalating host hostile communication style discouraging dialogue and non-communici non-communicative environment for staff, parents, and students. Manipulation tactics highly effective at controlling conversation. Resist questions and accountability creates climate defensiveness and fear. Misuse of funds. Principal alleged instructed the staff to do a miswipe on no on May 2nd to attend her home for her prom sendoff, her son's prom sendoff. Contract and voting concerns. Principal alleges

113is involved in the voting of her contract. She knows who voting and how the how the vote is being made. Intimidation, participation, possible staff posing as parents for the LSC election. Integrity concerns, urgent requests. While Wacka is an amazing school, um amazing school on paper, I fear that it's being worn in fear and intimidation. >> Please conclude your remarks. full full independent investigation is will be instructed for all these needs. Thank you. >> Thank you for your comments. >> The next speaker is Andrea Salgado, speaker number two. Good afternoon, President Harden, Dr. King, and board members. My name is Andreas Algado. I am a proud parent, educator, and community member at North River Elementary School located in Albany Park. I am here in strong support of the proposal to expand and grow our school community.

114Our school is more than a building. It is a safe space, a center of opportunity, and a foundation for our children's future. As a parent with two daughters attending here, it gives me a sense of pride to know that they are receiving the best education. Over the years, we have seen increasing enrollment, growing interest from families, and a deep commitment from staff who constantly go above and beyond for our students. The demand is there, and the need is real. Right now, North River is operating at above capacity. Class sizes are stretched and shared spaces are limited, and opportunities for programming are constrained. Not because of lack of vision, but because the lack of space. We have teachers sharing classrooms while trying to teach two curriculums. North Rivers English language student enrollment has increased over the

115past three years. Expansion will allow these teachers to offer bilingual and general education classrooms per grade level instructions for our students. Growth is not just about adding classrooms. Is about expanding opportunity. More programs, more resources, more support systems, and of course, more pathways for student success. It's about investing in a school that is already working and giving it the tools to do even more. >> You have 30 seconds remaining. >> We are small but mighty community. We want to be giving the opportunity and consideration to grow by at least one more grade level, one more classroom. This proposal represents a forward thinking investment in our community. By supporting this expansion, you are supporting stability, equity for Albany Park students and long-term student achievement. I urge you to support this approval and help our school to

116grow, thrive, and serve our Chicago families in Albany Park at the highest level. Thank you for your time and commitment to our students. Thank you for your comments. The next speaker is Katherine Jones, speaker number three. Good. Thank you. Good. Uh, I think it's afternoon. Oh, I think it's afternoon. Uh, hi uh, CEO King. Nice to meet you, Mr. Harden. I'm back in Chicago. Thank you all. And, uh, distinguished board members. I'm the one that been on the call for the last five, six months. I was in Atlanta helping my son. My son had surgery, but thank God he's doing okay. My grandbaby doing okay. I am here today to set it set the record straight about Frederick Douglas High School. I am a local school council member for over 25 years. I started with

117James Deans in the AL in the Garfield area and I'm still a local school council community rep at Douglas and I'm advocating today on local school council members. Thank you all for saying the election because we are on the battlefield. Mr. Bronson here and somebody else postman came too. But thank God that you all recognize us because we don't get paid and we're advocating for our children. Let me set the record straight for Douglas. I heard some things. I heard my chairperson came down here last month and said something and uh it need to be told I advocated on the budget. I called in three or four times and you all have never said me heard me down. Nobody on that call. I don't think you all had anything that I said down anybody at

118my school or around my school. So, set the record straight. I asked about the budget. Local school council member had authority to vote on the budget, to pass the budget, do all of that. You all, I know my >> You have 30 seconds remaining. >> Thank you. I know my authority and I'm going to stand on keep doing my authority for my school. You all, I don't care the criticism come, whatever come, I'm going to keep speaking up. I'm like John Lewis. get in good trouble. Whatever you call it, I'mma keep speaking up. We did not vote on a budget. That's the That's what started this. I was in Atlanta. We did not vote on a budget. I asked a question about something on the budget. You all, if I'm a little loud, I'm sorry

119because I'm very dis I'm very uh un unsettled by what I'm hearing. Somebody down here and somebody sitting in the audience. Keep my name out your mouth. If you don't know, if you don't know me that well, keep your keep my name out your mouth. You don't know the my work speaks for me. >> Please remind y'all heard everybody say what Miss Jones, I don't get no reward. I don't get paid. God is the source of my strength. You all I'm not ashamed today to say it. So if you want to meet with me, Miss King, I'm still waiting to meet with you to get the whole story. I had two We had a meeting this morning about the budget. I got two budgets. I got one. I'm going be student for three minutes because

120everybody else went over went over their time. I got this from the foyer report and I got this from uh uh the school's uh budget manager Aaron Watson came this month on the 17th for our meeting. Someone here he said was not correct. So who budget I'm supposed to believe? You all I've been doing this for over 25 years. I started in Garfield. My son is 44 years old. you all 44 and I started him in kindergarten. I've been advocating for all of these schools. All of these schools all my all my life you all and I'm over 65 over probably older than some of you all sitting there or right along with some of you all sitting there. So I don't like the disrespect whoever down here whoever instead is sabotaging our school. It

121need to be investigation because the enrollment is being sabotaged. I told y'all on the meeting, go CPS. The kids was trying to put in for go CPS. I'm not the council. I'm not speaking up for the council. Speaking up for Miss Jones, local school council member. And I'm not mad y'all. I'm just disappointed. I'm hearing all this good news about the art. Doug can be an art school. We put in for it when Mr. Hamemed was there to twice. We put in for art performing art school. Y'all, our kids need all this talent. All school. We say equal opportunity. Okay. in Douglas. What it need? >> Thank you for your comments. >> What it need? We voted you in for the G2 for that. You haven't did me right. You haven't did me right. I'm

122not down to you, brother. I love you. I told you that before. But somebody need to meet with me. >> Thank you. Thank you for your comments. >> I'm sorry, but I don't mean no harm to anybody. God bless you all. Got to tell you the truth. >> The next group of speakers are from Aspira of Illinois. Edgar Lopez, speaker number five. Good morning. Well, good afternoon. I'm here to set the record straight. A lot of things are said. Some of it could be true. Some of it have truth and some flatout lies. So, let me just say because they they they they kill my name, right? I'm the worst human being in the face of the earth. But that's okay because I got a God who sees what I do. Let me go back

123to a little history. I've been saying this forever. For at least three years, I've been saying charter schools and in Karina Spira, we've been underfunded. State law says 97 to 103%. We're getting a 93 83%. Last year we think it was lower, but let's let's stick to 83%. Dr. King said all schools should be treated sing equally, should be funded equally. I always ask this question because I feel like charters, we're stepchildren to CPS. Our families pay taxes just like all the rest of the families pay. And I'm getting beat up for it because I'm saying the truth. I'm not here to attack the union, attack anybody else, just saying the truth. There's been recognition at least lately about that there's underfunding of charters. >> You have 30 seconds remaining. >> She took five. No,

124I'm just kidding. There's questions on the finances. They can look at all the finances all they want. They're not going to find nothing that's irregular. We've had clean audits for a number of years. This audit's late. That's because the former auditor that we had, they could not complete the they didn't want to start the audit. They didn't think they were going to get paid because all the news people talking bad about a speeda. We got an auditor. CPS in the letter that you guys received last night at 9:30 at night, they spoke to the auditors and the auditors are acknowledging they're working on the audit. They could not give a when they're going to do it, but I know what they're going to get done. They're going to done at the end of this week.

125>> Please conclude your remarks. >> If is this really about the kids? It's not about me. I'm I'm close to retirement. If this is about the kids, why you have to take the kids out of their classrooms, away from their teachers, we're is you're talking about five weeks. That's all we're talking about because we don't have funding for the last five weeks. Keep the school keep the school open. You take over the school for five weeks and keep the school the kids in the classrooms there with their teachers in the environment they know and they can graduate as a as as a classmates. That's all I ask for. If this is for the kids, then worry about the kids. Thank you. >> Thank you for your comments. The next speaker is Christina Arco, speaker number

126six. Good afternoon to all the board members that are present here today. I am a senior student at Aspira Early College and for the last four years my classmates and I have been studying diligently taking AP classes, dual enrollment and 12th grade courses to prepare for university and now we only two months away from graduating we are at risk of losing all of our hard work because as Peter is on track to closing the school due to a lack of financial resources. It is not fair that the students academics are affected by this financial situation since transferring to another school at this point of the year will make us automatically lose all the college credits and AP courses that are required by the college board and the universities we plan to attend in the future.

127It is true that Aspira's actions have put us in this position. However, what is also true is that according to the illness charter school law article 27A that is the document I hold here in my hand right now CPS is responsible for the operation of charter schools in Chicago. If CPS has audited and reviewed Aspir's financial statements over the last few years, then how could they not have noticed Aspir's monetary problems since the very beginning? By authorizing Aspira's operation, CPS have been negligent and has as much responsibility as Aspira for the terrible situation with the students are in. And I want to quickly point out that any misuse of a state, >> you have 30 seconds remaining. Thank you. must be immediately referred to the state's attorney attorney's office and you and the US attorney

128for investigation as the handling of public funds must be protected by a state and federal law. In any case, I firmly believe it is not too late to take action and I ask you and beg you to let us finish this school year at a speeda and graduate alongside our peers and teachers before making any decisions about its closure. CPS has the obligation to preserve our rights as students and guarantee that we graduate on time at our school with our classmates and teachers. Please do not let us down. Thank you so much. Thank you for your comments. The next speaker is Brian George Walsh. Walsh, speaker number 14. Um, hello board. I have a few just one. Can we restart the clock because the my accompaniment are coming. Hello. >> Okay. Thank you. Um, I

129come here as an educator, but I'm not going to prostrate and gravel and talk about my wages or beg for my job. I'm here to advocate for one of the most underrepresented communities uh in the last decade, the city of Chicago. And that's my adopted family. That's my community. It's my students here. Um, I got to for you have to forgive me, but as a mathematician, I'm going to rattle off a statistic here. School interruption has shown per an NIH study that students are 20% more likely to drop out of high school if they face an interruption in the middle of the school year. They're also more likely to face violence and they are more likely to experience depression. These are all statistics and they don't dignify the lives of the people standing next to

130me. We need assurances that the students will be looked after and they will sorry face as little fracture as possible. Right? CPS needs to give them the dignity of an actionable plan that does not repeat history. This is your responsibility unless you are resigned to make them another statistic. We must have dedicated professionals helping families by moving students in cohorts if we are to close. And we need to make sure that these students can avoid all the previous pitfalls of transitions in the middle of the school year. Once again, this is my adopted family. And to hear all of this news that they may be closing and their lives may be fractured >> is extremely extremely disheartening. If they're not moved together, they're not Thank you very much. If they're not able to stay together,

131>> then what are they going to do? They're going to do exactly what these statistics tell us time and time again. prove that an administration, that an organization that organizes public schools can change the course of history, that you cannot make these students another statistic. There's no dignity in that. Okay. Thank you. >> Thank you for your comments. The next speaker is Daniel Pio Perez, speaker number 16. >> Speaker 16, Daniel Pio Perez. >> Hello everyone. I am I am a science teachers in Aspiri college and I am here because around this same dates last year we went receiving we were receiving some instructions with the city college community city community college uh Wilbur Wright for the doing dual credit subjects with our students and then at the beginning of the year we talk with

132our students and we try to convince them that you can do those subjects those will be credits for you. We talk and we convince our best students and right now if the college if the institution is closed if our students need to ch have to change the school so those credits that big effort done by our best students it will be nothing I think it's not fair even though if anything else can be done I ask you please to take into account as a part of your plan that those students that they have struggled so much and they have worked so hard. Please make it possible to take their credits with them when they trans do the transition to other school if there is no other possibility. But at the end the is heartbreaking to

133see all those sit that situation but please the best the best solution is to keep us together as a students as teacher and as a community that we are. Thank you so much. >> Thank you for your comments. The next speaker is Leila Calderone, speaker 17. As a reminder, uh for anyone standing with a speaker, please stand along the glass partitions um on the marked spots. Good afternoon. My name is Aila Coderon. I am a senior at Aspir Business and Finances. I would like to bring major awareness to CPS that our school is closing in the middle of second semester which would be a huge problem for all attending students especially the seniors. Our graduation has a set date which is 26th of May. With the school closing that that will not only interrupt students

134education but their social and emotional well-being. I want to want to be able to do the things all kids look for at two four years like graduating with their friends and classmates that they have memories and struggled through classes together. I am part of senior committee that has been planning events like prom graduation and Six Flag field trips. To learn that my classmates and I can no longer experience these experiences is heartbreaking. It is extremely stressful to transfer especially with only two and a half months left of school. My many of my classmates experience high level of anxiety, stress and stress. Some sometimes coming to school we have attended for three and a half years seems hard because we are riddled with anxiety that comes with comes from stress and being a teenager. Our school

135is small. There are 340 students. We know almost everybody within the school and it's very close. It's a very close na community. It feels like a family. >> 30 seconds remaining. >> Now that we know it's a it's official that we will be transferred out of our neighborhood neighbor neighborhooding CPS schools. How will you make sure that our schools and emotional needs are being met? We have worked with the same counselor for from day one as a freshman and who has been like a parent to us who will make us who make sure at our new school that we are taken care of that way. Miss Freriedman has cared for us supported throughout the last three and a half years. CPS, I hope you consider this and so much more as our transition plans are

136be being made. We want to be able to graduate together and I hope you make assurance that this happens. We want we will be depending on you to make choices that are best for us. >> Thank you for your comments. >> The next speaker is Lavel Turner, speaker 18. Good afternoon. My name is Lavel Turner and I'm an Afro Latino that goes to Aspira. I'm a senior and I've been going to Aspira since freshman year. I'm on the baseball team and take AP classes at Aspira. Aspira has Aspira has helped me become who I am today. I'm here today in front of me because I'm concerned about my future. There's so much uncertainty about my future that a second semester senior should not be going through. Where will I be going? Will my AP classes

137be transferred to other schools? Will all my credits be transferred? Will this affect my college applications? Will I graduate? These are some questions that been on my mind. On top academics, I'm also concerned about extracurriculars. Will I still be able to play in spring sports because of certain rules? Why am I forced to give up my athletic development due to mismanagement of of the administration? Why is there no guidance for us students? Much more seniors that are going through changes right now. We should not have to pay or sacrifice our future. We should not have to pay or sacrifice our future because we work as hard as many other seniors. We should be celebrating our accomplishments and getting ready for college. But instead, here I am in front of the board. Today, I asked the

138board of education to allow me and other students pick where we want to go for school. Graduation was taken from us. We are entitled to have a say to avoid disruption for our own education. I >> as I ask the board of education to make sure our credits are transferred and to make sure we could join extracurriculars like spring sports. I would like the board to ensure we transfer in cohorts for we can see familiar faces around us. Uh, one more thing I'd like to say is the CEO has lied to many of us. Edgar Lopez is a liar. He's lied to many students, teachers, and parents, and he should be the only one that takes the fall for this. >> Thank you for your comments. The next speaker is Jennifer Leon, speaker number 19.

139Good afternoon everyone. Um I've been fortunate enough to be a teacher at Aspira um Business and Finance High School for the last eight years. Um what I found most inspiring um and what's kept me in this school is the sense of community felt by staff and students. And it's very disheartening to learn that that might be coming to an end um very soon with very little transparency. Um my concern um is mostly for the social and emotional well-being of our students um for especially the seniors to miss a lot of their benchmarks um which dates have already been set for and then for um you know the rest of our student body who has um siblings that go to nearby schools. Okay. Um this does not just affect like our student body. It affects um

140families who rely on um you know their oldest students to like pick up you know their younger siblings and um it affects like their credits. Um I I don't really trust that credits will be transferred over the way that they should for all of these students. And lastly it just the contiguity of um staff and students. Um, I think there needs to be a plan in place, a comprehensive plan for students and staff to transfer together and to ensure that these students don't lose their credits. Um, and besides that, we have um a great portion of our student body that um are ELLL and um IEP students and 30 seconds need to be communicated um clearly with the schools that they transfer into. And that's all I have to say. Thank you for your comments.

141The next speaker is Alvin Cologne, speaker number 22. Alvin Cologne, teacher at Aspa Business and Finance High School. uh teacher of public school students. I am here to ask that you not punish the many for the faults of a few. Looking back at the reasons against us beat on both emails and newspaper articles are allegations of lack of transparency, financial mismanagement, failure to adjust for declining enrollment. I have no evidence to refute any of that, but I do know that not a student or teacher at Aspira is responsible for any of it. Our students are responsible for working on improving themselves and striving toward the futures they want for themselves, just like students anywhere else. My colleagues and I have been responsible for working diligently to equip our students with the knowledge and skills necessary

142for them to attain those futures that they want for themselves, just like anywhere else. And neither teachers nor students are responsible for managing the financial aspects of what it takes to run a charter school, just like at any other school. Yet for the faults of the few, it looks to be that hundreds of students and their parents will be forced to look for another school in which to enroll. 12th grade students will not be able to graduate from the school that they had hoped uh they they would alongside the classmates that they have known for so long. >> 30 seconds remaining >> may be lost including AP and dual credit classes. Livelihoods for two schools of educators are to be lost and careers interrupted despite a teacher shortage. Please allow us to finish the school

143year with dignity. Get back to negotiating a way to finish the year or make a plan to unilaterally make sure that our students will be more than okay. Our community deserves better. Our students are equally as much public school students as students at CPS schools. Our teachers serve public school students all the same as CPS teachers, even if not directly under the employee of CPS. Can we please get an equal school year? Thank you for your time. >> Thank you for your comments. >> The next speaker is Melody Diaz, speaker 23. Hello and good afternoon. My name is Melody Diaz and I'm a senior at a sphere of business and finance. I've been here all four years of my high school life and I really and it's been really great and I was really looking

144forward to graduating from this school with my friends and my peers. Throughout these four years, I've done everything I could to make sure I would graduate with the most possibilities I could for my future. I've joined softball, senior committee, mentorship committee, and national honor society. And I'm it's really upsetting to have to lose those things because of the actions of an adult. Today, I'm really here to find out or to see how everything's going to move forward with everything that has happened. I'm advocating for myself and my peers. This news has completely unrooted our lives right now and we were left wondering things like we'll be able to graduate on time or at all. We will be able to graduate with our with the people we've spent four years making connections when getting to know

145and our friends. I have been able to take so many AP classes and I'm wondering if I'll be able to get these credits traveled with me to my college or not. It is there are some kids here who um moved mid like mid year to another state and we want to know if they will be coming with us to another CPS school or will they be have to move to state they're at now the main thing I'm worried about is my fellow classmates because we are all Latino and Hispanic and >> you have 30 seconds remaining >> we are with everything going on right now it's unsafe for us at some places and we want to go to a school that's with everything that's going on. Um, what about the sports team? Some teams require

146more things than our school does and I'm really worried to not be able to finish my softball year. I've been looking forward to my senior night and I was I was finally going to get to play catcher and now I won't. So today, I'm here in front of you all asking for the board of education to help us with the situation and help us finish this year off smoothly and most importantly to be able to graduate on time and with my classmates because we shouldn't have to suffer for someone else's poor actions. Thank you for your time and I have a great rest of your day. >> Thank you for your comments. The last speaker from the Aspira of Illinois group is Melissa B. Speaker 25. The speaker has had to leave the meeting and

147has submitted her comments. Uh we'll go on to the next speaker, Esmeralda Gutier, speaker 7. Educing Chicago. Fore instruction. Foreign speech. Foreign speech. Significance. Certific Finch. We'll now have the uh statement translated. Good morning. Good morning, members of the board of education, principles, teachers, and parents. My name is Esme Alaguieres and I am a member of the Chicago Multilingual Parent Council or CMPC. Within the CNPC, I represent the bilingual special education subcommittee. I am also the parent of a student with an individualized education plan or IEP who receives bilingual services. I am here with my colleagues represent nearly 90,000 bilingual students in CPS and their parents who face challenges in our school system. Our focus is on bilingual students who are learning English as a second language and bilingual students who receive special education. According

148to a recent study by the University of Chicago, bilingual students who do not achieve English proficiency and remain in the bilingual program long term do not progress in the same way as those who receive adequate support and pass the access state exam. This lack of equitable access creates academic inequalities that we could avoid by strengthening our bilingual programs. Many bilingual students fail to achieve English proficiency because they do not receive the support necessary to develop strong academic and linguistic foundations in the early grades. Effective bilingual education must ensure three essential components. Academic content instruction in the native language to ensure comprehension. strategic strategies, specific strategies that facilitate access to content while acquiring English and systematic instruction in English as a second language or ESL. As you prepare next year's budget, please consider this request to

149allocate funds for the 16week afterchool tutoring program traditionally offered in elementary schools. This lack of additional support significantly limits the progress of students who need more time, practice, and support to develop and master the language, putting their long-term academic success at risk. In our secondary school, bilingual students have the option of taking four English as a second language classes that are equivalent to the English credits required by the state for graduation. The problem is that there is no curriculum for these four ESL classes in secondary school. We also ask that attention be given to the lack of resources and guidance for parents who have bilingual students with disabilities. Many do not receive the guidance necessary to understand educational processes and advocate for their children's rights. In addition, we must ensure that they are certified bilingual

150special education teachers with training in bilingual educa instruction as this area is currently underserved. When the linguistic services when the linguistic resources of bilingual children are ignored when they receive an IEP, their needs are set aside and with them their opportunity for academic and personal success. Data has proven that bilingual that multilingual students outperform monolingual students. That is why today we ask this board to fund EL's tutoring in high schools. Ensure the presence of certified special education and bilingual staff. Provide accessible guides and workshops for parents in their language. recognize that the language development of bilingual children is academ is an academic necessity not a privilege because when we support language learning we also strengthen inclusion equity and the future of our children. Thank you very much. Thank you. Our next speaker is our next

151two speakers are from University of Chicago Charter School, Latoya Thomas. Speaker number eight, I'm sorry. Latoya Lewis, speaker number eight. Good morning board members, educators, supporters um that are occupying this space. Good afternoon. I'm sorry. Uh my name is Latoya Lewis and I'm honored to stand before you today in a dual capacity as a both a parent and a teacher that's invested in the future of NKO charter school. It is rare to experience a school from both perspectives, but as a teacher, I see the hard work that is happening behind the scenes, the data meetings, the intentional lesson planning, targeted interventions, and the relentless belief that our children can. The improvement in our academic data, both qualitative and quantitative, is not accidental. It reflects strategic instruction, accountability, and a shared commitment to our excellence. Our

152students are on an upward trajectory because the adults in our building are intentional about every step forward. As a parent, my perspective is just as personal. I see a school where my child feels safe, valued, and inspired. I see the confidence building. I see excitement about learning. I see teachers who care deeply, not just about performance, but about character as well. ENKO's growth is measured not only by our rising scores, but by the strength of our climate and culture. There is structure, consistency, and a sense of belonging. Our students are known by name. They're supported and they are challenged. And our families are welcomed as partners in their child's learning experiences. ENKO's academic achievement is grounded in our core stick values. They are not just displayed on our walls. They are exercised daily. These values

153are not suggestions. Thank you. They are expectations. Students are learning to manage themselves, collaborate effectively, act with integrity, and commit to their goals, and treat others with kindness. That foundation is not only shaping our scholars to be strong scholars, but strong leaders. Uh, renewing this charter means continuing a powerful upward trajectory of unwavering commitment to our students. We are not just asking you to allow us to keep going. We are allowing, we are asking, I'm sorry, you to allow us to continue growing. Today's charter renewal represents an important movement um of accountability for our organization. It's about demonstrating that we're still >> Please conclude your remarks. >> Still qualified, still responsible, and continually improving how we serve our students. We are keeping our students at the forefront because they are who matter. Thank you. >>

154Thank you for your comments. The last speaker from the University of Chicago Charter School is Charles Alexander, speaker 29. Good afternoon to President Harden, CEO King, and also members of the board. My name is Charles Alexander and I serve as a senior director of the college graduation office at the University of Chicago Charter Woodline Campus also known as UCW. In this role, I have the privilege of leading incredible team of college counselors and alumni director who walk alongside our scholars every step of the way from post-secondary planning to graduation and beyond. Today, we respectfully request a five-year charter renewal so we can can continue serving the Woodline community and building on a legacy we've worked so hard to establish. At UCW, our college graduation office exists to ensure that every scholar has access to real

155post-secary opportunities, individual graduation plans, and continue alumni support long after they leave our building. The commitment doesn't end in high school graduation. Because of our intentional alumni outreach and support, UCW graduation graduates persist in college at one of the highest rates among charter schools in in a district and among the top schools serving predominately black students. This is from a two and through two and through two high school matters um University of Chicago. Over the past three years, we've reached remarkable milestones. Last year graduating class, just 76 students earned more than 75 million in college scholarships, a record-breaking achievement for our schools. Our current class of 2026 has already earned >> over 60 million and on pace to surpass that record. We have consistently achieved 100% college acceptance rates, ensuring every senior has a pathway

156forward. Beyond the numbers, our students participate in college tours, college fairs, mock interviews, dual credit courses, and enrichment opportunities to prepare them for uh after high school. What truly sets UCW apart, though, it's not just its outcomes. It's the relationship building. Because we are close-knit 6th through 12th grade campus, we have the ability to truly know our students. We build meaningful connections. We create safe spaces. Many of our scholars face challenges outside of school. and we take seriously our responsibility to be a place of stability, encouragement, and opportunity. >> Please conclude your remarks. >> I say this not only as an educator, but as someone who grew up in Woodline on 65th in Champlain, just a few blocks from UCW. Working at UCW personally for me, I see every day the limitless possibilities and potential

157in our students. opportunities that weren't always affordable to many of us growing up in this community. Through strong partnerships with organizations like Urban Lions, Hidden Gunions, Chicago Scholars, and Posi Foundation, our scholars gain transformative experiences to expand their aspirations. In closing, we are proud to serve as a vital part of the Woodline community and the broader city of Chicago. Granting this 5-year charter renewal allows us to continue doing what we do best, opening doors, changing trajectories, and assuring that every scholar who walks through the doors graduates with a plan and a future of f a future full of possibility. Thank you for your time, continued partnership and belief in our mission. >> Thank you for your comments. The next uh few speakers are from the Chicago High School for the Arts, Alexander Cookman, speaker number

158nine. Hello. Uh, my name is Alex Cookman. I am a social science teacher at Shy Arts High School and the academic union delegate. We began the meeting today hearing about the centrality of arts education and our vision for the future of CPS. And I echo the accounts from speakers about the transformative power of arts education because I see it every day. But I am here speaking to you because those arts education goals for the district are currently being met at Shy Arts High School, whose future is now under threat. Our school community is devastated following a meeting with the Office of Portfolio Management during which it was suggested that the Shy Arts transition must involve gutting the arts conservatory program that you voted unanimously to preserve. Our school community was equally unanimous in our opposition

159to these proposals which were framed as unavoidable and non-negotiable guard rails. But we have already solved for the identified issues and presented those solutions to CPS. Dismantling the conservatory program in this fashion is not an inevitability. It's a deliberate choice and a harmful one. We will tell we were told during the meeting that the school day can only last 7 hours and 15 minutes due to CPS's current labor agreements. school code and policies. But as our CTU reps have already expressed, staggered schedules provide a simple solution to this problem and are currently in practice. We were told that arts classes will be pushed into the academic day. This leaves little time for true in-depth arts instruction and will prove difficult to square with the demands of college and career readiness. What will happen to our

160successful academic program if the arts are forced to supplant our diverse range of course offerings such as forensic science and ethnic studies? Finally, we were told that a vaguely defined optional afterchool program called an expanded pathway will take the place of the arts education we currently provide. This proposal fails to replicate the depth and rigor of our conservatory model. I am calling on the board to please not waver in your commitment to shy arts and to arts education more broadly. Instead of funding a destructive proposal over the objections of our school community, we ask that you instead support our proposal of a fully funded 8 to 5:00 p.m. school day. We are a creative school, not just asking for creative solutions, but providing them. Please work with us to protect our education in CPS. >>

161Thank you for your comments. The next speaker is Aaron Brown, speaker 12. Hello and good morning to all. My name is Aaron Brown. This is my ninth year teaching in my third year working at Shy Arts as a math teacher. First, thank you for a speedy principal selection process. We are excited to work with Dr. Feast. His hiring is an an essential piece of the stability our school is seeking. At the community meeting this past Tuesday, folks were understandably frustrated about CPS's proposed school model and confusing guardrails. We do not believe the model and the guardrails presented by CPS preserve essential components of Shy Arts and would be harmful to our community as a whole. Our current and ideal model is an 8 to5 school day with 15 hours of arts instruction per week. During

162these 15 hours, students take both credit bearing and nonredit bearing arts classes. Our multilingual learners and students with IEPs and 504s receive services, and our arts teachers have an uninterrupted block of time dedicated to arts planning and instruction. The model proposed by CPS on Tuesday would eliminate the continuous arts block by dispersing arts classes throughout the day. While this change might seem small, a loss of blocked art time would impact the flexibility and novelty in arts course offerings, make planning and teaching more difficult for our arts staff, and could result in students losing essential supports they currently receive throughout the entire arts day. Additionally, dispersing arts classes into the school day and pushing essential arts instruction to afterchool programming does not communicate arts prioritization is vague in its description of how students interact with said

163after school programming and opens the door to be deprioritizing and defunding arts instruction for our students, which is instruction they currently receive. The integration model on the surface may seem beneficial, but in reality would be detrimental for students pursuing art at a highly specialized high school like Shy Arts and essentially destroy the conservatory model. Please, we urge you to use the CTO prop the CTU proposed shy arts model. Preserve the extended school day. Keep the un uninterrupted arts block intact. Approach the integration of shy arts with creativity and truly prioritize art at shy arts. Fund the arts districtwide. Save shy arts. Keep a spir open throughout the year. Support students districtwide. Thank you. >> Thank you for your comments. The last speaker from Chicago High School for the Arts is Christian Helum. Speaker 20. Hello

164everyone. My name is Christian Helm. I am an alumni teaching artist at the Chicago High School for the Arts um from the theater and dance department. Um I attended the meeting on Tuesday where CPS officials presented a schedule that showed our school community that um the officials don't quite understand our pre-professional curriculum. As a teaching artist, I was a little upset because we have been called experts and I'd like to think I'm an expert. Um, yet if I were an if you had come to me as an expert, I would have told you that in a 15-hour week that it takes about 9 hours just to prepare for one performance. That's because they're 16. That's because we're trying to show them what it's like for two artists, me and another teaching artist, to collaborate together

165and then send them off to do the exact same thing. that it takes time for students to transition from a math class to the ballet bar, that it takes time to get dressed. All of this takes time. And if an acting class becomes a third period class, then students lose a little bit of that transition. The shy arts admin has cut our departments down so much that our kids don't take field trips. And this is just another disruption in our arts programming. Now, I want to point out that both and Smith said, which is that >> arts take a lot of time and it can open up something that we've never seen. And right here is my diploma from Shy Arts. And the word shy arts, the name while beautiful, while we have made it

166something, has only is only as important as the teaching artists and the work that we've done in the classroom. And if we cut that down, if we diminish that, we're diminishing the arts. If we cut that down, we're taking out the pre-professional instruction that we have built over the last 15 years. So, please clude your remarks. >> I'd ask that you consider what you said on Tuesday night to be a dress rehearsal, a rough draft, and we appreciate how much work you all have put together for this. We really do. But our CTU has proposed an 8 to 5:00 p.m. school day that centered our current staff. Listen to our community feedback. And if you need more, talk to us. I invite every single one of you to shadow a student. shadow me for a

167three-hour school or a three-hour arts block. I invite each and every one of you all please classroom >> because shy arts will regardless of the name have the work that keeps it together and it will always be a place for young artists and the great minds of this city. Thank you. >> Thank you for your comments. The next group of speakers are from the Academy for Global Citizenship. Cindy Jimenez, speaker number 10. >> Good afternoon, members of the board. My name is Cindy Himenez, and I'm a proud mom of Rosley, a student at the Academy for Global Citizenship. Rosalie began her journey here in preschool in the Bumblebee classroom. Back then, she came home buzzing about new letters, new friends, and very serious reminders that we needed to turn off the lights in order to

168save the planet. At just 3 years old, she was already holding our household accountable. Now, she is in the Medusa classroom in kindergarten. And while the name sounds fierce, what we've seen is something even more powerful. We've seen growth. One of the most incredible changes I've witnessed is how Rosalie now sees the world around her. What I see as something that maybe just needs to go in the recycle bin, such as a box, a bottle cap, a piece of cardboard, she sees a possibility. She transforms it into a model, a structure, a whole world of art through her eyes. What looks like scraps to me really becomes imagination in her hands. And that just doesn't happen by accident. That happens in a school that teaches children to think differently, to problem solve, to innovate, to

169see value where others might not, to understand that even something small can be transformed into something meaningful. Yes, she is learning to read and write, and yes, she is learning math, but she's also uh learning about creativity, sustainability, and responsibility and confidence. She talks about composting at dinner. You have 30 seconds remain. >> Explains why she shouldn't waste water, she reminds us which bin things belong in and sometimes even corrects us. And while she still occasionally loses her sweater at school, she's gaining something far more important, a sense of purpose. The teachers here do more than educate. The they nurture curiosity. They encourage questions. They build classrooms where children feel safe enough to try, to fail, to create, and to grow. Thank you to all the AGC teachers, especially Miss Susi, Miss Lupe, and Miss

170Franco. A 10-year charter renewal is not just about keeping a school open. It's about sustaining a place that is shaping thoughtful, compassionate, innovative young people starting at just three years old. Rosie is not just being for the next grade. She's being prepared to think critically, to take to care deeply, and to believe she can make a difference. I'm just ask I am not just asking you to renew uh our ch our charter um our 10-year charter uh sorry about that renew the charter for 10 years so that children like Rosley can continue to grow in a community that sees their potential even in what others might overlook and just lastly wrapping up sometimes what seems even the small or disposable thing holds an extraordinary potential when it's giving the opportunity to grow and in this

171school at AGC they're giving your remarks to grow every single day. Thank you. >> Thank you for your comments. The next speaker is Amaya Rangel Ranhel, speaker 15. >> Good afternoon, members of the board. My name is Amaya Ranghel and I'm proud to serve as the student council president at the Academy for Global Citizenship. Over the past three years, I've had the opportunity to complete more than five internships, three different positions in our K8 student council, and attend selective national leadership building opportunities for student leaders. And I stand here today as proof of what AGC can prepare its students to achieve. At AGC, we're taught how to think critically, ask questions, and to care about all communities. Through the IB and dual language program, we dive deeper, learn hands-on, and push ourselves to grow as

172much as we could. Besides our students, our teachers believe in our potential and push us to grow, not only as our own students, but as our own person. They encourage us to they push they encourage us to push ourselves and challenge us as we as we move forward in school and postsecary and and on forward. Because of this support, I will be entering high school very soon feeling academically ready and very much confident in my voice. I'm here today and soon will graduate as a reflection of what happens when a student is empowered, challenged, and believed in. I kindly request that you renew my amazing school AGC for 10 more years so that more kids like me. >> You have 30 seconds remaining. >> World class educational model. Thank you for your time. >> Thank

173you for your comments. The last speaker from the Academy for Global Citizenship is Tvaris West, speaker 30. Uh, good afternoon everyone. Um, pleasure to be here. Thank you so much for the opportunity to be able to speak. My name is Tavaris West. I'm a spring 2024 honors graduate from Howard University with a degree in finance. Born and raised here in Chicago, Illinois, specifically Englewood. I also am a proud alumni from the 2016 inaugural class of the Academy for Global Citizenship. And I stand here today excited to be here to speak to you all. If we can go back in time and speak to that young first grader and ask him, could he imagine himself here today serving on the board of his elementary school or serving as a team lead at E Trade for Morgan

174Stanley? He would have laughed and told you no. He was destined to be a Power Ranger. But here we are today. Nonetheless, that young boy and me standing here today, I wanted to help my community and help people that look like me. And yeah, that may have changed a little differently from going to fight bad guys as a Power Ranger, but now educating my community with financial literacy and then coming back to my school, helping the generation like this young lady here herself and being able to be a voice for these people and show that AGC is an amazing institution. AGC cultivates an environment and norm where helping people was just second nature or as easy as breathing. We live in a world where there are so many ways where we identify ourselves and that

175can separate us. But at the end of the day, I'm a person. You all here are people. The people watching virtually are also people as well. So why would the way you identify yourself make me treat you any less of a person or not offer help when I can provide that? Um I believe leaders are individuals who people who have the capacity to assist peers and elevate them in their everyday endeavors to reach their potential. >> You have 30 seconds remaining. >> Thank you. And I'm confident when I say ACU is a school that nurtures young leaders not just here in the city of Chicago but on a global level. that is in the name, the Academy for Global Citizenships. They're not just leaders for Chicago, they're leaders that will make an impact in any

176environment they step into. I kindly ask that you renew AGC for the maximum length of 10 years and their charter program. Thank you so much for your time and consideration. You all have a great rest of your day. >> Thank you for your comments. The next speaker is Mariana Munoz, speaker 11. is Mariana. Professor Garcia High Schoolin. Transform. for We'll have the statement translated. My name is Mariana Munos and I'm the mother to Natalia who is currently in 9th grade. Natalia has been part of a setto schools since kindergarten, and we've seen firsthand the commitment and dedication this educational community has with its students. Throughout her school journey, Natalia developed some learning difficulties. However, thanks to the assistant by a great team of specialists and the school's constant constant attention, these difficulties were attended to

177with love, patience, and professionalism. Today, Natalie is an excellent student, confident and motivated to continue growing. I also wish to share that I have a son who attended Garcia High School and his experience was extraordinary. He graduated thoroughly prepared for the next chapter of his life and today he's at college demonstrating that the education he received at Aero truly opens doors and transforms futures. As a mother, I am profoundly grateful for the support our Raserero schools give our families and children. That's why with hope, much hope and conviction, I request that charter school that charter schools receive along the renewal so that more students can continue benefiting of a quality education that changes lives. Thank you for listening to our voices and believing in the future for of our children. >> Thank you. The next

178speaker is Josh Mashoff, speaker 21. This originally said good morning. Now it says good afternoon uh members of the board, president, CE, President Harden, and CEO King. I might be the only one that stands up here today with a a proposal for you to save money and still give more choice. My name is Josh Mashoff. I'm a pig farmer from Southern Illinois and past president of the Illinois Pork Producers Association. I'm here today to request a review and reconsideration of the pork prohibition in Chicago public schools local school wellness policy. It's not simply a menu issue, it's a fiscal issue. CPS serves more than 325,000 students and prepares 350,000 meals every day. At that scale, even the minor changes in sourcing can translate into major budget impacts. Due to its pork ban, CPS cannot utilize

179pork available through the USDA foods and section 32 purchasing program. The district is leaving money on the table, excluding itself from locally grown nutrient-dense protein, often available at reduce or no cost from Washington. Let me offer two very clear examples. First, on a weekly basis, CPS misses out on 5.5 million in federal dollars because 39% of students skip lunch and 56% skip breakfast. When participation drops, federal money is left on the table. Offering culturally familiar, widely consumed items like pork breakfast sausage dramatically increases student participation. This leads to not just better performance for students, but directly increases federal revenue for CPS. Second, direct cost savings over the course of the school year. Using a pork sausage patty instead of a beef patty at breakfast saves CPS more than $1.2 million. That's just for a single

180item. Imagine what broader flexibility could mean across $350,000 meals per day. This is also gaining broader attention. Illinois leadership recognizes that CPS ban affects students and forfeits millions of dollars from the system. Sonia Harper, chairwoman of the Illinois House A Committee and former CPS student, Senator Selena Villoeva, both have resolutions in the Illinois General Assembly calling for the review of this policy. This is not about mandating pork. This is about choice. Restoring choice conclude your remarks. >> Increasing participation, reducing costs, and allowing CPS nutritionists and procurement to use every fiscal tool available. The current prohibition was adopted in 2020 without discussion. Pork is a nutrient-dense high protein quality recognized in the 2025 to 2030 guidelines. We asked the board to initiate a formal review of the pork prohibition, examine the fiscal implications, and provide CPS

181the flexibility needed to responsibly manage costs while serving students nutritious, delicious, and affordable protein. Thank you for your time and consideration. >> Thank you for your comments. The next speaker is Gina, Sheriff, speaker 24. Good afternoon. I have called Alm Park home since 2012 and I teach at Hogan Elementary. What I have witnessed at Hogan in the last few years is a neighborhood school miracle story. A thriving school, a thriving school that families believe in. As you can see, as you know, we are in an overcrowding crisis. I'm here to request a community survey and community hearing to determine the best use of the space at 3729 West Leland. You might have heard of that property in the last few months because there is a long history of Hogan's needs being dismissed. In 2005, Hogan

182Middle School at the West Land location was built to alleviate overcrowding at the existing Hogan Elementary School. However, the building became an Aspira charter school instead and neighborhood resources were diverted from the neighborhood school. We heard a lot today about how that has turned out. Here we are. Here, here we all are 21 years later with the same overcrowding problem, but this time there's still an option because there's space at the Leland building. Our community has been advocating in good faith. Yet, we have been pressured to to be silenced, even to the point that we were given the ultimatum to agree to decreasing our thriving prek program or lose support for our dual language application. There are many dual language schools in our neighborhood because that's what our community needs. Yet, not for Hogan. There's

183overwhelming data that supports the strong prek program, but not >> you have 30 seconds remaining. This district has said that they want to invest more in neighborhood schools. And here we see a textbook opportunity, but not for Hogan library. Not for Hogan. Art on a cart. We can't have a building or we don't have space for it at Hogan. Instead, precious neighborhood resources are being allocated to a lottery school. I want to remind you of your power as the board of ed. You may not have been there 21 years ago, but you are here now and you can make a change. You have the power to invest in the momentum of our school community. Let the process be transparent. We need to hear from the portfolio committee of an accountable action accountability for their actions

184and decisions. Your action or any remarks impact every minute of education for Hogan students. For too long, it's been no not for Hogan, but today it's time to say yes for Hogan, too. Thank you. >> Thank you for your comments. The next speaker is Dr. Angel Alvarez, speaker 26. Thank you. I'm Dr. Angel Alvarez. This board has championed the belief that those closest to the problem should be closest to the solution. That's why I'm here disheartened that more isn't being done to support students with disabilities, empower our LSC's, provide budget transparency, and provide accurate information about the growth our students have had since the pandemic. I am the president of the office for student with disabilities local um family advisory board. I was elected to that position on platform of making sure we improve services

185and communication to families that need it. We meet the third Thursday of every month at 6 p.m. I invite you to come. When you come, you will see us talk about best practices to provide services for students with disabilities. You will have a report that I provide showing particular areas of disparity and how we can make improvement. And you will hear from families about the need to do better regarding children in particular schools. our LSC's. I have shared continual problems with how CPS supports local school councils and I've presented analysis showing that schools that support low-income students of color are having the parent voices silenced. This has to change. CPS has taken the best aspects of local leadership and have burdened us with bureaucracy. This has to change the budget. I have shared how CPS's

186financial situation is far worse communicated. >> I've implored this board provide transparency on school level funding and accurate budget projections. You shouldn't be surprised that schools are going over budget because I told you that was going to happen. Student growth. Two years ago, CEO Martinez and CPS bureaucrats have championed how CPS was number one in student gain since the pandemic. I was here saying that Harvard and Stanford study was wrong. Harvard and Stanford revised those numbers. Those gains were not accurate. Now that we know better, we can do better. Please meet with me and let's do better by our students. Thank you so much for your service. >> Thank you for your comments. And the last speaker from registered speakers list is Dr. Carolina Barrera Toban, speaker 28. My statement is in Spanish and I

187can translate it into English. >> Actually, if you could speak uh say it in English. I'm sorry. Yes, please. Um and it's Karolina. Um director Roberto Clemente. Illinois. Irene. system. 30 seconds remaining. Brown. Now I can say it in English. Okay. Thank you. Good afternoon board members and uh CEO Dr. King. Uh I'm here to follow up on the email that Clementes LSC chair Faria sent to board members about a series of systemic irregularities that have compromised the principal selection process at Roberto Clemente Community Academy over the last nine months. What's happening at Clemente is a coordinated effort to undermine community-led governance. These issues range from the denial of translation services for Spanish speaking parents to severe violations of the Illinois Open Meeting Act, including the holding of unauthorized fora and uh allowing ineligible members

188to vote in closed sessions. We have filed formal complaints regarding these irregularities. Currently, the LSC is being systematically stacked to favor a specific outcome. The interim principal has unil or unilaterally posted two parent vacancies on a Thursday and closed them the very next day, effectively excluding any parent without immediate internet access or the ability to visit the school within 24 hours. Furthermore, the non-eing staff candidate that was supposed to be up for appointment today at this board meeting has documented personal ties to three existing council members, two relatives, including two relatives. These appointments are being rushed through opaque and unethical procedures specifically to secure a voting majority. At our last meeting during which that chair had planned to expose these irregularities, the interim principal and two teacher pres representatives actively blocked the chair from participating

189and two other parent reps from participating virtually while sim simultaneously preventing our student vice chair from exercising his lawful leadership duties. Let me repeat that. preventing our student from exercising his lawful leadership duties in a public forum. So yes, we agree with what board member Brown or what board member uh Smith said that 14% is too low. We must put students first and this means administration and teachers need to do so as well. These failures have been exacerbated by a lack of proactive support from LSC relations. Guidance is only provided retroactively uh or reactively after parent representatives spend hours fighting over accountability. This administr this administrative impunity marginalizes vulnerable groups and shield those in power. We respectfully request that this board pause the appointment of the non-eing staff representative at Clemente until all pending investigations

190into misconduct and OMA violations are concluded. Clemente deserves a process rooted in truth and transparency, not one defined by convenience, opacity, and nepotism. We ask the board to stand with our parents and protect the integrity of the LSC system established by Harold by Mayor Harold Washington. Thank you. Thank you for your comments, President Harden. We also have two elected officials who would like to address the board. We'll begin with Alderman Byron Sigchel Lopez from the 25th Ward, who is joining us virtually. Please enter star six to unmute. >> Good afternoon, members of the board, Dr. King, um members of the audience, and our community at large. Thank you for um allowing us to to share with you concerns and um and the need for us to come together. Uh today more than ever we see

191the attacks on public education. Uh we have a federal government vested in destroying communities, cities like ours because we think differently. or anybody who heard the unhinch the state of the union um will agree that that is not the future that we want for our kids. We do not want neither believe neither will ever accept the supremacy the comparison to uh or trying to treat us like animals subhumans. We must come together in our city to make sure that never again our government is bought out by billionaires. If is either Michael Sachs or Elon Musk, we must as parents, as a father, as an elected official, as an immigrant, as a parent of CPS, refuse to normalize and tolerate such rhetoric of hate and racism that is spreading like wildfire in our country. Here in

192Chicago, we must stand together. And that's what I'm calling on the board of education to join us to go to Springfield and once and for all fulfill the commitment to fully funded schools. It is unacceptable. It is horrific to see the conditions on our schools when we have so much trauma. Now we see the federal government deploying indictments to public education districts like in LA simply for protecting children from pedophiles and those who spread hate and want to pitch us against each other. In Chicago and Illinois, we know the importance of public schools. We have a governor prer who has also shared publicly at least that he wants to fully fund our schools but yet we we yet to see action. I'm calling on all of us to urge Governor Prrisker to tax the millionaires.

193A 3% s charge will generate $4.5 billion that can be used for property tax relief and fully fund our schools. Today with sadness, I see how schools and again we desperately need oversight and accountability on charter networks. And I tell you that I see with great concern shutting down the schools in the middle of the year. We need to provide a solution. I urge the board of education as we are pushing for accountability and making sure that never again we see what we saw with Uno/ Asetto schools and these same proeters like Ran Ranel now running packs with Michael Sachs to buy elections after they betrayed the trust of the public pitch communities against each other. Never let that path to come back. We need to ensure that these children mainly immigrant undocumented people who

194are trying to make and flee in attempt are being terrorized and they're being attacked like never before. Concentration camps, murders by this federal government. Today more than ever we need to protect the right of public education for everyone and urge the board to find a solution so these kids 500 kids can finish the school year and then find a plan as we done in the past by parents and community coming together to make sure that public education never again is privatized never again is privately managed by publicly funded and that we fight together like never before. So local school councils are empowered. So people through our communities are empowered to participate to be the change that they want to see in our communities. We must fully fund our schools so that we put in action

195what we preach. Public education is the great equalizer. I am grateful for the service of this board. And I encourage every parent, everybody who's invested in public education to participate in this elected school board because we already see people like Michael Saxs, a funer of Apac who want to buy or public education for profit so he can control those pension funds and continue to profit from the suffering and the public schools that need to be funded today to protect our kids. We need beyond the social media post. We need action. We need a millionaire tax. We need to fully fund our schools and work with other local school councils today to bring those communities together, defend democracy and protect and invest in public school for every child. Thank you so much. >> Thank you for

196your comments. And the next elected official is Alderman Felix Cardona Jr. from the 31st ward who is here in person. Thank you. Um, good afternoon, President Harden, CEO King, and the board members. Today, I'm not here to talk about spreadsheets. I'm not here to talk about the policy uh language. I'm here to talk about our students. Over 500 young people walk through Espea's doors every single day. There are not numbers in the budget. There are seniors three months away for graduation. There are juniors enrolled in dual credit college courses. There are freshmen who are finally found a school where they feel safe. Right now, those students are being asked to carry uncertainty that no young person should have to carry in the middle of the school year. Our seniors are preparing for prom, graduation, and

197for a college decision day. Many of them are being first generation college students. Many uh have already earned dual enrollment college credits to put them ahead in their academic journey. Some have secured scholarships, life-changing uh life-changing scholarships that depend on acade academic continuality transcripts to stable enrollment enrollment. If Aspida Early College is forced to close before the end of the academic year, we are jeopardizing college credits due to the fact that the agreement of Aspita City uh Chicago City Colleges would cease to exist. It is not as simple as transferring to a student of a CPS school enrolling programs and teachers certified to teach the course. We risk complicating scholarship awards. We risk interrupting college admissions process that the students have worked for four years to earn. This is not a theor theoretical. This is

198real. Students are currently enrolled advanced placement courses with exam scheduled in May. They are competing career pathway certifications. They are participating in structured car college readiness programs. These are not programs that transfer seamlessly mid mids mid semester. These are ecosystems built around relationships, p uh pacing and trust. And then there is safety. Some of our students come to us because they did they did not feel safe in the previous schools. Some transferred from exposure to violence. families made international um intentional decisions to enroll their children in an environment that they believe was structured, supportive, and secured. To suggest that students can simply be re redistributed within the consequence ignores the reality is why many families choose aspas in the first place. We must also acknowledge who our students are. Approximately 95% of speed students population

199is Latino from working families. Approximately 65% approximately 65% are English learners. Many come from immigrant households that are already navigating the fear uncertainty of today of the national climate. I have heard directly from my from the parents who are worried that not just about academics but about stability trauma and what ha and what happens when you remove a young person from one cons con consistent environment they trust when a student says I'm afraid to go I'm afraid that I'm going to lose my college credits that is not politics that is fear When parents say they already they're already facing trauma and they fear about deportation, losing the safety of the school would make it worse. This is not rhetoric. This is reality. The distri the excuse me the distrib the distribution of the of the

200school is not closing a building. It is a relationship that is served. It is counseling support interrupted. It is trusted teachers suddenly gone. It's a social emotional system destabilizing the final stretch of the academic year. You have 30 seconds remaining >> and we must ask why would we introduce instability with only three months of remaining students on track. Instructing are continuing. Graduation requirements are being met. There is a clear path to finish this year strongly. We are asking for a simple student centered outcome. Allow these young students to complete the school year in an environment that they're already succeeding. Let them graduate with dignity. Let them compete in AP exams. Let them finish their dual credit coursework. Let them walk across the stage with their colors and with pride. And in this I ask you

201guys to uh the board to consider extending uh the continue education for a speed up for the next month and a half till they finish. Thank you. >> Thank you for your comments, President Hardin. This concludes public participation. >> Thank you. I want to take a moment and uh give it forward to Chief Mayfield. >> Thank you, President Harden. Uh I really wanted to provide some more context to the Unite here negotiations. Um, we had some comments earlier, some remarks, and and I want to make sure that uh we are all on the same page with the path forward and let me give some background. So, so since June of 2025, we've engaged in good faith bargaining with Unite here. Uh, it's a union that represents over 1,600 food service workers at CPS. And our

202focus throughout the negotiation was really to deliver a really historic increase in wages uh that far exceeds the contracts uh preserving the the workers flexibility and the benefits. And so even as we in this face of a uh north of a half a billion dollar budget, uh we're committed uh to delivering a fair deal to our food service workers. And I just want to point out three big highlights uh just to keep everybody grounded here. We propose to Unite here a wage increase that's north of of 10% that reaches all the way up to nearly 40 plus percent over the four years. In addition to that, 98% of the food service workers will get raises between uh 8% and 30% just in year one. So what does that mean? So that means no worker will

203make less than $20 an hour by this August. The next thing we proposed is we eliminated the wage tiers. Specifically, we have cooks and associate managers uh whose rates are based on school meal counts. And in this case, we propose to move to a single rate of pay uh for each role. And and that just turns into just more predictable, consistent earnings with those higher wages that I I I just mentioned earlier. And last but not least, uh it's maintaining the the health coverage and the schedule and flexibility. So for many of our food service workers, uh CPS isn't their full-time job, but it's a way to earn extra income and and it's also a way to secure vital benefits, not only for them, but also for their families. And so we have flexible working

204hours for those parents uh who who have children within our schools and they could align their schedule, you know, with with the school hours, which is really important. That's an arrangement that really works well for us because it it expands our pool of workers uh to ensure that that we can still serve highquality uh food services for our students. And I'll close with this. Um the contract won't increase the employee contribution for health plans and it it will ensure that part-time workers continue to have full health care benefits and that's a win-win for all of us to to be able to have you know both those benefits and flexible schedule again increased wages and at the same time eliminating those wage tiers. Uh so I just want to provided that provide that context. I know

205we can have further dialogue uh in further sessions. So, thank you, board president. >> Thank you, Chief Mayfield. This is obviously very important to us. Uh so, we'll just ask that you continue to provide updates to the board on the progress of those uh negotiations. Um second, I want to invite I and I uh up to make uh comments. I mean, there have been obviously a number of comments that have come up relative to Aspira and so we wanted to provide an opportunity for the district to respond. Thank you, Mr. President. Good afternoon, um, board members. Good afternoon, CPS leadership. My name is Sabrina Evans and I am the executive director of the Office of Innovation Incubation. I want to start today by addressing the students and families of Aspita. This is not the outcome

206that anyone hoped for. We understand the stress and difficulty of today's news. We understand the uncertainty and disruption that comes with changing schools in the middle of the current school year. CPS is dedicated to supporting you throughout the transition process and the rest of this school year. We will work with each and every one of you to find a school that meets your unique needs to finish the current school year in the highquality learning environment that every student deserves. We will share more about our transition plan in a moment. The road has been long and complicated. But the reason we are here is simple. Every charter when they enter into an agreement with the district with the board to open a school, they understand the policies, they understand the guard rails, they understand the law,

207and they understand their agreements. CPS provides funding funding and support and charter operators deliver educational services to students. State law dictates the maximum amount of funding we can supply to charter schools. If a charter school is unable to provide educational services to students within the funding level that is state that is set out by the state law, CPS is committed to acting in the best interest of students and providing them the opportunity to transition to an education environment that can provide those services. The district has already advanced $2.55 million to support payroll and continuity of student services at a speedup early college as well as business and finance. But the district does not have the authority to provide funding beyond the statemandated tuition limit including the per capita tuition charge of 103%. This th this

208threshold is outlined in Illinois charter law. Aspeeda will continue to receive district funding through April 10th, at which point CPS has made and provided the full 103 PCTC that's permissible under charter law for this fiscal year of 2026. Based on documentation provided by Aspita in January of this year, the funding provided through April 10th will not be sufficient to meet payroll needs through the end of the school year. In the light of these funding constraints and the urgent threat to the continuity this school year, the district required a speeder to provide a clear and comprehensive plan that outlines how a speeder will fund operations for the remaining of this school year. A speeder response to the district has been unsatisfactory. The recent submission did not include verifiable secure third-party funding sufficient to eliminate the projected

209deficit. Nor did it include a clear and comprehensive operational plan demonstrating how a speeda will remain financially stable through the end of the year. General assurances, anticipated funding, or contingent commitments. This does not dis demonstrate financial solveny under Illinois charter law or a speedas charter agreement. In 2025 in May of 25 2025 the board approved a two-year renewal for a speeda network. The primary driver for the short renewal was financial performance as the network enter financial remediation following its FY24 financial scorecard outcomes based on the provisions outlined in Illinois charter law. Charters are providing with a 2-year remediation period before their authorizer can revoke or non-renew their charter. if the charter fails to meet academic, organization, organizational or financial standards. This gives an underperforming charter school a fair structured opportunity to address ites deficiencies and

210receive support from the district while ensuring accountability to students, parents, and the community. Since July 2025, Aspita has been in financial remediation, a status requiring monthly documentation to INI for enhanced oversight. Despite this requirement, the school has failed to provide any necessary f filings for eight consecutive months. All submissions remain past due. In addition, all charter schools are required to submit an independent audit on November 1st of every year. This audit provides the data that CPS relies on to generate financial performance metrics and truly to understand an operator's financial position. A speeda has yet to submit this document. The analysis of the audit is important in a speed of case as a speed of board has communicated that their financial needs include an endofear 25 2025 deficit. We cannot verify this need without proper documentation.

211In November, I and I requested additional documentation from ASPIA to allow our team to conduct further oversight into their financial activities. A monthly general ledger export and a bi-weekly submission of payroll records. Aspa has also failed to submit these documents. Absent docu do documentation and secure funding sufficient to sustain operations through the end of the 2526 school year. Aspa has not demonstrated the financial sustainability required to continue providing legally mandated educational services. Despite this, a speeda board has indicated that it has not initiated nor does it intend to initiate a self-closure process. Regardless, CPS is committed to acting in the best interest of students. If a speeda is unable to provide the services that students need, CPS will initiate an optional process for students to transition to other schools that can provide educational services for

212the remaining of this school year. This action is being taken to safeguard students educational stability and promote compliance within applicable state and federal laws. To be clear, CPS is not revoking a speedas charter at this time, but is moving forward with a students transition process as oversight due to the dire situation created by a speedas failure to demonstrate financial stability which places the education of a speeda students at risk. As we work to provide transition options to students, we expect full cooperation with ASIA and its management with our CPS transition teams. This includes but not limiting to timely and accurate account of all student records including IEPs and 50 on4 plans, access to their school facilities, a speed of staff information, fulfillment of student data request as we request. These data requests are necessary for

213student transition placement and supports and we want to have clear and coordinated communication to families. All updates will be communicated through a transparent community centered process to ensure families remain informed and engaged every step of the way. In a moment, I will introduce my colleague, Chief Portfolio Officer Conrad Timbers Orsar, who will provide an overview of our transition plan, which was help which will help us identify school placements that meets each child's unique need and ensures continuity of learning this year. Again, we know that this is not the outcome that students and families hope for. We are particularly sensitive to seniors who will have to spend the remaining months of their final years in a new environment prior to graduation. But if a speeda is unable to provide the services the students need and has

214not been able to secure additional funding to make it through the end of the school year, CPS must act for students educational needs. Thank you, Mr. President. And I will turn it over to my colleague, Chief Timbers Arsar. And I believe my statement will be translated. >> Good afternoon. Uh, thank you, Executive Director Evans. CPS understands the difficult position of a spear of families and staff and we are committed to leading a supportive enrollment experience that prioritizes student well-being and community integration. Our goal is to ensure that impacted families have the opportunity to transition into inclusive environments where students can thrive and establish a lasting sense of belonging. Internal CPS leadership is moving ahead with our transition plan and we will be engaging a spirit leadership to support our spirit students as they transition to

215a new school. Any student who decides to depart a spirit business and finance and early college will have a guaranteed seat at a group of nearby district- managed high schools where they will be transitioned and welcome without disruption to their education. At these schools, CPS will ensure students have access to a designated transition coordinator for regular check-ins and to support wraparound services tailored to students needs, include mentoring, tutoring, mental health services, and more. They will also be prepared to provide additional items like technology, uniforms, and school gear that students may need to be successful in the school. Students will receive CTS bus cards to get safely to and from school. CPS is working with our office of school safety and security to establish supports for students in collaboration with principles. Student fees will be waved

216for families. CPS will provide all graduating seniors with a formal letter to help college admissions offices understand the recent events. CPS is reviewing and assessing graduation requirements for juniors and seniors. The district is committed to providing support to receiving schools centrally by assisting the monitoring and tracking student enrollment and attendance, connecting families with points of contact within the district, connecting students for wraparound services, ensuring timely delivery of student records, and assisting with continuation of services for all students with disabilities and students who are English learners and students in temporary living situations. CES is also identifying supplemental academic and emotional supports to mitigate the impact of the transition and ensure that student success remains our priority. Additionally, several departments within CPS will host specific workshops and meetings to ensure school level staff at these schools have

217the tools they need to effectively support students after this unfortunate disruption to their education. CPS will work with principles beginning next week to better understand the specific needs. We expect to host a town hall for families where they can learn more about the transition process next week, the week of March 2nd. I want to close by echoing what executive directors Evans said. This is not the outcome that students and families have hoped for. But I want families to know that we have a plan and we will be working with each and every one of you to make sure that you are supported, that you find a new educational home that will meet your needs. I also want to point out that last year we had to transition 663 students when Asero Pero Cruz Plato Learning

218Academy and Aspira Hogan uh closed. CPS successfully transitioned 98% of those students. Thank you, Mr. President. >> Thank you. >> President Harden, I'm sorry. The statements will be both translated as condensed Spanish statements. If anyone wishes to receive the fully translated statements, please contact the board office for assistance. Good afternoon again. Uh I will be starting with the INI comment a statement. forch. Charter La Charter. Fore information. forch. for me. person. I will now move on to the condensed version of this of the chief portfolio officer statement. Business and Finance Early college. Wrap around. Unifor. for collabor. for Wrap around. And that's foria. This concludes the bridge statement. Thank you. We'll open the floor for board member comments. Uh I'll ask though if you have any questions that you forward those questions to the board

219office for response so we can get to the business portion of our meeting. Uh with that, I'll start with uh member P. Yeah, I'm sorry. I want to address the Yahaspirus situation. This is a terrible experience for our students. It is unfair to the children. It is unfair to their families. They put faith in this charter operator and this charter operator has denigrated their faith and failed to perform adequately and failed to perform responsibly. As a board of education, we are bound by fiscal constraints. We are bound by budgets and we are bound by our fiduciary responsibilities. To me, it's heartbreaking that this operator has put these students in this situation. And I want to make it clear that it is not CPS. It is not the board of education. It is not any of

220us who are doing this to the students of Espira and their families. This is something that is beyond our control. Unfortunately, I appreciate the plans laid out by uh Evans and uh Conrad uh to detail what they're going to be doing for the families. I do know that especially for the seniors though, a lot of them want to be able to stay together with their friends. And I hope that the board urgings will help you all to find as many opportunities for them in neighborhood high schools so that a group of them can stay together and be together and have the normal senior celebrations that they want to have and they need and deserve. I'm glad to hear too that you are offering extra mental health services for these students because this is a trauma

221for them and these are kids that were already traumatized during the co era and I think it's it's the least we can do in this situation. But I do hope that this serves as a warning as a red flag to other charter operators that you have to behave responsibly. You have to have your finances in order. You have to be transparent. You have to turn in your audits. We cannot do this to our children. It is just not okay. Thank you. And I'll stop there. Member Rivas. >> Uh thank you, uh President Harden. Um I want to take a moment to acknowledge the outpouring of support and activism related to Shy Arts, a school in my district that serves students from across the city of Chicago. Uh in November 2025, the board approved and committed

222to establishing Shy Arts as a district-managed school, designating it as a fine and performing arts high school, transitioning the conservatory to the greatest extent practicable, and directing the district to explore the financial strategies and partnerships to sustain the conservatory. Earlier this week, I had the opportunity to attend the Shy Arts community meeting to hear from INI about the district's plan to transition the school to district management. To answer some of the dozens of emails I've received since Tuesday evening, I want to be clear that Tuesday's meeting was for community members, not for board members to give feedback. I and many of the other board members uh here who attended the meeting were there to learn about the transition to district management. The plan was not shared with the board prior to that meeting. In my

22314 months on the board, I have been able to visit Shy Arts a few times, including being able to attend the principal panel where I was able to see Dr. Feast in action, meet directly with parents and stakeholders with alder person fuentes and have received hundreds of emails and postcards from students, parents, and community members. Since the Shy Arts Foundation decision to not renew their contract with the district, as member Pope has mentioned, this was a decision by the Shy Arts board, um, a separate board from us to not renew their contract with the district. I have lobbyed for the conservation of the conservatory to continue the valuable pre-professional program as a gem of District 3B, but also nationally. I will continue to work with the district to ensure that student, family, and community voice

224are part of that transition. I look forward to seeing many of you on March 11th at 6:30 p.m. at the next community incubation meeting at Shy Arts. Thank you, Mr. President. Member Rosenfeld. >> Yeah, I too just want to speak to the students of all of these schools. Aspira, Aero, Chai Arts, Academy of Global Citizenship. I see you. I hear you are not just a line on a spreadsheet to me. I also I want to apologize on beha on behalf of all of the adults that only focused on adult decisions in Chicago public schools who have mismanaged your education personally and from all of us. I'm sorry. Um you're the reason I ran for this office. You're the reason that I volunteer my time in this seat. And I know that you're resilient and you

225will go forward and I will advocate on your behalf. You are my why. Dr. King said something in her statement and her words that I think speaks to this and this actually is becoming very much Dr. King's leadership style and why we need her to stay with it at CPS. Fragmentation weakens us. Alignment strengthens us. That's Dr. King's leadership style. That's what's happened between the charter group and Chicago public schools. We must continue to collaborate. We must work together, not against each other, but align together on behalf of the students in Chicago public schools. I was disappointed this week when I was removed from the charter school working committee because I think it couldn't be more important. We see it with the Spira and Aero and the renewals upon us. We must have a working

226committee. I hope that we will continue to hear from whomever it was that was put in in my place and we will continue to build a collaborative relationship. If we don't, this will continue to happen. >> Dr. Fles. >> Uh thank you, President Hardin. Uh I will read a statement regarding Aspira from board member Norma Rio Sierra who is not present today. Aspira is in her subd district. Aspira, after months of asking for basic financial transparency, we have reached a point where we can no longer wait. Aspira's leadership has mismanaged its finances, deny the depth of the problem, and failed to provide the clarity families and staff deserve. Now, ASPA has informed the district that it is insolvent and has no legal path to finish the school year. They have told us they're weeks away

227from running out of money and being unable to pay teachers. Aspira's financial decisions and admission of insolvency have created a crisis that is harming CPS students and staff and that compels us to act. Our responsibility is to students and families first. We must provide a speed of families with a compassionate clear transition plan before the fourth quarter begins so there is no disruption to learning, no chaos around payroll and no uncertainty about where the doors will remain open. As Spir students, their families and staff deserve stability. They deserve respect and dignity. We can no longer prioritize protecting a charter network over protecting children. As much as it pains me to see families in my district facing this uncertainty, I have not stopped advocating for you. It is imperative that we begin communicating a thoughtful transition

228plan now because waiting any longer will only increase stress and harm. We're urging the district to move in ways that prioritize all families and staff. That means transitioning students in cohorts alongside their seeks and TAs wherever possible to preserve relationships and continuity. That means prioritizing our seniors so their final months are filled with joy, celebration, and excitement about the futures they have worked so hard to build. And that means ensuring every student receive all of their hardearned credits and is fully prepared to finish the year strong despite this difficult transition. Our focus is not on institutions. It is on our children. I look forward to seeing every one of our aspirantes graduate. I will continue to advocate for each and every one of you every step of the way. I would like to also translate

229this into Spanish. Norma, personel medicine. Yes. The forch. Personific significant Fore member Zoro. >> Thank you, board president. Um many thanks to all the families from the various schools that came today and especially thank you to the students from Aspira who spoke up about the things that they want to see um in the event that they have to go through this this um transition that no one wants to have happen. Thank you also so much to I and I for all the work you have done in these difficult circumstances to try to put something together. Um, I just want to uh emphasize the importance of really listening to the things that the students said today and um doing all the work we can to address those specifics. So, um, you know, they of course talked

230about getting their credits and I'm sure you're working on that, including AP credits. Um, but they mentioned other things, right? They mentioned being able to play on a sports team that they were counting on, for example. Um, and I want to ensure that we're really thinking of ways to make sure that those level of things happen. And most particularly for the students who are going to graduate, I think we should really find ways to preserve those activities that they had planned on to do them with their their fellow students regardless of what school they go to. How can they go on that Six Flags trip that they were expecting? How can they go together to lunchon? How can they have their graduation with their colors? I think that should be possible. I think we need

231to think outside the box and make sure that those things happen. >> Thank you for that. Members of core, we'll now move to short recess. Board member Brown, do you have a motion? M1? I will momentarily. 86. >> 86. >> Okay. >> Yes, sir. >> I move that the I move that the board take a 30-minute recess. >> Is there a second? >> Second. >> Thank you. I'll proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member VeZ. >> I. >> Member Bole. >> I. Member Wallace. I >> member Kuster. >> Hi. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. >> Yes. >> Member Bannon. >> I >> Vice President Bautista. >> Yes. >>

232Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zach. >> Yes. >> Member Deberry. 18 eyes 19 sorry 19 eyes zero nays this motion is adopted this meeting will now go into a 30 minute recess the meeting of the board of education is reconvening we'll now proceed with the business portion of the meeting uh we'll Start with Chief Hansen. >> Before we proceed, I would like to note for the record that the vote on M1 motion to recess was 18 eyes, zero nays. Thank you. >> Ready? >> Yeah. >> So, good afternoon board members. Also, I want to, you know, take a moment to acknowledge the passing of uh Reverend Jesse Jackson. uh you know just a a pinnacle of the nation and

233definitely a true representative of of equity and represent all of Chicago. Um no easy way to transition from that but but today uh we are presenting the FY27 capital planning process and I really like to begin with the current state of our buildings. Um, this matters because capital planning is is about how we decide what gets fixed first when the needs across our schools exceed available funding in any given year. And so I'll provide broader context and then our chief facilities officer uh will then walk us through the condition data of our portfolio of the buildings uh our prioritization approach uh and the timeline for bringing the proposed plan back to the board. Next slide. So aging school facilities and deferred maintenance are national challenges uh especially in large urban school districts like ourselves and

234buildings require steady investment just to be usable and safe. As you know, roofs wear out, our heating systems age, and electrical systems become outdated and it becomes a structural condition that requires deliberate tradeoffs. And so when investment doesn't keep up or with the pace then deferred maintenance then becomes an accumulation and that risk is tied to that accumulation. And so when we say structural we mean the condition is rooted in the size of the building, the age of the building and the funding history of the entire portfolio. It's just something that can't be solved in one budget cycle. Next slide. So, we continue to reduce our portfolio where possible. And so, we've we've had some some good examples of that. And so, for years, we've had dozens of closed school buildings that have remained vacant,

235some since 2013. But recently, we put out to bid about of 20 of those sites. They were placed on the market. We received 30 bids and uh the 30 bids came across 12 of the properties. And so you've yourselves, you've already approved five of those sales uh by the board and then at the same time we've got five pending. So five more are coming your way. There were a couple withdrawals, but that's a su success that that means we are moving the needle on some of the vacant properties. So thank you for that. So this progress reduces the cost of of maintaining empty buildings and opens up opportunities for community development. But at the same time, our active building portfolio is still continues to grow in complexity. So following the board action to support students

236that were affected by the Asero charter schools, we're adding five Acerero facilities and potentially one Epic facility. Uh these additions increase not only the square footage which is over 200,000 that must be maintained that must be managed by our staff they also add approximately 110 million in deferred maintenance and that's not a static condition right it it it is a system that is under pressure and every capital decision carries greater consequence across the entire portfolio. So next slide. So capital planning is not a a technical exercise alone. It is really a series of valueddriven choices shaped by board policy and funding decisions. And many of our needs uh across our schools are real and they are urgent. So the constraint is not awareness because we're fully aware of what we need. The constraint is available

237capital capacity and as a result every dollar committed in one place means another need must wait. Next slide. So families often the playgrounds and the turf fields. I'm sure you hear about it just about every single school visit that you have. And those investments matter because they do create a joyful student experience. and that fabric of what our five-year strategic plan is all about. But at the same time, the same capital dollars may be required to replace a failing roof. It may be required to stabilize a heating system. I say all that to say, both matter, but only one prevents a building from becoming unusable. And that is the nature of the capital tradeoffs under constraint. With limited capital, life safety and core systems must be addressed first. Sequencing does not mean it's dismissed. It

238just means that stabilizing safety and reliability before the enhancements. So, in closing, uh what you'll see today is you see some visuals that reflect both the progress and the remaining need. And we've got a ton of wins out there that Chief Hansen will talk about because individual buildings and individual stories matter, but our responsibility is to manage risk across the entire system in a disciplined and transparent way. With that, I'll now turn it over to our chief facilities officer, Ivan Hansen. Thank you. >> Thanks, Chief. I was waiting for the applause, but thank you. Thank you. Appreciate that. Uh, good afternoon board members. Um, Ivan Hanser, chief facilities officer. Uh, I'm going to start with my first slide. Next slide, please. Um, as you guys know, I love to start with this just to ground

239everybody. Is our facility portfolio is large, right? Our average age of our building is 86 years old. Our oldest is 152 years old and we maintain over 62 million square feet. Just to put that into perspective, that's the equivalent of 14 Sears towers. And many years of of budgetary constraints have led to a large backlog of deferred needs as the chief talked about. The cost to repair the buildings is far exceeded what CPS has historically been able to afford. And our annual run in place, our run in place that we need to avoid further deterioration is $400 million. Next slide. We finalized the most recent round of facility condition assessments in all CPS owned and operated facilities last spring. This data also informed by technical reports and feedback from on-site personnel. This is now our

240third round of assessments since starting them back up in 2019. A few points to highlight on these is these are a visual inspections of the building systems. They are not destructive. The sample report as you see here includes a rank and quantity for each assessed items at all CPS owned and operated facilities and and the ranking system is from 1 to 7. A separate assessment landing page can be found at cps.edu um at the address shown here on the slide. Uh there's also a search function now where you can search by every school and every need in those buildings. Um and it goes by any of the owned or uh facilities now and the prioritization of critical capital needs is a process as our systems are dynamically dynamic and consistently changing and the change can

241be driven by a number of factors right it can be by weather ex accelerated deterioration uh recent investments or actually just more deferred maintenance. But based upon our updated assessments, uh our new facility number now has grown. Next slide. Since uh our EFMP, we've created this graph to break down our buckets. And as you can see that the the need has grown now over 16 billion dollars in need. The way we've broken this down is in these four categories so we can be consistent across the district. And we have the immedi immediate critical needs, right? Are items that need to be fixed right away. air conditioning, heaters, windows, uh roofs. Um but you can see that's a big job, right? It's $3.7 billion dollars with a B. We also have the long-term uh critical needs.

242They're same items as above. We just have a little more time to get to them. Um and that is now then we also have the ADA accessibility bucket which would make sure everyone can get around the campuses more easily. Uh it's adding things like adding ramps and elevators so we can access all the amenities that we offer on the campuses. And we also have the building upgrades which are improvements to the schools just to make them a better place to learn. And they could be simply paint, better lighting, changing lighting, uh just to make places brighter. The one thing I want to note though is these numbers do not include any programmatic investment. This is just the cost to do the work. I'm going to dive into a little bit later about that in the

243into the slide. Next one. This is a quick summary of the capital budgets over the last few fiscal years. And you can see the es and flows which makes making a long range capital plan extremely difficult. You can see in FY24 we had a major dip and as I talked about earlier we have that $400 million run in place and just in critical need that we obviously aren't continuing to cover. Um I just want to note though on the on the capital projects we are incorporating sustainability and not only our design but in our end results with our mechanical systems, roofing items and anything we do on that side of things. Um, we're also doing energy efficiency equipment to reduce the power consumption. We're doing the high RV value roofing, improve uh the insulation on

244the roofs to reduce heating and cooling costs across the district. And as you guys know, we're working closely with you to implement the green resolution we adopted last fall to roll that out uh this summer with some projects. While our need is great, we did want to acknowledge some work that has been happening as a result of the recent budgets over the next few slides. And it is some positive uh work that we're happening. Next slide. This is the first major category the facility needs is includes things like roofs and windows that we discussed earlier and heating and cooling systems. But here you can see some before and after photos. Uh the new roofs, uh the the boiler systems that come in there. And not only are we making things more efficient, as you see,

245things are taking up less space so we can better utilize uh areas in the building, right? Um and again, this is making things much more energy efficient. Next slide. Uh this is the interior improvements and um as you know through our capital planning process we do community engagement and through that we do a survey. Uh back in uh FY21 the survey came back with every single survey identified out of their categories restrooms which we would have never thought right we thought playgrounds turf fields but everybody identified restrooms as a as a topic they wanted to review about getting improvements. So, we added a bucket to do the the restroom renovation. So, across the district, we're going through and renovating uh one boys, one girls, one staff, and one single user gender neutral restroom in the

246schools across the district. Um, so this is just some examples of what we're doing here where you can see some interior improvements that really just change the the look of the spaces plus the restrooms, how they how they change really the look of of the building and how students feel at the school. Next slide. We also have the programmatic investments that are to modernize classrooms and provide that 21st century learning environment. And the projects in this in this categories include like renovated classrooms or new classrooms uh to support various district initiatives like the prek expansion um arts steam and STEM and IB. Uh we also have our student recreation athletic resources part of this category that includes a renovation of the athletic fields and the pools. Next slide. Our site improvement amenities are to provide

247CPS students with resources that support physical health and wellness. And this can have a significant impact on the students ability achieve to achieve their academic success. Here's some examples of those improvements like playground replacements. They're not only to replace equipment but also provide a more accessible surface to all the students of the of the school. We also work with our partners on the space to grow program where the outdoor space transformed and also includes storm water retention and that benefits not only the school but the community around it. And we work with our partners at DWM and MWRD. Next slide. As we talked about it, we've been able to do a lot of great work, but as you can see, there's still a lot of work that needs to happen out there. But not having

248a robust and and consistent capital plan. We still have roofs that need to be replaced. Boiler and heating and systems that need to be replaced, leaking roofs, old fire systems that need to be re replaced. Next slide. I just want to come back to our donut here, which the the increase is from was from 14 billion to now over 16 billion in immediate uh with immediate critical need of just under four billion. And how so how are we going to solve for that problem? The next slide. With all the funding challenges we have prior that we have prioritized key items like the cons the facility condition assess provide information about critical systems that we work very closely with our office of equity to ensure they're investing funds in areas that were furthest from opportunity. Here's

249a quick view of how investments have occurred across the entire district since n since 2021. This includes over 2,000 projects with over 50% MNWB participation in construction, design, and contractor participation. Since 2019, we've touched every single school in the district with ones with some sort of capital project. Here is overlaid on the hardship index where the the darker the purples, the greater the hardship. And you will see that priorities equity has led to a great deal of investment in locations that were f that were furthest from investment. Next slide. With the funding challenges, we continue to target outside funding where feasible. We target local funding, whether it's TIFF, menu, or OSA funding, and state grants such as DCO and federal uh tax incentives. We target partnerships, as I talked about earlier, with with MWRD uh

250and DWM. And we've leveraged over $300 million in outside funding just over the last five years. Next slide. Here's a quick update of the FY26 capital projects where we took to you and got approval last August. We're starting with bidding and construction to commence a lot of this construction over the summer. We're moving into what our new the FY27 capital budget and we're kicking off that process now. And the goal is getting your approval in June. This will allow us to be able to get to the market starting in November and December of 2026 to get better planning work going faster. Next slide. Uh in addition to what you saw at the board meeting last month, our apprenticeship with 399, uh we've also want to highlight the uh upcoming work that we're doing with our

251capital uh construction internship. In 2026, we we started um the capital internship back working with the with the CTE um partners and and we've got several general contractors that worked and we had over 75 internships with CPS students. uh that was giving them exposing them career pathways and project management, trades, design while also supporting our active summer projects. We're we're looking to continue this this coming summer and we've already been at schools talking to students and getting their their applications uh submitted with their with their resumes. We're we're focusing now this year also on construction that have full range of architecture construction work um so they can get more involved in actually the field work. Also, again, we need a robust capital plan and consistent funding to support and enhance the experience of our students

252and staff within our buildings. Next slide. Thank you for taking the time today and I'm here to answer any questions you have. >> Member Smith. >> Yes. Thank you all for that uh presentation. You know, I visited about 70 schools in in my district and one of the top two complaint well the top two complaints that I get from students, one is lunch and the other is bathrooms. And we talked about lunch earlier and and as we talk about the life saving uh things that buildings need like roofs and electricity for student experience, bathrooms mean so much when it's not like a prison. And one of the best bathrooms that I was able to uh go in and look at was something that you recently redid and and I looked on the picture. It looked

253just like Marsh and and what you all have done in Marsh with those bathrooms has been amazing work. And and still there are other schools that are so good at curriculum and need that Marsh kind of touch. and you know, whatever I can do, you know, as a board member to assist you in making sure that there's equity and bathrooms around uh the whole district 299, please let me know. But but excellent job. Uh and I see the interior work that you're doing in the bathrooms and how it's affecting how students feel about their school experience. Thank you. >> Thank you, >> Member Rivas. >> Uh thank you, Mr. President. So, uh, I I just want to reiterate how, um, important the work is that you do and, uh, how much we appreciate it. We

254know that it's a really large costbenefit analysis, um, as I'm out visiting schools. Uh, you know, principles and administrators take the time to let me know about the things that, uh, they wish could get fixed. um and or they let me know that, you know, this state legislator or this congressperson allocated, you know, x number hundreds of dollars, hundreds of thousands of dollars for projects at their schools. And uh I I try to explain as best as I can that it's a really big project that it's bringing dollars in from the state, from the federal, from all these different sources um to be able to uh to get projects done at our schools and and and that you really are working on long-term thinking about these things. So, we may have gotten a a grant

255in 2022 and it doesn't work until we get everything together over the next 3, four, 5 years. And so, I appreciate when a principal can say, "Hey, we just got 250,000. Can you find me a million for uh that playground renovation?" And that's like, "Oh, that's that's a lot harder for us to to uh to handle." Um, and so I just want to be able to reiterate for the public that dollar, you know, we don't have the same uh ability as other school boards do in the state of Illinois. other school boards are able to go to their voters and say, "Voters, will you help us with, you know, gather these millions of dollars? Uh, will you raise your taxes um so that we can uh, you know, build a school, renovate a school, all

256of those things." We don't have that home rule uh ability. And thus, we can't go to voters and say, "Give us dollars just for capital improvements." meaning that every dollar that we spend on capital, which is desperately needed, are dollars that we're not spending in the classroom. Um, and so it's a really large C costbenefit analysis. And I try to explain that as best I can when I'm meeting with community who really want things for their school communities or they say to us, you know, you need to buy this building. I said, I plainly say, sure, we can definitely buy this building. let me know which schools are not going to get window replacements, are not going to get um a roof replaced. And so um as I'm going around the district, it's really around

257my subd district, it's really nice to hear from principles and admin how appreciative they are of the work that they're doing with the facilities team uh with capital team to be able to think long term about projects and how we can work together to ensure that we're working at every level of government to get more dollars to help us out to ensure that we have these worldclass buildings for our students. Go to core. >> Thank you. Um I want to echo with what both board members have said about how we have a limited pool of resources and you know that's why when we do have the few opportunities that we do have to raise revenue for our schools, those are options that we have to take in addition to advocating for more revenue at the

258state level. Um, and I want to lift up what board member Smith said about bathrooms because it sounds funny, but I mean it's really not funny the discomfort and the experience that students face all day. Like I have had reports of uh kids getting UTI because they really they don't want to go to the bathroom that badly and that's not a good learning environment for our kids and again it's like limited resources. So, um I want to note that this comes from like a place of privilege for schools in my district that have friends of that raise money to um do things like build new playgrounds um or they want to do projects within the schools. And I'd like to understand what that process looks like because there is a school in my um district

259that has raised money for a playground. they have a they have a playground, but there's another friends of where they're trying to um purchase like or pay for bathroom repairs and renovations and it seems like that's a more challenging process. I don't know if it's because it's within the school or what, but like what is the process for communities that are fortunate enough to have funds that they raise or maybe there's philanthropic partners that want to fund something? what are the channels that they have to go through so that they you know it's a bureaucratic process but what what needs to happen so that we can leverage those resources. >> Um so it's a great question. Uh the to start with the friends of can transfer money right to to us to use um but

260it's very specific on what it is and it has to be through CPS vendors. So sometimes where we get into the issue is um when they bring vendors out or neighborhoods or parents that have companies that aren't our vendors that come in and say I can do this work and the friends of want to get paid or want to pay them through that process. We can't do that. They have to be a CPS vendor to to do that. So that's kind of where the bumps in the road come a lot of times. Um but if there's specific examples I'm happy to come meet with the school to kind of talk through that and figure out the best avenue to get that done. Um, and again, we've done it in the past. It's been successful, but

261where we do get some hiccups is where they're trying to have vendor people, companies come in that aren't our vendors to do a playground or do work inside the building that we can't do it that way. >> What if someone wanted to volunteer their own services and time? Is there a different process for that or no? They have to be an approved vendor to do any work >> to do any of the construction work. They have to be a approved vendor. >> Got it. Thank you, >> member Gopz. >> Thank you, board president. very similar when I go whether it be at school visits or office hours and meeting with community of course buildings come up um whether it be your renovations to the bathrooms to other parts of the classroom um to thank you

262for the information it's for for me at least it's helpful to point out to that and seeing you know it's given the average age of our buildings what we are working with the limited resources but that we are addressing right some of these especially the also the ADA necess necessities within our buildings Um, one of the items that I know has come up with uh within particular the Archer Heights community in Kiri High School, their turf, right? I know that the state they have allocated money. The elder woman also is um if I don't remember right off top of my head if she already allocated or plans to allocate money, but it's you know those conversations. Um I know recently also representative Ortiz allocated money for to help fix the elevator which the principal is

263very grateful for, right? but it's how do we continue moving those conversations forward? Um what at least for me has helped is when I do some of my school visits is in partnership with other local elected officials. So we're both or if it's three of us we're hearing this information from the principal or um the students themselves. And so one of the questions that I have and this is this might be more for the IG team given that right now we're in session right in Springfield. those conversations if any particular projects have been already been pitched to the senators and representatives in particular schools and how can I help as it pertains to District 7B, how can I help advance those conversations? >> Yes. So, I'll uh we do work with with Jamal and the

264team a lot um because we're getting them the information to for the elected officials. Um so, there is a list that he has. I I'll talk to him about um flagging that for for you guys. Um I will mention on on Curi is yeah we've we've been looking at that. It's just a massive massive field back there. Um does need work but it's there's really no like shortcut, right? We kind of got to go all in. So a couple million bucks is is not going as long as it as far as we'd like it to go like it would for an elementary school, right? Um so we are working on different plans and different options for there to to use the money that that we're getting. But it is just a a a big undertaking

265between a baseball, a softball, basketball, football, soccer, all back there in one area. >> No, thank you. And I understand given that it's a massive project. If there's any numbers that I can receive of what's the estimated overall cost, this helps me when I go into some of the community meetings. Um, also given that Kerry High School, it is the largest serving Latino high school in the city, right? We have a lot of active students there. And the other part right now in particular the school community they've been hit hard because of losing half a million for after school programming because of the federal government. So right now you know we're like how do we continue them still being engaged feel like they're worthy of being invested in. Thank you. >> Yes we can get

266you the the one pager with the cost. >> Member Gutierrez. >> Thank you board president. You know, one of the things I I I I mention a lot is what is it that we're doing um as part of our own advocacy down in Springfield, adding a component around capital um especially given that every school district, we're not the only school district across the state of Illinois that has these type of major issues and figuring out a mechanism for K through 12. You notice I didn't include universities, right? Because they all have big endowments and pieces. But figuring out with the legislature a mechanism by which schools, public schools across the state have access to capital in a much more readily financed way. So that a we could have decisions, right, where you know, wouldn't you

267like to spend a billion dollars on capital one year, right? And if there's additional dollars that may be available to us, then that I think is something that we should look at and we should always be look at taking advantage of not only tiff dollars, legislative dollars, uh alderatic menu dollars, but we also have to be good stewards in that when legislators do bring dollars to us, right? we have to kind of figure those things out because in some cases and instances and I could talk for Hubard, right? Those dollars end up going back. So, um just something I I I I I think that we as a board as we are looking at having conversations that there could be a way that you bring both sides in our state assembly. Everyone likes capital projects,

268right? whether you are an independent, the Republican, a Democrat, everyone likes the a ribbon cutting. And so I think we we can find much create more creative ways for us to really look at statewide funding for that particular look. >> Thank you, Member Brown. >> Thank you, uh, Mr. President. Uh, thank you for your presentation, sir. Uh, this is kind of this might be off a little bit. This is for uh Dr. King and for you. You know, I think we're in an interesting moment where violence is down in the city of Chicago to levels to the year before I was born. Right. And and I think one of the things that's happened over the last 20 years is the loss of trade opportunities in schools on the south and west sides. Is there a

269way does this work? cuz I I noticed where you you laid out you had the 75 interns. Is there a way are we thinking about ways to start expanding those opportunities um in schools on the south and west side so that young people have access to to to opportunity uh for those young people that may not see college as a pathway. I have a young man who's a relative of mine um who went to Dumbar uh and he is a licensed uh plumber. He's in the plumbers union and and he's doing very well for himself, but a lot of young people don't have access to that. Uh, and I think there's an opportunity with a lot of schools that will be deemed underutilized. I mean, when some people see crisis, I think some of us

270should start seeing opportunity. So, I know it's a little off the presentation, but you inspired me when you showed me the the different volunteers. I don't know. Are there any plans to have those conversations? This is uh connected to the work that Megan Hogart does and I know that the skills trades fair is opening um next month and I would uh advise invite all board members to attend. It is uh what you do what do you do with the problem? Well, Megan Hogard and myself at the time I was at the mayor's office. We dealt with a $500,000 deficit cut to the skills trades fair. And the way it was advanced is to uh take the students to the trades. Mhm. >> And so we're building on that and uh in adding taking the students

271to the trades, but also looking at opportunities of how do we bring more trades closer to students. So I'm sure um I can have Megan give you a more detailed plan of what we have, but we really do build off of each year with the skills trades fair. >> No, I appreciate that. I just, you know, if if folks want to do their research, one of the most violent years in the city of Chicago was 2011. And in 2011, 39,000 young people applied for 11,000 summer jobs. And that to me, it really spoke volumes to a city that was it was it's almost like state sponsored sabotage, right? Where you don't provide those opportunities for young people. So again, thank you for the presentation and I I do want to follow up with you about

272that, Dr. King. All right. Thanks. >> I will just add to that point is we uh just finished up a welding lab at Sean High School, too, that's opening up. Um, very nice place. I recommend everybody go to check it out. It's It's pretty cool. Uh, staff is ecstatic about it. Uh, really happy to start having students go in there. So, that just got finished up. >> Thank you very much, Chief. >> Thank you. I'll just add, member Brown, that we've expanded our partnership with the public building commission as well, and they're being intentional about creating opportunities for our students as well on on uh publicly financed projects. Well, I know that um the International Brotherhood of Electrical Workers has an amazing program that they piloted at Simeon and it's the uh green technology u

273um trade and I I would love to see that on the west side, right? I know I I talked to the principal at Austin and the principal at Alra Arabia and both of them are open to that and both of these schools have space, right? So just want to offer that. >> Thank you. >> President Harden, before you continue, I would like to note for the record that board member Rio Sierra joined the meeting virtually via Zoom at 3:29 p.m. Thank you. >> We'll now open the floor for questions or comments on items of the public agenda. I'd like to note that the unfinished business items from December 18th, 2025, Borbine will be separate votes taken after MO3. So, you can provide your questions and comments for those items before we proceed with each separate

274vote. Uh board members, are there any comments or questions on the public agenda items or any reports that you wish to have removed from the consent agenda? >> Yes, Mr. President. Uh I would like to remove item two uh from the consent agenda. >> I second that motion. >> Um I just want to note that um the item that board member Smith is referring to is actually board report 260226 PR1. Amend board report 251023 PR2. authorize a second final renewal agreement with various vendors to provide out of school time and student health and wellness products and services. This report will be moved as a separate vote to occur after the roll call vote vote for MO3 and before the unfinished business items. >> We'll open this matter for discussion before we move to the roll

275call. Uh that item will be uh open for discussion for the separate vote. >> Understood. Page seven. >> You can proceed with the the vote then. >> We'll proceed with the vote on public agenda items. >> Oh, sorry. Thank you. Thank you, President Hart. And I'll proceed with the items on the public agenda. Read the board report numbers and brief titles. I believe Vice President Bautista has motion two regarding the record of proceedings. I move that the record of proceedings of the agenda review committee meeting from January 14, 2026, special board meeting of January 20, 2026 and the board meeting of January 29, 2026 prepared by the board secretary be approved and that such records of proceedings be posted on the Chicago Board of Education website in accordance with section 2.06B of the open meetings

276act. Is there a second? >> Sorry, >> I second. I'll proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member VeZ. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. >> Yes. >> Member Rial Sierra. >> I. >> Member Bannon. >> Hi. >> Vice President Bautista. >> Yes. Member Gutierrez. >> Hi. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 20 eyes, zero nazs. This motion is adopted by the board. President Hardin. I'll continue with items that do require a vote. RS1

277resolution authorize appointment of members to local school councils to fill vacancies. PO1. Authorize the public comment period for the victim's economic security and safety act policy. PO2 amend drug and alcohol-f free workplace policy. PO3 amend the automated external external defibrillator policy. PO4 amend information security policy. PO5 amend indebtness policy. PO6 amend the department policy. President Harden, the amendments for PO1 through PO6 are necessary as part of the bi-annual review policy review process or to comply with state law. I'll continue with ED1, adopt academic calendar for 2026 27 school year and 202728 school year. EX1 transfer of funds OP1 amend agreement with Little Angel's Family Daycare 2, Inc. and Little Angel's Learning Center 1, Inc. President Harden, this amendment is necessary to add Little Angel's Learning Center 1, Inc. as the newly as a new early

278childhood center education provider and to grant them additional time to secure their operating licenses. I'll continue with OP2 amend the renewal of a lease agreement with the Catholic Bishop of Chicago President Harden. This amendment is necessary to add five the five Aero school sites. I'd also like to note that OP2 was draft agenda. The final report will be included in the agenda of action. I'd also like to note for the record that um board member Lopez will be abstaining on OP2. PR2 authorize the second final renewal agreement with Baker Tilly US LLP. PR3 amend the first renewal agreement with Jones Lang Lel America's Inc. President Harden. This amendment is necessary to increase the board's spending authority for facility management and building engineer services. I'll continue with PR4, report on the award of construction contracts and

279changes to construction contracts for the capital improvement program. PR5, authorize the third final renewal agreement with AT&T Enterprises LLC. PR6 amends the first and second final renewal agreement with various vendors for student transportation services. President Harden, this amendment is necessary to permit five of the current 14 vendors to lease and operate 50 new electric school buses. I'll continue. >> I'm sorry. Uh, these items do require a vote. >> Is there a motion? >> So moved. >> Is there a second? >> Second. >> I'll proceed with a roll call. Member Lozano. >> I. >> Member Smith. >> I. Member Lopez with the noted abstension on OP2. >> I. >> Member VeZ. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld.

280>> Yes. >> Member Rivas. >> Yes. >> Member Brown. Member Rio Sierra. >> Hi. >> Member Bannon. >> Hi. >> Vice President Bautista. >> Yes. >> Member Gutierrez. >> I >> member Bigs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. 20 I's with the um noted abstension on OP2 which would be 19 eyes zero nays. These matters are adopted by the board. President Harden and I'll continue with additional items on the public agenda that do not require a vote. PR7 chief procurement officer delegation of authority report for December 2025 and chief financial officer report for December 2025. EX2 report on principal contracts new. EX3 report on principal contracts renewals. AR1 report on board report decisions. President Harden, these items just need

281to be accepted by the board. >> Please mark received and filed. >> President Harden, I'll continue with items from the acting general counsel that do require a vote. AR2 amend continued retention of various outside council law firms. President Harden, this amendment is necessary to increase spending authority for one outside council law firm and reduce spending authority for eight outside council law firms. For the record, I'd like to note an extension for board member Gutierrez for the following law firms on AR2. Burke Warren McKay and Saratella PC Meer Brown LLP and Greenberg Trrow LLP. I'll continue with AR3, authorized retention of the law firm Cronin & Company Limited. AR4, workers compensation payment for lumpsum settlement for Marie Newberry. AR5, workers compensation payment for lumpsum settlement for Marie Seagura. AR6, workers compensation payment for lumpsum settlement for

282Willie Thomas. AR7, approve payment of proposed settlement regarding claims brought by Donette Wright, Pamela Kit, and Tanisha Cox. President Harden, these items do require a vote. Is there a motion? >> So moved. >> Is there a second? >> I second the motion. I'll proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> Member Lopez. >> I. >> Member VeZ. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. Yes, ma'am. >> Member Rio Sierra. >> Hi, >> member Bannon. >> I >> vice president Bautista. >> Yes. >> Member Gutierrez with the noted abstensions on the law firms. >> I >> member Biggs. >> Yes. >> Member Thorakura.

283>> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 20. I zero naz. These matters are adopted by the board. President Hard, I'll continue with items from the interim superintendent, chief executive executive officer that do require a vote. Ex4, warning resolution, Latana Mcwine, tenure teacher assigned to Morgan Park High School. EX5, warning resolution, Raul Valdivia, tenure teacher assigned to John Greenliff, Whittier Elementary School. Ex6, warning resolution, Darnell Coleman, tenure teacher assigned to Frank Bennett Elementary School. EX7 report on principal contract new ALSC. EX8 as noted on in the public agenda is to appoint chief officer. So the action before the board for EX8 is transfer and appoint chief of technology officer effective March 9, 2026, Edward Wagner. This final report will be included in the agenda of

284action. I'll continue with EX9. Adopt a finding that pupil is a non-resident of the city of Chicago indebted to the Chicago public schools for non-resident tuition. President Harden, these items do require a vote. >> Is there a motion? >> So moved. >> Is there a second? >> I second the motion. >> I'll proceed with a roll call. Member Lo lozano. >> Yes. >> Member Smith. >> Hi. >> Member Lopez. >> I. >> Member Veles. >> Hi. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. Member Rio Sierra. >> Hi. >> Member Bannon. >> I. >> Vice President Bautista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >>

285Member Thodicur. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 20 eyes. Zero naz. These matters are adopted by the board. >> President Harden. I'll continue with an item from the board that does require a vote. RS2 resolution approving interim superintendent chief executive officer's recommendation to dismiss educational support personnel. President Harden, this item does require a vote. >> Is there a motion? >> Uh, one of Can I ask a question? I'm sorry. I think maybe I missed something. What What personnel is this? >> This is the educational support personnel dismissal. Yeah, >> I know. I know that. Which educational support? I don't know that I saw this. It's board report RS2. It was in the materials that was sent uh share with board members. >> I

286apologize. So moved. >> Is there a second? >> I second. I'll proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member VeZ. >> I. >> Member Bole. >> I. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> I. >> Member Rivas. Yes, >> member Brown. >> Member Rio Sierra. >> Hi, >> member Bannon. >> I >> vice president Bautista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 20 eyes's zero naz. This matter is adopted by the board. President Harden. Uh I believe board member VeZ has motion M3. >> I

287move that the board adopt the minutes of the close session meetings of January 14, 2026, January 20th, 2026, and January 29th, 2026. Pursuant to section 2.06 06 of the Open Meetings Act. Board members reviewed these minutes and determined that the need for confidentiality exists. Therefore, the minutes of the closed session meetings held January 14th, 2026, January 20, 2026, and January 29, 2026 shall be maintained as confidential and not available for public inspection. >> Is there a second? >> I second. >> I'll proceed with a roll call. Member Lozano. >> Yes. Member Smith. I >> member Lopez. >> I >> member vez. >> I >> member Bole. >> I >> member Wallace. >> I >> member Kuster. >> I >> member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member

288Brown. >> Member Rio Sierra. >> I. >> Member Bannon. >> I. >> Vice President Bautista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. I >> member Zachor. >> Yes. >> Member Deberry. >> I >> 20 eyes, zero nays. This motion is adopted by the board. Order members, I would like to note that the following unfinished business item from December 18, 2025 2525-1218-RS2, the resolution to authorize appointment of members to local school councils to fill vacancies and 25-1218- RS3, the resolution by the board of education of the city of Chicago regarding the dismissal of Adabishi Eay, tenure teacher assigned to Ronald Brown Elementary Community Academy. Both will be separate votes. So you can provide your questions or comments for those items before we proceed

289with those separate votes. Board secretary, please proceed. >> Before we proceed with the unfinished business item, there is a separate vote on the floor for um PR1 um that board member Smith asked to have as a separate vote. So now we will proceed with that separate vote on 26 0226 PR1 amend report 251023 PR2 authorizes second final renewal agreement with various vendors to provide out of school time and student health and wellness products and services. President Hardin, this amendment is necessary to add 25 new vendors. For the record, I'd also like to note an abstension for board member Gutierrez on PR1 on the um matter as a whole and an abstension for board member Lopez for the following vendor on PR1, SGA Youth and Family Services vendor number 45. >> Are we open this matter

290for discussion? >> Uh if you can call for a motion in a second. >> Is there a motion? >> I motion to open for discussion. Is there a second? >> A second. >> Yes. Uh thank you uh President Harden for opening this up for discussion. Uh I just wanted to let you know that uh the separation of this item is in no way meant to interrupt uh our schools from receiving uh their afterchool vendor supports. Uh I simply believe that before we add 25 more vendors that we have to demand contractual compliance. Uh I by ensuring that all of the vendors abide by the agreements that they made to our students. Uh so far uh now uh I've asked for uh how many vendors have been compliant with their contracts and out of 97 vendors

291only 27 of those 97 vendors have been compliant with their data contracts uh for the services they provide. So, uh, because of that, uh, I I believe that this board should send a message, uh, that before we continue adding vendors and funding after school programs, we must have contractual compliance of how many children they're serving, what kind of services they're providing, and how those services are impacting our students. Right now, it seems as though in this part of uh services, they don't believe this board is serious about knowing what we're spending our money on when it comes to our students. So, I'll be voting no for now uh as it pertains to adding 25 more or 20 25 more vendors until we can get them into 100% contractual compliance. Thank you, >> Vice President Bautista.

292>> Member Bole. Yeah, I mean I'd like to echo what board member Smith said when I looked at the communication from the board office um that out of our current 97 providers only 27 of them give us uh any type of data as to how many children they're serving any like attendance data. Um, we're not even asking right now about, you know, what the impact is, but can they at least mark who's in their program and how many days the child attends? We're we can't even get that from them and we're adding 25 more and then we'll have 122. I just wanted like how do we enforce that they have to comply with the contract and and give us that data back because it I know we're not asking to approve money today. The money's

293already been approved. The 16 million is approved. However, we're adding 25 more vendors when only 27 of 97 are even complying right now. So, it is very frustrating. >> Member Blaze. >> Um, so this is the first time hearing about this and I appreciate um board member Smith and member Bole bringing this up. Uh, however, it does worry me a little bit that we're punishing new vendors for what old vendors have done and or we're punishing everybody because SC CPS isn't um ensuring that there's compliance. So, um, I I' I'd love some more information, but I'm not going to hold up the the ability for those vendors to the these are small mom and pop. They might be small mom and pop organizations that are really relying on on on hopefully, fingers crossed, getting a

294contract with CPS, which is a big deal for them. So, I'm not going to hold this up, but I I hope that we can get some followup on how we can make sure that we're um that there's some accountability in in the process overall. >> Member Bennett, >> um can staff answer a question of whether these vendors are pending an event, a presentation at a school? Are we going to be disrupting the student experience by um not approving these 25 vendors? >> We don't uh that would fall under um office of college and career success. However, I do want to acknowledge I do hear the tension and during budget seasoning, we're talking about a budget crisis. I think that it's fair that Chicago public schools provide a process in which we're holding vendors accountable and

295I think that's what's being asked here to ensure that the existing vendors um are being accountable for the data that shows uh the effectiveness at least through numbers uh the compliance metric uh compliance system that's put in place. So, we will follow up and if there is no existing or whatever the existing process is, we will update board members on that process and what it if it needs to be improved and how we will improve to ensure that we're collecting that data and sharing it back out with you. And that would be regardless of whether you vote to add the additional 25. Um that process would only help to improve the reporting uh process for them as well. >> May I add something Dr. is the fact that um approving this uh particular item will

296not have impact in current programs. This is to for to provide opportunities for schools to have more vendors to choose from. So there is not an urgency necessarily to approve that uh today. Any additional data that you need, we'll provide it to you uh in the coming weeks. But there is not that urgency. there will not be any impact on services as this is adding vendors that currently are not operational within CPS. >> Member Gopz, >> I agree with them many of the comments said regarding uh you know being accountable, holding them accountable. Um I think it's also it's an opportunity to see how do we revisit not just this particular um you know item before us but any other similar items uh you know how not just for the accountability part but also how

297are we measuring right what's working is not working and how can and this could information can help a vendor as they're going to a school and presenting right their programs when they have data to back up their their programs u some of these vendors that do work primarily in the 7B district I've seen them and have met with their participants and you know they spoke very highly of uh the afterchool programming. Um so thank you chief for answering your question if it was going to impact any of our programs um currently. Uh and the other thing I believe as a district we also got to keep in mind that we have a mixture of small grassroots organizations to midsize organizations and what it is that we're going to be asking them of something that can

298be applied to everyone. We also want to be careful not putting a small grassroots organization, you know, adding roadblocks of them being able to service our community because we are adding even more administrative work on their end, right? So, let's just also keep that in mind. Thank you, >> member Paul. >> Yes, I think we have to separate sorry I think we have to separate these two issues. I think that we do need to hear from current vendors about their attendance rates, about their success with their programs. I have seen some great after-school programs and some not so great afterchool programs in my years in the district and I think that's important. But I think adding new vendors, we should make it very explicit to them, make it very clear what the expectations for accountability

299and for metrics are. But I don't see why we shouldn't add new vendors and give new small companies, probably many of them minority owned or womenowned in the community, the opportunity to serve and service our students. So, I'd like to see us do both add that is add the new vendors, make it clear to them what we need from them and reiterate and make it clear and hold the uh current vendors more accountable. >> Member Brown. >> Yes, sir. Um, I want to commend uh board member Smith for raising the issue. Um, kind of I'm looking at it a little differently as a result. I also want to commend board member Blae for her analysis of it. I I do think we can't punish future vendors for what the current vendors aren't doing. And then

300I also want to commend um um Dr. King for your corrective measure. I think that it makes a lot of sense to um just get back to the board on how we're strengthening accountability in that system. So, um, for that reason, I I would be help I would be a um I would support um those vendors coming on board, but I I do think we need to hold them accountable for how resources are spent and how they're operating. >> Member Toor, >> I think a key uh part of accountability is having clear expectations that have been communicated and consistently enforced. So, if people maybe don't even know that they're supposed to be reporting or recording this kind of information, um, and they've been doing it this way for years, and then we as a district

301have not followed up and held people accountable to all of a sudden be like pulling out the rug from under folks or under new folks, we're not even holding the same group of vendors accountable may not be fair. If but if we give them the opportunity by resetting expectations clearly, letting them know that this is what they're going to be held accountable to would be more fair moving forward. and just looking at the selection of the new vendors and the new opportunities that could be available for our students. There's coding, there's running, you symphony orchestras, therapy through the arts, um mindfulness, uh performing arts. There's a lot of different opportunities that would be great for our students to have access to. And I would support the efforts though to reestablish and clearly communicate expectations and

302then more consistently hold vendors accountable to reporting the data that we want. Member Biggs. >> No, I'm >> Thank you. Um I'm certainly in favor of setting clear criteria and expectations when it comes to doing or comes to anyone doing business with the district. Um that's certainly in the best interest of our students and in the long-term success of the district. I'm assuming that the process to become a vendor has not changed significantly since I was a principal. And so I'd like to add to this discussion that one of the primary ways that a company or an organization becomes a new vendor is because a principal or a school community identifies a need that cannot be met by an existing vendor. Um and then that prospective vendor works with that principal to go through a

303rather arduous process to come before us and earn a vendor number. So I I certainly would like to see clear criteria and expectations set and organizations held accountable. Um I am hesitant though to uh prohibit new vendors um from moving forward forward in the process at this point. >> Member Bannon. >> Um yeah, board member Smith. I I agree with the sentiment. Uh in fact, member Blaze and I had a good discussion with Chief Mayfield about the JLL contract. So, uh, we're, uh, all about looking over these contracts a little more closely and happy to join you in that process. Uh, I think, uh, but voting yes on this would be a the wrong solution to this problem. >> Member Lozano. >> Uh, thank you, uh, Mr. President. I also want to say that I'd

304like to see, you know, like the, you know, what when they signed a contract, they're obligated to follow that contract, but what was the followup after that? And maybe we can uh send out a new letter saying consequences are you may be removed as a vendor because that happens, right? You when you don't pay a bill or you don't do something, there are consequences. So I'm hoping there are a letter saying that they need to turn in this data otherwise there will be consequences but meanwhile I think we should have more choices in regards to new vendors. Thank you >> Gutierrez. >> You know I mentioned this the last time that we had this discussion. Um I have done work with the city, the state, CPS for man over 30 years and there is processes

305by which when you are applying for or responding to a RFP for a particular service that you have to meet. So some vendors may be, you know, you're you want to provide an array of services and then you get contract and that gets negotiated off the top. But I think that um I suggested this the last time that for out of school time the city of Chicago through the department DFSS has a similar program and they have similar criterias by which we should be learning from our sister agency in terms of how best practices and how do we hold vendors accountable. So I I'll tell you this right now. If we don't if on the ETH of every month, if we don't submit our our payments, our our voucher reports and stuff, we don't get

306money, right? So in some of these cases, I think that um it could be a vendor. The data that we're looking at is for vendors who haven't yet had an opportunity and now we want to have some additional ones. So I just I just think that there's some really good learnings that we could do by looking at what other folks are doing relative in this space that would help us improve um our own system when in order to hold folks accountable. >> Member Rosenfield. >> Uh yeah, first of all, they're not all mom and pops. There's some ginormous organizations that provide out of school time. um district leadership chief Carmona just told us that we don't need to do it today. We can't we are servicing all of the students that need to be serviced.

307So we can I think that board member Smith does not is not punitive what he's suggesting. He's just suggesting we put the brakes on it. Take a that that's what this elected board gets to do. We get to put the brakes on it, unpack it, and make these really informed decisions. And I I think that's all that he's saying. Not that we're not going to honor all of these, you know, um vendors eventually, but let's let's slow it down and take a look. We are currently, according to leadership, servicing all of our students. >> As far as a Bautista, >> uh yeah, I just want to thank um Dr. King for stepping up and making sure that we're going to follow through with this. that gives me uh the comfort to move forward with the

308vote to support adding the new um the new vendors. I really appreciate you putting your uh attention on this and uh addressing this issue. >> Yeah, I'll I'll just add I think board member Biggs raised a a very solid point that when vendors come to the district, they have to have an endorsement as part of the vendor process. It's an arduous process. It's not an easy one. So, um I think the board is is right to be careful not to be punitive for these vendors who've gone through this process u before they've come to us. I think we can approach both um without harming the others and the efforts uh and u becoming a vendor is not an assurance of you receiving an opportunity to work for the district. So there's still ample opportunity for

309us to make sure that accountability is there before actual awards are made. Member Smith. >> Yeah. I just want to thank this board for having such a rich conversation. This is a very beautiful conversation and I think everybody made very valid points. I also think that accountability is not punitive. We are where the buck stops. We are the accountability. Thank you. Dr. King, you'll close us out on this. >> Can you turn your mic on? >> Your mic. >> Sorry, it went off. Um, I I just want to agree this was a very rich and healthy dialogue and I do want what I what I feel really great about in this moment is that I feel like the conversation that we're having, it speaks to our responsibility to be the first line of defense for

310our students. so that we are protecting them and ensuring that they're having the experiences but also being responsible with our dollars. So I'll close out on that. So I do agree that this was a very very enriching conversation and we will follow up um maybe not by arc next week but before the next board meeting I will make sure you all have a very uh thorough update. >> Can we postpone this item? Oh yeah, thank you for the Roberts motion to table this item. >> Is there a second? >> Second. >> Uh, are you willing to amend to postpone to next Wednesday's ARC meeting, March 4th? Yes, we can get more information. >> We we will commit to getting you the information you need by the next ARC meeting per Chief Carmela. We will get

311that for you. >> There there's a motion on the floor to defer the item to um the March 4th ARC meeting. It was motioned by board member Smith and seconded by board member Rivas. I'll proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member VeZ. >> Nay. >> Member Bole. >> Yes. >> Member Wallace. >> Nay. >> Member Kuster. >> I. >> Member Pope. >> I. >> Member Rosenfeld. >> Yes. >> Member Rivas. Yes. >> Member Brown. >> Yes. >> Member Rial Sierra. >> I >> member Bannon. >> Uh, nay. >> Vice President Bautista. >> Nay. >> Member Gutierrez. >> I'm abstaining. Remember >> this is uh Did you want to defer? >> Oh, the table. >> Yes. >> Uh, yes. >> Member Biggs.

312Yes. >> Member Thodakura. >> Yes. >> Member Blae. >> No. >> Member Zachor. >> No. >> Member Deberry. >> No. >> 13 eyes, seven nazs. This motion to defer till this item until Wednesday, March 4th is adopted. President Harden, we will now proceed with the unfinished business items that you um addressed from December 18th, 2025. I will read the board report number and brief title. This item does require a vote. 251218 RS2 resolution authorize appointment of members to local school councils to fill vacancies. President Harden, this resolution was adopted in part in December and January 2025. Hancock High School is a standing matter deferred from the board meetings held on December 18th, 2025 and January 29th, 2026. >> Is there a motion? So, President Yes, >> we need a second on the motion for the

313item from unfinished business. >> Second, >> a second. >> I'm sorry, who who seconded? Rosenfolk. >> Yes, >> President. Um, pardon. I'd like to motion to amend border report 25-1218 RS2 resolution to authorize appointment of members to local school councils to fill vacancies. The amendment is as follows. In the teacher section for Hancock High School, remove Monnique Ramsay and add Andrew Martinick. I'd like to second that motion. >> Yes, >> member P. Second. >> I'm sorry. I was going to say you can move the motion to for the amended language um to the floor for discussion. >> Floor is now open for discussion. President Harden and colleagues of board members over the course of the past several months along with my board colleagues uh Karen Zakor and Deborah Pope and along with our internal teams

314from legal and the local school councils uh we have been reviewing our internal policies and procedures both for promoting and determining criteria used to sit on local school councils as both non-binding and in binding positions. In addition to looking at how we get more people engaged in our school councils. In the coming months, we will bring forward some recommended changes that will create a more transparent process for our eligible local school board member candidates and to begin to live to that one person, one vote model that matters in a democratic society that we teach our students on a daily basis in our history classes. Are there any comments, questions? Member Paul? >> Yes. I think this is an important issue in terms of freedom of speech and in terms of the right of people to

315express criticisms when they have criticisms and not to be removed from the opportunity to provide public service because they don't agree in lock step with things. It's clear that there is not harmony at this school. But the fact that there is not harmony at this school should not be buried in an unfair and undemocratic uh consultative vote on an LSC member. It has to be acknowledged. People have a right to serve and uh I think this is important. I think it's important for us to examine the criteria going forward as well. Obviously, we don't want unfit people serving on the LSC. That is not what we want at all. What we want is for the members at the school whenever possible unless there is some really prohibitive reason to be able to select their representatives.

316Thank you. >> Member Gopez >> just for clarification the individual is the one initially the school community had selected this individual. That's correct. As I know that I've received a number of emails uh from parents uh from teachers regarding on the items that board member Gutier and board member uh Pope mentioned. I just wanted to make sure that uh you all understood why this the name was being replaced. Thank you >> members Zakor Pope and Gutierrez. Thank you for wrestling this bear. uh we think it's very important uh we continue to deal with LSC's they're they're critical element uh we still have a lot of work to do we appreciate you guys a board secretary please call the role >> so I just want to clarify to the board members we are going to be

317taking a roll call vote on the amended language which was to replace remove Mon'nique Ramsey and replace with Andrew Martinck I'll proceed with a roll call for the amended language member Lozano Yes, >> member Smith. >> I >> member Lopez. >> I >> Member VeZ. >> Abstain. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. >> Yes. >> Member Rio Sierra. >> Hi. >> Member Bannon. >> Hi. Vice President Bautista, >> yes. >> Member Gutierrez, >> I. >> Member Biggs, >> yes. >> Member Thodicura, >> yes. >> Member Blae, >> I. >> Member Zachor, >> yes. >> Member Deberry, >> I. >> 19 eyes's, zero nays, one abstension. The motion to

318amend the language to remove Monnique Ramsey and replace with Andrew Martinik has been adopted. We'll now vote on the amended resolution. President Harden and board members, we will now vote on board report 251218 RS2 resolution. Resolution authorize appointment of members to local school councils to fill vacancies with the amended language in the teacher section. Remove Monique Ramsey and add Andrew Martin for Hancock High School. Is there a motion? >> So moved. >> Is there a second? >> Second. >> Who? Um seconded. I'm sorry. >> Members of >> that. Okay. Thank you. I'll proceed with a roll call. >> Member Lopez. >> Hi. >> Lopez. >> Oh, I'm sorry. Member Lozano. I >> sorry member Smith. >> Hi. >> Member Lopez. >> I >> Member Vez. >> I >> member Bole. >> I. >> Member Wallace.

319>> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Riv Rivas. >> Yes. >> Member Brown. >> Yes. >> Member Rio Sierra. >> Hi. Member Bannon, >> I to the member. >> Vice President Bautista, >> yes. >> Member Gutierrez, >> I. >> Member Bicks, >> yes. >> Member Thorakura, >> yes. >> Member Blae, >> I. >> Member Zachor, >> yes. >> Member Deberry, >> I. >> 20 eyes, zero nazs. This motion is this matter is adopted by the board. President Harden, I'll continue with 251218 RS3 resolution by the board of education of the city of Chicago regarding the dismissal of a WC Eay tenure teacher assigned to Ronald Brown Elementary Community Academy. President Harden, for the record, this resolution accepts the hearing officer's recommendation for dismissal.

320Adaby Eay is hereby dismissed. >> Is there a motion? >> So moved. >> Is there a second? >> Second. We'll now open this murder up for discussion. Are any comments before proceeding? There being none, >> I have Oh, apologies. >> Yes, sir. My comment would be quick. I'm I'm deeply concerned about um a culture of really just hyper punitive actions toward black educators, black teachers, black administrators. Um um and so my vote will be uh a no to um terminate um based off what the report was that this person was accused of doing. Um, and I I just think that it I I'm I'm very I'm going to error on the side of the need for us to reform the lens in which we see black educators. Um, case in point, um, 20 years ago

321we were 44% of the teaching force. Today we're 19. and we just move like that's normal, like that wasn't a purge and and I and that's not okay with me. Um I'm not saying that this educator does not need to be held accountable. Um but I think ending someone's career I think is very punitive. So I would be a no vote on it. >> Are there any other comments? I'll proceed with a roll call on the unfinished business item 251218 RS3. Member Lozano. >> No. >> Member Smith. >> Yes. >> Member Lopez. >> I >> member. >> Nay. >> Member Bole. >> Yes. Member Wallace. I. >> Member Kuster. I. Member Pope. >> Abstain. Member Rosenfeld. >> Yes. >> Member Rias. >> Yes. >> Member Brown. >> No. >> Member Rio Sierra. >> Is that

322an A? >> Yes, that was an A. >> Member Bannon. >> Um. Um. Abstain. >> Vice President Bautista. >> I also abstain. Member Gutierrez, >> I. >> Member Biggs, >> yes. >> Member Thorakura, >> yes. >> Member Blae, >> no. >> Member Zachor, >> abstain. >> Member Deberry, >> abstain. >> 10 eyes, five nazs, five abstensions. This matter fails of adoption. We'll now move into executive session. Board member Smith, do you have motion MO4? >> Yes. I move that the I move for the passage of motion number 26226 MO4 and the commencement of a closed session to consider matters permitted under section 2C of the open meetings act subsections one and two as specified in the motion. >> Is there a second? >> Sorry, I second the motion. >> I'll proceed with a roll call.

323Member Lozano. >> Yes. >> Member Smith. I >> member Lopez. >> I >> member VeZ. >> I >> member Bole. >> I >> member Wallace. >> I >> member Kuster. >> I >> member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Brown. >> Yes, ma'am. >> Member Rio Sierra. >> I. >> Member Bannon. >> I vice president Bautista. >> Yes. >> Member Member Gutierrez. >> I. >> Member Biggs. Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> Yes. >> Member Zachor. >> Yes. >> Member Deberry. >> Yes. >> 20 eyes, zero nazs. This motion is adopted by the board. >> This meeting will now go into close session. >> The board meeting of the board of education is reconvened. Board secretary, please proceed. President Harden, I would

324like to note for the record that there are no items to vote on from executive session. >> Thank you. Is there a motion to adjurnn? >> Motion to adjourn. >> Is there a second? >> Second. >> All in favor? I. We are journ. Thank you everyone.