Carmen Gioiosa (District 4)
Section 1 - Basic Information & General Questions
Candidate's Name Carmen Gioiosa
District 4
Campaign link www.carmenfordistrict4.org
Are you a current or recent CPS parent, grandparent, or guardian/caregiver? CPS parent
Are you a CPS graduate? No
Have you ever served on a Local School Council (LSC)? Yes
Have you ever served on a Parent Advisory Committee (PAC)? No
Have you ever served on a Bilingual Advisory Committee (BAC)? No
Have you ever served on a Community Action Council (CAC)? No
Have you ever worked in a CPS school? Yes
How long have you lived in the district you are running to represent?
22 years
Describe your CPS experience.
My 23 year background in education is extensive and varied. My experience will have a direct impact on effectively leading conversations, building consensus, and analyzing policy. I have a Doctorate in Education Organization Leadership from the University of Illinois at Urbana-Champaign, with a Type 75 administrative certificate. I am an adjunct professor educating future CPS teachers through a culturally responsive framework through National Louis University’s Teacher Residency Program. I started my CPS career at Schurz High School as a teacher for 8 years, and led a team to earn a $1.25M grant to reorganize our high school into Small Learning Communities (a Freshmen Academy and 4 career-focused academies for upperclassmen). I then worked at CPS Central Office, bringing an MTSS resolution before the Board of Education, with the accompanying academic and social-emotional interventions for students identified in need. After serving on the board of my local neighborhood association, I served as a community member to our neighborhood Local School Council prior to having children in CPS. I have subsequently been elected to our LSC 4 times as a parent representative, and have been nominated 3 years in a row as LSC Chair.
I actively and directly participate with CPS daily. In addition to teaching future CPS teachers, I am in CPS classrooms observing lessons and coaching teachers throughout Chicago. My husband is a CPS alum, our two children attend a CPS neighborhood elementary school, I’ve served as a PTA room parent, PTA officer, support fundraising events, and take every opportunity to support and improve our school. Families, community members, teachers, and administrators all work together to make my children's school a well-rounded and successful place to learn. I want all schools in District 4 and in Chicago to have the same wonderful, enriching experiences and traditions we have at our local school.
Why are you running for the Board of Education?
I have the immense privilege of knowing nurses, teachers, lawyers, police officers, carpenters, and business owners who live and work in our great city, who once sat in my classroom. My students grew up and are now taking care of my family and your family. This is what education is about; it is about creating community. That is why I am running for the Chicago Board of Education.
The potential in our young people is infinite, and education is the key to that potential! At this time in Chicago, leadership must be transformative. Three common elements that are central to transformative leadership are social betterment, equity, and a vision that reshapes belief and knowledge structures (Shields, 2010). Chicago’s Elected School Board has an opportunity to be transformative and inject CPS with fresh ideas from independent voices.
I have both the background and proven record of challenging the status quo for the benefit of real improvement. My focus has always been on ensuring students receive the best education possible. I am well suited for this position as an independent, data-driven, experienced education professional.
What is the most pressing challenge our district is facing?
From my perspective, below are the challenges and where we can improve:
1) Preschool and Kindergarten enrollment and attendance needs to be supported. Children may miss critical language, numeracy, and social emotional skill development by delaying entry to school until the age of 6.
2) CPS needs to focus on two core benchmarks. First: Ensuring reading proficiency by the end of 2nd grade. This allows a timely shift from students learning-to-read to reading-to-learn by the end of 4th grade, and acquiring new information/knowledge. Second: Algebra proficiency in 8th grade. Algebra is a gateway toward more advanced mathematics courses in high school and beyond, and is often tied to successful high school graduation.
3) Requiring career exploration and developing a career portfolio in grades 4, 8, and 10. This is needed in order to prepare students for a productive future. The path needs planning and for our students and parents to understand Career and Technical Education (CTE) is a very real and good option. CTE jobs are in high demand and will provide upward mobility. In addition, CTE pathways lead to postsecondary degrees. All students must leave their high schools with “the ability to select an occupation that does in fact have a career pathway associated with it rather than simply taking the first job that comes along” (Conley, 2010, p. 5).
4) Emphasis on mental health! Our students cannot achieve if they are not in a safe environment, strong headspace, focused, and well nourished. We must create spaces where children heal, feel safe and supported, and thrive. This includes no tolerance for bullying and reviewing the cell phone policy.
5) Board of Education meeting agendas must reflect renewed priority. BOE meetings should be focused on the same ratio of students in CPS as adults working at CPS. This would suggest a 75% focus on students [and student outcomes] and 25% on other matters.
Section 2 - Board Responsibilities & Commitments
How will you interact with CPS students and families in your district to ensure that the voices of the most impacted are heard and understood?
Communication is vital here! I envision this happening through my website and through community events. I commit to updating my website with all of CPS' information and any matters before the Board that can be disclosed. I will link Board Agendas and Minutes to my website.
I envision hosting monthly or bi-monthly meetings with the community to share and report out on school research and policy matters. In addition, hosting forums and education leaders to directly engage with families, students, and community members. I will survey and discuss in an open forum proposed policy or changes and build consensus around solutions or needs and bring them back to the Board of Education.
Families, students, teachers, community members, leaders can also reach me directly through email or through my contact page on my website. I also will make myself available to attend community events such as monthly Local School Council meetings, events hosted throughout the aldermanic wards or local organizations.
What specific actions will you take to address and repair the historical harms within Chicago Public Schools, and how will you ensure that students, parents, and educators are actively engaged in the healing and trust-building process?
I am the biggest fan and supporter of CPS’ Equity Framework! It is one of the most comprehensive and well thought out frameworks I have seen from a school district. Through the Inclusive Partnerships component of the Framework, I would create presentations, videos, and roundtable discussions for communities and schools to participate in. Each component in the Framework has well thought out worksheets and discussion guides that would be used in these roundtable sessions. Through discussions and consensus building, I believe together we will address harm and begin healing. CPS’ Equity Framework has created a roadmap and through dedication and time will help us rebuild relational trust amongst all stakeholders.
What is your understanding of the Board’s relationship with Local School Councils? How will you collaborate with LSCs in your district?
There is no direct link between the Board of Education (Board) and Local School Councils (LSC) and that is problematic for two reasons. First, LSC’s roles and responsibilities are bound by Board policies. Second, LSC work products (i.e., CIWP, principal evaluation, principal selection, and school budgeting) must adhere to Board policies and also understand the rationale or reasoning behind the policies.
As a new board member, I will leverage my role as a District representative to engage directly with all school LSCs and in collaboration with the Office of LSC Relations to train LSCs in Board policies directly linked to their work products. I will also take feedback and ideas from the LSCs back to Board. I will also work with Board members in creating a new organization chart that includes LSCs.
List the Board committees you intend to join and describe any new Board committees you will propose.
I really appreciate this question! First, I will join the Special Education Advisory committee.
Next I will propose the Board create the following committees or focus groups to bring transparency, content, and expertise to our policy discussions:
1. Office of CEO
2. Office of Chief Education Officer (links Board to multiple Education Offices)
3. Talent and Human Resources. Subcommittees possible: Central Office, Network Office, Principals (in collaboration with principal advisory and union), Teachers (in collaboration with advisory groups and union), Clinicians (in collaboration with Office of Diverse Learners and Specialized Services), Paraprofessionals (in collaboration with multiple Offices and unions)
4. School Budgeting and Finance
5. School Law and Inspector General
6. Facilities Management
7. Student Performance Data
8. Parent Engagement and Advocacy
9.Student Engagement and Advocacy (in collaboration with student LSC representatives and other student based organizations)
10. Equity and Belonging
11. City-wide Agencies
How will you prioritize your time to ensure you give your role on the Board of Education the attention it deserves?
The Board will function for the first time in a completely new way. This is an exciting opportunity to create a new way of governing Chicago Public Schools. With 21 Board members, a lot of time will be spent organizing internally and determining responsibilities while focusing on the calendar and deadlines that cannot be missed (i.e., school budget to schools by spring). In addition to organizing, additional time may factor into consensus building amongst all 21 Board members. I understand and appreciate the time that we will devote to the new Board.
The Board's work will be extensive and will be my number one priority. I have experience with new initiatives or workstreams and have adapted accordingly through my service on multiple LSCs, through my broader CPS interactions, and career at National Louis University.
Section 3 - Budget & Facilities
What are your thoughts on the current proposed district budget for SY24-25? As a board member, where would you look to increase funding and where would you make budget cuts?
The SY24-25 budget implications still need to be understood. We know there were outliers in this budget cycle and potentially unintended consequences. We need to survey our schools to understand gaps and highlight strengths before I can concretely suggest increases or cuts.
I know where I want to increase funding; I want to see CPS:
1. Increase its outreach for preschool and kindergarten enrollment and attendance.
2. Invest in more resources that will increase reading and math proficiencies at each requisite grade level.
3. Increase Career and Technical (CTE) education pathways by requiring students to complete career portfolio in grades 4, 8, and 10. Career paths needs planning and for our students and parents to understand CTE is a very real and good option and leads to postsecondary degrees.
4. Continue to invest in mental health for students, families, and educators. I want to have critical conversations around budget cuts in the area of real estate, contracts, and procurement.
Funding for CPS is in a particularly precarious situation due to state shortages to Evidence-Based Funding (EBF), the end of pandemic funding, and more. What would you prioritize when facing these overwhelming budget realities?
Like any organization we need to take a hard look annually at how the money is being spent before resorting to other funding. My number one goal is a budget that improves student achievement. Efficiencies can be found each year in budget allocations that should not impact students. I believe we can triangulate with financial experts to inform the Board on best use of the funds we have and prepare the budget accordingly.
What experience do you have with complicated budgets?
I have worked on my local school’s budget 4 times and completed a CPS Request for Proposals for academic and social emotional materials when I worked for the Office of Teaching and Learning.
What will you do to ensure equitable and transparent funding for neighborhood schools?
Transparency in budget conversations is key here! The Board must release clear one-pager or summary documents and video presentations for community input and discussion. Following the money is the best way we can ensure funding goes to where we intend.
Many parents have expressed an urgent need for capital improvements in their schools. What steps will you take to ensure that schools have functioning facilities, particularly bathrooms and water fountains?
In October 2023, CPS updated their Educational Facilities Master Plan. This five-year Plan reported on all CPS capital facilities specific to each neighborhood it serves. In the past, there were concerns that guidelines were not applied equally across all regions of Chicago or that facility improvements were short sided, and this updated plan attempts to prevent unfairness.
The Board of Education should consult CPS' Educational Facilities Master Plan. Issues arose in the past when CPS knew what is needed to improve upon or modernize its $14.4 Billion facilities portfolio into “21st century facilities”, but deviated from the Master Plan that outlined the most equitable and fiscally responsible practices.
Bussing challenges have a long and fraught history in CPS. The last few years have been particularly difficult for special education students, as well as those who attend magnet and selective enrollment schools. Given CPS’s recently announced plans for the coming school year, How do you plan to address the ongoing school bussing challenges and ensure that all students have reliable, safe, and equitable transportation to and from school?
We have a fiduciary responsibility to the community, children and taxpayers that money is not wasted or ill spent. I welcome all external audits of our bussing plans and policies as I believe it will highlight efficiencies not previously considered.
My next action will be to discuss the March 20, 2024 aldermanic letter with proposed solutions with the new Board. Concurrently, I will outline for the community all the steps CPS has taken to address the busing dilemma compared against solutions proposed and costs or savings to CPS. In addition, I will reach out to all civic, city, and corporate leaders that have worked with CPS or BOE on bussing/transportation as well as state representatives that have proposed legislation.
By bringing together as many pieces of information before the Board I believe a solution can be found that is triangulated, thorough, and brings together families, students, and all CPS stakeholders.
Section 4 - Educational Programs & Academic Success
How do you define a quality education?
My definition of a quality education is grounded in my research. I believe quality education has three goals: (a) increase the academic achievement for all students, (b) teach students to become critical consumers and citizens, and (c) create schools and classrooms that are diverse and inclusive (McKenzie et al., 2008). These goals fall within Kincheloe and Steinberg’s (1995) social justice framework of just, democratic, empathic, and optimistic education. Increasing the academic achievement of all students lends itself to equitable access of a school’s curriculum and/or programs based on the needs of all students (just), at the same time ensuring all students and families can participate in the game of school and life (democratic), within safe, inclusive, and caring relationships (empathic) while providing an apprenticeship to all students that lies in the knowledge that can lead to postsecondary opportunities and ensuring all students enjoy the fruits of liberty (optimistic).
What is the role of the Board of Education in ensuring quality educational programs for all students regardless of their background, zip code, or school type?
The purpose of the BOE is to improve student learning and achievement: It’s about improving student outcomes.
The BOE fulfills this role by: establishing the mission and vision of the district; adopting policies and rules; governing over operations and facilities; articulating academic goals and programs; monitoring progress and student outcomes; hiring and developing talent; including families and community in decision-making process; and adopting a budget aligned to the BOE’s mission and vision.
In fulfilling this role, the BOE must clearly state their goals and monitor progress towards achieving their goals so intentionality and accountability are transparent to all.
What are your views on the roles of neighborhood, selective enrollment, magnet, and charter schools within CPS? Please address each type of school in your answer.
Children are individuals with unique talents, abilities, and needs…they deserve to have high quality schools that will build their capacities. A balanced approach is necessary. Therefore, there is a need for a variety of school options including: neighborhood, selective enrollment, magnet schools/programs, Dual Language Schools, Montessori programs, CTE programs, and charter schools. There are invaluable benefits to supporting all types of schools and those benefits outweigh any unintended consequence. Our students deserve to have a school or schools that will build their capacities, their curiosities, their knowledge at any given point in their PK-12 career. To this end, I do not support prioritizing one type of school over another.
Chicago could be one of the best public school districts in the nation by offering excellent, high-quality neighborhood schools and for-choice schools for one reason: Students come first. Chicago can take it one step further by remaining independent from political pressure. Chicago needs to continue CPS’ trajectory in supporting or creating excellent schools as an option for every child in every neighborhood as a baseline.
How should the Board approach charter oversight and accountability?
The same way it oversees all schools in CPS because students attending charter schools are CPS students.
The initial recommendations of the Black Student Success Working Group were shared earlier this summer. Which of those recommendations will be most important to incorporate into the district’s strategic plan and why?
Along with CPS’ Equity Framework, the district’s Five-Year Strategic Plan is focusing on closing opportunity gaps in comparison to the achievement gap.
Throughout my research, I reference scholars and researchers who challenge educators to consider the way education systems or schools access or restrict capital and the empowering role of educators as institutional agents. In particular, I addresses how educators often fail to use their role or power as empowering institutional agents to build upon the cultural assets students bring to school.
Opportunity gap scholars (Darling-Hammond, 2010; Fine, 2004; Noguera, 2007) believe that focusing on concrete, underlying obstacles to accessing high quality schools and instruction shifts the focus of achievement away from blaming students and their families. Specifically, the opportunity gap is the space between having unequal educational opportunities and the difference in achievement among groups of students who do not have access to quality education (Darling-Hammond, 2010; Fine, 2004; Noguera, 2007). Examples of unequal education opportunities include, but are not limited to, the lack of qualified or experienced teachers and their unequal distribution within schools and districts, insufficient educational funding, inadequate school resources in racially isolated schools or schools serving disadvantaged groups of students, overcrowded schools, lack of school counselors, and high teacher turnover rates (Cairo, 2012). However, shifting the focus to structural obstacles within schools that inhibit academic excellence for all students derails excuses that student achievement is caused by outside factors (e.g., family, language, or class; Darling-Hammond, 2010; Fine, 2004; Noguera, 2007; Shields, 2004).
How will you work to ensure special education assessments and placements are more timely and equitable?
CPS must maintain a universal Multi-Tiered System of Supports (MTSS) program for student data collection so data flows consistently and in real-time to all educators and school leaders. We must staff our schools with Diverse Learner teachers and paraprofessionals that our students require! Delays in specialized support and services in the learning environment are beyond detrimental; it is a violation of federal law under the Individuals with Disabilities Education Act (IDEA).
General Education teachers must be proactive in identifying students that show a need for growth at all age levels, but especially in the primary grades. School leaders must also support systems in their schools to continuously analyze and discuss student data to quickly identify gaps, provide interventions, and monitor progress. It is this continuous reflective cycle that assessments and placements can be more timely and equitable.
What should the Board board do to guarantee students are receiving all of their required IEP minutes?
CPS must hire and recruit internally for all open positions! Our students cannot receive their required IEP minutes if they do not have a Diverse Learner teacher and/or paraprofessional teacher.
In 2021, even before the recent influx of asylum seekers, the Illinois State Board of Education (ISBE) put CPS on a corrective action plan because the district was out of compliance with bilingual education requirements. To date, CPS still fails to staff bilingual programs and certified bilingual teachers at all schools that need them. What steps would you advocate for the district to take to solve this problem?
State and federal laws exist because of a need and a fundamental right to protection. We have a fiduciary responsibility to ensure we are meeting the legal requirements for students; that’s more than just a legal responsibility. I understand the challenges and have witnessed the courage and compassion CPS schools and teachers have extended as they have welcomed migrant children and families into their classrooms.
There will always be problems and challenges in education, but let’s have faith that the systems and laws in place are starting points for providing the fundamentals and check our biases. There is no reason for CPS to struggle with compliance, we need more creative problem solvers, open dialogue with multiple stakeholders, and remain focused on our number one priority…children.
How would you advocate for the reinstatement of comprehensive art, music, and library programs to our schools?
CPS’ equity based budget allocated for centrally funded holistic teachers that encompass all the humanities (i.e., art, music, library). A comprehensive review of schools will need to be completed to understand if and how holistic teachers are staffed at our schools.
Section 5 - School Culture
What do you believe is the role of the Board in fostering a culture of belonging for every CPS student?
The purpose of the BOE is to improve student learning and achievement: It’s about improving student outcomes for every CPS student.
The BOE fulfills this role by: establishing the mission and vision of the district; adopting policies and rules; governing over operations and facilities; articulating academic goals and programs; monitoring progress and student outcomes; hiring and developing talent; including families and community in decision-making process; and adopting a budget aligned to the BOE’s mission and vision.
In fulfilling this role, the BOE must monitor progress towards achieving their goals so intentionality and accountability are directly linked to CPS students.
What are specific steps you will propose to increase in-school mental health support for our children?
We cannot achieve anything if our students are not in a safe environment, in a good head space, and are nourished…ask any teacher or parent out there! We live in a beautiful, diverse, vibrant district and yet we all experience our daily lives differently. By building a truly inclusive community with educators, clinicians, and doctors, we can create a place where children and families heal, feel safe and supported, and thrive. We need to increase partnerships with Education programs that are licensing social workers, clinicians, and therapists to complete residency and clinic hours with our current CPS staff members to widen our reach.
Children cannot learn if they are focused on how they will get home safely or to school on time. Our students cannot learn if they are feeling bullied inside school or because of how they identify or their religious affiliation. Our students cannot learn if they are always worried about the next social media post and what might “ping” next on their cell phones. I want to review social media and cell phone policy with what other districts are starting to do.
What policies do you propose to help stop bullying in CPS schools?
First and foremost, we must ensure that we are clearly defining and building consensus around the word “bullying”. Second, we must ensure compliance with the Student Code of Conduct’s section on bullying and bias-based behaviors policy. It is a comprehensive policy.
An audit or reporting mechanism on compliance must be established immediately and reported upon to the public (with protections in place for student and family privacy). In order to stop a behavior (i.e., bullying) we need to NAME it, TALK about it, and explain consequences (behavioral and restorative).
What specific steps will you take to address and reduce racial bias in our schools, both in terms of pedagogy, curriculum, and disciplinary practices?
Leaning on my research, I believe Equity audits (Scheurich & Skrla, 2003; Scott, 2001) can be a powerful leadership tool to open lines of communication among multiple stakeholders to explore and understand inequities that hinder access and academic achievement among student groups.
An equity audit is a leadership tool that focuses or limits data analysis or review to a specific focus area, for example, to reveal gaps or weaknesses or highlight areas of improvement (Scheurich & Skrla, 2003). Once inequities are identified, stakeholders can begin the process of deconstructing the inequities or opportunity gaps and re-creating structures, policies, programs, or curricular changes so that the classroom, school, department, or district can be mindful and deliberate in providing all students with a more just and equitable education.
Students who report sexual assault and violence in CPS schools often feel that their voices are not heard. What is your approach to ensuring meaningful accountability and what will you do to ensure that this type of violence stops?
My approach is to personally dedicate myself to working with CPS' Law Department and the Inspector General's Office to ensure cases are pursued to the fullest extent of the law. An accountability system must be developed and it is needs to be public. Voices cannot be silenced. Next, I need to understand what wraparound supports are available for our students and their families. Last, I need to understand how students will engage with their schooling and degree in a safe environment.
How do you plan to ensure that LGBT+ students are protected and supported in CPS, both in anti-discrimination policy and inclusive curricula?
Same answer as to conducting equity audits. All students are protected and supported in CPS!
Is there anything you would change about the recently adopted Whole School Safety plan? What can the Board do to ensure its implementation?
To date I have questions that I want to investigate further.
1. What training have schools received?
2. Have all schools created and operationalized the new teams it has outlined (i.e., BHT, Culture & Climate)?
3. How is it being funded? Specifically, for cameras and relevant IT in all our schools?
4. How is the need determined?
5. What conversations have we had between law enforcement, communities, and schools? I worry that there are strained relationships we have not repaired.
6. How have we elevated the role of security guards? We know security guards play a much bigger role in the lives of students in our schools. In many, if not most schools, security guards are the first to greet and last to say good-bye.
7. Are CPS’ restorative practices operationalized in all schools?
8. Have students weighed in on the Plan?
9.Have all the adults been trained?