Danielle Wallace (District 6)

Section 1 - Basic Information & General Questions

Candidate's Name  Danielle Wallace (Write-In)

District 6 (Write-in)

Campaign link  www.instagram.com/thevillagefordaniellewallace/

Are you a current or recent CPS parent, grandparent, or guardian/caregiver? None

Are you a CPS graduate? Yes

Have you ever served on a Local School Council (LSC)? No

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? 20

Describe your CPS experience. 

My experience with Chicago Public Schools (CPS) spans multiple roles: as a student, parent, staff member, and community partner. As a student I attended multiple schools where I experience inequity firsthand. Ultimately I dropped out off Simeon High school as result of the school's lack of resources to support me as a young mother. Years later, I returned to CPS as a parent, navigating various schools to find the right fit for my children’s diverse learning needs. This experience drove me to understand the system better, and in 2012, I joined CPS as a clerk at Stagg Elementary. During this time, I witnessed the district’s challenges firsthand, from teacher strikes to school closures. Later, as a disciplinarian at Collins School of Excellence, I gained insight into the daily struggles students and staff face, further deepening my understanding of CPS's strengths and areas in need of change. Additionally, during the pandemic, I served as a community partner for the Chicago Connected digital literacy initiative, working to ensure that students had access to critical online learning tools. My role in this initiative allowed me to directly support families during a challenging time, while collaborating with CPS to bridge the digital divide and keep students engaged in their education. This wide range of experiences, along with the training I'm currently engaged in, has provided me with a holistic perspective on CPS, from the classroom to district-wide programs, and strengthened my commitment to improving the system for all students. 

Why are you running for the Board of Education? 

I’m running for the Board of Education because CPS is in a pivotal moment where real, transformative change is possible. I believe that building a culture of restoration, healing, and pride can be woven into the fabric of CPS decision-making. My vision aligns with the new five-year strategic plan’s focus on creating equitable, joyful learning environments for all students. Through innovative initiatives like a CPS-wide marathon, where alumni, students, parents, and the broader community come together to raise funds for schools, we can foster a culture of pride and community. I also see partnerships with local businesses as a critical piece of the puzzle in addressing funding shortages and preparing students for future opportunities. By centering partnerships, we can build a CPS that is more responsive, inclusive, and ready to meet the challenges of today and tomorrow.

What is the most pressing challenge our district is facing? 

While CPS has made progress with the creation of the Black Student Success Plan and the intentional focus on student voice, the most pressing challenge remains closing the achievement and opportunity gaps for Black, Brown, and underserved students. The strategic plan outlines goals for equitable funding, targeted support, and culturally responsive curricula, but the key to realizing this vision is fostering stronger connections with communities. I believe partnerships with local businesses, nonprofits, and community leaders will be essential to meeting these goals. We can also address these gaps by creating spaces where schools, students, and communities build pride and connection, such as through events like a CPS marathon. Restorative and healing-centered decision-making should guide us as we tackle these systemic issues, and collaboration will be our pathway to success.

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?

I will be present in the community, CACs, Quality of Life Initiatives, Parent orgs, Community orgs, and more are all great spaces to hear from families in my district. Being present at these various venues ensures that I’m listening to students, families, and educators, especially in neighborhoods historically left out of decision-making. The new strategic plan’s commitment to community partnerships is crucial, and I intend to amplify that by working with local businesses and organizations to create events like a district-wide CPS marathon. These initiatives will not only bring people together but also provide platforms for their voices to be heard. By partnering with organizations and ensuring that community input drives our decisions, we can address the issues that impact students and families most directly.

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?

Acknowledging that the decision to close schools was a mistake is a critical first step in addressing the trauma caused by these closures. The harm done to already disinvested neighborhoods has created lasting pain, and the fact that many of these buildings still sit vacant is unacceptable. These spaces are valuable assets, and we must work with the community to co-create solutions to put them to meaningful use—whether as community centers, resource hubs, or educational spaces that serve students and families. 

I’ve worked closely with community organizations to develop plans for utilizing shuttered schools, and I know the desire to repurpose these buildings is strong. However, it is crucial that we keep these conversations alive and turn them into real action. It has been over 10 years since some of these schools were closed—it’s past time to address this harm with care and urgency. These buildings have been dormant for far too long, and every year that passes without action deepens the trauma. As someone who personally experienced the impact of schools lacking resources, I know that just one strong community partnership can make all the difference. Instead of dropping out, I could have graduated with honors if my school had the support it needed. Ensuring that every school is connected with local businesses, nonprofits, and organizations that can bring in resources is key. These partnerships can help fill the gaps, ensuring students are supported holistically. Community events like a CPS marathon, where students, families, and community members come together to raise funds and celebrate our schools, can also help rebuild pride and connection. Healing is a long-term process, but it must start with acknowledgment and lead to action. 

What is your understanding of the Board’s relationship with Local School Councils? How will you collaborate  with LSCs in your district?

Local School Councils (LSCs) are the bridge between schools and their communities. They have a critical role in making sure that the voices of parents, students, and local leaders are included in the decisions that impact schools directly. The Board’s role is to support and empower LSCs, ensuring they have the tools, resources, and information necessary to make informed decisions about their schools. I believe the relationship between the Board and LSCs should be collaborative, transparent, and rooted in trust.

As a Board member, I will prioritize working closely with the LSCs in my district. I will regularly attend LSC meetings to listen and engage with their concerns and ideas. Collaboration is key, and I see LSCs as essential partners in building a strong, vibrant school culture. In alignment with the CPS strategic plan’s focus on community partnerships, I will advocate for LSCs to be a central part of efforts to bring in local businesses and organizations to support schools—whether through fundraising, internships, or events like a district-wide CPS marathon that fosters community pride and raises funds.

List the Board committees you intend to join and describe any new Board committees you will propose.

I intend to join the Finance and Audit Committee and the Equity Committee. With my background in managing complex budgets, I believe I can help ensure CPS funds are used efficiently and transparently, especially in underserved communities. Financial accountability is key, and I'll advocate for maximizing resources where they have the greatest impact on students. The Equity Committee is critical for addressing systemic inequities, and I plan to push for equitable funding and culturally responsive curricula, particularly for marginalized communities. This work aligns with my commitment to ensuring that all CPS students receive the support they need to thrive.

I also propose creating new committees that reflect CPS's evolving needs and priorities. First, I would create a Restorative Justice and Healing Committee to focus on fostering a culture of healing, restoration, and trust within CPS. This committee would lead initiatives aimed at addressing past harms, such as the trauma caused by school closures, while promoting restorative justice practices within schools. By working closely with students, parents, and community leaders, this committee would help rebuild trust and create safe, supportive environments for all students.

Finally, I propose a Community and Business Partnerships Committee, which would focus on building relationships between CPS, local businesses, and community organizations. This committee would aim to bring in additional resources through partnerships and fundraising initiatives, such as a district-wide CPS marathon, which would raise funds and foster a sense of pride and community within CPS.

How will you prioritize your time to ensure you give your role on the Board of Education the attention it deserves?

Being a mom of two sets of twins was the ultimate test in time management. Every role I’ve played since then has only strengthened my ability to prioritize and balance competing demands. Whether it’s working as an advocate, community leader, or managing other responsibilities, I’ve learned how to give each task the attention it deserves.

Serving on the Board of Education will be no different—it’s a priority because the future of our children and communities depends on it. I’ll be intentional with my schedule, setting regular office hours for parents, students, and community members so I’m accessible. I’ll attend Board and committee meetings, but I’ll also be present in schools and neighborhoods to stay connected to what’s really happening on the ground.

At the end of the day, it’s about making sure that the most important work gets done, and I’m committed to giving this role the time and energy it deserves. Managing multiple roles is something I’ve mastered, and my focus will be on ensuring that CPS has the leadership it needs to thrive.

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 new CPS budget is moving in the right direction with its focus on needs-based funding, but there’s a critical gap that needs to be addressed: the state still owes CPS $1 billion. The state needs to make good on its promise to fully fund Chicago Public Schools at 100%. This sounds like a no-brainer, but we’re being shortchanged, and I intend to be loud and relentless in ensuring that CPS gets what it’s owed. Until the state delivers, we have to be strategic in how we allocate our resources and look for creative ways to fill that gap.

I also see significant opportunities in corporate partnerships, and I want to be aggressive in pursuing these not just as a funding source, but as a way to expand our Career and Technical Education (CTE) programs. Partnering with businesses can provide students with hands-on learning experiences, internships, and pathways into future careers, while helping raise the funds we need to support our schools.

One way we can boost funding while fostering community pride is through initiatives like a district-wide CPS marathon. This would bring together students, parents, alumni, local businesses, and the broader community to raise money for our schools. Not only would this marathon raise supplementary funds, but it would also strengthen the connection between the community and its schools, creating a shared sense of responsibility for the success of our students.

As a board member, I would advocate for increasing funding in critical areas like mental health services, arts, and physical education—programs that are vital to the “whole child” approach highlighted in the strategic plan. At the same time, we need to look for ways to reduce administrative overhead and redirect those savings into the classroom. By combining efforts to secure state funding, corporate partnerships, and community-driven initiatives like the CPS marathon, we can build a stronger, more resourceful district.

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?

First and foremost, the state of Illinois must fulfill its commitment to fully fund Chicago Public Schools under the Evidence-Based Funding formula. Right now, CPS is owed $1 billion, and that shortfall is creating significant challenges. I will be relentless in pushing the state to deliver on this promise because CPS cannot continue to operate at its full potential without the funding we are rightfully owed.

In addition to advocating for state funding, I see corporate partnerships as a critical avenue for bridging the financial gap. We should aggressively seek out partnerships with businesses that not only provide financial support but also invest in our schools through programs like Career and Technical Education (CTE). These partnerships can help students gain real-world experience, internships, and career opportunities while also bringing in much-needed funding for our schools.

I would also prioritize creative, community-driven solutions like a CPS-wide marathon. This event could engage local businesses, alumni, students, and families to raise funds for schools while building a sense of pride and unity across the district. By combining these efforts—securing the state funding we're owed, developing strong corporate partnerships, and mobilizing the community through innovative fundraising events—we can navigate these budget realities without compromising the quality of education for our students.

What experience do you have with complicated budgets?

In my professional journey within the nonprofit sector and as a community partner, I have managed complex budgets that required strategic thinking and resourcefulness. As the founder of Kingdom Avenue Inc., I have successfully allocated limited funds to programs that serve the community, all while navigating the intricacies of securing funding through grants, donations, and partnerships. I understand how to prioritize spending, ensuring that resources are directed where they are most needed, and how to creatively bridge funding gaps.

One of my key experiences was serving as a community partner for the Chicago Connected digital literacy initiative during the pandemic. This role involved collaborating with multiple stakeholders to ensure students had access to technology and internet services, requiring the careful management of funding and resources to meet the urgent needs of families. Balancing various funding streams and ensuring accountability to the community taught me the importance of transparency and strategic financial planning.

Additionally, my work within CPS as a staff member provided me with firsthand insight into the challenges schools face when operating under tight budgets. I saw the direct impact that a lack of funding has on students and teachers, and I recognize the importance of making sure every dollar is spent where it has the greatest effect—supporting students in the classroom.

Through these experiences, I’ve gained the skills to navigate complicated budgets, ensure equitable resource distribution, and maintain transparency in how funds are allocated and used. As a Board member, I will bring this expertise to CPS, ensuring that the budget is managed effectively and that we maximize resources to benefit all students, particularly in underserved communities.

What will you do to ensure equitable and transparent funding for neighborhood schools?

Equitable funding means ensuring that neighborhood schools, particularly in underserved communities, receive the resources they need to meet the unique challenges their students face. I will advocate for full transparency in how funds are allocated and spent, so that families and communities can see exactly where resources are going and why. This includes publicly available, easy-to-understand reports on school funding, with clear explanations of how needs-based budgeting decisions are made.

However, transparency alone isn’t enough. To achieve true equity, we need to think creatively about how to bring additional resources into neighborhood schools. I will aggressively pursue partnerships with local businesses and community organizations to provide supplemental funding and programs, such as through Career and Technical Education (CTE) initiatives. These partnerships will not only provide financial support but also offer students real-world opportunities that help prepare them for their futures.

I also believe that collaborative and community-driven events, like a CPS marathon, can be a powerful way to raise funds for neighborhood schools while fostering pride and unity across the district. By engaging alumni, local businesses, students, and families in this effort, we can create a sense of shared responsibility for the success of our schools.

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?

Ensuring that every CPS school has functioning, clean facilities is essential for creating a safe and comfortable learning environment. It’s unacceptable that students should face broken bathrooms or inoperable water fountains. To address these issues, I would focus on transparency, equity, funding, and innovative partnerships.

First, the capital improvement process must be transparent and equitable. Historically, certain schools—particularly those in underserved areas—have been left behind when it comes to infrastructure investments. I would advocate for needs-based prioritization, ensuring that schools with the most urgent facility issues are addressed first. It’s important to keep the community informed through public reporting on the status and timeline of repairs.

Second, I would push for increased funding specifically designated for urgent repairs and maintenance. Large-scale renovations take time, but basic repairs like fixing broken toilets or water fountains shouldn’t have to wait. Establishing an emergency maintenance fund would help address immediate needs as they arise, ensuring no student goes without access to essential facilities.

Additionally, I see a huge opportunity to engage the business community as part of the solution. There are thousands of highly rated contractors in Chicago who engage in charitable giving. We should be reaching out to these companies as an innovative solution to our capital improvement dilemma. Not only could they provide support for school repairs, but these partnerships could also create career pathways for CPS students pursuing careers in construction, carpentry, and related fields. Engaging contractors offers a win-win opportunity—improving our schools while building futures for our students.

Finally, parents, students, and school staff must be actively involved in identifying facility issues. By creating clear channels for reporting problems, we can ensure that issues are addressed promptly and effectively.

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? 

First, we need a comprehensive review of the current transportation system. This review should be conducted by an independent third party to analyze inefficiencies such as bus driver shortages, inconsistent routes, and logistical bottlenecks. Special attention must be given to the needs of special education students and those attending schools far from their neighborhoods, as these groups face unique challenges.

Additionally, we need to explore alternative solutions like partnerships with local transit agencies, rideshare services, or community organizations to supplement transportation options. These creative solutions can reduce the burden on CPS’s bussing system while still ensuring students get to school safely and on time.

Parents need to be part of this process. Those most adversely affected by transportation challenges should be included in discussions and problem-solving efforts. Their experiences and insights are invaluable to overcoming these issues. We must establish clear channels for parents to contribute ideas and feedback.

Improving communication with families is also essential. Parents need timely updates on bus schedules, delays, and route changes. Implementing a centralized platform for communication would keep families informed and better prepared to plan their children’s transportation.

By conducting a thorough review, increasing investment, exploring creative solutions, improving communication, and ensuring parents—especially those most affected—are part of the decision-making process, we can address CPS’s bussing challenges and create a reliable, equitable system for all students.

Section 4 - Educational Programs & Academic Success

How do you define a quality education?

A quality education goes beyond academics—it's about preparing students for life in all its aspects. It’s rooted in equity, ensuring every student, regardless of their background or zip code, has access to the same opportunities and resources. This includes equitable funding, culturally responsive curricula, and access to arts, music, physical education, and extracurricular activities that make learning joyful. A quality education supports the “whole child” by providing mental health resources, social-emotional learning, and safe, supportive environments where students can take pride in who they are. Schools should foster connections between students, peers, teachers, and the larger community. Partnerships with businesses, nonprofits, and community leaders are key to bringing resources and real-world opportunities into schools, such as internships and career programs. Finally, a quality education fosters pride, unity, and purpose, creating spaces where the community can celebrate and support one another. When students feel connected, they thrive.

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 Board of Education's role is to champion equity and ensure every student has access to high-quality education. First, the Board must prioritize equitable funding, ensuring that schools in disinvested neighborhoods receive the resources needed to provide a world-class education. Accountability is key—the Board must hold CPS accountable for delivering quality education across all school types, ensuring every student receives a rigorous, culturally responsive curriculum. Students with special needs, English learners, and marginalized communities must get the specific support they require. Partnerships with local businesses and nonprofits can bring in additional resources and opportunities like mentorships and internships, helping close opportunity gaps. Finally, the Board must listen to students, parents, and educators, ensuring decisions are made with their input to meet the community's needs effectively.

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.

While I understand the harm to neighborhood schools caused by the rise of selective enrollment, magnet, and charter schools, removing them isn’t a solution. The real issue is the inequitable distribution of resources across all schools. Neighborhood schools, as the backbone of communities, need full funding and support to offer comprehensive services and opportunities. Community partnerships can help bring in additional resources to ensure neighborhood schools are on par with selective and magnet schools. Access to these specialized schools must be equitable, as systemic barriers often block students from under-resourced neighborhoods. Charter schools, meanwhile, should be held accountable, ensuring they don’t drain resources from neighborhood schools. Instead of competing, all schools should collaborate and share resources to serve all students equitably, with events like a district-wide marathon fostering unity. Every school must contribute to the success and well-being of students and communities.

How should the Board approach charter oversight and accountability?

Charter schools must be held to the same high standards of accountability as traditional public schools. Originally intended to innovate, many charters now operate without proper oversight. As a Board member, my priority is ensuring that all CPS students receive a quality education, regardless of the type of school they attend. Charter schools must be fully transparent, including their budgets, teacher credentials, and student performance data. Financial transparency is critical, especially since charters use public funds. Additionally, charter schools must not drain resources from neighborhood schools, particularly in underserved communities. Charters should face rigorous performance standards, with underperforming schools facing consequences like probation or absorption. Finally, charters must serve all students, including those with disabilities and English language learners, and must not selectively admit students. Equity should be central to charter oversight, ensuring they contribute to the larger CPS ecosystem.

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?

The recommendations from the Black Student Success Working Group are vital for addressing inequities faced by Black students in CPS. Key priorities include culturally responsive curricula, increasing access to advanced coursework, and expanding mental health services tailored for Black students. As someone who dropped out of high school due to a lack of emotional support when I found myself pregnant at 16, I know how crucial mental health services are. It’s unacceptable that we are still discussing these supports 25 years later. Schools must be places where students find care, especially when facing life challenges. Culturally responsive curricula are equally important, allowing Black students to see themselves in their education, fostering engagement and empowerment. Additionally, CPS must remove barriers that prevent Black students from accessing advanced coursework like honors and AP classes, providing academic and emotional support to ensure success. Expanding CTE programs through business partnerships will offer real-world learning opportunities and prepare students for life beyond high school.

How will you work to ensure special education assessments and placements are more timely and equitable? 

Too often, parents are involved only at the start and end of the special education assessment process, leaving them disconnected from key decision-making moments. To address this, we must co-create the assessment process with parents, ensuring transparency and equity. There’s also an opportunity for innovation through partnerships with hospitals, which can provide resources like social work interns and specialists to support assessments. These partnerships can enhance the quality and speed of evaluations while ensuring they are culturally responsive. We must also address staffing shortages by increasing the number of school psychologists and special education coordinators to reduce delays and ensure early identification of students' needs. Finally, assessments must be culturally responsive and free from bias, particularly for Black and Brown students, to ensure equity in the evaluation process

What should the Board board do to guarantee students are receiving all of their required IEP minutes?

First, the Board needs to ensure that there are sufficient staff members—special education teachers, paraprofessionals, and related service providers—so that every school has the resources to meet IEP requirements. Staffing shortages are a major barrier to fulfilling IEP minutes, and without proper investment in hiring, schools will continue to fall short.

Second, the Board must implement strong systems of transparency and accountability. Schools should be required to track and regularly report IEP service delivery, and families should be involved in the process to ensure they are informed about whether their child is receiving the services promised. Regular audits can help identify gaps and ensure that support is provided to schools struggling to meet IEP obligations.

Third, the Board must establish a clear, accessible system for parents to report concerns if their child’s IEP minutes aren’t being met. This will ensure families feel supported and that any issues are addressed swiftly.

Lastly, professional development for staff is key. The Board must invest in training for teachers and school personnel so they understand the importance of IEP compliance and are equipped to deliver the required services effectively.

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?

CPS offers several programs to help teachers earn ESL and Bilingual endorsements, including tuition reimbursement, partial tuition payments, and accelerated programs through partnerships with universities like National Louis University. While these initiatives are a good start, CPS needs to promote them more aggressively, make them more accessible, and expand them to reach more teachers. First, outreach efforts must improve to ensure more teachers are aware of these opportunities. Simplifying the application process, hosting information sessions, and offering additional incentives such as increased tuition reimbursement or bonuses for completion can attract more participants. Second, CPS should prioritize funding for schools with high English Learner (EL) populations to ensure adequate staffing. A stronger investment in recruiting and retaining bilingual educators is crucial, and partnerships with universities should be expanded to create fast-track certification programs that allow teachers to earn endorsements while working. 

Finally, CPS must be held accountable for compliance with bilingual education requirements. Regular audits, public reporting, and clear benchmarks will ensure transparency and that EL students receive the support they deserve.

How would you advocate for the reinstatement of comprehensive art, music, and library programs to our schools? 

Art, music, and library programs aren’t optional—they’re essential to developing well-rounded students. These programs foster creativity, critical thinking, and a lifelong love of learning. Yet, many CPS schools have seen these programs cut due to budget constraints, and that has to change. One of the most immediate solutions lies in partnerships. 

Chicago is home to over 3000 arts, culture, and humanities organizations that exist to uplift the arts community. These nonprofits employ over 63,000 people, generate more than $2 billion annually, and have $8 billion in assets. CPS should aggressively seek out partnerships with these organizations to restore comprehensive arts, music, and library programs. Imagine if every school had a partnership with a local arts nonprofit or cultural institution, providing mentorship, workshops, performances, and access to artists. Whether it’s bringing artists-in-residence into schools or securing musical instruments, there is immense potential to collaborate and enrich the student experience. 

Library programs must also be a priority. Libraries aren’t just places for books—they are hubs for literacy, research, and digital skills. Partnering with local cultural organizations and universities could provide additional resources, staffing, and materials to restore libraries to their full potential. 

While partnerships are key, we must also commit to reinstating arts, music, and library programs within the district’s budget. These programs are proven to improve academic outcomes, boost student engagement, and foster social-emotional learning. Investing in them is an investment in the future of our students.

By combining the strength of local partnerships with a commitment to secure funding, we can ensure that every student has access to the comprehensive art, music, and library programs they deserve. The path forward requires creativity, collaboration, and prioritizing what matters most—our kids' education.

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 Board is ultimately responsible for the culture that exists within CPS. As the governing body, the Board sets the tone for what kind of environment students, educators, and families experience, and because the Board answers to the people, it’s only right that its decisions reflect the will, culture, and spirit of the communities it serves. Fostering a culture of belonging for every student must be at the core of the Board’s work because when students feel like they belong, they are more engaged, perform better academically, and are more likely to stay in school. 

The Board’s role in fostering belonging starts with ensuring that CPS schools are safe, inclusive spaces where every student, regardless of background or identity, feels valued. Equity should be central to every decision, ensuring that resources are allocated to meet the needs of all students, particularly those who are marginalized. 

Culturally responsive curricula are also essential in creating a sense of belonging. When students see themselves reflected in what they learn, it fosters pride in their identity and makes school a place where diversity is celebrated. The Board should prioritize making culturally relevant education a standard across all CPS schools. 

Partnerships are another key tool. The Board can strengthen the connection between schools and communities by collaborating with local organizations, businesses, and nonprofits. These partnerships can provide students with mentorships, internships, and other real-world opportunities that help them feel connected to their community and supported in their education. 

Finally, fostering belonging requires the Board to listen to students, families, and educators. When the community feels heard and included in decision-making, students and families feel a greater sense of ownership and belonging. The Board must ensure that the voices of those it serves are not only heard but actively shape policy decisions. 

Ultimately, the Board’s role is to cultivate a CPS culture that reflects the values and needs of the people. By creating an environment where students feel supported and empowered, the Board can build a system that allows every student to thrive. 

What are specific steps you will propose to increase in-school mental health support for our children? 

Increasing in-school mental health support is crucial for the well-being and academic success of our students. Given the challenges and traumas many students face, it’s not enough to just rely on the limited number of mental health professionals available. We need to be proactive in creating a system where all staff are equipped to support students’ mental and emotional well-being. 

First, I would advocate for trauma-informed training and mental health first responder training for all school support staff and culture teams. As we work to mitigate the shortage of mental health professionals, it's critical that we empower current staff with the tools to support students. By equipping teachers, aides, and school personnel with trauma-informed practices, we can ensure that they act as bridges, not barriers, to student healing. These staff members are often the first to notice when something is wrong, and providing them with this training will help them respond with care and understanding rather than inadvertently causing more harm. 

Second, I would propose increasing the number of dedicated school counselors, social workers, and psychologists. Many CPS schools have a student-to-counselor ratio that leaves too many children without timely access to mental health services. We need to prioritize hiring more mental health professionals, particularly in under-resourced schools where the need is greatest. 

Third, building partnerships with local universities, hospitals, and mental health organizations can help bring additional resources into our schools. These partnerships can provide access to social work interns, psychiatry interns, and mental health specialists, filling gaps where staff shortages exist. Additionally, these organizations can offer ongoing professional development for school staff, ensuring they are continuously updated on best practices. 

Fourth, I would advocate for creating safe, welcoming spaces in schools—such as mental health or wellness centers—where students can decompress and seek help. These spaces should be designed to destigmatize mental health support and encourage students to engage in self-care and seek counseling services when needed. 

Finally, we must ensure equitable distribution of mental health services. Schools in communities experiencing higher levels of trauma should receive targeted resources, and needs-based funding for mental health services should be implemented to guarantee that students most in need receive support. 

By implementing trauma-informed training, increasing staff, building partnerships, creating safe spaces, and ensuring equity in distribution, we can establish a strong system of mental health support that helps every CPS student heal and thrive. 

What policies do you propose to help stop bullying in CPS schools?

As a former culture specialist, I saw firsthand the devastating impact bullying has on students—on both those who experience it and those who engage in it. I believe that bullying behavior is born out of an unmet need, and it will take a village to meet that need and prevent further harm. To effectively address bullying in CPS, I would propose a series of interventions that focus on healing and co-creating strategic pathways for all involved. 

First, I propose that CPS implement an intervention process that begins with co-creation. When a student is experiencing bullying or is suspected of bullying, the first step should be to bring together the parents, students, and relevant school staff—such as counselors, teachers, and culture specialists—to co-create a

plan that addresses the root causes of the behavior. This pathway should focus on healing for both the target of the bullying and the student exhibiting the bullying behavior. By bringing all stakeholders to the table, we can ensure that the student’s emotional and social needs are met, while also holding them accountable in a restorative way. 

Second, I believe in a trauma-informed approach to addressing bullying. Often, students who bully are struggling with trauma or unmet emotional needs. CPS needs to ensure that schools have the mental health support necessary to intervene early. This includes training teachers and staff to recognize the signs of bullying and the underlying issues that may be causing it. By focusing on prevention and early intervention, we can address the emotional needs of students before their behavior escalates into bullying. 

In addition, I would propose peer mediation programs and restorative justice practices in schools. Students should be given the opportunity to work through conflicts in a constructive, supportive environment that emphasizes accountability, empathy, and healing. These programs can help students develop the skills they need to resolve conflicts peacefully and understand the impact of their actions on others. 

Finally, I would advocate for ongoing monitoring and support for both students who are bullied and those who engage in bullying behavior. This includes regular check-ins with counselors or staff to ensure that the agreed-upon intervention plans are working and that both students are on a path toward healing and growth. 

By implementing these policies—focusing on co-creation, trauma-informed practices, restorative justice, and ongoing support—we can address bullying at its root and create a safer, more inclusive environment for all CPS students. 

What specific steps will you take to address and reduce racial bias in our schools, both in terms of pedagogy, curriculum, and disciplinary practices?

Addressing racial bias in CPS is essential to creating an equitable environment where all students feel valued. Building on CPS's 5-Year Strategic Plan, I propose actionable steps across pedagogy, curriculum, and discipline. First, culturally responsive teaching must be a district-wide priority. Teachers should be trained to identify and challenge biases, with mandatory anti-bias training and the creation of a pipeline for teachers of color, who bring important lived experiences to the classroom. Second, the curriculum should be overhauled to reflect the diversity of CPS students. Students need to see their histories and cultures central to what they learn, which fosters pride and engagement. Disciplinary practices must also be addressed, as Black and Brown students are disproportionately affected. Expanding restorative justice practices will help tackle the root causes of behavior and promote healing. Schools must also undergo regular audits of disciplinary data to ensure accountability and provide targeted support where needed. 

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?

As a survivor of sexual violence in school, I know the lasting trauma it can cause. Silence and misunderstanding should never be part of a student's experience. We need to have honest conversations about the sexualization of young people, and train staff and students to not just avoid sexual violence, but to nurture students’ development. Avoidance is not an option. 

CPS must implement a survivor-centered reporting process, ensuring safe, supportive ways for students to report incidents. Trauma-informed counselors should be immediately available for emotional and legal support. CPS also needs mandatory, ongoing training for all staff on handling reports and unlearning harmful societal norms. 

Transparency is key; CPS must publicly report on how cases are handled, with clear outcomes and accountability for staff who mishandle cases. Additionally, prevention through comprehensive sexual education, including consent and bystander intervention, should be standard in all schools to create a culture of respect and safety. 

How do you plan to ensure that LGBT+ students are protected and supported in CPS, both in anti-discrimination policy and inclusive curricula?

Ensuring LGBT+ students are protected and supported in CPS goes beyond policy; it’s about creating an environment where they feel seen, respected, and valued. Every student, regardless of gender identity or sexual orientation, deserves an education free from discrimination and rich with representation. 

First, CPS must strengthen anti-discrimination policies through regular staff training on LGBT+ issues, anti-bullying, and fostering a supportive environment. This training should equip staff to address discrimination and harassment while ensuring accountability. 

Second, CPS must prioritize inclusive curricula that reflect LGBT+ identities throughout the year, not just during Pride Month. Curricula should celebrate the contributions of LGBT+ individuals and challenge harmful stereotypes. 

Additionally, expanding safe spaces like Gay-Straight Alliances (GSAs) and providing mental health resources trained in LGBT+ issues are essential to supporting students. 

Finally, transparency and student voice are key—CPS must engage with LGBT+ students and families to ensure policies meet their needs, creating a safe and inclusive district. 

Is there anything you would change about the recently adopted Whole School Safety plan? What can the Board do to ensure its implementation?

The Whole School Safety plan is a positive step, particularly with its focus on restorative justice and trauma-informed practices, but there are ways to further strengthen its impact. Mental health support is critical, and every school should have access to mental health professionals, counselors, and trauma-informed staff. Customizable teletherapy services could bridge mental health gaps in under-resourced schools. The Board must ensure that funding for mental health is not just lip service and is accessible and tied to student needs. Transparency and accountability are key, with schools reporting on their progress and tracking equity in disciplinary actions. Staff training on trauma-informed practices and restorative justice is essential for creating a healing-focused culture. By enhancing mental health services, maintaining transparency, and ensuring proper staff training, the Board can create a safer, more supportive environment where students thrive emotionally, socially, and academically.