Jousef M. Shkoukani (District 5)

Section 1 - Basic Information & General Questions

Candidate's Name Jousef M. Shkoukani (Write-In)

District 5

Campaign link: Jousef4CPS.org

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

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? No

How long have you lived in the district you are running to represent?

2 years

Describe your CPS experience. 

Actively serving as a Local School Council Member for the Wilma Rudloph Learning Center's student and faculty community.

Why are you running for the Board of Education? 

Because Chicago is my home, education is my passion, and my own life and academic experiences, I think, have prepared me to help others in a meaningful way ... As a Palestinian-American, whose father immigrated here from Ramallah in pursuit of his American Dream, I know what it is like to feel underrepresented (equality). As someone who repeated the 1st grade, I know what it is like to struggle academically (academic achievement). As someone who knows what it's like to be a first-generation American and a first generation college student, I can empathize with real life challenges a lot of CPS students face.

What is the most pressing challenge our district is facing? 

Equitable School Funding: As CPS continues its push for equitable resource distribution, I will advocate for targeted investments in historically underfunded schools and communities. Ensuring every school receives the support they need will help close opportunity gaps and provide every student with access to high-quality education, as outlined in the CPS strategic plan's equity-driven approach​. 

Improving Achievement: I will focus on accelerating proven practices such as providing culturally responsive, high-quality instruction, and expanding access to advanced coursework. This aligns with CPS’s commitment to improving academic and social-emotional outcomes by emphasizing student-centered, rigorous learning​. 

Balancing CPS Budget: Balancing the budget requires sustainable financial strategies, such as optimizing resource allocation and pursuing full, equitable funding. By aligning CPS’s budgetary priorities with its goals of reducing systemic inequities and improving school conditions, we can build a financially stable future for the district while maintaining a focus on student 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?

To ensure that the voices of the most impacted CPS students and families are heard and understood, I will take a multi-faceted approach to engagement: 

Regular Listening Sessions — I will hold monthly listening sessions throughout the district, with a particular focus on schools and communities most affected by underfunding, safety concerns, or other systemic challenges. These sessions will allow parents, students, and educators to voice their concerns and share their insights in an open, accessible forum. 

Community Outreach and Surveys — I will partner with community leaders and organizations to distribute regular surveys—both online and in-person—gauging the needs and concerns of families. This feedback will inform my decision-making and advocacy on the school board. 

Office Hours — I will establish consistent office hours where families can speak to me directly about their concerns. I’ll ensure that families from diverse backgrounds, including those facing language barriers, have access to translation services to fully participate. 

Through these efforts, I will create a direct, sustained connection with the district’s students and families, ensuring that their voices are at the center of every decision I make.

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?

To address and repair the historical harms within Chicago Public Schools (CPS), I will focus on Equity-Driven Policy Reform. Specifically, I will advocate for policies that directly address long-standing disparities in funding, resources, and opportunities. This includes prioritizing schools in historically marginalized communities for increased funding, improved facilities, and enhanced academic programs. I will push for equitable distribution of resources to ensure that every student has access to the support they need to succeed, regardless of their zip code.

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

My understanding is that LSCs serve as the governing body for any given CPS school. I know LSCs have remained an important vehicle for participatory democracy, allowing not only educators but also parents, students, and community members the opportunity to make important decisions about how children will be educated. I understand the importance of LSCs, in large part, because I am currently a community LSC member at Wilma Rudolph Learning Center in District 5. 

Rudolph specializes in special education, providing each student with quality, age-, and developmentally-appropriate learning experiences for grades PreK through 8. Our specialized curriculum and programs are individually adapted to meet the needs of every child, as determined by families, clinicians, teachers, and medical professionals. Many staff members hold Master’s degrees. Other highly qualified staff include multiple registered and practical nurses, physical therapists, occupational therapists, and speech pathologists. Various other services, including hearing, vision, and mobility support, are assigned from the Central Office, either full- or part-time, as determined by the children’s IEPs. The program is provided using an integrative model, which requires all staff to go into classrooms and work collaboratively with other adults. The premise of this approach is that skills acquired in a natural environment are more likely to be generalized into daily living. 

I mention all of this because there are some CPS governing rules that act as a one-size-fits-all approach for all schools in Chicago—despite the fact that many schools, like Wilma Rudolph, objectively require a closer and more tailored application of such rules. If elected, I will ensure that we have active communication measures and mediums in place to efficiently and effectively understand and tailor protocols to each school’s respective community body in a meaningful way.

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

The Special Education Advisory Committee. The purpose of this Advisory Committee is to listen to and prioritize the various needs that our special education community faces, which coincides with what I mentioned in my above response regarding LSC understanding, involvement, and engagement goals, if elected.

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

First, I will maintain a structured schedule, setting dedicated time for Board-related matters. This includes attending meetings, reviewing materials, and engaging with key stakeholders. I will treat my Board responsibilities with the same level of professionalism and preparation I give to my legal practice and NGO work. 

Second, I will rely on delegation and collaboration. As president of an NGO, I’ve developed strong leadership skills, allowing me to effectively delegate tasks and manage teams. I will bring this same collaborative approach to the Board, working closely with fellow members, staff, and community leaders to ensure progress on key initiatives without compromising my other commitments. 

Finally, I am committed to continual growth and learning in this space. I will prioritize professional development opportunities to deepen my understanding of educational policy and governance, ensuring that my contributions on the Board are informed and impactful. By leveraging my experience in law, nonprofit leadership, and time management, I am confident in my ability to balance my roles and bring valuable insights to the Board of Education.

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?

Equitable School Funding: I appreciate CPS’s move away from Student-Based Budgeting to a more needs-based approach using the Opportunity Index. This shift ensures that schools in historically underfunded areas, like Wilma Rudolph Learning Center, receive necessary resources. As a board member, I would push for increased funding to special education, bilingual programs, and schools serving students in temporary living situations, as outlined in the budget, to ensure equity in resource distribution​. I would also continue advocating for a more significant state contribution, given that CPS is funded at only 81% of what the state’s own formula deems adequate​. 

Improving Achievement: I support the budget’s emphasis on learning acceleration programs, such as high-quality, culturally responsive curriculum and high-dosage tutoring. I would push for additional investments in early childhood education, mental health resources, and career and technical education programs to ensure that all students have access to holistic support that improves both academic performance and emotional well-being​. 

Balancing the Budget: While the budget takes meaningful steps to address a $505 million deficit, I would advocate for further reductions in Central Office spending and discretionary expenses that do not directly impact student outcomes. Additionally, I would explore opportunities to consolidate services where possible across programs and Central Office functions. I would also work to ensure that contractors servicing our schools are qualified, effective, and bidding on projects fairly, in a way that saves CPS money (e.g., having independent contractors bid on work orders to ensure the same quality of service at more affordable rates). Increasing advocacy for state funding and making more efficient use of federal grants will also be key to balancing the budget while protecting school-level investments.

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?

When facing these overwhelming budget realities, my first priority would be ensuring that resources are distributed equitably to schools and students most in need. This means safeguarding investments in special education, English language learners, and students in underserved communities. I would also prioritize exploring new revenue streams and advocating for full state funding under the Evidence-Based Funding model to address the current shortfall. Additionally, I would push for cost-saving measures, such as blind bidding for independent contractors to lower costs without sacrificing quality. Fiscal responsibility and equity must be at the core of our decisions during these challenging times.

What experience do you have with complicated budgets?

I have extensive experience working with complex budgets, gained through my roles as a Financial Analyst Intern at BorgWarner and Advanced Purchasing Intern at Continental AG. At BorgWarner, I implemented a program to track forecasted versus actual cost distribution, improving cost-sharing across business units. I analyzed balance sheets, income statements, and other financial statements, ensuring accuracy and reliability. At Continental AG, I facilitated a project that generated over $100K in savings by optimizing packaging processes. These roles, along with my legal experience, have equipped me with the skills to manage and analyze complicated budgets effectively​. 

In addition to my professional experience managing complex budgets as a Financial Analyst Intern at BorgWarner and an Advanced Purchasing Intern at Continental AG—where I improved cost-sharing, analyzed financial statements, and generated significant savings—I believe that we, as everyday Chicagoans, all have experience managing our own personal budgets. We must carefully balance our resources to ensure our families survive and thrive. I approach the CPS budget with the same mindset, treating it with care and a meaningful outlook toward its growth and future, just as I would my own personal/household finances.

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

The current CPS Board seeks to ensure equitable and transparent funding for neighborhood schools through its transition from the Student-Based Budgeting (SBB) model to a new needs-based model. This model sets a baseline of resources for every school, ensuring that each school has essential staff, such as principals, counselors, and holistic teachers. Additional funding is then provided based on the Opportunity Index, which considers various community factors to allocate resources where they are most needed. This approach prioritizes schools in historically underserved neighborhoods, ensuring they receive the support necessary to offer high-quality education to all students​. 

If elected, I will build on this model by advocating for even greater transparency and community involvement in budget decisions. I will push for more detailed public reporting on how funds are allocated and spent, ensuring stakeholders can easily access this information. Additionally, I will work to expand community engagement, making sure that Local School Councils (LSCs) and families have a more direct role in shaping funding priorities to meet the unique needs of their schools. By amplifying the voices of local communities, we can further strengthen the equity and transparency of the CPS budget.

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?

Advocate for Increased Capital Funding: I will push for additional funding dedicated to urgent school infrastructure improvements, ensuring that essential facilities like bathrooms and water fountains are prioritized. This includes leveraging city, state, and federal resources, as well as partnerships with community organizations and businesses. 

Transparency and Accountability: I will advocate for transparent reporting on the condition of school facilities, so parents and community members are aware of what improvements are needed and the timeline for addressing them. I will also push for regular maintenance audits to ensure issues are addressed promptly. 

Equity in Resource Distribution: I will ensure that schools in historically underfunded neighborhoods, which are often in greatest need of capital improvements, receive equitable attention. This means prioritizing schools with the most severe infrastructure issues, ensuring that all students have access to safe and functioning facilities.

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? 

Improved Contract Management and Accountability: I will strengthen oversight and accountability for transportation contractors to ensure they meet high standards of reliability and safety. Given the challenges of limited funding and a driver shortage, we must employ creative strategies to improve transportation. Key ideas include: 

Positive Work Environment: Boost driver satisfaction through appreciation programs, public recognition, and administrative support, fostering pride and commitment. 

Driver Engagement: Involving drivers in discussions about improvements makes them feel valued and invested in system success, leading to practical solutions and ownership of their roles. 

Enhanced Communication: Streamlined communication between drivers, dispatch, and schools can reduce frustration and improve real-time management of delays and changes, enhancing performance. 

Mentorship Programs: Pairing experienced drivers with new hires through mentorship programs will build a stronger, more responsible workforce, improving satisfaction and motivation. 

Route Optimization: Analyzing routes to reduce travel time and lighten workloads will help drivers stay on schedule with less stress, contributing to better performance. 

Equitable Transportation: I will prioritize transportation for vulnerable students, such as those in special education, to ensure reliable service. I will also advocate for dependable transportation to magnet and selective enrollment schools. 

Infrastructure Investment: Expanding CPS’s internal transportation capacity by increasing CPS-owned fleets will reduce reliance on third-party contractors and improve control over quality and scheduling. 

Communication with Families: Transparent, ongoing communication with parents about schedules and delays will build trust, especially for families with special education or magnet students.

Section 4 - Educational Programs & Academic Success

How do you define a quality education?

I define a quality education as one that equips every student with the knowledge, skills, and critical thinking abilities necessary to succeed in life, regardless of their background or circumstances. It is an education that is both equitable and inclusive, ensuring that all students—whether in special education, magnet programs, or neighborhood schools—have access to high-quality teachers, culturally responsive curriculum, and adequate resources. A quality education fosters not only academic excellence but also social-emotional growth, creativity, and a sense of civic responsibility. It prepares students to thrive in diverse and evolving environments, empowering them to pursue college, careers, and meaningful contributions to their communities.

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 role of the Board of Education in ensuring quality educational programs for all students, regardless of their background, ZIP code, or school type, is to provide strong leadership, oversight, and policy-making that prioritize equity and inclusion. The Board must advocate for fair and equitable funding to ensure every school, from neighborhood to selective enrollment, has access to the resources and staff necessary to support student success. This includes setting standards for academic achievement, approving curriculum that reflects the diverse needs of students, and ensuring programs for special education, bilingual students, and other underserved populations are adequately funded and supported. 

Additionally, the Board must hold schools accountable for meeting those standards and implement transparent data collection and reporting to assess progress. Through strategic planning and collaboration with district leaders, LSCs, teachers, and the community, the Board helps create policies that drive continuous improvement and innovation in education, ensuring all students have the opportunity to thrive, regardless of where they live or what school they attend.

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.

I believe that investing in our neighborhood schools is the most crucial step for the future of CPS. Equitable distribution of funds based on school need rather than student headcount was a positive shift, as it ensures schools serving the most vulnerable populations receive the resources they need. Strengthening our neighborhood schools will restore community trust and build stronger local schools where students and families feel invested. 

Selective enrollment schools play an important role within CPS, providing high-performing students with challenging academic environments. While it’s inevitable that some high-achieving students may leave their neighborhood schools to attend selective enrollment programs, I believe these schools should remain. They offer pathways to success for students who thrive in more rigorous academic settings, and their presence in CPS helps retain families who might otherwise seek alternatives outside the district. Though I am in favor of a holistic admissions process that looks beyond test scores to ensure a broader range of students has a fair chance to compete for spots. 

Regarding magnet schools, I too see them as valuable resources that offer specialized programs that attract a diverse range of high-achieving students across CPS. Magnet schools promote diversity and unique learning experiences. That said, I am similarly in favor of more holistic entry pathways into Magnet schools to safegaurd against any potential disparate impact or unintentional discrimination in the admissions process. 

As for charter schools, I believe they should remain as long as they are highly attended and well regarded. However, I see the long-term goal as reinvesting in neighborhood schools to the point where families no longer feel the need to opt for charters. Over time, as we strengthen neighborhood schools, I believe that more families will choose to send their children to their local schools, and the demand for charter schools may naturally diminish.

How should the Board approach charter oversight and accountability?

The Board should approach charter oversight and accountability with a focus on transparency, performance metrics, and equitable resource allocation. First, it’s essential to establish clear and measurable standards for academic performance, student retention, financial management, and adherence to CPS policies. Charters must be held accountable for meeting these standards, with regular evaluations to ensure they are providing high-quality education and using public funds responsibly. 

Second, the Board should ensure that charter schools are serving a diverse student population, including students with disabilities, English language learners, and those from low-income backgrounds. It’s crucial that charter schools are accessible to all students and do not create barriers to entry. 

Lastly, the Board should prioritize community engagement, seeking input from parents, educators, and local communities when reviewing charter applications or renewal decisions. If a charter school consistently underperforms or fails to meet accountability standards, the Board must be prepared to take action, including restructuring or revoking the school’s charter to protect the interests of students and taxpayers.

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?

One of the most important recommendations from the Black Student Success Working Group to incorporate into the district’s strategic plan is Facilities Improvement and Equitable Resource Allocation (SDE4.A). This recommendation calls for distributing resources to transform historically underserved schools into modern, 21st-century learning environments that are safe, inclusive, and meet the needs of Black students. These improvements are crucial for facilitating academic success and addressing long-standing inequities in school facilities​. 

Additionally, focusing on recruitment, admissions, attendance, and enrollment strategies (SDE4.B) is essential to ensure that Black students in schools with low enrollment have enough peers to participate in a robust learning experience. This can help foster a sense of community and enhance the overall learning environment. 

Finally, partnering with Black community organizations, government entities, philanthropists, and the business community to repurpose unused spaces in underutilized school buildings (SDE4.C) can bring essential services—such as social services, housing, healthcare, and job training—into the heart of these communities. This approach addresses both educational and broader community needs, ensuring that schools are not just educational hubs but vital resources for families as well. 

Incorporating these recommendations into the district’s strategic plan will help close opportunity gaps, provide equitable access to high-quality learning environments, and uplift historically underserved Black communities.

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

To ensure special education assessments and placements are more timely and equitable, I will advocate for several key strategies: 

Increase Staffing and Resources: I will push for hiring additional special education staff, including evaluators, psychologists, and case managers, to reduce the backlog in assessments. Ensuring schools have adequate personnel is crucial for timely evaluations and individualized education plan (IEP) development. 

Streamlined Assessment Process: I will work to implement streamlined, transparent processes for special education assessments, reducing unnecessary delays and improving communication with parents and caregivers. This will include clear timelines and regular updates to families on the status of their child's evaluation. 

Equitable Resource Allocation: I will prioritize funding for schools with higher concentrations of special education students, ensuring they have the resources to meet the unique needs of each child. This includes advocating for equitable distribution of specialized equipment, services, and staff to schools serving students with the greatest needs. 

Ongoing Training for Educators: I will ensure that all educators and staff are regularly trained on special education laws, best practices, and cultural competence to guarantee that all students, regardless of background, receive equitable treatment and access to the services they need.

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

To guarantee that students are receiving all of their required IEP minutes, the Board should implement the following measures: 

Enhanced Monitoring and Accountability: The Board must establish a rigorous monitoring system to track whether schools are meeting IEP requirements. This can include regular audits of special education services, ensuring that all IEP minutes are being fulfilled. Schools should be required to report on the delivery of these services, and any discrepancies should trigger immediate corrective actions. 

Invest in Adequate Staffing: One of the main challenges in fulfilling IEP minutes is the lack of special education teachers and support staff. The Board should prioritize funding to hire more special education professionals to ensure every school has the personnel necessary to meet students' IEP requirements. 

Use of Technology: Implementing digital tools to track IEP minutes in real time would help ensure transparency and accountability. These tools can provide alerts when students are not receiving their required services, allowing for quick intervention. 

Clear Communication with Parents and Caregivers: The Board should ensure that parents and caregivers are regularly informed about the status of their child's IEP services. Providing access to progress reports and tracking tools will help families stay involved and advocate when services fall short. 

Professional Development for Educators: Educators must be consistently trained on IEP requirements and the importance of meeting these minutes to ensure compliance and high-quality service delivery for students with disabilities.

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?

Expand Bilingual Teacher Recruitment and Retention: CPS must prioritize recruiting more certified bilingual teachers. This includes creating partnerships with universities, particularly those with strong bilingual education programs, and offering incentives such as scholarships, loan forgiveness, and signing bonuses to attract candidates. Additionally, CPS should work to retain existing bilingual teachers by providing professional development, mentorship programs, and pathways for career advancement. 

Grow-Your-Own Programs: CPS can develop “grow-your-own” programs to help paraprofessionals and bilingual aides become certified teachers. By investing in individuals already working in schools and communities, CPS can build a more sustainable pipeline of bilingual educators from within its own ranks. 

State and Federal Advocacy: I would advocate for CPS to intensify its lobbying efforts at the state and federal levels to secure additional funding for bilingual education. This funding could be used to offer competitive salaries and benefits for bilingual teachers, as well as to create more teacher preparation programs that focus on bilingual education. 

Partnerships with Bilingual Communities: CPS should engage with community organizations that serve bilingual populations to better understand the unique needs of bilingual students and families. Partnering with these organizations can help identify local talent for bilingual education positions and ensure that CPS policies are responsive to community needs. 

Improved Monitoring and Accountability: CPS needs to implement stronger systems to monitor and enforce compliance with bilingual education requirements. This includes setting clear, measurable goals for bilingual staffing and holding schools accountable for filling these positions, particularly in communities with high numbers of bilingual students.

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

To advocate for the reinstatement of comprehensive art, music, and library programs in CPS schools, I would take the following steps: 

Equitable Funding Allocation: I would push for the district to allocate funds based on the needs of each school, ensuring that schools in historically underserved areas receive the resources necessary to provide full art, music, and library programs. These programs are essential to a well-rounded education, and we must prioritize funding to ensure that every student has access to them, regardless of their neighborhood or background. 

State and Federal Grant Opportunities: I would advocate for the district to actively seek out and apply for state and federal grants specifically aimed at arts and cultural education. By developing a grant underwriting team, CPS can secure additional funding to restore and expand these programs without straining existing budgets. 

Partnerships with Local Arts and Cultural Institutions: I would work to establish partnerships with Chicago’s vibrant arts, music, and cultural institutions to provide schools with resources, artist-in-residence programs, and performances. These collaborations can help supplement funding and bring professional-level arts and music education to CPS students. 

Engage the Community and Stakeholders: I would push for stronger community engagement by involving parents, teachers, and local artists in advocating for these programs. By organizing town halls, working with Local School Councils (LSCs), and collaborating with arts advocacy groups, we can amplify the importance of arts and music education and build public support for its reinstatement. 

Data-Driven Advocacy: I would advocate for the collection of data to demonstrate the academic, social, and emotional benefits of art, music, and library programs. Using this data, we can make a strong case to the Board and policymakers that investing in these programs improves student outcomes and should be a priority for CPS.

Section 5 - School Culture

What do you believe is the role of the Board in fostering a culture of belonging for every CPS student?

I believe the Board of Education plays a critical role in fostering a culture of belonging for every CPS student by creating and supporting policies that promote inclusivity, equity, and student well-being across all schools. The Board must prioritize the following: Equity and Inclusivity in Policy-Making, Safe and Supportive School Environments, Amplifying Student Voice, and Family and Community Engagement.

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

1. Increase Mental Health Staffing 

2. Expand Partnerships with Community-Based Mental Health Providers 

3. Implement Comprehensive Mental Health Screening 

4. Integrate Mental Health Education into the Curriculum 

5. Professional Development for Educators 

6. Secure Additional Funding through Grants and State Advocacy

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

Implement Comprehensive Anti-Bullying Programs

Restorative Justice Practices

Training for Teachers and Staff

Clear Reporting and Accountability Structures

Increased Mental Health Support

Promote Peer-Led Initiatives

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

Culturally Responsive Curriculum Audits

Targeted Professional Development

Expand Restorative Justice

Data Collection and Transparency

Student and Family Engagement

Peer Mentorship Programs

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?

Strengthen Reporting Systems and Ensure Confidentiality

Immediate and Transparent Investigations

Accountability and Consequences

Trauma-Informed Support for Survivors

Comprehensive Education and Prevention Programs

Collaboration with External Agencies

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

Strengthen and Enforce Anti-Discrimination Policies

Comprehensive Training for Educators and Staff

Inclusive School Policies

Data Collection and Accountability

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

Greater Emphasis on Restorative Justice

Increased Mental Health Support

Regular Monitoring and Accountability

Community Involvement and Feedback

Improved Training for School Resource Officers (SROs)

Ensuring Implementation