Rosita Chatonda (District 10)
Section 1 - Basic Information & General Questions
Candidate's Name Rosita Chatonda (Write-in)
District 10
Campaign link DrRosita4the10th.org
Are you a current or recent CPS parent, grandparent, or guardian/caregiver? CPS grandparent
Are you a CPS graduate? Yes
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)? Yes
Have you ever worked in a CPS school? Yes
How long have you lived in the district you are running to represent? 20+ years
Describe your CPS experience.
With over 30 years of experience in education, I bring a deep and multifaceted understanding of the Chicago Public Schools system. Here’s a brief overview of my journey:
Lifelong Educator: Over three decades of experience in teaching and leadership roles, prepared to lead from day one.
Academic Credentials: Doctorate in Education, Master’s in Curriculum and Instruction, and
Academy and a current grandparent of a CPS student.
Extensive CPS Experience: I’ve served as a classroom teacher, Lead Math and Science Coach, CTU union organizer, and Co-Chair of the South Shore Community Action Council (CAC). I’ve also advocated for students and teachers in various capacities, from parent organizer to community leader.
Certified and Endorsed Teacher: State-certified with endorsements in Math, Science, Language Arts, Social Studies, and Music.
Author: Published "The Literacy Gap," which explores why Black children are underperforming on standardized tests. Leadership Roles: Served as the Head of Math and Science in CPS and President of the Kenwood Academy Band Booster Club for 8 years.
Advocacy: Advocate for wrongfully terminated Black teachers through CAUSE and inner-city youth through Teach for the Future, Inc., the non-profit I founded. Grant Writing and Program Implementation: Wrote and implemented grants for culturally-based socio-emotional learning and programs supporting low-income, first-generation students at Chicago Vocational Career Academy and Julian High Schools. Community Leadership: Co-chaired the South Shore CAC for 8 years under Henry English and implemented
FAFSA workshops, college tours, scholarships, and tutoring programs for struggling students.
Founder of CAUSE: (Coalition Alliance of Urban School Educators) and vocal opponent of school closures.
Why are you running for the Board of Education?
I am running for the Elected School Board to champion equity across all schools, ensuring that our neighborhood schools receive the same level of attention and resources as Selective Enrollment schools. Every student, especially those in inner-city communities, deserves access to a quality education. It is unacceptable that 85% of Black children are failing standardized tests, and that a mere 25% should be considered the threshold for success in school.
As an educator, I have developed solutions to address the systemic inequities plaguing our schools. I believe in promoting skills-based education tailored to meet the specific needs of students in our neighborhoods. One-size-fits-all approaches do not work, particularly for the students struggling the most. With my extensive experience working with diverse student populations across the city, I am committed to implementing strategies that will uplift and support our most vulnerable students. By bringing my expertise and passion to the Board, I aim to create an inclusive, equitable system where every child has the opportunity to succeed.
What is the most pressing challenge our district is facing?
While maintaining a fiscally sound educational system is essential, one of the district's most urgent challenges is addressing the poor literacy rates, particularly among Black inner-city students who are Descendants of Slavery. The removal or limitation of foundational literacy supports—such as spelling, phonics, penmanship, and grammar—has significantly hindered students’ ability to achieve mastery in Language Arts. This is especially true for children born into poverty who require additional resources to support their literacy development.
To tackle this issue, I plan to work with the Black Student Success Committees to investigate and implement strategies aimed at improving literacy outcomes for our most disadvantaged students, focusing on those struggling with deficits that have long-term impacts on their academic 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?
As an education organizer with 20 years of experience, I will continue engaging students and families through regular educational information sessions, just as I have done for many years. I have consistently used media and television platforms to raise awareness about educational issues impacting our community, ensuring that our voices are heard.
To enhance communication, I plan to create a District 10 newsletter to keep parents informed about upcoming events and important district information. Additionally, I will continue seeking funding and grants to implement summer, after-school, and spring break programs for first-generation, low-income students. These programs, which have been federally funded in the past, offer essential educational support and opportunities for our youth.
We will develop TRIO-like programs at the local level, designed to identify and serve students from disadvantaged backgrounds. By securing federal funding through grant-writing initiatives, we will create outreach and student services programs aimed at helping low-income students, first-generation college students, and students with disabilities. These initiatives will support them as they progress from middle school through post-baccalaureate programs.
Furthermore, we will establish a training program for directors and staff working on TRIO-like projects, ensuring the success and sustainability of these efforts. My goal is to create pathways to success for our students, empowering them to achieve their academic and personal goals while keeping families fully engaged in the process.
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?
Addressing the historical harms caused by Chicago Public Schools requires clear communication, education, and intentional action. Since the first wave of school closures in the 2001-2002 school year, when William, Dodge, and Terrell were shut down, I have been actively writing and speaking out about the damage caused by these closures, particularly in impoverished communities. With 99% of the 163 schools closed located in African American neighborhoods and the loss of over 10,000 African American teaching positions, it is crucial to develop targeted solutions for repair.
One key action I am advocating for is the implementation of teacher induction programs in the high schools most affected by these closures. These programs would focus on training and recruiting students to become future educators, helping to rebuild the teaching workforce in communities that were disproportionately harmed. I also support expanding these induction programs to include pathways for students interested in careers as firefighters, police officers, and other community-oriented roles, ensuring a comprehensive approach to workforce development in the most impacted neighborhoods.
Additionally, I am committed to addressing the literacy gaps that arose from the removal of key literacy supports, such as spelling, phonics, penmanship, and grammar, in the late 1990s. Restoring and enhancing these supports is essential to healing the educational harm that occurred, particularly for students in schools that were dismantled.
To ensure that students, parents, and educators are engaged in this process, I will foster open channels of communication through community forums, informational sessions, and media outreach. I will also work to establish trust-building initiatives that actively involve all stakeholders in the planning and implementation of solutions, ensuring that their voices are heard and respected in the process of repair.
What is your understanding of the Board’s relationship with Local School Councils? How will you collaborate with LSCs in your district?
As Co-Chair of the South Shore Community Action Council (CAC) for eight years, I worked closely with Local School Councils (LSCs) in our community, fostering a strong partnership between the two groups. LSCs were regularly invited to our meetings, where we collaborated to share vital information about Chicago Public Schools (CPS) initiatives and programs. Together, we ensured that LSCs were informed and empowered to use this knowledge to positively impact their schools.
My understanding of the Board's relationship with LSCs is that it should be one of mutual support and partnership. LSCs play a critical role in shaping the direction of individual schools, and it is essential that the Board maintains open lines of communication with them. As a Board member, I will continue to collaborate with LSCs by providing them with resources, information, and support to help them make decisions that best serve their school communities. I will also actively seek their input on district-wide issues and policies, ensuring that their voices are heard and considered in decision-making processes.
By maintaining a close working relationship with LSCs, I will help create a collaborative environment where the needs of students, parents, and educators are addressed effectively and where schools have the tools they need to thrive.
List the Board committees you intend to join and describe any new Board committees you will propose.
First, I will propose a committed to address and examine the research on the "Literacy Gap " Also, CPS ARTS, (Fine Arts and Music) CPS Math and Science CPS policy. CPS After school programming.
How will you prioritize your time to ensure you give your role on the Board of Education the attention it deserves?
Having dedicated over 30 years to education, my commitment to this work is unwavering. I have consistently devoted my time and energy to advocating for students, families, and educators, and this will not change as I take on the role of a Board member. As one of Chicago's most dedicated education organizers, I have a proven track record of being deeply engaged in the educational space.
Throughout my career, I have volunteered countless hours to address the pressing needs of our schools, and I will continue to prioritize this work with the same passion and focus. My long-standing involvement in education allows me to effectively manage my time and responsibilities, ensuring that I give the role on the Board the attention it deserves while continuing to serve our communities.
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?
I believe that while CPS has adequate funding, there is a significant amount of waste within the system. Many positions could be reduced or eliminated without affecting the quality of education. Often, educators are burdened with completing reports that serve more to justify administrative roles than to enhance classroom instruction.
As a board member, I would prioritize reallocating resources to focus on classroom support. This includes ensuring experienced educators are present in schools to directly assist teachers in delivering high-quality education. By streamlining administrative roles and cutting unnecessary positions, we can free up funds to invest where it truly matters—hiring and retaining skilled teachers, implementing effective programs, and improving school infrastructure. This approach will help improve educational outcomes while maintaining financial responsibility across the 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?
In light of these financial constraints, my top priority would be investing in the quality of education provided at neighborhood schools, starting with teacher recruitment, training, and retention. Ensuring that educators are well-prepared and versed in culturally relevant, cutting-edge curricula is critical to improving outcomes. Incentive programs for teachers, especially in underserved schools, are essential to maintaining a stable and qualified staff. It's vital that our neighborhood schools are staffed with fully licensed educators, not substitutes or provisional teachers.
While focusing on neighborhood schools, I would also advocate for the strategic allocation of resources to maintain the strength of specialized, magnet, and selective enrollment schools. These schools play an important role in the CPS system, and with thoughtful resource-sharing and collaboration, we can ensure that all students have access to high-quality education.
In terms of balancing the budget, I would look at reducing administrative costs and cutting unnecessary positions that do not directly contribute to student learning. By reallocating funds to prioritize teacher development and school-based support, we can face budgetary realities while still providing students with the resources they need to succeed.
What experience do you have with complicated budgets?
I have done grant writing for my 501c3 and other 501c3's that have millions of dollars allotted for their budgets. Also, As a longtime education organizer and leader, I’ve worked on various grant-funded programs that required managing complex budgets. From writing and securing grants to overseeing program implementation, I’ve been responsible for ensuring that funds are used efficiently and align with program goals. This experience has prepared me to analyze CPS’s financial needs and advocate for resource allocation that directly impacts student achievement.
What will you do to ensure equitable and transparent funding for neighborhood schools?
I would advocate for annual financial audits to ensure that CPS remains financially transparent and accountable. Additionally, I would establish a clear reporting system that provides regular updates to all education stakeholders, including parents, teachers, and community members. This system would highlight how funds are being allocated and used across the district, with a focus on ensuring that neighborhood schools receive equitable resources. By promoting transparency and accountability, we can build trust and ensure that funding decisions are made in the best interest of all students.
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?
Many of our schools, particularly older buildings, are in urgent need of capital improvements, including repairs to bathrooms and water fountains, which can pose serious health risks to students. I would prioritize allocating additional resources to address these critical infrastructure issues. By trimming unnecessary expenses and streamlining the budget, we can free up funds to invest in much-needed upgrades and repairs. Ensuring that schools have clean, safe, and functional facilities is essential to providing a healthy learning environment for all students.
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?
One of my greatest concerns is the ongoing bussing challenges that students and families face. As a former parent who relied on bussing to ensure that my four children could get to school safely while I worked, I understand how essential reliable transportation is for families. I will be a steadfast advocate for ensuring that all students, especially those in special education and magnet/selective enrollment schools, have access to safe, equitable, and dependable transportation. I plan to work closely with CPS to address bussing shortages and inefficiencies, ensuring that every child has the means to get to school on time and without disruption.
Section 4 - Educational Programs & Academic Success
How do you define a quality education?
I define a quality education as one that holistically meets students' academic, cultural, social, emotional, and mental health needs. As educators, our primary focus should be on delivering a curriculum that is tailored to students' individual learning styles and challenges, understanding that "one size does not fit all." A quality education must also effectively address the needs of our special education community, ensuring that every student receives the support they need to thrive.
Additionally, a well-rounded education goes beyond core subjects like Language Arts, Math, Science, and Social Studies. It should include sports, music, and fine arts programs that foster creativity, build confidence, and offer alternative pathways to success. By teaching to the whole child and nurturing all aspects of their development, we create a more comprehensive and inclusive educational experience.
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 has a critical responsibility to ensure that every student receives a high-quality education, regardless of their background, ZIP code, or the type of school they attend. As a board member, I would prioritize equity in education by advocating for fair distribution of resources and opportunities across all schools. This includes addressing disparities in funding, facilities, and support services to ensure that every student, no matter where they live, has access to the same high standards of education and the tools they need to succeed.
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 have a deep appreciation for the unique value each type of school brings. Neighborhood schools serve as the cornerstone of our communities, offering accessible education to all students and fostering local engagement. Selective enrollment schools provide specialized, high-level academic opportunities for students who excel in particular areas, helping to challenge and nurture advanced learners. Magnet schools offer a focused curriculum in areas like the arts, STEM, or language, allowing students to pursue their passions in an enriched environment. Lastly, charter schools offer additional choices for families, often with innovative approaches to education that can benefit certain students.
Having seen my own grandchildren succeed in both Chicago Public and charter schools, I believe that each school type plays an important role in providing diverse educational options. Every student deserves a learning environment that best fits their needs, and these different types of schools allow for that variety.
How should the Board approach charter oversight and accountability?
The Board should ensure that charter schools are held to the same high standards of accountability as public schools. This includes regular evaluations of academic performance, financial transparency, and adherence to regulations that protect students' rights and well-being. By maintaining consistent oversight, the Board can ensure that charter schools are delivering a quality education while being responsible stewards of public funds. Charter schools must operate with the same level of transparency, equity, and commitment to student success as any other school within CPS.
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?
I have been actively collaborating with the architects of the Black Student Success Committee and am deeply invested in their work. One of the most important recommendations to incorporate into the district’s strategic plan is addressing the "Literacy Gap." This is a critical area where many Black students, especially those from disadvantaged backgrounds, struggle. My own research on the Literacy Gap highlights how the removal of essential literacy supports, such as phonics and grammar, has contributed to this challenge. Prioritizing literacy interventions and restoring effective literacy programs will significantly improve academic outcomes for Black students across the district.
How will you work to ensure special education assessments and placements are more timely and equitable?
To ensure that special education assessments and placements are more timely and equitable, it is essential to invest in more comprehensive teacher training. Classroom teachers should receive targeted training on how to identify students who may need special education services, as well as guidance on completing IEPs and assessments. By equipping teachers with the knowledge and skills necessary to recognize and address special education needs early on, we can expedite the assessment process, ensuring that students receive the support they need without unnecessary delays. This proactive approach will help create a more equitable system for all students requiring special education services.
What should the Board board do to guarantee students are receiving all of their required IEP minutes?
Stakeholders in a student’s education. This system would track the delivery of IEP minutes and ensure accountability at every level. Regular audits, progress reports, and collaborative meetings among teachers, special education staff, and administrators can help ensure that students are receiving all the services outlined in their IEPs. By fostering communication and transparency among all parties, we can better guarantee that students receive the full support and instruction they are entitled to.
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?
To address this issue, I would advocate for the implementation of more robust training programs that enable teachers to obtain bilingual certification. By providing accessible pathways for educators to gain this qualification, we can increase the number of certified bilingual teachers available to support our students. Additionally, the district should prioritize recruiting bilingual educators and fostering partnerships with local universities to enhance the pipeline of qualified candidates. These steps will help ensure that all schools have the resources needed to meet the diverse linguistic needs of their student populations.
How would you advocate for the reinstatement of comprehensive art, music, and library programs to our schools?
As the President of the Booster Band Club at Kenwood Academy for over ten years, I have been a passionate advocate for music programs in our schools. I have firsthand experience in writing music grants and successfully implementing a violin ensemble at my school. My four children participated in the All City Band from grade 3 through high school, and I believe that program significantly enriched their educational experience; I would love to see its return.
With a background as a music teacher and a portfolio of 25 copyrighted musical compositions, I have received several awards for my work in music. Additionally, I am a member of the American Society of Composers, Authors, and Publishers (ASCAP). I will leverage my expertise and experience to advocate for the reinstatement of comprehensive art, music, and library programs, emphasizing their importance in fostering creativity, critical thinking, and a well-rounded education for all students. By collaborating with parents, educators, and community members, we can work together to restore these vital programs to 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 Board has a crucial role in recognizing and embracing the diverse cultural landscapes of each school and neighborhood within CPS. It is essential to address not only the academic needs of students but also their cultural needs. This involves implementing inclusive practices, promoting culturally relevant curricula, and providing resources that reflect the unique backgrounds of our students. By fostering an environment where every student feels valued and connected, the Board can help create a true culture of belonging that supports the overall growth and success of all CPS students.
What are specific steps you will propose to increase in-school mental health support for our children?
We need to implement social-emotional programs that incorporate self-monitoring techniques to enhance mental health support. These programs empower students to assess their own behaviors and emotions, fostering greater self-awareness. Additionally, we will use positive reinforcement and incentives to reward students for their emotional achievements. Incorporating the use of student journals will also provide a reflective space for them to express their thoughts and feelings, further promoting mental well-being and resilience within the school environment.
What policies do you propose to help stop bullying in CPS schools?
As mentioned above, implementing school-wide social-emotional inventories can be an effective strategy for addressing bullying. These inventories allow students to reflect on their behaviors and emotions, promoting self-awareness and empathy. We need to establish social-emotional programs that incorporate self-monitoring techniques, empowering students to recognize and manage their feelings. Additionally, we should use positive reinforcement and incentives to encourage students to engage in supportive behaviors. By incorporating student journals, we provide a reflective outlet for students to express their thoughts and feelings, which can further enhance mental well-being and foster a culture of respect and resilience within our schools.
What specific steps will you take to address and reduce racial bias in our schools, both in terms of pedagogy, curriculum, and disciplinary practices?
To ensure all students receive equitable access to literacy supports, we must reinstate essential components like spelling, phonics, penmanship, and grammar that were diminished or eliminated in the late 90s. My dissertation, "The Literacy Gap," explores the repercussions of these changes on student achievement.
I advocate for the integration of the Bilingual Education Act to enhance outcomes for students in ESL and ELL programs. Adding a specific line item in legislation will ensure that American students with literacy deficits—particularly those achieving below stanine 5—receive necessary supports. This initiative will help mitigate racial bias within curriculum and programs, specifically benefiting students who are descendants of enslaved Americans. By prioritizing equitable literacy resources, we can foster a more inclusive educational environment for all students.
Self monitoring programs mentioned above will address disciplinary issues as well.
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?
To address the issue of sexual assault, I propose implementing self-monitoring programs that include daily journaling as a means for students to identify and assess their experiences. This reflective practice will empower students to articulate their concerns and provide a structured way to document incidents.
Additionally, it is crucial to establish clear reporting mechanisms that prioritize student safety and confidentiality. Training staff on trauma-informed practices will ensure they respond appropriately to disclosures, fostering an environment where students feel supported and believed.
By actively listening to students and creating an accountable system, we can work towards preventing sexual violence in our schools and ensuring that every student feels safe and heard.
How do you plan to ensure that LGBT+ students are protected and supported in CPS, both in anti-discrimination policy and inclusive curricula?
As an educator with a long history of working with LGBT+ students, I believe in using self-monitoring and journaling as valuable tools to support all students. Through this reflective process, I've gained insights into the unique challenges faced by LGBT+ students, allowing me to advocate for their needs more effectively.
Ensuring that all students are treated fairly and with respect is vital to our district's mission. I will work to strengthen anti-discrimination policies and advocate for inclusive curricula that accurately represent and celebrate the contributions of LGBT+ individuals. By fostering a supportive environment and actively listening to students' voices, we can create a school culture where every student feels safe, valued, and empowered to thrive.
Is there anything you would change about the recently adopted Whole School Safety plan? What can the Board do to ensure its implementation?
Physical Safety: I would prioritize providing more comprehensive training for administrators on effectively responding to threats of violence, neighborhood incidents, and emergencies. This training is essential for ensuring the safety of both students and staff.
Emotional Safety: It's crucial to enhance the emotional safety of our school environments. Administrators, staff, and students should feel secure expressing their emotions and comfortable in their surroundings. We must foster a culture where individuals feel confident taking risks and are encouraged to explore new ideas.
Relational Trust: Building strong interpersonal relationships based on mutual trust among administrators, students, teachers, and staff is vital. I support the reinstatement of School Resource Officers (SROs) in schools that request them as part of their safety plan. This approach can help create a supportive and secure atmosphere.
To ensure effective implementation of the Whole School Safety plan, the Board should closely monitor progress and provide schools with the necessary resources and training to uphold these safety measures.