President Harden, before you begin today's meeting, I would like to read a few announcements. Good morning. Welcome to the July 24th, 2025 board meeting. Before you start the meeting, I'd like to share a few safety points and next meeting announcements.
Please note that the primary exit and entrance to the boardroom is the door which you use to enter this morning. If you're leaving the room, please use this door. The restrooms are outside the boardroom, doors to your left. During the meeting, we ask we ask that you keep
all aisles and exits clear. If you need any assistance during the meeting, please wave the attention of one of our security officers. for an upcoming meeting. Please mark your calendars for the upcoming meeting. The next ARK meeting is scheduled for Wednesday, August 13, 2025 at 10:30 a.m.
and will be held at 42 West Madison Street Garden level boardroom. For details on how to register, speak or observe at the meetings. And to learn about the speaker lottery process, please visit the Chicago Board of Education website, cpsb.org.
If you have any questions about registration or public participation, please contact the board office for assistance. Thank you for joining us today. President Harden, we are now ready for you to begin the meeting. >> Can you please turn your mic on?
>> Sure. Thank you. >> Let's try that again. Good morning. >> Welcome to the Chicago Board of Education board meeting and today is July 24, 2025. We're holding today's board meeting in the boardroom at the CPS Loop office, 42 West Madison Street, Garden
Level. I'd like to note that the board members and senior leadership are physically present in the boardroom. Registered speakers may join us in person or virtually if they've opted to do so. I'm President Shan B. Hardin on behalf of my fellow board members. Thank
you for joining us today. The regular meeting of Thursday, July 20 24 July 24th, 2025 is hereby called to order. Board secretary, please call the role. >> Thank you. Member Smith,
>> present. >> Member Bole >> here. Member Wallace, >> present. >> Member Kuster, >> present. >> Member Pope >> here. >> Member Rosenfeld, >> present. >> Member Rivas, >> present. Member Rio Sierra
>> present. >> Member Brown >> present. >> Member Bannon >> present. >> Vice President Bautista >> present. >> Member Biggs >> present. >> Member Thorakura >> present.
>> Member Blae >> present. Member Zachor >> present. >> President Harden >> present. >> Thank you. We have 16 members present. We do have a quorum. I'd also like to recognize Dr. Meline King, interim
interim superintendent, chief executive officer. Roocci Verma, general counsel. Charles Mayfield, chief operating officer. Thank you. Well, before we begin a formal meeting,
as some of you some of you may know, last month, despite my best efforts to change his mind, Frank Niles Thomas announced his resignation from the board. Frank was appointed member of this esteemed group of colleagues who not only brought his
passion for education to his role of October 2024 but also his 40 plus years of diverse experience in city government, organized labor, environmental advocacy and civic engagement. He understood the mission to
ensure every student and their families had access to a highquality, joyful, and culturally responsive learning environment. What I appreciate about Frank is his questions were always intended to ensure accountability. Any
crit criticisms that he had, they were always constructive and his commentary was often centered on praise and recognition. And as a parent of four Chicago public school graduates, one can only guess how
his own personal experience with CPS fueled his desire and motivation to take on the role of board member for one of the largest governing bodies of any public school system in the country. He's been an amazing contributor to the
board. His commitment to public education and his extensive experience were invaluable during his tenure. not to the board, just the board, but to me specifically. So, on behalf of the board, I extend our
deepest gratitude to Frank for his dedicated and unwavering service to the board and to the district. We wish him the very best in his endeavors. Frank, would you like to share a few words with us?
Good morning, Mr. President and board members. Serving on this board in my interim appointment by the mayor on October 24th was an extraordinary privilege. I am profoundly grateful for the opportunity
to have served students, families of Chicago and to have learned so much about the experience of education that is valuable to each one of us. I extend special thanks to the mayor for
his confidence in appointing me to this role. Reflecting back on the last nine months, I gained rare insight into both challenges and triumphs of education
of Chicago school children. It was a great honor to collaborate with my fellow board members, individuals from diverse backgrounds, each contributing invaluable expertise, perspective in pursuit of our shared
mission, improving educational opportunities for the outcomes of each CPS student. As I leave you, watching you handling challenges while
you are up to your hips and alligators, financial challenges, political upheavalss, changing times, and things sucking the air out of the room for school children.
I know that wisdom will guide you. I know that your shared pursuit of educating children and giving and making Chicago the best place for its children to be educated will sustain you.
I wish you good luck, Mr. President. Lastly, as you leave each and every board meeting, you can say in the words of Athell, "This day I have done the state some service, and they know it. I bid
you farewell. Thank you so much. >> Well, I'd like to open it up to Superintendent King or other board members to offer comments. I would like to say um Frank Thomas, thank you for your service.
I have I definitely appreciate the work that you and all the board members put forth and you do it all for free and I'm very impressed by that. you each day you all you have come into
this space and you take on not just CPS from your perspective as a CPS parent but you take on all of the other students that comprise Chicago public schools and that's a heavy lift and to do it with integrity is very impressive.
I am so thankful. I had a very short period of time to work with you, but I am so grateful that I did have that that time and I'm looking forward to you not being dormant, just, you know, not too distant, but still stay out there supporting the work of Chicago public
schools. Thank you. >> Member Bole, you >> know, Frank and I shared district 9. Um, and when I started in January, he was so gracious. He provided me guidance uh navigating the position,
navigating um the paperwork. Uh and he was a great collaborator. Uh we worked together to plan community engagement. Um he was great to work with and I I wish him well. Thanks, Frank.
>> Member Smith. Frank is a newsman. He's a information man. He had a newspaper he ran for decades called Frankly Speaking. If you have the time, go look up uh one of the
Frankly Speaking uh uh newspaper. Uh Frank embraced my curiosity with love, mentorship, and guidance. And uh I just really appreciate having elders like you
in our community, giants like you in our community that we can call on for the situations we face now and the future. Frank, you bring the experience, but not only that, you bring something that our society lacks right now. You bring love.
Thank you for loving me as you would love one of your children or grandchildren. and I look forward to more guidance as I continue the mission on the board. Your tenure is not over. You got people to mentor on this board. Thank you, Frank.
>> Yes, sir. >> Member Wallace. >> In the short time that I was here with you, I have deeply appreciated your kindness, your guidance, and your sharing your wisdom with me to help me in this role. Um, I can only imagine the impact, the deep impact that you've had,
not only on us, not only on your family, but everyone with which you've come into contact. Thank you, Frank. >> Member Paul. >> Yes. Good morning, Frank. I'm very sad that you're leaving us, and I very much appreciate the opportunity that I and
other board members had to work with you. being appointed together in October. We were a small group and we came together very quickly and closely. I had never met you before, but within weeks I had gathered the scope of your
wisdom and your life experience and I consulted with you regularly. It was invaluable to me the support that you provided and the constant steady keel with which your boat travels. It was so
helpful in some really rough times and I am very nervous stepping into the role now as the board elder and I know that you have left me with some big shoes to fill and I wish you the best in every
enterprise that you engage in and I have confidence that you will still be contributing to the Chicago public schools and to the well-being of children in every zip code. Thanks again, Frank. >> Member Blaze.
>> Frank, >> I just turned my stuff off. Hey, Frank. So, um, as member Pope mentioned, um, we came together in October under um, interesting circumstances. But I
remember walking into the room just meeting the people that we were going to be I was going to be on the board with, and I didn't know anybody. But then I saw you and I just breathed a sigh. I knew we were going to be okay. Um, as
everyone has alluded to, your north star is very clear. You know where you're going and you know how you you know that there's a path to get there and it's very easy um to follow you, to consult with you, to
lead with you. um you've made it a wonderful experience for me and I'm sure for my other colleagues, but also um I'm going to miss you terribly. Um but I'll still be calling. We'll still be checking in um because your council is
timeless. You have history um not just with CPS, but in the Chicago political scene. So, you know, many of the players and many of the conversations that are happening in the subcontext while we're all over here talking about something else. So, I'll check in soon. This is
not goodbye, but I will miss just looking over and seeing you um at these meetings and occasionally the eye roll that I have to give to somebody. Um but thank you. Thank you so much for spending time with us. Um and I know
time is valuable. I'm glad you're choosing your family um and doing what's best for you. Thank you so much. >> Member Lopez. >> Thank you, President. I also add a sentiment that we're going to miss uh board member Thomas. Uh going to
definitely be missing sitting next to him. Um I have to say his bow tie was was pretty strong, his game. I don't think anyone else here >> can meet that. Um, but as we say often in Spanish, um, meaning when Mr. Thomas speaks, we all
listen. And we're definitely going to be missing, you know, hearing you during the meetings, also during close session. Uh, but hopefully we'll continue to pick up our calls. Thank you, >> member Brown. >> Yes, sir. Um, an African proverb says
that a tall tree is the pride of the forest. And, um, one of the, uh, recent joys of my life was actually, um, driving down to Springfield with board member Thomas. And before I knew it, I was like a
20-year-old taking notes as board member Thomas was just laying out a lot of his history and a lot of the work that he's done. Um he's been a model for uh folks that want to make change. As a younger organizer, I heard stories about his
work. Um got to work with him and uh some of his people in political campaigns and just really uh it's important to to be in the presence of your brilliance, in the presence of your your your your strong but quiet
demeanor, your discipline. Um, it's been an honor to serve with you. Um, I don't know if we can convince you to come back, but but uh, it's been an honor to serve with you. And, and what the beautiful part of it is that what's happening right now, you don't like this
cuz you like to be in the background. You like to lay in the cut. And so, I think the fact that you don't seek praise, you just seek the opportunity to serve is a testimony to who you are. Uh, you're a genius. You're a giant. uh you a model of how a black man is supposed
to grow in the eldershood. Um and it's been my honor to serve with you. >> Vice President Bautista, >> thank you, President. Oh my god, where do I start? Board member Thomas, it's been uh such an awesome experience
getting to know you. Uh just given the fact that we live so close to each other and uh share so much history with the steel mills with our families in the steel mills and the organizing around labor and and bridging labor and
environment the way that you have in your career uh is such an inspiration to me. Uh I'm echoing here um board member Pope and saying how sad it is to see you leave, but uh also it's just an I'm just so incredibly grateful for the honor to
be able to have uh served with you on this incredible board and uh I know that I'm always going to have a friend in you. I I also um to board member Smith's uh statement about frankly speaking, I also happen to own a an edition of that
newspaper that features uh the one and only uh Hazel M. Johnson from Algel Gardens. And um and I'm just so incredibly sad to see you go, but I know that now I have a forever friend with you. And um well, I'll see you I'll see
you soon. So, we could go on forever with these platitudes, Frank, but we'd like to dedicate a small gift to you from all of the stakeholders just as recognition of all your time, service, and commitment to the board of education. Thank you,
sir. So again, because I'm not good at convincing folks to stay, I'm also saddened to say that our general counsel, Richie Verma, this will be her last board meeting with us as she
leads the district. To dedicate oneself to a role that serves as one of the largest public school boards and school districts in the country is no small endeavor. Takes a special kind of leader who has the fortitude to firmly stand when the
wind shift as well as the expertise and lived experience to help navigate the complexities that come with that role. Ruchi Burma is that type of leader. She served with distinction, dedication, and legal excellence as general counsel
to the board since starting her tenure in that role of March of 2023. She led the board's law department with vision and integrity, overseeing a team of more than 100 legal professionals across eight practice areas, including
litigation, labor and employment, school law, student discipline, school finance, commercial transactions, and workers compensation. Ruchi joined the CPS law department in 2008 as assistant general counsel in
school law in the school law unit. She later served as deputy general counsel in 2012. In 2019, she became the first deputy general counsel of the board. Throughout her tenure, she contributed to the development of key district initiatives, including the establish
establishment of the office of student protections and title nine, implementation of the annual school action process and oversight of the district's legal response to the COVID 19 pandemic.
She is a strong and respected leader who has strengthened the legal foundation and ethical culture of the board and I'm honored to have had the opportunity to work with her. On behalf of the board,
thank you Rue Chief for sharing your time, your talents, your dedication to the board and being unwavering in that role. I know we didn't make it easy for you. But you stood like a champion. We'll
miss your unwavering professionalism, legal expertise, and guidance. And as we bid you farewell and wish you much success on your future endeavors for what I know is given your passion for education, you won't be far. Thank you
so much, Ruchi, for all you've done, not just for the board, but for me personally. Thank you. really weird to be on this. Um, but Sarah made me come over here. Um, thank you, President Harden, for those kind words. Um, and for this
recognition. I really appreciate it. Um, many of you know I do not love a spotlight. Uh, so I will try to keep this brief. Um, serving this remarkable district this last 17 years. Um, and as general counsel for the last two and a half has been the greatest privilege of
my professional life. No one um I'm going to try to get through this. Sorry. No one does this incredible work on their own though. So I am who I am first and foremost because of my parents, my dad who always emphasized the importance of education
as it was his ticket out of poverty and my mother whose enormous heart taught me how to selflessly serve others. >> Um in addition, I owe a debt of gratitude to the numerous educators who
taught me and continued to remind me to keep students at the forefront of everything I do. Finally, my team who support and lift me and each other in all the ways needed
and unsaid. I could do not I could not do what I do without them. I'm lucky to work day in and day out with these dedicated and caring professionals, which is how I know I'm leaving all of
you in good hands. So, thank you for letting me walk alongside you. to contribute to this district. It's truly been an honor of my lifetime. Well, again, I'd like to open it up to the board and the superintendent to offer
comments. Ruchcci, I have experienced you in various roles and what I can say is you're very consistent. your expertise, your experience, and your very calm demeanor is very comforting with all that you encounter. You've done all of
this, and you've maintained that spirit of peace and calmness, although sometimes things can be fast-paced, high stakes, and sometimes CPS can be a little active, but you maintain that that sense of calmness, and that has
been very I think that has served you very well, and it served the district very well. I am so glad that I had the opportunity to work with you in various capacities and so I wish you very I wish you luck wherever you are going off to. Member Smith
>> Ruchi I want to sincerely thank you for encouraging, inspiring and informing me on the role that I am in now. I'll never forget when I called you and said this information is overwhelming. what am I
to do? And you gave me a story and you said, "I got here because I stayed up late nights and I read. I got here because I did the work and there's no excuse for not doing the work." Chang,
when you said that to me, I loved you even more because you held me accountable for doing my fiduciary duty. Thank you, Ruchi, for not only informing and holding us accountable, but using your incredible skill set and
talent to protect our institution. Thank you, >> member Rosenfeld. >> Roocci, thank you. Your integrity, your thoughtfulness, your commitment to public education is like nobody that I've met along the way. your honest
answers to me. Even if I texted you right when you were putting those kids to bed, you always got back to me and I so appreciate it. Coming into this role, I don't think I could have navigated the policy and all of that without your unwavering honesty, your commitment to the kids, always leading with your head,
keeping your heart right in it. It wherever you go, whatever you do, I know that we'll uh stay connected. Now, you get to be a CPS parent, so send me an email. Uh, thank you, Ruchi. I wish you the very best.
>> Member Kuster, >> I'm like crying up here like a big mess. Um, I'm embarrassed. Um, there are not enough ways to say thank you. Um, we didn't have enough time to work together and I'm really sad about that, but you
answered every call at every time of day, entertained every wild idea I ever ran by you, even when most of the time you were like, "No, Jenny, can't do that." Um, but I appreciate you always listening and being there as a thought partner and someone who guides the way
and holding your composure and all of the things that you have done and there are not enough ways to say thank you and you will be sorely missed. >> Member Paul. Yeah, Ruchi, it's been an amazing journey with you
these last eight months or nine months. As board member Bla1 alluded to, uh, some of us joined the board under some rather, uh, challenging circumstances back in October and the support and
guidance that you gave us, the availability you had for answering all of our questions, the counsel that you provided to us, all of that means so much to me and I know to my fellow board
members as well. Even when I didn't like the answers that you gave me about things, you gave them in such a calm, well-reasoned, and analytical way that it was really helpful. So, I share that with uh board
member Kuster. Uh, and I just want to say that during some difficult meetings, it has always made me calm to be able to look over and see you sitting there at that desk and know that you were hearing
the things I were hear was hearing and that you would be able to advise and guide us as we moved ahead. So, thank you. Best wishes and terribly sorry to see you go. Member Bole
>> Roachi, thank you for your guidance. Thank you for your professionalism. Thank you for your friendship. Going to miss you. >> Member Lopez. >> Also adding to to what has been stated,
thank you for your service, your leadership, um for always standing up for our district, our students, uh in particular vulnerable students. And I think you know when you shared about your parents and something that also had shared you know in separate conversations and whenever I had
questions about um the fears of immigrant students in my district I knew that you will be standing up and defending them. Um oftent times when I was working in whether it be resolutions or other things I will be asking myself what would Ruchcci say what will Ruchi
do I know that uh so it was just a guidance knowing that you will always have you know what was the best approach thinking from a legal perspective but also how do we protect those students that we serve. So thank you and best of luck. I know that many of us will still be you know calling you and let us know
how we could be of support. Thank you. member Bannon. She's like, "Who's my number?" >> No, you can feel free to call me still. >> I just wanted to uh >> There we go. I want to comment on the
great job you've done. I I've only been here for a few months, but I can tell the the impact you've had on on the district. Uh thank you for your counsel. I can only imagine how many plates you had spinning in your head uh on any one day with you know 21 people here the whole staff principles uh I hope you get
a chance to get some mental rest um and I just want to you know thank you for your service and uh always being just a phone call away to um provide some very uh uh professional um practical uh counsel. Thank you so much.
>> And lastly, member Blaze. Hey Ruchi, sorry. Um, so I was speaking with a mutual friend of ours. I'm like, why? Why is she leaving? And he said, because y'all are a lot. And so I'm here to acknowledge that I am a lot. I have
been occasionally the problem child, but you've always given me answers um, not necessarily that I wanted to hear, but the right answer. And even when I pushed and was like, "Well, so how much trouble would I get into if I did this or um you
were always clear um your your counsel and your guidance was so appreciated and so necessary and as everyone said, the calm you have was so I was so grateful for that." And there were so there were moments where um you know even just
being on a on the deis made me nervous and so there were there were days where legal things were flying and I was terrified to be honest with you. Um and you made it seem like we were all going to be okay. So I want to say thank you
for that and sorry for being the one of the problem children. And I know you're going to be um really happy and successful and everything is going to be wonderful for you and I'm I'm glad that we had this time together. So, thank you.
>> I don't know. We have a spokesperson from your department who wants to say a few words. >> Oh, I should have prepared something. I should have known. Um, well, on behalf of the entire law department, thank you Richie. Um, I didn't think I was gonna cry either. You know, I'm not an
emotional person generally. Um, but I know specifically from Libby and I, we really appreciate your belief in us and, um, all that you've done to teach us and be patient with us. Um, and, you know, uh, trust us.
But on behalf of, you know, I think I speak on behalf of our entire department that you're one of the best leaders we've ever had. um because you're kind, you're empathetic, you're very very smart, and you know just so much, and you take the
time to teach us um and work alongside us. And I think we're all really grateful to have worked with you for as long as we have. Um and thank you on behalf of the district for all you've done to commit yourself um sacrifice
yourself for um the better good of um the children of Chicago. So thank you Richie. Your contributions have been immeasurable and as a small token of our appreciation we'd like to present you with a small gift. Clearly, there will be no legal work that will happen today
because everybody's too emotional, but we appreciate you. Thank you, Ruchi. So, I think we have a board meeting now, right? >> President Harden, before you um move on to the next segment, I do want to recognize for the record that board
member Lopez joined the meeting at 10:41 a.m. and member Deberry joined the meeting at 10:43 a.m. Thank you. Okay. The order of the meeting will be as follows. Interim superintendent CEO remarks, committee updates, public
participation, recess. We'll reconvene from recess. The presentations presentation, fiscal year 2026 budget update, discussion of public agenda items, vote on public agenda items, and then adjourn.
Superintendent Dr. King, we're ready for your remarks. >> President Hart, I'm sorry before you um move on and Dr. King, I apologize. There was another presentation that was added and it's for the CPS um interim I mean
superintendent CEO prospectus. >> Yes. >> Thank you. >> Thank you. >> Thank you, Mr. President. >> Good morning, CPS family. Our new school year begins in less than four weeks and preparations are well underway to ensure
that we're ready to welcome welcome students back to the classroom with enthusiasm and purpose. I want to remind everyone that this year we have two start dates. First is August 8, Monday a August 18th where we'll welcome our
kindergarten through 12th grade students and all of our prek students will start the school year one day later on Tuesday, August 19th. Our hope is that having your our youngest learners start one day later will help keep them from being overwhelmed by the excitement of
those kindergartens through 12th graders. You know how much how excited the seniors are going to be to start the school year. Also, this year, I'm I had the pleasure of checking in with principles in preparation for the start of the school year. I joined the principles during
professional development for SLI last week, and I stopped by to meet and greet with the pack, the principal advisory committee for Chicago public schools. And I'm looking forward to the return of teachers during zero week to check in just on you as you be prepare for the
school year to start. We also have back- to-school bashes this year and I invite all of our students and families to attend one of the four back- to-school bashes that will be hosted around this city uh over the next two weeks. These celebrations are a great way for kids and parents to
reconnect with each other and the school staff there. We will offer food, entertainment, backpacks filled with new school supplies that can help students start the school year strong. They are also a great chance for parents to get familiar with the many services offered
by CPS, including vaccinations, health and nutrition benefits, and much more. Families can find all the details, including dates, times, and location on our back-to school website at cps.edub2s. That's the letter B as in boy and the
number two and the letter S as in Sam. The back to school website also offers a lot of resources to help families get ready for back to school. Parents can find information on school meals, school supply list, and all required forms that they need to com to complete for the
start of the school year all in one place. The website will be will continue to be updated throughout the summer. So, please check back regularly. Again, the address for back tochool website is cps.edu/b2. edu/b2s. Also, the BB Bilickin parade will kick
off on Saturday, August 19th. I encourage all of our families and community members to attend. This is widely a widely regarded back- tochool parade. It's the largest parade in the country to celebrate going back to school within the community. It's a fun
and festive way to get students and families excited about heading back to school. I'm proud that CPS will have a presence on the ground and I have in I have entered us into a friendly competition as far as floats with uh CTU. Yes, CTU and the mayor's office.
So, I look forward to the festivities um for the Bilic Bilickin parade. Also, for transportation, I'd like to provide an update. Um, given our district's limited financial resources and the continued shortage of bus
drivers around the country, transportation has continued to present a challenge. But we remain fully committed to providing as many eligible students as possible with bus services this school year, including all of our special education students and our
students facing homelessness. To ensure that bus transportation is as efficient as possible this year, CPS has adjusted the arrival and dismissal times of a select number of schools. I know that this will be an adjustment for staff and families at these schools who
have gotten used to a certain bell schedule. This is the kind of structural change that we need to address both uh our transportation crisis as well as the financial challenges that we are facing. This move will allow us to maximize the
number of students that we can serve without having to add more drivers in the middle of a driver shortage. It will also allow us to remain in good standing with the state's requirement for transportation. It is also one of the few cost-saving measures that we can implement as a
district that will not impact our staffing levels. No one will lose their job as a result of this change. And I am grateful for those schools that are working with us in this endeavor. Regardless of the systemwide benefits, I
know that this may be disruptive. It is disruptive and burdenome to the school communities impacted. And I do deeply appreciate the flexibility of the families and the staff members that are accommodating us. We will continue evaluating our bail times every school
year and will want to engage our impacted schools directly prior to the these changes. In that spirit, CPS will start a committee this fall to work on how to shape this engagement, including bringing our schools into the
conversation much earlier. We plan to be as transparent and collaborative as possible when it comes to changing bail times because this change truly is in the best interest of our students. I'm also glad to report that we be will be continuing our HubSpot pilot program
later this year. This program serves general education students who are eligible for transportation, giving them the option to gather at a designated hub stop to be transported by bus to their school of choice. Hub stops are CPS
schools that are selected based on a number of factors including their bell times, their capacity to support the program, and the CPS opportunity indexed. Consistent with previous practice, we will add eligible students in phases beginning with those students who are
most in need. Students are eligible for hubtop service will be contacted later this year regarding the service. This is a very important time for us as we transition and we all know and it is really important that we are united and
not divided by our ability, race or ethnic identity. Our students are relying on us as as adults to bring this together and support them in this time of need, especially our most vulnerable students. We are one district.
Soon you will uh you will um you will be presented with the budget presentation and it has been just a short four weeks uh since I've been in this role and I shared that my priorities are the budget which you can
kind of hear in some of the previous conversation and my talking points and the opening of school. I feel confident at this point with the support of our various departments, finance, the community that came out
that we are well underway to provide a balanced budget. My major priority is to pass the budget in a way that our community can see themselves and their priorities in this budget. I want to thank the hundreds of CPS students,
parents, teachers, principals, labor leaders, community partners, and elected officials who attended our community feedback sessions these past two weeks. Your honest, and you all were very honest at those tables. Your honest, insightful feedback is moving us closer
to a plan for closing our $734 million budget gap while continuing to provide our students with the rigorous, joyful, and equitable education they deserve. I was able to attend four out of the five sessions to hear directly from communities.
Only an important pre-planned family commitment kept me from attending the last session last Saturday. The things we heard over and over again is that the parents want what what you want from CPS. You want us to work with the state
and city to secure additional dedicated revenue. You want us to avoid school cuts and program cuts that would hurt students education and wraparound services or social em the social emotional well-being of our students. You want us to ensure a more equitable
distribution of resources and you want us to continue to engage with communities on solutions. A bit later in the meeting, CPS budget director Mike Satowski will provide a more detailed update from the meetings.
There are no easy answers here and it's clear that is there are difficult decisions that will need to be made. What will make those decisions easier is understanding the concerns and priorities of our school communities, which is what these feedback sessions were designed to do. For those of you
who could not attend the community meetings, we also launched a budget survey last week, and I have to give credit to the board members. I think me board member Rosenfield, I believe, I'm if I'm wrong, someone recommended that we extend the opportunity to uh provide
feedback. And so, there is a survey that is going to be launched You can find the budget survey uh on the website along with a user-friendly breakdown of our district's current budget situation um on at cps.edu/budget.
I'll say that again. cps.edu/budget. I thank you all for your participation and look forward to sharing details on the feedback we've gathered and on our budget plan in the coming weeks. I'm sorry, did what did I say? Uh the bud I didn't say
August. I said the 19th. I I wanted to be the 19th because full disclosure I feel bad I I can't be there. I have another previously family engagement but the competition still stands. CTU it still stands. Um,
next I wanted to share before I start the next phase. This Saturday I will be in town and I will be joining Commissioner Ar Arafa from uh the mayor's office of people with disabilities. This is the 35th year of
ADA. They're ser celebrating 35 years of advocating for disability pride, inclusive employment, disability and awareness. So July is disability awareness uh pride pride for disability awareness month. And so in July we
celebrate and honor and recognize all of our students, parents, and families that are uh that require ADA services. Uh the parade kicks off tomorrow, no, Saturday again at 10:00 a.m. And I I hope that you all would be able to join us
Saturday, July 26th, 11:00 a.m. in the loop. um celebrating 35 years of ADA services. Finally, today I want to talk about our commitment to our students, especially our students with disabilities disabilities. As one of the largest
school districts in the country, we serve hundreds of thousands of students, all of whom have unique needs that we have an obligation to serve. Our mission is to provide a high quality public education for every child in every neighborhood that prepares them for
success in college, career, and civic life. Every child in every community, every neighborhood and so and so addressing our budget deficit is not about dollars and account for numbers on a page. There are faces
behind those numbers. It is our ability to provide a full and inclusive educational landscape. It's about meeting our obligation to all of our students. Our students are not problems to be solved. They are our children who are counting on us, the adults, in their
lives to support them, nurture them, and give them the opportunity to succeed. I want to specifically address a concern that came up multiple times during the community feedback session. parents are concerned um about the
changes that CPS has made to special education, the allocations, and we are supporting you in addressing those concerns. One father stood up at Westinghouse and he she was very vulnerable. He was very
vulnerable to share his concerns regarding the the the p the cuts to special education. He was worried that his child that receives a special education services that's autistic would not have his 101
aid. And I want to be clear, every child that has a 101 aid per their IEP will not be cut. I want to say that again. Children that have 101 aids per their IEP, they will not be cut.
I applaud this parent for his bravery, for voicing these concerns, which I know are shared by other parents of our special education students. This is exactly why our community feedbacks are so important. They give CPS the opportunity to better understand what is
top of mind for our families and our staff. I also want to say that I hear you. Your voice matters and it makes a difference. This means that all services outlined in a student's IEP will continue to be met
and we will continue to support our staff that service those students. If a student's IEP states that they need either direct or shared support from a pair of professional, they will get that support. That will not change. Moving
forward, we will be aligned with the staffing guidance put forth by the Illinois State Board of Education. This means assigning one teacher and one SECA in cluster classrooms with more than eight students. If students IPS require more than this level of support,
additional staff we will be assigned to that classroom. I want to be clear, this isn't just about this isn't about saving money. It's about equity and about ensuring a quality student experience. We will continue to prioritize our
students with disabilities going forward, maintaining their rightful presence, providing a highquality education in the least restrictive environment and preparing them for success and beyond the schoolhouse doors and supporting our staff that support
our students. Mr. President, this concludes my prepared remarks. >> Thank you, Dr. King. Board members, are there any comments or questions? Member Kuster. Uh, thank you, President Harden. I actually have um a comment
submitted by board member Gutierrez um that he's asked me to read since he's not able to join us this morning. Um so I'm going to read that and then I'm actually going to pass it off to board member Lopez to read the comment in Spanish as well. Um dear President Harden, Superintendent King, staff,
fellow board members, and educational guests and supporters, I'll unfortunately be late to our upcoming meeting, but I wanted to share a reflection that's been sitting with me. something I've now heard echoed in several community conversations across the city, most recently during the back of the yards engagement engagement
session. On page five of the presentation materials shared at our events, there's a slide titled, "What's driving the deficit? It includes a visual that lists rising needs of required services for students with disabilities alongside the building maintenance and historical pension
obligations." When this slide came up, the women at my table, an all Spanish-sp speakaking group, visibly reacted. That phrasing, especially as it relates to our children with special needs, really struck a nerve. And honestly, I felt it, too. From a budget and planning
perspective, I understand why we name things the way they do. But I would like us to revisit how we talk about this because language matters. Framing services for students with disabilities as a deficit driver can unintentionally suggest that these children are a burden
rather than an integral member of our school communities. What if we began talking about these services not as extra or required, but as simply part of a full inclusive educational package we offer to all children, just as we do with reading, math, and science. This small shift
could be as a powerful step forward in destigmatizing how we see and speak about students who need more support at certain points in time. They are not other. They are just kids, our kids, and they deserve to be reflected in our language and budget, not as an
exception, but as part of a whole. I'd love for us to find space in a future conversation to explore how we can align our messages with the values of equity and inclusion we hold dear. Warmly, board member Gutierrez. and I'll pass it off to board member Lopez for Spanish.
>> Thank you, board member Ker. Back of the arts. Forech. Forech. Foreign No, extra. Mathematuual So I have concluded the comments. I also
want to want to say that um I agree with my fellow board member and that this is vital in the language we use. Um president I also did have uh just a comment and question um for superintendent regarding the back to school. Um can you just discuss a little
bit uh something that I've know I've heard in my district is the concern of attendance due to the situation happening at the federal level and the persecution of immigrant families. I actually have a meeting f to Friday with the chief of family and community
engagement to discuss discuss that very thing. So I can update you afterwards. >> Thank you. I appreciate it and thank you for everyone for taking this seriously that is impacting um a large number of our students. >> Member Rosenfeld. >> Uh thank you Dr. King for your
leadership during this trans transition time. Um, as we prepare to open the schools for these 325,000 kids, I have to express a deep concern that we have no chief education officer. Um, you know, the CEDO sets the academic tone
for the district. We're in the business of educating kids and we've got nobody there. I'm just wondering if you could provide an update on where that stands and what's going on as far as filling the CEDO seat. >> Thank you for that question, board
member Rosenfield. Um as everyone know I am interim and so therefore in search of someone that will join this team on an interim basis is challenging but I will keep you ab breast as this uh as my search unfolds for someone that's willing to come on board with us during
this time. Thank you >> member Bannon. >> Um Dr. I just want to uh compliment you on on waiting in to this budget morass and attending the the budget engagement uh hearings and roll up your sleeves to
find solutions. Um like a lot of other my fellow board members, we attended the budget hearings. Uh and in retrospect, we should have invited more state reps and state senators to hear what the people had to say because uh they they have the solutions. The the solutions were in that room. Um and other states
have figured this out um without um uh increasing property taxes, without dumping more tax on on the middle class. And there were solutions in that in that room in those rooms to do that. Um the ideas are there. We don't we don't lack the ideas. We lack the the will to act on them. And um we we can balance this
budget without making cuts if we have the will to properly fund education in the state of Illinois. Um so uh uh calling on parents u of CPS students on everyone in Chicago to uh call for a
special session to find these budget solutions. Um we we can do this without making cuts and and choosing not choosing not to act is making a choice. Choosing not to act is making a choice to make these cuts. So let's let's choose to act. Um I know in everyone in
this room is dedicated to that. Um, and I just um uh want to urge the legislators to to act and not acting is is is not uh is a choice. Thank you. >> Member Brown,
>> I want to echo uh board member Bannon's statements. I think um this is an opportunity for uh us to actually heal the structural deficit that exists within funding uh schools in the state of Illinois. Uh
I want to commend you um Superintendent King on uh the values that you just expressed. um a commitment to no cuts, a commitment to make sure that young
people that um have special needs are prioritized, a commitment to actually go into the community with honest conversations and straightforward conversations uh is refreshing. It's important
and there's a there's a a a value statement that goes community wisdom and partnership with academic expertise. If we understood as board member Bannon said that there's wisdom in our communities, not people that have to be tolerated, but there are
answers in our communities, there's leadership in our communities, and that there's supposed to be a partnership between that and the and and and the district. we can go a lot farther. And I also want to just say that we we do need an emergency session in Springfield to
find the resources uh for us as a city, as a state, and as a district to not understand that real massive cuts are coming to public education from the
federal level and not do our job to defend the rights of our young people. is a dereliction of duty if we allow that to happen. So I want to say that that we support you uh in this endeavor.
Uh we understand how important it is. I want to thank you from departing from the norm and the norm is to spend and then the cuts hitting the south side and the west side. I'mma say that again because you know
lots of uh the depart the the norm is to spin and then cut hit the south side and the west side and the pain of those young people is often palatable.
Not anymore. Those young people are going to be prioritized. Those young people are going to be embraced. Those young people are just as beautiful and just as as brilliant and have all the potential in the world like any other young person in this city. And it's time for that to
happen through deed, not through rhetoric. So I applaud you and you keep doing what you're doing. >> Member Smith. >> I want to thank you uh Superintendent King, Dr. King for your leadership, your
ear to the community, and your attention to this uh fiduciary matter. Uh I want to echo board member Bannon's uh comment that the solutions are in the room. Uh I was able to attend the diet high school
session. Uh, one of the things that I did hear in the session and I feel like we don't hear enough, uh, the parents, the stakeholders are saying that it doesn't have to be a 734 million deficit. The community does not
want to pay the MEABF pension. It is not a legal obligatory payment. And we can pay we can reduce uh any cuts that have to be made by not doing uh what is called toss and scoops. The mayor gave a
uh historic $298 million tiff surplus. Uh Mayor Johnson should be applauded for that. Uh however, if the city uh would like CPS, who does not, and this is what I'm hearing from parents and stakeholders,
if the city uh does not want to uh see cuts, then if you give us 298 million and ask for 175 million back, you didn't really give us 298 million. uh we don't
have the uh same apparatuses to grow revenue uh or borrow as the city does as the state does. I will agree with board member Brown that we need to be advocating at the state level and at the same time we need to take care of our
own house and uh what I've been hearing from people they don't want to pay that MEABF pay pension payment and we need to acknowledge that it doesn't have to be a $734 million deficit. Thank you.
President Harden, I do want to um call up our Spanish translator who is going to translate the um remarks by Dr. King. for experenc. Frank Thomas. Frank Thomas.
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Addition investig Expect Singos. Thank you. There being no committee updates, we'll now proceed with today's public participation. In compliance with the Illinois Open Meetings Act, public participation, sometimes referred to as public comment,
is the portion of the board meeting or hearing that grants district stakeholders the opportunity to address the board with their concerns and comments. Note that public participation is a time for the board and CPS senior leadership to listen and hear from you rather than a time with dialogue with
board members during or after your remarks. While we can't discuss personnel matters, public participation is a key component of transparent governance and it provides us as board members as well as senior leadership an opportunity to listen to everyone who has signed to speak. This board takes
equity of voice seriously. While we may not address your comments directly during public participation, CPS leadership is always present at our meetings and are able to address concerns as follow-ups after the meeting. As a district and as a board,
we also have many other spaces for authentic dialogue. For example, each and every one of our board members hosts board office hours so that we can have a conversation. Please use our website cpsb.org or if you want to meet with the board member during office hours. We
encourage you to take advantage of the opportunity to meet with meet with board members outside of a board meeting. Thank you for your attention and consideration. As a reminder, union representatives will be allowed 5 minutes to speak before poll participation and any elected officials
will be allowed to speak five minutes after the conclusion of public participation. Board secretary, please share the rules of poll participation. >> Thank you, President Harden. Members of the public who reg registered to speak were given the option to attend in
person or via an electronic format. For those who prefer to attend via an electronic format, they were given information to access this meeting by dialing a number and using their phone. We did this so that speakers with limited or no access to the internet or who may have weak internet connection
could still participate using their phones. Also, members of the public may submit written comments for the board of education meetings via the written comments form on the board's website at cpsboe.org or mailed to 42 West Madison Street, Garden Level. Written comments received
between the day the public agenda was posted through 5:00 p.m. the day after the board of education meeting will be submitted to the board and published within five business days on our website at cpsboe.org. Speakers, please listen while I provide directions for public participation.
I will call your name and number when it is your turn to speak. For speakers joining us virtually, as a reminder to unmute, please enter star six. Once you hear your name, please state your name for the record and we'll then start the two-minute timer. When there are 30 seconds remaining, I will inform you so
that you can proceed to conclude your remarks to allow for the next speaker to begin. For anyone standing with the speaker, note that in order to comply with the city's fire code, please stand along the glass partitions on the marked spots to keep aisles clear. Thank you.
President Harden, before we we begin calling speakers from the speakers list, we do have union reps who would like to address the board. We'll begin with Jackson Potter, CTU vice president, who is here in person. I think I get to say good afternoon by
now. Um, sorry for the short. It's hot out there, y'all. Uh, thank you, Rushi. Thank you, board member Thomas, for your stellar service. Uh, when I heard we were getting an allstar baseball player onto the board, I was like, "Holy no, you did great." Um, just kidding. Really
appreciate all your contributions, both of you. Um we are clearly on the cusp of either a crisis or a solution of enormous magnitude. Uh out front today
we were selling baked items, cupcakes, bakery for billionaires because obviously um you know the richest people in the land need money and our students
with special needs don't. Um, and that's what we're being told really clearly with what just happened in the big bad bill where $7.7 billion of tax breaks for the top 5% of earners
in Illinois were just passed by the federal government. To put that in context, that's per year. That's annual. If the Illinois legislature took that money back, it not only solves
for the CPS crisis, it brings us to adequacy for schools across the state. It solves the transit gap. It pays for Medicaid. It goes to higher ed. And it provides food aid for the SNAP benefits that were just slashed. Just those cuts that were delivered. And
Co King, I know your honeymoon's over. Uh, and it means that we got to do more together to really create that echo chamber. I do want to take issue. I think the slide around special education, I was at that meeting with board member Gutierrez, is talking about
how Illinois has the gold standard for special education services, but only puts pennies on the dollar when it comes to providing them. And the burden goes to local government, and it goes to property taxes, and it's regressive. And we need them to do better. And so that's
really critical and essential because seven out of 10 students in Illinois are below below adequacy by the state's own formula. Seven out of 10 70%. We need all of us to be saying that out loud. Do we want
special education services for our most vulnerable children or do we want tax breaks for the wealthiest among us? It's a choice. So, just to put it in context, a little bit of a finer detail that we can use in our advocacy collectively. If you clawed
back the 1% of tax breaks for the wealthy that Trump just passed, the MAGA regime is doing great deeds for their buddies and pals, that would be $2.8 billion for Illinois. That covers the entire gap of adequacy for the state's
funding formula for schools. Illinois is behind 48 states in equitable tax policies. So the calling for an emergency session should be on everybody's lips. It should be a comment that not just board member Bannon and Brown say it. Every member
should be saying that same thing. That's the only way if we get that echo chamber. So here's what we'd like to ask you to do. first of all, sign on as an institution to the Illinois Revenue Alliance's set of demands where tax
policies like uh taxing luxury services, uh going after capital gains and closing those loopholes, going after shelters in the Bahamas uh for the billionaires that live here. Make them pay their fair share so we don't raise property taxes
so that grocery bills aren't going up for regular people. that will help solve this crisis. So, if you sign on to that, we got an echo chamber for sure because you've got the Illinois um you know, Committee for Immigrant Refugee Rights, you've got a whole slew
of nonprofits, the Shrivever Center, you got us join that group of uh freedom fighters at Back of the Yards. It was clear in all of these sessions you've had on budget this last week. I mean, you heard it um that parents are unified, stakeholders say the same
thing. No cuts, tax the rich. So now you got to do it. You've heard it from them. You had a thousand people. Those were the best attended budget hearings. I've been going to them for 15 years. People are fired up. Give them something to do. There was no action plan. There
was no campaign to help them use their anger and advocacy in a meaningful way. So we've had 30 meetings with legislators just in the past week. Where's the CPS version? You could tell people to go to indistrict meetings now. We could have a rally tomorrow and you'd
have a thousand people easy, probably more. You've been list building face is doing good work here. Um, let's tie this together and make it plain to everyone watching. Uh, we could also do phone banks. We could do emails. Like do
something that allows I'll we will give you a CTU our template where they can contact their legislator. They can click a button. You can copy it and paste it. I promise you don't even have to give us credit. Just do it, please. Because that way we won't need bake sales for
billionaires out there. We were chanting billionaires pay your share fair share, right? >> Please. >> So, let's pant that together. Let's get out there together and let's call an emergency session now. Not a week from now, not when they get it together in the fall, but immediately. Thank you.
>> Thank you for your remarks. The next union rep is Raul Magdaleno, CPAA vice president, who is here in person. And I also want to note for the record that member Gutierrez has joined the
meeting at 11:57 a.m. Good afternoon CEO King, President Harden, members of the board, and my fellow union brothers and sisters. My name is Rahul Magdaleno and I am the principal of Thomas Kelly College Prep
and the vice president of high school principles with the Chicago Principles and Administrations Association. Today I stand with my fellow CPA members and school leaders from across the city to speak on behalf of every principal and assistant principal in CPS because
we're frustrated. We're just weeks away from the start of the school year and the plan around opening our buildings remains unclear. The communication we've received is inconsistent,
contradictory, and at times not existent. We need assurance from this body that the resources we have today will still be there tomorrow. We need assurance that cuts are not coming next week or
the week after or the week after that. Because when cuts come, when changes are made without warning or explanation, it's the principles who have to answer for them. We become the face of
confusion. We become the face of disruption. We know our communities deserve better. Network directives conflict with central office guidance. Appeals regarding sped positions are stalled or unanswered. And while we appreciate the responsiveness
of the OSD team, we can't lead with confidence if we don't have clarity. We know communication is key. School leaders are still being pulled from their building for meetings that are not fruitful. Budget figures shift with little
warning. Some schools have endured three or four rounds of staffing cuts. How are we expected to build a solid foundation for our students with quicksand beneath our feet? We've been told the district is in a financial crisis. That much is
clear. But let's not forget the crisis did not begin with this upcoming school year. It began with years of borrowing against the future with unrealistic budgeting and false promises. And now once again, it will be our immigrant
students, our working-class communities, and our black and brown children who bear the burden of this investment. We know that's not acceptable. We know this fiscal crisis demands transparency. We know there are inefficiencies across departments. We
know we cannot operate like everything is normal. This is not business as usual. This is a moment of reckoning for our district, for our students, and for the communities we serve. We may not sit in every closed door budget meeting, but
let's be clear, principles and assistant principles are not outsiders to this work. We are the ones managing crisis after crisis, budgetary or other. We are the ones holding the line when systems fail. We are trained to notice when
something doesn't add up. And right now, this math doesn't add up. The messaging doesn't add up. We know that because this work is not just about compliance and costs. It's about children, families, futures. We aren't just
managing budgets. We're holding the dreams of students who need the adults to get this right. We hold those dreams like our own. My brothers and sisters are not standing here today just to point out what's broken. We're here because we haven't given up. We still
believe in what's possible for this district, for this board, and for our children. We believe CEO King is capable of leading us through this. We believe there are people in this room who care deeply and want to do right by our students. And we know that CPS has some
of the brightest minds in education, including the principles and assistant principles who are holding it all together right now. Some of them standing right here next to me. Your principles and assistant principles are not the enemy and we are not the problem. We are part of the solution. We
are ready to lead alongside you. But we need truth. We need stability and we need communication we can count on. We need that communication by next Friday because despite everything, we still believe this can be different.
>> You have 30 seconds. >> That the adults can get this right for our students. But the pressing question before you at this moment is, does this body have the will to get it right for our students? Thank you for
your time. >> Thank you for your comments. >> The next union rep is Tumine Reeves, SEIU Local 73, director of the CPS division, who is here in person. Good afternoon, CEO King, President
Harden, and board members. I'm here on behalf of the recent cuts made to the SECAS. Um it was an abrupt decision to lay off over 600 SECAs, um aka special education classroom assistants. Um,
everybody knows that C uh that seeks have a vital role in the quality of ed education and support for special needs students. It is well known that the district has a true budget crisis. And though tough decisions need to be made, it's always difficult to implement
layoffs of any type of workers. It's not very easy choice to make. Um, however, imagine the devastation felt by school employees and parents when they received a memo from the Office of Students with Disabilities. The decision
to lay off over 600 seeks was not born out of the budget crisis, but rather a philosophical position of too much support or over reliance of adults for children with disabilities. This is why that choice was made based
on the memo and further justified this with the rationale of aligning with the state minimum requirements of classroom support for special uh special ed classrooms. And that that law was last amended in
the 2009 2010 school year which does not reflect the needs of special education classrooms in 2025. Is this what families deserve? Do families and students deserve the bare minimum of what's suggested by the
state? Does this align with your values? Is the question that I want to ask you. As a union, we've been able to partner with labor relations and the CPS talent office to try to best protect the seekers immediately impacted by the layoffs.
um especially given the uh abrupt nature of the implementation of this. Um however um you know sorry um however what about everyone else that
this decision impacts you know it impacts more than just the seekers laid off. It impacts more than just the the students with the IEP or 504 plan. It also impacts classroom teachers. It impacts the entire school community. Principles have to adjust to
that type of change. It creates a ripple effect. Again, all because of a philosophical position rather than the need. And unfortunately, it does feel disingenuous that this move was made in the midst of all of the chaos that basically all of you kind of
inherited. Um, we're trying to establish leadership. We're dealing with unfortunate cuts based on from the federal level, state level, things like that. And then for this to kind of sneak in as a disruption, it's not fair to the board of education as a whole. It's not
fair to the citizens of the city of Chicago. It's extremely important to note that last school year there was virtually zero sped advisory committee meetings held. So there was no
communication or buyin from parents uh advocacy groups uh from school administrators or from union leaders or from from workers who work directly with these students. Now as of yesterday was a memo was called out to invite everybody in for
buyin after the fact and I believe we can do better. And so the ask of you um as a board and decision makers in this is to resend this decision, restore everything back and let's discuss ways of addressing whatever problem needed to
be addressed without creating a larger problem that's so disruptive to so many lives and families and students uh in the city of Chicago, Chicago public schools. Thank you all very much. >> Thank you for your comments.
President Harden, we are now ready to call speakers from the speakers list. We'll begin with Yolanda Clay, speaker number one. >> Good afternoon. I am here for a local school counselor of Wim H. Brown STEM school and I'm also
a parent and a grandparent. My big concerns about our students future. What are we going to be accountability or you all going to be accountability for our students? Cuz our students are suffering in mathematics, reading, talking about
the budget, but what about the children? I'm speaking for the children because I see it every day in the neighborhood of our community and of our being me being a grandparent. We need to do better. We so worried about money but not our future. Our future are suffering because
of the money situation and of the budget. They are suff suffering in mathematics, reading, arithmetic. They don't have art. They don't have anything in their classroom. My thing is I'm going to hold accountability also as
being a parent to push education even further in our neighborhood and even our in our system. But also I will listen to the ones that were saying about the budget or the one they've been in the community. I never seen one of you all in our community or set with a principal or anything with our teachers and then
with our students. I wanted to bring my grandson to see the board of education so he can learn what's going on with him and his future. So can you all keep me promising and saying that what we all going to hear about the future? Our future is our children. And when
more you cut money, the lesser they going to have of education. So what do I supposed to tell my grandkids or the future kids that's behind us? That because we don't have >> remaining, >> we don't have the budget or the money to say what can their future be. But you
wondering why they in the streets and on the corner because they cannot have a better education. So this is my point of view and I'm almost over with. I'm going to hold the board of education accountability of our children future and thank you. >> Thank you for your comments. The next
speaker is Mary Long, speaker number two. Hello, board president, vice president, and CEO, and the school board. My name is Mary Long, and I am the founder of Sacred Ground. We're violence prevention
organization. On March 12th, 2012, my only child was killed. due to senseless gun violence. Well, just so you know, God don't waste pain. I'm here
to request your assistance in reinstating the fee waiver that has supported our free summer enrichment program for the last decade at Hers Metropolitan High School,
which gives youth a safe place and community and in their own community. Each summer, Sacred Brown offers full day, no cost programming, culinary arts.
Kids receive certificates for food handling to get jobs. They receive academic mentoring to 18 atrisisk students whose families rely on our services for safe structured
programming. Up until now, both principles, former principles, assured us that no rental fee would apply. Now, we're being charged $2,000 by Facilitron. After all,
you are asking the community to step up. >> 30 seconds remaining. >> Then we step up and find number red tape. But we cut through the red tape. Volunteer background checks, ethics training, $3 million insurance policies, and we provided that. What I want to
conclude with instead of communicating with us, our kids was halfway through the program and got put out on the streets like a garbage, like a bag of trash. Their hearts were broken halfway through our
program. I'm asking that you please reinstate this $2,000 so that Iowa kids can have a safe and peaceful summer. Sacred ground ministries reserve is a 501c3 organization remark
>> and a Illinois charitable trust act and the Illinois community school law states nonprofit youth development program should enjoy priority access and minimum to no cost. They clearly benefit students which we do. So I would like to
say this one thing >> instead replaced in mid-p programming and breaking the trust in the building of the communities and our families that it could have been solved by communicating with us instead of throwing them out on
the streets. >> And I would like a followup please. >> Thank you for your comments. Our next 17 speakers are regarding budget cut concerns. Starting with speaker number three, Charlie Allah
Ally. Um, good afternoon. My name is Charlie Ali. I am a proud public school teacher on the south side of Chicago. For the past eight years, I've served students in the North Lawndale, Auburn, Gresham, and now the Pillill/Calhum Heights community. I am a product of a
fully funded Illinois public school where I had access to three healthy meals a day, reliable transportation, before and after school programs, a full-time nurse, a library with a librarian, a school counselor, up-to-date technology, opportunities to
learn new languages, and enriching art classes. School was a place I felt safe, supported, and seen. Today, in this primarily black school and neighborhoods where I teach, those opportunities are disappearing. I've watched budget cuts strip away tutoring, enrichment
programs, and field trip opportunities for kids. I've seen a restorative justice coordinator who helped our students heal their trauma let go due to budget cuts. Our school counselor has been stretched thin doing the work of three people. So, our students do not
have adequate mental health support. We don't have a library. So, of course, we don't have a librarian and we don't have a full-time nurse on campus. Our students are still using broken Chromebooks from the pandemic. Some are even facing homelessness and depend on
public transportation and donated uniforms to attend our school. So at this point, what is there left to cut? Underfunding our schools is harming our children and their futures. Our communities have sacrificed enough >> and we need 100% of board members
committed to stepping up and fighting for the kids of our future as well as Governor Pritsker. You said education is too important for further cuts. So I ask you and your billionaire friends and our state legislators, what are you going to do about it? call an emergency session.
Lead with your word and put our babies over your billionaires. Thank you. >> Thank you for your comments. >> The next speaker is Rosario Garcia, speaker number five. Good afternoon. My name is Rosario
Garcia. I feel like this because this is not the first time I stand and speak not only in front of you but others. Cuz I continue with my speech. Now, a
veteran teacher for over 20 years and a proud parent of outstanding CPS students and community member, I was excited to begin my next school year. This Monday, I received an email notice indicating that my teaching position has
been cut. Although this is my first notice, thousands of colleagues are affected by this every year. This layoff cycling is too familiar with CPS which harms all of our communities.
It harms bilingual and special education students in particular. Now my students will not see themselves reflected in a teacher like me, a proud CPS alumni from a bilingual immigrant background.
I have experienced what they are experiencing and it is important for them to see a model of success in someone they trust. Especially right now when we are all persevering through challenging times. This is not the first time I have felt
unsupported as a teacher in CPS. When I needed support when my father passed away administration compounded my emotional pain. I was asked to return early from my bereiement and I did
thinking of my students and their futures. As teachers, we constantly make sacrifices. Now it is the state government's turn to show the same care for our students. We that we teachers do every day. I'll
ask all stakeholders including CPS, the state legislature, and most of all JB Pritsker to please stand up and fully fund our schools. Thank you everyone. >> Thank you for your comments. The next speaker is Lawrence White. Speaker
number six. >> Good afternoon everyone. Uh Lawrence White. I'm proud parent of a Brooks student, CPS alumnist, as well as a proud Chicago teacher. It's good seeing so many of you all once
again. I had the unique pleasure of meeting and greeting with you all at uh the forums and I thank you for your leadership uh in advocating for such a uh bolster and robust conversations that came out of it. But as I sat there,
I was touched by general counsel's statements about her father when you said that your father said education is the ticket out of poverty. I stand here asking you to hear these
words that she so championed with her work that her father gave us the true blueprint of so many of our citizens throughout this nation and this country. Let us not continue the Doge impact that
has taken place in our country around these times. We've already experienced Doge. We were the first Doge victims under Daly and Val and Duncan and Ron. Let us not go back, but let us go
forward. I know these are difficult days, but the difficult you do quickly. The impossible just takes a little longer. Power sees nothing out of demand. And I'm asking you, you and you. >> You have 30 seconds.
>> Call your representatives. Call the governor and let them know hell no to cuts. We will take no more. Thank you. >> Thank you for your comments. Our next speaker is Joshua Learner, speaker number nine, who's joining us
virtually. Please enter star six to unmute. Good morning everyone. I'm Josh Learner. I'm a national board certified teacher. I've been a bilingual teacher in CPS now for close to 20 years and I'm also a parent of two CPS students. Uh I want to
address today another cut that we haven't heard yet about which is the cuts to dual language coordinator positions in 22 schools as well as the elimination of the funding that these schools receive yearly for professional development.
Uh dual language programs are the gold standard in bilingual education. Not only are there huge academic outcomes, but students develop literacy in their home language and they become proficient in English. And I see this firsthand among my daughter's schoolmates at Baitman Elementary every day when I pick her up from school. But it's well known
that these programs require coordinators to be successful. It's an essential part of the recipe. Uh coordinators whose positions have been cut have told me that their essential work will most likely not happen without them and that their programs will suffer as a result. And the loss of the funding for these
schools will hurt their most essential asset, which is their teachers. At Baitman, for example, almost all that money went toward developing and coaching uh the dual language staff and the loss of this support will lead to a difficulty in developing and retaining uh the trained staff that we need for
these important programs. And so these programs are the best of what CPS has to offer for our students in EL programs. They require more investments, not cuts. And what makes things worse here is that the loss of these positions comes in the form of a violation of our new contract.
CPS agreed to staff an additional EL program teacher >> in schools that have over 300 students who are considered in the EL program. But it's at these schools, at these dual language schools that fit this criteria where CPS is actually cutting those coordinator positions altogether. Though
in our labor agreement, it was meant to be an agreement to increase staffing for students, the students who need that staffing the most. And instead, we're seeing a punishment for these for these important programs. So on behalf of the students, the families, the staff that are affected by the loss of these positions, call we call on CPS to
reverse these cuts and instead do everything in your in your power to secure the funding from the state. We need to educate uh students, English learners, and other uh of our most important vulnerable students. So if we're about strengthening and expanding dual language education, then let's invest in that and let's let's do what
it takes to do that. Thank you. >> Thank you for your comments. The next speaker is Curty Nandan, speaker number 17. Hi everyone. Um, my name is Ki Nanden. I'm a special education teacher in the
Southshore. Today I'm here on behalf of special education staff and PAR professionals, our Sikas, our PSRPS, honestly our frontline support. Picture this. You're a fifth grade student with ADHD. You're sitting in a class when
your teacher assigns this massive math packet. As soon as you hear the instructions, your brain starts spinning. You're overwhelmed and you don't know where to start. To make things worse, last night was hard. You did. Your mom didn't get home from work late into the night, so you barely saw
her. You're tired, you're upset, and you have to jump into an assignment that already feels impossible. What you really need right now is just a moment to breathe, a quick walk, a step outside, just someone to check in and help you break this packet into smaller
steps. someone just to remind you that you can do this. And usually that person is Miss Jones, your parah, your go-to, that adult in the building who gets you. But today, she's not here anymore. And suddenly it feels like it's too much. So
you walk out of class because in that moment, no one is left to help you. And this isn't a hypothetical. These names might be fake, but the stories are real. I've seen this story play out again and again where students don't have access to their pair of professionals every
year. They have to start with substitutes or new teachers or new paras. >> You have 30 seconds have paras being lost every year. This is a learning loss. The emotional toll is devastating. Our PSRPs aren't line items. They're not numbers we can cut. They're lifelines
for our kids. So today, I'm asking you, commit to stopping the cuts at our schools. These billionaires are receiving tax breaks, but our classrooms are being gutted. They're losing the adults who make school possible for them. So board members, I urge you stand
with us and like actually please come to Springfield with us. Fight and lobby beside us to protect our schools from further cuts. Come in those buses with us to Springfield. Our kids are counting on you to do what's right. Thank you.
Our next speaker is Myra Vill Rio, speaker number 18. Right. Hello, members of the board. I am a parent of a child in the deaf and heart of hearing program at Chase Elementary. But this isn't just about my child. This is about a critical issue
impacting all DHH students. Joshua Long, chief of the Office of Students with Disabilities at CPS, stated that special education teachers and classroom assistants are our district's most precious resources. And changes are being made to build a responsive,
efficient, and student centered system. The ISBE recommends one teacher for every eight students receiving special education services for more than 60% of the day. Yet CPS allows up to 13 students in one class with only one teacher and one SEA. A policy that
undermines the very values it claims to uphold. A single teacher is expected to encompass an education beyond the students layer challenges such as linguistic communication, varied levels of hearing loss, and other disabilities. a classroom with 13 students ranging
from three grade levels. This is not considered a least restrictive learning environment for DHH students because it can create barriers to sorry barriers to effective communication, individualized support and active participation.
Meanwhile, overcrowded overcrowding reduces opportunities for meaningful interactions and learning. Smaller, more focused settings are necessary to meet the complex needs of DHH students and support their success. CPS recently laid off 432 teachers.
>> You have 30 seconds remaining. >> And 677 seeks and close the DHH program at Jameson. While you say you want a high quality education for for our students, you prioritize saving money as a budget. You right. Oh my god. You prioritize saving money for the budget.
As a result, our children are the ones paying. the other ones suffering academically, socially, and emotionally. This isn't about compliance with the law. It's about preparing these children for real futures, college, careers, and overall independence. So, I stand here today, not just as a parent, but as a voice of for the community that deserves
better. We can begin by creating a dedicated classroom for each grade level with a maximum of eight students, adequate support, and rehiring qualified teachers. We are not asking for favors. We are demanding access, equity, and an education system that lives up to its promise of being our district's most
precious resource. Thank you. >> Thank you for your comments. The next speaker is Tanya Bryant, speaker number 19. Hello everyone. My name is Tanya Bryant. I'm from the west and south side of Chicago, and I'm a proud graduate of
Harper High School, formerly Harper High School. I became a special education teacher through the CPS residency program after working as a seeker. I've seen firsthand what our classrooms look like when they're under resource.
So, this is So, picture this. a K through two special ed classroom in Uptown with 12 students, some with Down syndrome or cognitive delay. For some of
you that may not know what that is, it's uh autism or a traumatic brain injury. There's one teacher and two support staff in the class. One student runs out. We call those runners. One staff
stays to support the class. The teacher can't leave. So that leaves just one adult to find a student. Unsafe for everyone. This could have been prevented with proper staffing and proper funding. That student should be learning, not
running the halls. The teacher should be teaching, not making impossible choices to ensure student safety. So we I asked the board to ask Governor Pritsner to hold a special meeting. We need real
funding for special education and related services. So everyone with me, please say it loud and proud. When special ed is under attack, we stand up and we fight back. When special ed is under attack, we stand up. We fight
back. One more time. When special ed is under attack, we stand up. We fight back. Thank you all. >> Thank you for your comments. >> The next speaker is Arturo Alvarez, speaker number 20. Good afternoon. My name is Aruro. I'm a
special education teacher on the southwest side of Chicago. Um, the school year is about to start and what I dream about is taking my class outside and going under a tree and reading with
them. Um, as we're sitting on the grass covered by the shade of the tree, we discuss the main idea, point of view, inferences. But that dream won't come true because my school doesn't have trees.
My school doesn't have grass. The point is there's nothing left to cut. But when I hear about layoffs, I think, "Wow, we don't have trees and now we don't have educators.
There's nothing left to cut, but there's plenty to fun." I'm not just a special education teacher. I'm also the coach, the soccer coach. And my team doesn't have a soccer field to practice on. So,
we practice indoors on wood floors in the heat. despite these challenges, right? I have to motivate them. I have to tell them that they're good enough. I have to get them to believe that that's my job. That's my responsibility. It's what I
did and it's why we started winning games. We kept winning in the playoffs and we won second place in the finals. Imagine what we could do. >> 30 seconds remaining >> if we had a soccer field. Imagine what we could do if we were fully funded.
So, I'm here to invite the board of education to call the legislators, call our governor, right? Let them know that we can't afford any more cuts. There's nothing to cut, but there is plenty to fund. Thank you.
>> Thank you for your comments. Our next speaker is Sonia Patri, speaker number 22. Hello, my name is Sonia and I'm a policy analyst at Alternatives, a nonprofit that provides behavioral health and restorative justice services to CPS
students. I'm here today to ask the district and the board to prioritize funding our social our office for social emotional learning as you finalize the budget specifically the restorative justice specialists. Research has shown repeatedly that
implementing restorative practices in schools reduces the impact of the schoolto prison pipeline improves perception of school climate and particularly has the greatest benefit for black male students. In the last few years, CPS has been able to use
ESSER funds to begin hiring restorative justice specialists internally. the implementation of restorative practices is central to the whole school safety plan. We know firsthand as alternatives that the implementation of restorative
justice requires extensive training that OSEL is unable to provide with its shrinking budget. Cuts to central office operations mean that schools have less support from the district in implementing policy policy shifts like the whole school safety plan
which ultimately holds schools accountable for not being able to meet the expected reductions in suspensions. We cannot keep demanding that schools shift their discipline away from exclusionary practices without providing
adequate support for the alternatives. Look, I was a CPS student. I have been hearing about budget cuts for decades now. There is a terrible instinct in this city to sacrifice our students futures while budgets like the that of
the police department remain unchecked. The police department received $170 million this budget year to hire about 1,400 new police officers. As of June of 2025, they've hired 15.
>> 15. Could you imagine? My mom is a clerk in a school and any penny that is left in the school budget, they will not see that the next year. And yet our city has the funds to give $170 million to ghost cops.
They can afford to pay for our schools pensions. Don't let them convince you otherwise. Don't let them invest in policing our students instead of educating them. Thank you. >> Thank you for your comments. The next speaker is Daniel Epstein, speaker number 23.
Hello. Uh, my name is Danny Epste. I'm a high school history teacher on the northwest side. Um, but I'm also a practicing visual artist in the city and a former public school student. And it's from this perspective that I speak today. When I was growing up, art class was the one place in my school where I felt like my talents were recognized,
where I was valued, where I felt safe, that I really mattered, where I was asked to express creatively all the dreams, hope, and pain that I had felt. I'll always be grateful for Miss Yo, Miss Inc., Mr. Moowsky, and even my nemesis, Miss Block, for giving me the space to imagine, feel, and be my authentic self. Flash forward 15 years,
I'm teaching, and I can't believe what I'm seeing. The few our classes we off we offer are are suffocating, often with close to 40 kids smashed into a too small room. This means that even before these latest cuts, students cannot work on individual projects larger than a sheet of computer paper. These artworks
are likely the one place in their lives where they are asked to express their dreams, their hopes, and their pain. And there's no space for it. Any teacher will tell you kids are so perceptive. Our school buildings, our policies, and our budgets speak loudly, and the kids hear us clearly. So when they are elbow
to elbow already and are told to reduce the size of their dreams and their hopes and their pain from a sheet of computer paper down to a half sheet and then a postcard and then a postit, they hear us. There's no space for them. The message is clear. Adults then have the audacity to ask why
kids act out or disrespect their school buildings or don't demonstrate total commitment to their education, forgetting so easily all the ways we have failed to act, have disrespected them, and how we never demonstrated our own commitment to their education. It is groups like the Civic Federation who disrespect students every time they
suggest cutting and consolidating their creativity as well as city and state leaders at every level of government when they tell us to just wait a little longer for fully funded schools. We can no longer try to balance budgets by cutting again and again into the imagination and free expression of our students. They're so perceptive. Budgets
speak. They see city and state leaders saying loudly, "There's no space for you." I'm calling on this board, legislators across Illinois, and Governor Pritsker to finally tell them something else. Thank you. >> Thank you for your comments. >> Next speaker is Deja Tilman, speaker
number 24. Hello. Oh, okay. There you go. Hello, my name is Deja Tilman. I'm a proud elementary school teacher serving the resilient children of the Rosland community of the Southside. For the past
five years, I've taught students who show up every day despite facing challenges no child should ever have to endure. Many of my students carry more than backpacks. Some of them are homeless, in foster care, or are caring for siblings while their parents work
multiple jobs or aren't present at all. Still, they show up, they try, they dream. For them, school is more than a classroom. It is safety. It is consistency. It is hope. And yet, every time there's a budget cut, that safety
slips further away. School programs are not extras. They are essentials. They keep kids safe, inspired, and connected. They give them a place to belong and a chance to be seen for who they are and not just what they've been through. I
seen what programs could uh do to them. One of my students experienced housing instability joined our music program and through that the Chicago Children's Choir for the first time. She didn't see herself as a foster kid or a statistic. She saw herself as an artist, as a
leader. That is not enrichment. That is transformation. Through our Japanese language class, students who have never seen pass downtown got their passports, boarded a plane, and traveled across the world to experience a culture they had only studied. For kids who world often
ends at the corner store. This opened everything. Their minds, their dreams, their sense of belonging in this world. That is what equity looks like. When budgets are cut, these programs are often the first to go. But these programs are not luxury. They are survival. They are growth. And we are
cutting funding. We are not just trimming a line item. We are cutting off dreams. We are telling kids who are already feel forgotten that they do not matter. I'm asking and pleading with you, look beyond the numbers. See the students. See my student who found her
voice in choir. See my student who got off that plane dreaming bigger than ever before. I want to echo board member Bannon by saying sitting and not holding legislator accountable is the same as standing by them. These decisions aren't
just financial, they are moral and our most vulnerable children are watching to see if we believe they are worth investing in. Thank you. >> Thank you for your comments. The next speaker is Andrew Chenhara, speaker number 25.
Good afternoon board members. My name is Andrew Chennahara and I'm a proud kindergarten teacher on the far south side of Chicago. In our city, the experiences of austerity and cuts are not new. We come from a city of redlinining, of racial segregation, of
willis wagons, of mass school closures. And yet we are also a city of student and parent boycott for better schools, of people hunger striking to keep their school doors open and labor and community struggles to build the schools
our children deserve. And we see that fight as unfinished. We're facing a truly precarious moment, one threatened every day by the Trump administration more and more. But we must refuse the days where we think that we can cut our way out of this crisis.
It's time to fully fund our school communities, create a school district and a city for the many and not just the few. I work at an elementary school that at one point enrolled over 600 students. Today, it enrolls a bit over 200. In the
words of neoliberal education reform and CPS more than a decade ago, that school would have been considered underutilized, subject to cuts, obsolete. And yet when I walk into my class classroom last year
and had 12 kindergarten students in front of me, I can guarantee you that their parents didn't see that classroom as underutilized. >> I can tell you that those children when we built thriving classroom communities and they learned in ways they could never learn before. They did not feel
like there was anything to cut in that room. That room is a vision of the future that Chicago can offer the rest of the country. It is the type of education that the rich fight for to secure for their own children. It belongs to us all. So I ask you to
refuse along with us a future of austerity in Chicago public schools. join us in calling on our governor JB Pritsker, on state legislators to call a special session to get progressive revenue funding available to fix the
structural deficits of our school district and create a city that we all can enjoy and thrive in. Thank you. >> Thank you for your comments. The next speaker is Fatima L, speaker number 26. Great day.
Greetings. I'm Fatima Ill and I'm a special education teacher for Chicago public schools and I've been a special education teacher for 18 years now. Now, I'm going to tell you a short story, and it's going to age me, but that's okay.
In 1978, I was a little girl in the seventh grade. Back then, we used to take a standardized test called the Iowa test. My teacher read our scores aloud in the class. My score was a 4.7.
Yes, me, the achiever. At least I thought I was an achiever. This surprised all of us. And I was humiliated. I was immediately placed in a pullout service with a special education teacher. Rest in peace, Mrs. Abel.
This was one of the best things that happened to me in my educational career. It was that immediate service from the special education staff that catapulted my education. This is one of the reasons I became a
special education teacher. I am the voice for students that are often overlooked when it comes to budgets. We have been cut to the bone. Although some people like nibbling on bones, our
students can't afford more cuts. We need progressive funding that reflects how they are valued, not as if they are leftover bones. They have a right to a full inclusive education. >> You have 30 seconds. Many students rely
on pair professionals to assist them throughout the day. They provide the critical support for many people that are in need. As I ask for our schools to be funded, I'm going to give you ideas of the
funding that you can tap into. Increase education allocations from the Illinois lottery from 25% to 30%. utilize fundings from those marijuana sales and all of the popup shops we're seeing, from casino sales, from all of
the casino places that we're seeing, from the millionaires that gained the 7.7 billion in the big bad bill. I urge you to invest in our students, which is an investment in our future. Thank you. >> Thank you for your comments.
The next speaker is Ashley Harris, speaker number 27. I start. Hello everybody. My name is Ashley Harris and I'm a second grade teacher on the east side of Chicago and a national board candidate. Let me take you into the life of one of my seven-year-olds, a child in my
classroom. Last night, I couldn't sleep. My mom worked late and my big brother fell asleep on me. I was scared. Today I sat in class for 360 minutes. No recess because the monitor had to pull a small group. No art because no sub picked up.
Then I failed technology. Not because I didn't know the answers, but because I didn't have a Chromebook. There weren't even headphones I could borrow. This is not a hypothetical. This is real. This is daily life for black and brown students in my building. And this was
all happening before your cuts. 10 fourth grade teachers and subs cycle through one single year. No consistent sped teacher to deliver services, not even headphones to block out the chaos. So, how are cuts being decided when our schools were never truly funded, just systematically abandoned? Not only have
we abandoned schools, we've taken the very children we promised to never leave behind and fasttrack them from classrooms into the prison system. While CPS cries deficit, the state of Illinois allocates $900 million to prisons and tells our schools to make do with the
loose change they're handed. What message are we sending when cages are funded and classrooms are emptied? We are not just asking. We are demanding that Governor Pritsker and the state legislature call a special session and fully fund our classrooms now. Because
before you can campaign for the White House, you need to show up for the black and brown children in this house. the ones you were elected to serve. Do right by us here or stop asking us to believe you'll do right by anyone else. And to CPS, stop spreading false truths that
you're in Springfield fighting for us. If you were truly advocating, we wouldn't be rationing resources like their luxuries. Stand with us with the teachers, students, families, and communities of Chicago and fight for the funding we have always deserved. And to the members of this board, we ask you to
walk with us to use your platform and position to help us secure the resources our students have long been denied. Thank you all. >> Thank you for your comments. The next speaker is Michael Brunson, speaker number 28.
Michael Brunson, speaker number 28. Uh, how y'all doing today? I just wanted to say that I have attended every single one of your community meetings and even went on the virtual one and um I just wanted to share some of uh my insights
that I got. Uh, one thing that I asked at every single one of those meetings, I asked the people from CPS, how many lobbyists do you have? Because this is basically a political issue
and I think it has to be addressed by uh lobbying first of all city of Chicago, the state going down also going down to Springfield and also going to Washington DC on the city side. Um you have the um
municipal employees annuity and benefit fund that should be on the city. I think historically it had been on the city somehow it got shifted on to CPS uh during the uh you know when we had the what the plague or whatever you want to
call it but it should go back now. Uh so it should not be on CPS to pay that. That that's on the city. Also, uh we do not have uh equitable funding as far as our pensions go with the rest of the state. That's an old problem that has
never been addressed. Again, that is a political problem that needs to be lobbied on. Uh we have a few other things. I'm going to go to my favorite thing about that needs to be a financial transaction tax. We have the Chicago Board of Trade. They're >> 30 seconds remaining things trades going
through there every minute and they are untaxed. And then you say, "Oh, well, if we tax them, they're going to leave." I say, "Call their bluff. We also should be uh looking at these." We have AI artificial intelligence that runs off servers. Those servers are taking up
land. That land be needs to be taxed and that money needs to come to our schools also because that AI is doing nothing but destroying everybody's brain. Anyway, also um the banks again, they need to be we need to go after the banks and get more money from the banks for
the school. We got double double digit inflation. We got interest. >> Please conclude your remarks. >> Off the hook. So these banks can pay something back to I'm almost finished. Let me just say that. Yeah. Uh and we sit on the uh bank of Lake Michigan
which is the largest freshwater system on the planet. There is something that can be done to uh get something from that also. So those are some ideas I wanted to start out with. Those are provisional ideas. I want to work through them and I will be sending
something to uh to the board members when I completed it. >> Thank you for your comments. >> The next speaker is Vivian Perez, speaker number 29. >> Good afternoon. My name is Vivian Pettis and I'm a CPS teacher lucky enough to
teach on the southwest side where I grew up and I still reside. I'm here today not just as an educator but as someone who deeply loves and believes in our students and who sees firsthand how this budget crisis is already stripping them of the education they deserve. At my school, we haven't had a music teacher,
an art teacher, or a writing teacher for years, long before this latest round of cuts. That means no structured time for our students to express themselves creatively, to build confidence, or to engage in the kind of learning that fuels curiosity. Instead, students are often left in unstructured blocks of
time. It's not enrichment. It's just empty minutes. And what fills that void? Behavioral issues, disengagement, and a sense that school is not a place where their full selves are valued or developed. We talk a lot about math and reading scores, but how can we expect students to grow in those areas when the
foundation of a well-rounded education is missing? These programs aren't extras, they're essential. Art, music, and writing spark critical thinking. They provide outlets for trauma, and they connect students to school in ways that test prep could. Teachers, parents,
and community members across the city have been traveling to Springfield and meeting with legislators to demand that they fully fund our schools by taxing the wealthiest in our state. I'm here today to join that call and to ask Governor JB Pritsker to stand with us. And to you, the board, don't just manage
the cuts, fight with us. Thanks to those of you that are already using your platform to advocate for what our students deserve, but we need more. >> This can't just be about saving what we have left. It has to be about expanding what every student deserves. In our latest contract, we fought for and won
commitments for the arts in every school. Now, it's time to make good on that promise. Not only by stopping cuts to these foundational roles, but by adding even more. No school should have to operate without the very things that make learning joyful, healing, and whole. We are not just underfunding
classrooms. We are underfunding hope, creativity, and connection. Let's fix that together. Thank you. Thank you for your comments. Uh the last speaker regarding budget cut cut concerns is Katherine Cooper, speaker number 30.
Good afternoon. Um, every day I stand before students who are dealing with so much more than they should have to. Some are homeless, hungry, many are navigating trauma, disability, mental illness, and poverty all at the same time. And yet, they
still show up. What happens when you cut the lifeline of students that's bridging them from independence, success, and higher achievement? What happens when we start cutting the space down to nothing? taking away from a community that has
nothing left. My name is Katherine Cooper and I am a proud proud product of Chicago public schools. I am a special education teacher and I know what disinvestment looks like. It looks like broken trust,
unmet IEP minutes, and our most vulnerable students slipping through the cracks. Our students need more, not less. They need wraparound services. They need stable staffing, no more cuts. And just to quote board
member Brown, this is not just a budget issue. It is a human rights issue. We cannot speak about social justice without first naming racial justice. Black and brown students with disabilities have been disinvested in
for generations and it stops now. JB Pritsker, Illinois lawmakers, we need you. Fully fund our schools. Give our students more than just a seat. Give them the tools that they need to succeed. Let's stop
these cuts. Let's stand in truth. Let's move these mountains together. Thank you. >> Thank you for your comments. The next speaker is Stefania Gomez, speaker number four. Hi, my name is Stefania Gomez and I am a
creative writing teacher at the Chicago High School for the Arts, the city's only public arts high school. Last year, I taught a freshman I'll call Mariana who was born in Honduras. Mariana struggled at times to write in English, but our school has no language arts
program for English language learners. As a Spanish speaker, I allowed Mariana to turn in her writing assignments in her home language. In her very first assignment, she wrote, quote, "My journey to the United States was a nightmare in a dark and dangerous forest
until a poem's bright light came along, illuminating the path like fireflies illuminating the night." Not only does Mariana have a high level of literacy in Spanish, she is a very talented poet, but she simply does not have the
bilingual support she needs. And I know that Mariana is not alone. So many CPS schools are missing crucial federally and statemandated services to support our English language learners, especially newer arrivals like Mariana. We can't afford any more cuts to our
ELLL services. On top of that, in Trump's America, students like Mariana are more vulnerable than ever. It's our job as a city to protect them, not only from the occupation of ICE, but also to protect their right to a highquality and
equitable education. We must ensure that all young people in Chicago, including Mariana, have what they need to reach their full potential. And that starts with Governor Pritsker and the legislature fully funding our schools.
Thank you. Thank you for your comments. The next speaker is Keon Heatherington, speaker number seven. Well, salamikum. Peace be upon you, Board of Education. My name is Keon Heterinson. Lifelong Southside kid,
lifelong student, and lifetime optimist, too. Right. So, while I love my fun facts, it definitely wasn't fun to learn that out of the 39 community college districts in the state of Illinois, Chicago is the only district to not elect people onto their boards like
College of DuPage, Prairie State, Blake County. The people of these districts enjoy the power to appoint their own people to the board. And it paints a stark contrast, right? Because I recognize board member Biggs. I recognize board member Smith. like these are people of my community and I think
it's really appealing to young adults like me, people who are usually disillusioned with the system to actually see the people who work in government and there's definitely a disconnect because I appreciate the fact that I got to exercise my constitutional rights to elect representatives onto a
board with these board members, but I can't do the same with the community colleges system we have here with the city colleges of Chicago. So, I asked the board to see if they can do anything to do the same with the city colleges of Chicago because I appreciate what member
Bannon said about wishing there were state representatives and senators in the room because I had read that there is actually a bill HB2367 where they attempted to make the city colleges of Chicago district an electable school board. And I would love
to see that happen maybe by 2027 and I could cast my own vote for trustees onto the city colleges of Chicago as well. >> Namaste. >> Thank you for your comments. >> The next speaker is Wallace Walburn, speaker number eight.
Good afternoon. I'm Wallace Woolborn, a native Austin resident, a CPS alum, and I'm here to speak about the failure to uphold the promises of sustainable community schools model, not just at the priest, but across CPS. We are
designated an SCES school, but we are not being sustained. We went an entire year without an SCS coordinator despite multiple interviews. More than $100,000 at the priest was left on the table. Money that could have extended after school programs, additional student
enrichment, field trips that were cancelled, and family engagement. That's not just a missed opportunity. It's a betrayal. Restorative practices not implemented. Parent mentors delayed and disorganized. leadership decisions made by a select few, not the community. This
is not what equity looks like. The SCES model is supposed to center racial and social justice. It's supposed to empower families and build partnerships. Instead, we've seen disinvestment, dysfunction, and we've lost partnerships and credibility.
This is not just to the priest issue. Across the city, we see principles making unilateral decisions, budgets going unspent, and families being shut out. That's why we're calling on this board to hold administrators accountable, not just with words, but with oversight and action and
consequences. Parents showed up at budget meetings last week because they believe in this model. They want to imagine what's possible, not react to what's missing. They want to co-create and not be silent. >> 30 seconds remaining. We need an SCES coordinator now. We need summer programs
in our school, not outsourced to other communities. We need training for new administrators on how to lead collaboratively. And we need a system that values the community voice, not just in theory, but in practice. Let's make the priest and every SCS school a
model of what's possible when you lead with justice, transparency, and love for your communities. Thank you. >> Thank you for your comments. The next two speakers are also from uh Dri School, Michelle Lewig, speaker
number 13. Good afternoon. My name is Michelle and I am a teacher at Dri Elementary School. There is an urgent need for democratic governance at Dri and across our city. Our school has been operating without a
functioning local school council since July of last year. This is a direct violation of the Illinois school code and CPS policy. The LSC is not optional. It is essential. It ensures transparency, community voice, and
accountability in school leadership. Without an LSC, we've seen unilateral decisions made without community input. A new uniform policy was announced without a vote. Anformational meeting in June was cancelled by LSC relations and
no budget proposal was shared with staff or community. This is not how a public school should operate. The 2024 five essentials survey tells the story. 98% of our students and 51% of staff participated. Yet, our school
was rated weak in effective leaders, collaborative teachers, and involved families. Supportive environment was rated as very weak. These aren't just numbers. They reflect a school community that feels
ignored and disempowered. Our westside school community should be uplifted and empowered. This is bigger than depreced. Across CPS, schools are being run without functioning LSC's. Parents are being
asked to make decisions based on budget cuts, not on what their children deserve. That's not equity. That's austerity. Last week, parents showed up to budget meetings ready to dream, to build, to lead. They want what they deserve. a
seat at the table, a say in how resources are used and how and schools that reflect their values. Depriest LSC elections need to happen now, not in 2026. We are calling for citywide
accountability for administrators and we are calling for CPS to trust and invest in our communities. Thank you. >> Thank you for your comments. The next speaker is Tamika Barry. Speaker number 14.
>> Good afternoon everyone. My name is Tama and I'm here today not just as an educator but as a voice for our students with disabilities. Students who have been systematically denied the services they are legally entitled to. At the
priest we began the 2425 school year without a schedule for special education staff. SPAD teachers worked on their own schedules for over a month. Students in our prek blended program went the entire year without receiving
their mandated services because the position was never filled. This is not just a staffing issue. It's a civil rights violation. We currently have 13 vacancies including primary and special education roles.
There has been no clear communication from our principal Nambi Rigus Thomas about when or if these positions will be filled. The 7030 ratio was not upheld and our holistic teachers lacked the
support they needed. We are now entering another school year without schedules or rosters. This is not sustainable. This is not just. But this isn't just about the priest. Across the city,
educators are being forced to operate in environments where administrators are not held accountable. We are seeing a pattern of silence, delay, and disregard for student needs. >> You have 30 seconds. >> We need a system that ensures principles
are transparent, collaborative, and responsive to their communities. Parents showed up to the budget meetings last week because they care. They want to imagine what's possible for their children, not just make decisions based on what's been cut. But without local
school councils and real oversight, their voices are ignored. We need immediate action. Fill the vacancies, ensure IEP compliance, and hold administrators accountable, not just at the priest, but across CPS. Our students
deserve more than broken promises. They deserve dignity, equity, and the services they are owed. Thank you. >> Thank you for your comments. >> Next speaker is Katherine Jones, speaker number 10, who is joining us virtually.
Please enter star star six to unmute. >> Am I on? Good evening. >> Yes, please proceed. >> Good good afternoon. This is Katherine Jones, uh, local school council, um, member for over 25 years at previous,
uh, at lot schools in Austin area, but now at Frederick Douglas, I am calling in to support local school council members as I just got to hearing a few minutes ago about my school in Austin, Depri.
This I have told the board you all u at the budget meeting at western house uh local school council members are not being mentioned in none of these meetings and I would like to you all to support local school council member does
are advocating for all our schools that's advocating for our children that's been doing this work for many years I have and others have been been doing this work for many years the budget and everything. Our schools on the west side are disadvantaged.
We talking about raises in Ko. We don't need raises. We need resources. We need investment in a lot of these schools. Then local school council. I'm hearing about the priest. It should not be in that position. They should have members there. Six parents, two community, and
two teacher rep and nine teacher. What is wrong with the local school council department? you all. Something is wrong. We got to get it together. We didn't get here overnight. Now we have to figure out what to do. So now we
have to work together. >> You council members. >> Yes. Please include us in some of this negotiation. Talk to us. We live in the community. I'm the community rep. I live in the community. I advocate. I'm also a PTA
president. you are advocating for years. I started with the late James Dean, local school council director years ago. So I've been around. Yes, I'm a senior and I've been around and still here advocating for our children. So let's
work together. We didn't get this by chance. I don't Mom and I like what I got to say now. A lot of you all put him in the White House. Please conclude your remarks. >> Let's work together cuz our children need better education. So, uh, Miss, uh,
King, I love your spirit. I like you that night and we are working together. Everybody on the west side do not work, uh, tires of what you saw remarks. >> So, thank you. Okay. Thank you. I'm sorry. Thank you for your comments.
>> You, too. Thank you. Our next speaker is Lizzie Turner, speaker 11. Good afternoon. Hard to follow so many amazing speakers today, but here we go. My name is Lizzie Turner and I'm a parent and an elected LSC member at
Budlong Elementary. I'm here to speak about a pattern spreading across CPS. One that's harming students, silencing families, and eroding trust in public education. Too often, parents, staff, and LSC
members face retaliation simply for asking questions or participating in school governance. Administrators are making decisions behind closed doors, applying policies inconsistently, and using their authority to exclude children and punish dissent.
Families who speak up, especially those from marginalized communities, are often isolated, discredited, or pushed out entirely. Across this district, LSC members are being denied access to basic, non-confidential data we need to do our
jobs. Families who raise concerns publicly are pulled into hallway conversations or ignored altogether. Councils are strategically stacked with administration aligned voices to suppress disscent and fundraising groups
are often granted preferential treatment and an unethical degree of influence over school level decisions. This isn't about one leader or one building. It's about a system that lacks meaningful checks and balances and the widening gap between CPS's stated values
and the reality playing out in our schools. >> When polic are applied arbitrarily or weaponized to protect power instead of students, that's not equity. That's institutional harm. I urge this board to take these patterns
seriously. Enforce consistent, transparent enrollment policies across all schools. Empower LSC's with timely access to the data we are entitled to. Protect families and staff from retaliation and actually investigate
when harm is reported, not just when it is made a headline. If we want families to stay in CPS, we need more than slogans. We need action. Please conclude your remarks, >> courage, and we need this district to live up to the values it asks us all to
believe in. Thank you. >> Thank you for your comments. Our next speaker is Lorie Turner, speaker number 12. Good afternoon, President Harden, board members, Dr. King. A belated welcome to you. We very much look forward to
working with you. I am Lori Turner with the Illinois Network of Charter Schools. standing before your before you here today on behalf of the 55,000 public charter students in CPS. As you consider the FY26 budget, we urge you to remember
that public budgets are not just financial documents. They are value statements. We ask that CPS students, regardless of school type, receive fair and adequate funding. Charter public schools have been chronically
underfunded. The board has a meaningful opportunity to correct longstanding inequities. To that end, we offer three recommendations. One, fund charter schools as required by state law between the 97 and 103% of the
PCTC. CPS deducts costs for pensions, authorizer fees, and other district obligations. driving funding below the 97% shortch changing thousands of public
school students. Two, reduce CPS's charter management fee. CPS withholds a 3% management fee from all charter schools annually, a fee it diverts millions from classrooms. And three, ensure fair facilities funding. Charter
schools located in districtowned facilities should have equitable access to the district's facility funds. We recognize the board's difficult budget decisions ahead with the looming deficit. The charter community stands
with CPS in advocating for increased state funding. We agree that the budget should not be balanced on the backs of children. We urge the board to consider student centered budget decisions to minimize direct cuts, avoid additional
debt that burdens future generations, and work with city council to relieve CPS of the pension repayment obligation. Again, we stand ready to advocate advocate with you for fair and adequate funding for all CPS students. Thank you.
>> Thank you for your comments. Our next speaker is Bina Villam, speaker number 15, who is joining us virtually. Please enter star six to unmute. Vina Villum, speaker number 15, please enter star six to unmute.
Board members, I'm here today as a CPS alum and LSC parent rep. I've signed up for board's member office hours several times during the past school year and I haven't received a response yet. I hope these systems are improved over time to maximize opportunities for stakeholder
input. I want to take a moment to applaud the student rep for their courage to be here despite the challenging dynamics of the space. In the spirit of building equitable practices in a city as geographically expansive and as diverse as Chicago, I'd like to advocate for the board to change
its policy to include more students in its membership. A composition more similar to CPS high schools at the least, where there are three student reps so that student voice can be more appropriately centered in decisions that impact them and their communities. As a
two-term LSC member, I've also come to share concerns around lack of meaningful supports for LSC's to engage their school communities and centering student experiences. LSC's were formed to serve as bodies of hyperlocal governance. Forums where all school stakeholders
could offer concerns and insights in order to positively shape student experiences to an elected body who could then effectuate that input through improvement plans and budgetary decisions. Based on my conversations with LSC members at other schools, I've
developed deep concerns about CPS's use of LSC's as a symbolic nod towards participatory democracy rather than an authentic means to listen to students and their families about the triumphs and challenges and respond with action on the local school.
>> You have 30 seconds remaining. >> This and several of the eloquent public comments today led lead me to several questions for board members. What is the board's plan to ensure that the diverse perspectives of LSC's are directly heard, unfiltered by the district? Is
the board aware of repressive and retaliatory tactics that are being used to silence LSSE members and restrict their ability to fulfill their legal roles and responsibilities? Not to mention the farcical timelines in which LSC's and schools have to make budgetary decisions. How does the board plan to
build relationships and strengthen LSC's throughout the city? And could greater connectedness between the board and LSC's lead to strengthen local accountability and transparency? To this end, what are the board's plans to support the establishment of LSC's,
PLC's, and student voice committees in every school? Because modeling rigorous expectations of our students necessitates that we uphold our responsibilities as elected representatives with a persistent eye towards equity. I look forward to a response and connecting with board
members. Thank you. >> Thank you for your comments. The next speaker is Evangel Mama D Yanubian, speaker number 16. Good afternoon. I'm Evangel Mad Yan Nuvian, founding
president of Global Committee Commemorating King Days, chartered in 1984 and Emit Road Scholars Foundation. If he had lived, tomorrow would be EMTT's 84th Earth Day birthday. I'm
saying Earth Day birthday because his mother did the birthing. She did the labor. She did the work so that he could be born on the earth. Earth Day birth birthday honors both of them because he was alive for nine months before she did
the birthing, did the labor, did the work so he could be born on the earth. And um Earth Day, birthday, as I said before, honors them both. Um, if it be the will to August 28th,
thanks to Alderman Derek Curtis and co-authors go and co-sponsors of the uh 17th and 23rd ward. The city of Chicago will designate
um my Lier Road Street dedication. It'll be the first in America ever named after a mother and a child. Presently, I road goes from Lake Michigan to Kidzy. This will run from Ky to Pilaski. I'm here
requesting that this board designate August 28th as children's history day. And >> you have 30 seconds remaining. and that they joined the letterw writing campaign to put my teal and imit together on a US
postage stamp and the four girls uh bombed in the church together on a postage stamp. Negro children were freedom fighters. They marched, they were beaten, they were jailed, and they have earned their category of of freedom
fighters. And I'd like to know who do I contact to get the students to have this letterw writing campaign for a children's history category that will put these freedom fighters on the United States postage stamp?
Who do I contact? What's the procedure? >> Thank you for your comments. >> We'll have someone follow up with you, ma'am. Thank you. The last speaker from the speakers list is Jessica Jessica Kieran, speaker
number 21. >> Hi, my name is Jessica. Um, I'm on the local school council at Foreman High School, which is primarily students from the Belmont Craig neighborhood. um our students, just a little bit about them. To put this into context before I get into this, they're 96% students of
color. Um we have a higher percentage of students with disabilities than twothirds of CPS schools. We have a higher percentage of students in temporary living situations than nearly half of schools and a higher percentage of English language learners than 95%.
Um I've been attending some of these budget meetings. I really appreciate them happening. What needs to be happening is first of all for them to be on an ongoing basis and not just over the course of a week in a moment of crisis. But they also need to be happening at a school level. And they're supposed to be happening at a school
level. But for far too many of our schools, that's not happening. Our school is a prime example of that. Our PPLC was not consulted. Our LSC was not consulted. Our student voice was not consulted. When we got our budget proposal,
only the principal and one other person on our entire LSC voted to support it. Yet that almost that exact proposal somehow got approved through the network. Um, we still haven't gotten all of the details of it, but I've been able to piece together most of it from the
district website. Part of what this budget did is take our historically small classrooms, which are so important because of our specific student population, and increase them all to max capacity. We are sitting on 30 seconds remaining. >> We are sitting on hundreds of thousands
of dollars in our internal accounts that our principal refuses to spend, which is not out of the ordinary for schools, despite the fact that we're supposed to spend 95% of those funds the year they're raised. Um, a little over a year ago, we fought to have over $80,000
allocated to student mental health and substance abuse programs, and the principal chose to return the funds to the district rather than doing it, citing it as not a high priority for us. Yet, he spent about $200,000 on office supplies and requested from the LSC
permission to spend about $65,000 on furniture for the administration. >> Please conclude your remarks. >> You know, we are not prioritizing students. We talk a lot about the need for more funding, which is true, but we also need to talk about our responsibility to be good stewards of the funding that we do have and the
resources that we have. And especially when we conclude your remarks, >> this is for the kids. Local school council members join the LSC's as an act of love for our community. Miss James Baldwin said, "The children are always ours. Every single one." >> Please conclude your remarks.
>> Thank you, >> President Harden. We do have an elected official who would like to address the board. Alderman Byron Sigel Lopez from the 25th ward is joining us virtually. Please enter star six to unmute. >> Thank you very much. And um um I I am
thankful for the opportunity to address the um board of education um inter CEO and um all the parents, teachers and students um in a time like this where
um federal government is failing all working people. Um, no matter where we are, is in our urban or rural area, we see the failures of the federal government, the intention to gut public education
and transfer, and this will be the biggest transfer of wealth from working people to the richest people in the country. In a time like this when immigrant communities are being persecuted, racially profiled, disappear, and put in concentration
camps, we really look at Chicago and the state of Illinois to live on our values, principles, and promises to deliver to be a welcoming state, a century city, and a city and a state that respect constitutional rights, human rights, and
public education in that context. and today more than ever is critical. I am thankful for the leadership of the board of education for calling on Governor Prrisker to call on an emergency and a special session so that we can discuss
the dire needs that our public d public education system not only in Chicago but across the country and across the state uh needs. We being underfunded and the issue of equity has been on on our state
for way too long. The time to lead is now. The time to fully invest and fully fund of public education as Governor Prrisker has said in multiple locations is now. For every dollar that Chicago invests in or pays to the state of
Illinois, we historically has only only have gotten 80 cents back. The inequities can no longer continue, especially with the racism that the federal administration is using to deprive working class, especially in
black and brown neighborhoods from public education. Today is the time to lead and I'm welcome and I thank you to the board of thanks the board of education for calling on Governor Prrisker to deliver and to call on a special session so that we can talk
about fully funded and adequately funded our public school district. There's no reason why our school leaders and our parents and teachers can to come and beg for adequate resources when we know that we have also a solution. In November of last year, vast majority of people
across the state voted democratically to put a search charge on millionaires, people making more than $1 million. A bare minimum of 3% that will generate $4.5 billion that we desperately need for public transportation, for
education, for housing, for the need for public health. All our institutions are under attack until the and under the Trump regime and the time to lead is now. I again I'm grateful and I open my hand my I lend my hand to help to go to
Springfield and to bring people to urge the state of Illinois and Governor Pritsker to deliver on the promises of truly being a welcoming state and city a city that can be proud of investing in people especially in our children. I
just have been quoting James Bowwin and James Bowwin absolutely as an author that talked about every child no matter if he's will or Chicago deserve the same opportunity and we need to work together today more than ever we have a tough
budget in the city in Jal public schools and and the state that is not the fault of teachers or students or parents. This is the irresponsibility of the past and today is the time to act and to act with urgency. So I I am thankful to the board of education. I want to urge them to
continue the call on Governor Pritsker and the state of Illinois to work with us to find the revenue sources, progressive revenue sources as the millionaire tax. As as Mayor Johnson has said, we got to tax the ultra rich. We cannot continue to put the burden on working people and worse blaming for the
failures of the federal government. Thank you so much and I'm looking forward to work with the teachers, the students, the board of education, the inter co and all the city and all the state rural and urban areas coming together to fully fund public education to the future that we need. Thank you
very much. >> Thank you for your comments, President Harden. This concludes public participation. >> Thank you, board members. Are there any comments or questions related to public participation?
There being none, we will now move. >> Okay. Thank you in advance for keeping them brief, board members. >> I do my best. I'll do my best. >> Um, yes, sir. I I I I I
apologize to the to the uh speakers from Oscar Dri. I had to jump on an emergency call, but I'm very aware of the situation that's happening there. and I also unite with the several of the local school council members who raised concerns.
Um, I served on local school council for 15 years. In 1999, I was part of the first group that was in the LSC institute where community members became LSC facilitators because there was a lot of concern about local school council
members actually being miseducated. Um, we know that local site management works. 5 years after the creation of local school councils, it was five straight years of improved test scores on Iowa test of basic skills.
Then somehow, and I know some folks don't like the history piece of it, but I think it's important because if we're committed to not doing it again, then we also have to, you know, be willing to face uh the pain that people have gone through.
So I'll say this uh an education crisis was invented which resulted in the amendatory act where Chicago became the second big city to have mayoral control and after that that is why over 160 schools have closed in
this city. That is why parents in Little Village had to do a hunger strike in 2001 to relieve overcrowding. So I believe a few things. We often give space to elected officials but ignore the fact that local school
council members are elected officials. They is the largest base of workingclass elected officials in the world. There are people that volunteer their time to serve their schools. I believe they should have extended time to speak and they should be able to speak when
elected officials speak. I also believe that when local school council members, parents raise issues about what's happening at their schools that there is an a balanced assessment because the
assessment is often that there's one or two parents that have an issue, but there is not something systemic happening in that building. My lived experience tells me something different that community wisdom is a real thing and it
should work in partnership with academic expertise because when we don't take those complaints seriously we are co-signing a dysfunction and I think that is very important. So I would like to get a followup on just how I would like to get uh information on how the
parents from Oscar Dri and it's not one parent. I met with about 15 parents and they have several parents that want to join the local school council. I believe that should be respected. If you have a body of parents that are prepared to serve, they should be able to have a
special election to be able to have a local school council in their building. Um, I would also like to just there was a there was a comment earlier about the seeker cuts and over 600 seekers that have lost their positions. I would like
for us as a board to have a conversation about um the proposal that was made uh from the floor uh from from the gentleman from SEIU. I just think that's important. Um and I also want to say this, please keep me updated on Mary
Long and Hirs High School. Mary Long is a longtime committed community servant. I know her well. Um, and community- based organizations should not be priced out of serving young people in local schools when there
are often no other alternatives for those young people. That's equity. See, because what we what we don't understand is when those services are denied, then those young people don't have a place to go. There is no 4H club. There is no uh
uh uh um high-end community center that they can go to. There's nothing. So when those services are denied, the only thing place that young those young people have are the streets. Shame on us if we co-sign stuff like
that. I understand we in a budget crisis, but um budgets are about values. Values are beliefs that govern your behavior. What you believe is what you do, not your rhetoric. And it's an old saying in the
street, and I'll close with this. The saying is game recognize game. In other words, you can't fool a hustler. I can say it a thousand different ways. So when you talk equity, but you walk different, you ain't fooling nobody.
Equity is not a benevolent act. those closest to the pain must be closest to the power. That's a belief system that you hear coming out of my mouth right now. So, we need to make sure that though that those concerns are taken seriously.
They hit me hard when I hit when I hear them. I know I'm not alone in that assessment and I am not willing to bargain away the pain and the suffering of black and brown families because their income may be lower. I don't cosign that. Thank you very much.
I'm going to keep this brief. Some of you may have already heard me on WBZ last night calling upon the governor to have a special session of the legislature and to dig deep not into just his pockets or the pockets of the legislators, but to dig deep into the
resources of the state of Illinois to provide adequate educational funding for all of our students. It's been very moving to listen today to the stories that people have told, the true stories of the pain and suffering and experiences in their schools. We need a
special session. We need new legislative initiatives. We need new sources of funding because we cannot balance hunger games on the backs of our children. And I just feel compelled at this point to say that I and many other board members
stand with the people who are affected in the schools and that we intend to go to Springfield. We intend to call upon legislators and we intend to try to fight to get resources for the state of Illinois and for our children not just
in Chicago but from Rockford to Peoria to Springfield and to East St. Lewis for all the kids in our state to have the education that they need. >> And we'll close with member boys. >> Thanks. I just wanted to underscore what
everyone's saying, but also say thanks to so much to all the people who attended the budget meetings and thank you um Dr. King for hosting those. I know you got here 15 minutes and you were already ready to go to the public and talk about um the situation we're in
and listen which is even more important. Um there there was so much energy in the room um and people really did bring creative ideas. there was talk about selling the um the empty buildings that
I mean people were really digging and they were really trying to come up with alternatives for us and so I think it's incumbent upon all of us to really start thinking through how we do this work without cutting um
the first thing the first round of cuts that we hear about are safe passage workers they take very little, maybe $15 an hour. Um, how many of them do we have to get rid of to fill a seven $100 million hole? I But
also, what impact is it going to have on communities? Um, we're talking about lunchroom uh problems. We're And the first thing to go was the restorative justice um counselors in many schools.
And those folks teach people, young people, how to um do conflict resolution. They teach people how to calm down. They teach people how to not engage in fights. And then we see, we've
had restorative justice in our school for some time now, and we see crime numbers going down. We see safe passage workers that are outside. They they don't have guns. They're not stopping crime, but they're definitely a deterrent. They stand out there. Sometimes it's a little old lady and
some of these kids aren't going to act up in front of little old ladies from time to time. There's they're a part of the community. They are a part of the fabric of what makes CPS work. They are a part of the advances that we've seen.
Um having that extra money from COVID and having um those folks be a part of of the system. And so we need to figure out how to do this without cuts. And I'll just wrap it up with I just want to make sure folks
understand when we say that we need money for Springfield, it's because they said we should have it. They had experts, they had professors, they had legislators, they all came together and they figured out a number that would
help kids get um a formula for educating children. This was their idea and by their own numbers we are short more than a billion dollars. And it's not us. It's not CPS. It's not CTu. It's not us
grabbing for money. It's the entire state of Illinois. There is rural Americans. There are other um there are other school districts that are suffering terribly because they don't have the money that they need to educate
their kids. And so um once I just again want to underscore everything everyone's saying a special session would be optimum and and not it's not crazy. I've seen them do them virtually where they all come together on the phone. It's um
things move things can happen um more easily than you think they can. So I'm glad folks are putting pressure. I'm glad we're hearing from um more areas um different groups to to really underscore
all the work that we need to do. And I hope that as a board we figure out our legislative agenda and that we put our money where our mouth is and maybe um I know we got to make cuts, but I think we need a couple of more lobbyists on the
payroll so that we've got people in Springfield advocating for the money that we're supposed to have. Sometimes you got to spend money to make money and having one lobbyist for a 10 billion dollar budget is not enough as far as I'm concerned. I no shade. I think um
our current lobbyist does a great job, but there's too many moving parts in Springfield to only have one lobbyist out there. So with that, I'll wrap it up and I know I'm standing between everyone and lunch. So thank you for listening. We'll now move into a short recess.
Board member Kuster, do you have motion MO1? >> I sure do. I move that the board take a 30-minute recess. >> Is there a second? >> I second the motion. >> Thank you. I'll proceed with a roll call. Member Smith. >> Yes. >> Member Lopez. >> I.
>> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. Member Rivas. >> Yes. >> Member Rio Sierra. >> Hi. >> Member Brown. >> Yes. >> Member Bannon.
>> I. >> Vice President Baltista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thodicura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Dberry.
>> Yes. >> Thank you. 18 eyes zero naz. This motion is adopted by the board. This meeting will now go into a 30 minute recess. Okay, >> we're ready. >> The meeting of the board of education is reconvened.
We will now proceed with the business portion of the meeting. Board member Biggs, we are ready for your presentation. Fabulous. Uh thank you, President Harden. Today we are releasing our superintendent uh search job perspectus.
This is a document that reflects our community's voice and serves as our primary tool for attracting Chicago's next educational leader. This perspectus serves two critical functions. First, it serves to demonstrate community impact
and show families and stakeholders how their input directly shaped the leadership qualities and priorities that we're seeking. Second, it seeks to attract exceptional candidates. It presents Chicago as an inspiring opportunity to top tier education
leaders nationwide. The board has a commitment to center community voice in this process and this perspectus ensures that our families, students, educators and community members can see their priorities reflected in our search criteria.
The perspectus incorporates what we learned during our multiple community engagement efforts in May and June and what we shared during our June our June board meeting. It includes Alma advisory groups, community engagement summary, the Zen City survey analysis, input from
dozens of community gatherings, in-person and virtual focus groups, and the community survey. We're extremely grateful to the thousands of parents, students, teachers, principles, and community advocates who participated in this process. We want you to know that
your voices are shaping the search and the skills and competencies we are seeking in our next superintendent CEO. The perspectus is available through multiple channels. Uh it's available on all my advisory groups dedicated website
and job posting our CPS superintendent search page on the board website and it will also be shared directly with applicants who have expressed interest or already applied for the position. Lastly, I wanted to give a quick update on what
happens next in our search process. We're pleased to report that even as we're just releasing this prospectus and beginning peak recruitment, we've received well over 50 50 applications to date, demonstrating strong interest in leading CPS.
Alma continues active recruitment of top education leaders across the country and we're entering the candidate screening and interview phases and will continue to provide regular public updates throughout the process either either via the CEO search website or during our
regular board meetings. In closing, this represents a defining moment for Chicago public schools and our students. With continued community engagement and support, we're confident that we will identify a superintendent
who can lead with excellence and to further the progress that our district has made while leaning into our students and our city's unique strengths. Thank you. I'd like to give a quick shout out to our comm's team that helped
to put our perspectives together. Um, and always to the transition committee for their countless hours. member Pope, member Smith, member Rio Sierra, um on all of this. So, thank you. >> Thank you, Member Biggs, for your presentation and your leadership on
this. Are there any comments or questions? If not, Dr. King, we are ready for your presentation. I >> think we have the arts education plan first. >> My apologies, Cesar. >> Good afternoon, everyone. President
Harden and Vice President Potista and members of the board. It's a pleasure to be here with you all today. I am Cesar Roya, executive director of arts education in the office of teaching and learning. It is my absolute honor today to present you with the CPS arts
education plan 2.0 cultivating creativity which we are recommending for adoption through the resolution presented at the agenda review committee. Before I get started, it is my absolute responsibility
and um to show appreciation and shout out the department of arts education and members of the department of arts education within the office of teaching and learning and this department and this staff ensures that every Chicago public school students receives high
quality arts education by creating the conditions in the classrooms, schools, district and a state level that allows the arts to grow and flourish. This coordination has proven crucial for the
expansion of school and teacher support, student arts opportunities, our annual evaluation of gaps in arts education and targeted interventions for a more equitable distribution of resources. So,
thank you everyone of the department. >> For Chicago public schools, arts education is not extracurricular. It is essential. It is more than drawing, dancing, or even playing an instrument.
It's about helping students discover their voice, build confidence, and develop a deep connection of identity, of their identity, and their community. Arts education creates the space for
young people to explore who they are, what they believe, and how they relate to the world. It is a powerful tool for cultivate for cultivating creators, collaborators, and critical thinkers.
And this is why this plan matters the most right now. To ground us in some data and celebrations for the last 12 years, it is my absolute pleasure and honor to introduce our new director of arts
education, Jeff Wara. >> Thank you, Cesar. Good afternoon, everyone. Um, this slide has some transitions so we'll go through, but we wanted to start with what is happening in CPS, where have we been, and where are we going?
Since 2012, we've been collecting and analyzing annual data to better understand our district. Our key takeaway from the first arts education plan back in 2012 is that it brought arts education within the office of teaching and learning and labeled
arts as a core subject area. When it comes to arts teacher staffing, 90% of all schools, this is inclusive of district and nondist managed schools, had at least one full-time arts teacher in our most recent year of data.
Now, while having one arts teacher is impactful, our recommendation is actually a ratio of one arts teacher for every 350 students. That's our goal, to have robust access. 77% of our district elementary schools
and 92% of our district high schools met that staffing ratio in our most recent data. Overall, in terms of quantity, the district employs almost 1,400 arts educators. 47% of elementary schools are currently
meeting our 120 minutes of weekly arts instruction recommendation. Additionally, 75 schools have an official program focus as a fine and performing arts school. When it comes to fundraising and
distributing um discretionary funds across the district since 2013, the public private partnership with the district, our close partners at Ingenuity and the city of Chicago, it's resulted in over $24 million distributed to schools through a mechanism called
the Creative Schools Fund. And lastly, students in schools are engaging their community through arts education in multiple ways. This includes our annual reverberate festival, school-based community events, and earning early college credits through
the department's realize arts program in collaboration with Columbia College Chicago. Our progress is visible in the increase of excelling schools. This includes charter and contract schools as well. Excelling schools is
our label for schools that are meeting or exceeding the metrics for arts access. In the last decade, 96,000 more students attend an excelling arts school. And you can see where they're located across the city.
Over the last two years, CPS has made unprecedented investments by ensuring that every school could fund at least one certified arts position. and fine performing arts schools received two positions at least. As a result, over a hundred new arts
positions were added last school year alone, which is a significant expansion in access that we intend to sustain and build upon through this plan. Which brings us to the arts education plan 2.0, cultivating creativity. It's our five-year road map rooted in equity
and excellence. Building on a decade of progress, this plan marks a turning point and affir affirms that access alone is not enough. We believe that every student, regardless of zip code, deserves highquality, culturally responsive,
standards aligned instruction that empowers them to create, imagine, and lead. This plan is anchored in two distinct goals aligned to the creative schools certification framework. So goal one addresses foundational access things
like staffing, instructional time, courses, and resources. Goal two is a new area for us. It's introducing new infrastructure to understand quality centered on what and how students are learning and how we
measure and support that learning. Our vision for CPS students is clear. Every student will experience rigorous, joyful, and equitable arts learning that cultivates creativity, curiosity, empathy, and self-exression. Through the arts, they'll grow into imaginative thinkers, confident leaders,
and engaged citizens ready to thrive in our dynamic world. This plan was developed in collaboration with Civic Consulting Alliance and Ingenuity as some of our closest partners. It was also shaped by the voices of arts educators, students,
families, cultural and higher ed institutions, professional artists. This wide range of voices ensures that this plan reflects the real needs of our communities right now. This plan was developed through deep community engagement at the start. 17
public roundts, 12 focus groups, a student survey of over 2,000 student responses, a 50 member working group working over a number of months, and an inter agency advisory council. We believe that lasting and equitable change must be community informed at
every stage and this process for development prioritized just that. This approach is guided by a simple but powerful thesis. True equity in arts education requires that both access and quality be prioritized. Access alone
does not ensure students receive enriching transformative experiences. Just as quality without access creates exclusivity and access without quality risks superficial engagement for students.
A key shift in this plan is the recognition of what CPS has historically labeled as quality. and we're updating that definition so that we're more holistic in what students are actually learning and able to do through their classroom experience. We'll take a look and dive a little bit
deeper into each of these two goals. First, about access. Goal one contains metrics for every school to be adequately staffed by certified arts teachers, providing weekly instructional minutes in the arts, and offering robust courses. This also requires targeted supports for
teacher recruitment and retention and identifying how external organizations can provide supplemental experiences to our students. The creative school certification that I mentioned previously remains our key measurement tool for arts access and
this is not changing. This is first introduced in the 2012 arts education plan. It's scored on a 100 point scale. 64 points for access and things like staffing, minutes of instruction, courses being offered at the high school level, the key metrics and the building
blocks for access and 36 points for other areas like school level conditions measuring the impactful resources that should be present for those schools. This rubric will continue to serve as our goal and blueprint for access for arts.
This chart shows the overall creative schools certification scores for all of our schools. Since school year 1920, the percentage of schools rated as excelling in purple at the top has
steadily increased from 30% now to 39%. Emerging ratings, the lowest rating in yellow toward the bottom, dropped to just 8% in this last year of data. A note about the incomplete data at the
bottom in red. That indicates that we didn't receive adequate data from specific schools to score them against the rubric. You can see that 1% at the very bottom right of this table. 100% of all district managed schools
completed last year's arts survey, a completely optional survey. All but 10 charter and contract non-district schools also completed this survey. This demonstrates how trustworthy this certification has become for schools and
school leaders over the last decade. This is a different way to show the same data. This heat map shows the excelling schools by community area. The darker blue indicates higher percentages of schools rated as excelling according to
our rubric. The correlation is very clear. neighborhoods with more access to opportunity. If you were to overlay the CPS opportunity index, for example, those communities often have stronger
arts access data as well. This reinforces the importance of targeted investments to close these opportunity gaps both in arts and overall for school communities. Why is this goal important around arts
access right now? In 2013, just 14% of schools met that access standard. Now it's 39%. But 39% is not 100%. We envision a district where all of our schools and all of our students attend
schools that meet or exceed our standards for access as defined by that certification. In that future, every student in every school receives robust arts instruction from certified educators in welle equipped spaces with strong community partnerships.
Each of goal 1's five priority areas listed here are aligned to specific metrics within the creative school certification, ensuring that we have really strong longitudinal data to understand where to drive further investment in access.
The second goal and the new approach for CPS in arts education is in this area for quality. Goal two defines and scales what quality arts instruction means in Chicago public schools. It includes rigorous
curriculum, strong instructional models, meaningful assessments, job embedded professional learning, and student- centered arts partnership opportunities. We're also building new systems to measure and support quality through
research and data. High-quality arts education requires all of these five priority areas. Culturally responsive curriculum and assessments, diverse instructional approaches, sustained professional development for our staff, real world student
experiences, and ongoing data to improve instruction. Why is this important? Right now, without a shared definition of quality and systems to support that work, we cannot guarantee that students are receiving deep and transformative arts
experiences. Right now, we're guessing, we're hoping. Our future state envisions that pre-K through 12th grade arts instruction is rigorous, inclusive, and designed to unlock student creativity, voice, and achievement.
You'll notice in this slide for current state data, we don't have any. That's because these are new areas for arts education. There are no SAT sections that talk about music learning. There are no district-wide standardized assessments
to understand if students are actually mastering what they're learning in their classes. There's very little data around the quality of a student's arts education. Right now, there is no district-wide arts curriculum for teachers to teach
from. As a result, there are no student level assessments that I mentioned to measure students arts learning. One other area that we wanted to focus on for at least this presentation is that there are hundreds of arts organizations that work with our
students daily, but the evaluation of those partnership practices or the supports that we're providing to them are not standardized or streamlined. Goal two of this plan seeks to build those supports, those tools and infrastructure to measure and improve
classroom instruction very closely aligned to CIDT priorities and those student outcomes. Here's our closing statement in bringing back our thesis. Access plus quality equals a transformative arts education
for students. That's the formula behind this new arts education plan. We're happy to build on the foundation that was set in 2012 to create a more equitable and vibrant future for our students. All right, Cesar.
This work would have not been possible without our students and teachers uh who grounded us in purpose, the department of arts education team, Nicole Opton and the staff at Ingenuity, Civic Consulting
Alliance and Zeno Group for their technical expertise and pro bono expertise and leadership uh strategic insight and community uh engagement. Thank you. And our labor partners, uh,
CTU and our principles and assistant principles, uh, union, thank you so much for collaborating with us in creating this plan. Um, and lastly, the more than 700 arts community organizations that provide and expand arts education,
access, and opportunities for all of our students. And to everyone here, thank you for believing uh in the transformative power of the arts and help shaping the plan that reflects our collective vision and values. This is
what partnership looks like. Listening deeply, working collaboratively, and staying focused on student impact. We'll pass it on for some questions. Thank you, >> Member Smith.
>> Yes. Thank you for your presentation. I have three questions. Uh earlier today, we heard from a parent that said that uh their child was not receiving language art programs for English learners. So, I
want to know uh what in your 2.0 O uh uh presentation uh talks about how you will uh bring the art to newly arrived citizens and English learners. That's one. Uh number
two, um I don't see anything here about art therapy and we all know that art has the power to heal and many of our children are suffering from trauma and being underserved. So what in the 2.0 0 plan uh will you bring in the arts that
addresses art therapy? It's a real thing. And the last but not least, what in this 2.0 plan, I don't see anything about crosscurricular mixes of art and technology. We could be mixing art and STEM and more and more art is becoming
STEM uh in in the ways of production, music production or graphic design. Uh how are we preparing our children for the art of tomorrow? Those are my three questions. Thank you. >> Thank you very much member Smith for those questions. I will begin answering
for your question number two around arts therapy. Um we anchored the supports that we provide as CPS through what ESB has recognized as an official arts education subjects and those include
dance, music, theater and visual arts which we have educational standards and those are modeled by the national core arts standards. That does not mean that a school has the option of creating this particular course for arts therapy or we
also have arts partners and community arts organizations that provide art therapy services for our students and we partner with those organizations um through either inschool services or out of school services. anything to
>> so so with those partners uh for in school or out of school services will you connect with SCS programs so that they can get art therapy after school through those programs and is that something that is currently in the 2.0
plan uh through the partnerships are will you focus on arts therapy? >> There is definitely a focus on expanding access for all kinds of arts partners including all different dosages of services that they provide that
including art therapy field trips in school residencies all of that. >> Thank you. And a second >> yes anything to add? Yeah, I I think actually to to address maybe sort of the maybe the first two questions around how are we ensuring that arts education is
part of the newcomers and English learners experience daily. Um our vision of arts education is that it is a tier one universal approach for learning for every single student in that school. I think where the nuance is really important is that
it comes in teacher preparation and training and curriculum. If those two things are done really well, the curriculum should have built-in supports for English learners, for diverse learners. So that that is one universal
tool that all educators have to be able to provide the arts experience that those students deserve. And the second is the followup is once you give the curriculum to all the educators, you need to support that with really robust training. How do you make sure that
those supports in the curriculum are actually being implemented in the classroom level really well? So we want to make sure that arts education is accessible for everyone and that it is part of the daily expectation for all students across the district from a tier
one perspective. Um and then we can maybe position uh switch to integration conversations if you want to talk more about this. >> And then addressing your third question about crosscurricular mixes what we referred as arts integration. This plan
heavily focuses on that particular topic in CA in as a matter of fact there is a case study that we work in um in partnership with CAPE Chicago arts partnership in education to bring and use arts integration as a main medium of
delivery from third to fifth grade to ensure that all uh the the holistic student learning experience is full of arts not only in the arts classroom but other subject objects as well. >> Thank you. I I the third question wasn't
really answered and neither was the one I think about English language uh English as a as a English English learners. Uh it should they should be integrated in terms of how the teachers are teaching but clearly we had uh a
teacher here today saying that it wasn't being supported. So I guess I'm wondering how will a better job be done moving forward for language arts for English learners and in terms of the uh technological crosscurricular
um you know I guess I'm asking more specifically how are we preparing our students for the new kinds of arts graphic design podcast production specifically uh are you all working in
those realms that's what the children are interested in. >> Yeah. To to your last question around sort of technology integration and and arts in the new 21st century. Um right now if we look at the course catalog and what schools are teaching especially at
the high school level because we have much more nuanced data around what schools are actually teaching from a content perspective. There are a significant number of schools who are doing electronic music, who are doing classes on things like podcasting that they're doing not just dance but
choreography for dance. So they are pushing the envelope um without us asking them to I think in a current state. But the other thing that we have at our disposal are the 75 fine and performing arts schools. Those are
schools where we have dedicated staff to go in and provide coaching and set some higher expectations around how are you pushing the envelope? How are you ensuring that your experience you're providing to schools in this arts specialized school is different than
someone else down the road. So when we get to those nuance about what types of courses are being offered, how are we building a more integrated approach so that you're not just learning math in math and music in music. um we're actually bridging those gaps significantly more both for the arts
teachers in the in the building but also the non-arts teachers in the building. We actually have quite a model where we've been training the non-arts teachers around arts practices. So they say I'm not a dancer but if we give them a little bit of dance experience they
say maybe I am enough of a dancer to teach some movement in my fourth grade science class. Um, so we are starting to plant those seeds, especially with our FNPA schools, our fine and performing arts schools to push that practice and then become pilots that other schools
can learn from. >> Thank you, Member Rivas. >> Uh, thank you, Mr. President. Uh, Cesad, I just wanted to say to you and to your whole team, uh, this is absolutely amazing. Um, I don't consider myself much of an artist, uh, very much not as
much as my colleague, uh, right next to me. Um, but I do appreciate how much work um our schools do uh to to celebrate the arts and make that culturally relevant. So my question was along the lines of cultural relevancy u but uh member Smith got to that um a
little bit already and I just want to say how impressed I've been uh this year I got to go to the cultural center to see uh our students perform uh in in many different modalities of art which was absolutely beautiful. Um, and then just know like how important uh these
roles are. I went to LOL Elementary, my neighborhood school. Um, and I was able to do ceramics there um, as a child. And um, my music teacher who I had back in 1995, Carmen Rivera Kurban is still at LOL Elementary um, as our music teacher,
our band instructor. Um, and so I was absolutely thrilled to be able to see her and the band performing at the cultural center. Um, because she's one of the people that really made a difference in my life even though I didn't go into the arts. Um, that music teacher being the constant at my school those eight years and then later on uh
when she became my colleague was really huge for me. And so um, it's absolutely beautiful that we're encouraging uh, more partnerships and u bringing in more folks. I remember being able to have teaching artists who would come in and do, you know, murals and things like that. And um just on all the school visits I've done this year, uh I feel
like schools are so much more colorful than when I was a student. Um and so it's really nice to be able to see the arts expressed that way in our schools. Um and uh and I do know from uh from Miss Kurban's classroom because uh when I visited and I walked in, there was a
room was a lot of students, a lot of migrant students. Um, and so being able to talk to those students about being able to ask them about their uh, national anthems from their home countries, which is really beautiful that she was uh, making that connection to them and how they were the same or different from national anthems of other
countries uh, and even our own. So, >> thank you very much. And I'll I'll just respond really briefly because we are definitely expanding. On September 26, we are hosting our first arts education summit, which is a day of professional development at the Arts Institute for
our 1300 arts educators. And the topic and theme of this first summit, it's presence and belonging. So definitely taking your consideration for that. >> Member Brown. >> Thank you, Mr. President. Um, thank you
for your presentation. Early on, you said that uh when I was looking at the graph, I think it was 47% of the schools provide the the mandated number of hours per week. Is that accurate? Okay. Of art instruction, do
you know the the racial demographics of that 47%. We >> if you can get that for us. We certainly do and we actually have it divided by each of for your districts and we're going to follow up with a specific report for each of you. >> Okay. I want to read you something
really briefly. There's a report that was released in 2018 called failing Brown versus Board and it just looked at course offerings. When they talked about inequity, it was about simplifying what inequity looks like and that some
children have access to resources and opportunity and other children don't. like one child can learn French, Arabic, Mandarin, Chinese, another child has no access to world language. And often you can you can actually uh you can actually determine that by how that child looks,
not just their zip code, but how they you know where they come from. So a few things. It says in virtually every pairing that we looked at, access to art, music, dance, and drama significantly varied between majority white schools and those serving children of color. While most of
the schools serving black and brown children off offered some access to art and music, the range of opportunities in the white school was were dramatically wider, including, for example, ceramic studios, photography classes, sculpture, and metalwork, broadcast journalism,
animation, and lessons in piano and guitar. Black or Latino students with a passion for music are often forced to fulfill that passion outside of school and at a cost, if at all. Whereas white students have multiple music programs offered to them as part of their
school's regular programming. While most school offered some visual art and music classes, 92% of the affluent schools we reviewed offer drama or theater while only 53% of the underresourced schools did so. And it goes on. And so I I just
want to share that with you because I think when we're talking about equity, we have to get down to who has access to resources and opportunity. And so I I commend you on your work and just would ask for that information by district so we can see. >> Absolutely. And we have that data. Our
partners are our partners at Ingenuity uh for the last 12 years have been very um amazing in collecting and reporting this data. As a matter of fact, every single year we publish a state-of-the-arts report that compiles and disagregate all that data by demographics and school types,
neighborhoods. Um and even beyond that, each principal at the end of the school year receives a um road map that on how they perform against the creative school certification and not just this is how you rate your school rate against the
certification. We provide specific supports and uh potential grants opportunities that they can apply and specific um action items that they can take in expanding and closing those access gaps for the students in their schools.
Thank you. >> Thank you very much for your presentation. >> Thank you everyone. Next, we have a a FY26 budget update by M. Mike Satowski, chief budget officer. I do want to extend another heartfelt thank you to all of the board members,
the students. We did have some littles attend the a couple of the sessions and the parents and the community members and we had elect some elected officials as well. The purpose of this the the budget roundtables were to provide
insight and feedback to the leadership of Chicago public schools not to solve our solve the budget uh crisis but to inform it. So their voices are elevated at the table each and every time there is a budget discussion at Chicago public
schools and our team is appreciative of the trust of you all being vulnerable and sharing your insights, your concerns and your ideas with us during these budget roundts and I want to thank the finance team and all the CPS uh team members that came out to support us on
some very long days and nights. All of the conversations were not easy but they were necessary. So, I'll turn it over to you, Mike. Thank you. >> Thank you, Dr. King, and good afternoon, board members. Um, so, as Dr. King mentioned, I'm excited to be able to
share with you an update today on the FY2026 budget. We're going to focus on a few things. first is the output and the feedback that we've heard from our community meetings and our different forms of public engagement and then we'll talk about how we're transitioning that into our strategies and next steps
to help balance the budget and get this over the finish line. So, want to start um just recapping what we did over the last few weeks and as Dr. King mentioned, we wanted to ensure transparency and and gather feedback from our stakeholders so that we can
incorporate this feedback into a community-based collective solution for our FY2026 budget. So through our process, we held five community feedback sessions, four at various high schools and one virtual. We held a public
learning session with a panel of experts in the local, state, and federal context. And we also launched an all stakeholder survey for additional opportunities to provide feedback for folks that could not make it out. That survey launched last week and is actually still open. Um, as we mentioned
earlier, you could find it at cps.edu/budget. And I do want to give credit to um the board for elevating the um idea of a survey for part of this process. So, want to spend a little time on the community feedback sessions and what
these look like. Every one of these sess these sessions began with a short presentation that highlighted some context around CPS's budget and funding sources, an overview of our 734 million deficit and revenue cost pressures and debt that contributes to our financial
challenges. Then we went into options that CPS has to solve the budget shortfall for this coming year. So our goal in this space was to provide a clear and transparent overview of our current situation to set context for the roundt discussions that followed the short presentation.
The round table discussions were the heart of our community feedback sessions. And what we saw at each of these sessions were um tables of about six to 10 people at each table of community members um sharing their feedback, sharing their priorities,
sharing their ideas on what is important to them from their perspectives as different community members in CPS, be them students, parents, teachers, LSC members, union members, or other CPS stakeholders. We had staff at each table um to capture
real-time feedback. Uh so this allowed us to compile the notes from over 60 roundt discussions with with over 650 participants and at the end of each session a participant from each round table shared out some key takeaways with the room so that we could hear across
the room not only what was going on in each of our roundt discussions but to hear from each other as well. So as I mentioned we had over 650 participants. This is how they broke out across our five events that we held.
mentioned four in person at Diet High School, Westinghouse High School, Roosevelt High School, and Back of the Arch College Prep High School. And then we held a virtual session as well. So, we were really encouraged by the turnout. We heard some great feedback and some great ideas. And I want to go
into some of the themes that we heard from our public engagement. So, we'll start with key takeaways. The main themes that we heard across our communities were one to work with the state and the city to secure additional
dedicated revenue. Second, to avoid cuts to schools or programs that would hurt students education, wraparound services, and social and emotional well-being. Third, to ensure a more equitable distribution of resources. And lastly, to continue engaging with
communities on what their priorities are, on what their needs are, so that we can incorporate those voices into our decisions moving forward. We captured a lot of data and I want to spend a little bit of time unpacking each of those four themes that I mentioned. The first around revenue and available
district resources. This was the number one theme that we heard across all of our discussions, across all the feedback. And what we saw is that 70% of folks agreed upon the theme that more revenue was needed. And this was brought up in conversations um in 70% of
conversations I should say. Our participants believe that elected officials should be partners in finding revenue. And 71% of our tables believe that CPS needs to engage with elected officials on additional revenue options. 37% of tables wanted officials to be
part of the feedback discussions. 23% were concerned about the impact of federal cuts. Further unpacking this, we heard some great feedback on different sources of potential revenue. And a lot of the feedback that we heard was centered
around additional state revenue, which we've heard about today. Additional community resources such as local businesses, nonprofits, and neighborhood groups. 40% of our participants recommended exploring these options. Third was recouping funds that have been
diverted into city tiffs, which we heard from 37% of folks discussing revenue options. And then lastly, equitable revenue sources such as a progressive income tax, which was mentioned by mentioned by 27% of our tables. We also heard that 37% of our
participants stated the need for creative new sources of revenue. And so some of the ideas here included advertising revenue, digital ad taxes, proceeds from local festivals and other events, and the sale of energy generated
through CPS's green energy programs. Lastly, around revenue and available district resources. Of the 13 or 21% of the tables that discussed borrowing, what we heard was 77% stated that the district should avoid borrowing, while
23% were open to borrowing to avoid cuts to student services. Of the 24% of tables that discussed the MEABF payment, what we heard was 100% of these tables had participants that were opposed to CPS making the payment and 12% of these tables had participants proposed making
the payment payment in return for additional local revenue. Second major theme we heard was around budget cuts and specifically the urge to avoid budget cuts to our schools, to our classrooms, to services for our
students. And so 66% of our tables urged CPS to avoid further cuts to classrooms. 39% mentioned a preference for cuts to central office departments over cuts to classrooms. And 32% specifically urged the district to focus on the needs of
students and not adults when considering cuts. Many of our tables named specific services and programs to prioritize, including 68% mentioning services for students with disabilities, 48%
mentioning wraparound services including social emotional learning and mental health care, 34% mentioning before and after school programs, 29% mentioning services for English learners, 23% career and technical education, and 21%
arts programs. Another theme within the budget cuts was a discussion of school utilization. And of the 56% of our tables that mentioned school utilization, 71% were open to conversations about closures or consolidation, while 29% believe that
CPS should not consider closures or consolidations. 35% of the conversations including mentions of capital needs at current CPS schools and 32% of our tables were concerned about the cost of maintaining already closed schools still owned by
CPS. The third main theme we heard was around stakeholder engagement and in this area overall 60% of our tables wanted CPS to do additional engagement with communities around budget decisions. We
heard um from participants who who they thought should be heard more in these conversations and that included what we see on this side, students, politicians and policy makers, principals, teachers, parents, philanthropic organizations and community organizations.
We also heard what participants wanted more information about and 35% of our folks mentioned they wanted more information about the history of CPS's budget leading to the current deficit. 35% of folks were surprised at the size
of the deficit while 23% were surprised at the amount of already existing debt. We also heard 34% of folks mention wanting more information on where potential cuts might fall. 29% around the district's current funding model, 18% around differences in law between
CPS and other districts, and another 18% mentioning the consequences of taking out more debt. Lastly, we heard about resource equity. And so resource equity was a theme at 60% of the conversations that we had across our five community meetings where
participants expressed the idea that CPS should prioritize equity when making resourcing decisions. In these conversations, what we heard was 30% want CPS to continue prioritizing students or traditionally unders for traditionally underserved students and
that 25 27% showed concern that the deficit would most negatively affect students furthest from opportunity. In addition to this, 8% of our conversations expressed the interest in inequities between districts across the state of Illinois.
So, want to just wrap before we go into the next uh element of this. I'm going to go back. Um, so it's not to say that these, you know, when we look at the 30% wanting CPS to continue to prioritize supports for traditionally underserved students. It's not that 70% don't want
us to do that, but 30% came up in these conversations. And so when we got all this feedback, we take we took a hard look at it, did a lot of data coding and analysis to be able to bring these themes together to really elevate what the common themes are and understand what our communities were telling us through these conversations. And I'm um
you know pleased at the feedback that we got. We had a lot of difficult conversations um heard from a lot of folks here and it's going to be really helpful in building towards a solution for the FY26 budget. Um, I also want to mention the learning session that we held and in addition to
the community feedback sessions, we also hosted the first of its kind for the budget, a public learning session engaged local, state, and national experts on issues impacting CPS's financial situation. This was a panel discussion and it's actually still
available and will be available on CPS's YouTube channel, but it included explorations of historic challenges in state and local funding for Chicago public schools. Included context around how pension decisions in prior decades contribute to our challenges today. It
included a discussion of how the state's evidence-based funding formula works and how it has improved state funding equity while remaining significantly underfunded. It also included a discussion of challenges facing school districts nationwide following the expiration of COVID relief funding in
the face of still growing student needs. And lastly, how improvements in resource equity within CPS have driven gains for Chicago students. So, I want to bring this back to what we have in front of us, and that's passing the FY2026
budget. We've talked at length about the $734 million deficit that we're facing and the $165 million in deficit reducing actions that we've identified thus far through
um op administrative staff reductions, vendor contracts, operational efficiencies, um and strategic utilization of existing grant funding. Um, we are continuing to make progress on this and I want to highlight some of the work that's been done over the last
few weeks and over these last few weeks we've been working hard to find ways to close the budget gap and keep the impact off of our classrooms. We heard that loud and clear from our communities. And so over the last few weeks, our work has included ongoing conversations with the
city and elected officials on revenue options. We've also undertaken an aggressive analysis of the budget for structural budget reforms that include things like efficiencies, vendor savings, and cuts again away from the
classroom. And lastly, our work has included setting strategies with district leadership based on community feedback and what we've heard from our stakeholders and a student centered equitable approach to structural budgetary solutions.
I also want to highlight how some of the recent um recent impacts in school level changes in resourcing relate to the overall budget deficit that we're facing. And so coming back to the school budgets that were provided to principles and LSC's in May and were submitted to
our office back in June, these budgets maintained overall funding levels for schools. The recent school level employee impacts were part of our annual budget and workforce planning process. And these changes are the result of changing needs, shifts in programming,
and local level decisions. And they're in line with the shifts that we've seen in prior years based on school level needs. I want to be super clear that since the total amount of funding provided directly to school budgets remained level in the aggregate, these impacts and these budgets did not
contribute to us closing the deficit. I also want to highlight that our resourcing for our students with disabilities and special education that has been a topic of discussion was made entirely in the interest of student needs and not related to budgetary concerns or considerations.
This budget so far has protected school funding and our priority is to continue to protect school funding as we work towards solutions for our budget heading into the new year. So that brings us to what we have ahead of us in working towards a final fiscal year 2026 budget.
Over the remaining weeks that we have, we'll be working to put strategies into action based on what we've heard from communities, based on the work that we've been doing with our stakeholders to present a balanced budget to the board for approval. Over this time period, we're going to
continue to engage with our state, city, and labor partners on options for more revenue. These are conversations that have been ongoing and feedback that we heard loud and clear from our communities. Our plan will also lean heavily into feedback that we've received and prioritize options that
keep cuts away from our classrooms. Lastly, and we continue to come back to these words, but our plan will be student centered and it will be equitable and it will align with the priorities of the district's strategic plan and all the work that went into
putting that together. Um, so bringing us back to the timeline, our proposed budget will be published by August 13th. And following the proposed budget, we'll be hosting two budget hearings um for final feedback the week of August 18th and then presenting the
budget uh for approval at the August 28th board meeting. So that concludes my presentation. Happy to take any questions. >> Remember Bigs? Yes. Um, you mentioned that there was a
resounding call for increased revenue uh from the city and the state. Did you break down at all sort of who's calling for city revenue, who's calling for state revenue? Are there particular ways in which people are calling for that revenue and what that might look like?
>> Yeah. So, we heard we heard a lot of both. Um what we saw I mentioned the 77% of folks that showed up in the table discussions that we had specifically discussed the need for more revenue. Um we haven't coded it exactly between how that breaks out between city and state.
A lot of the conversations mentioned both. A lot hit on progressive sources of revenue that have been discussed including some we heard today um at this board meeting. So I don't have the specific breakout of of city versus state and other options. there were other entities that were discussed
within that. Um, but we did hear a lot about, you know, different entities that can step up for CPS. You know, the desire for them to do that. >> Member Brown. >> Yes, sir. Uh, thank you, Mike, for your
presentation. I just was a little concerned about your uh data around school closings and consolidations. Could you repeat could you please repeat that that um that slide just so so we can Is that
possible? >> Yes. So based on based on the data that we heard over six 56% of tables mentioned issues around school utilization and what we saw was 71% were open to
conversations about closures or consolidation. Well 29% said that CPS should not consider um these options. >> So my concern with that and maybe I'm not reading it correctly. Why say out of the 56% of the tables
that mentioned it, wouldn't you just say out of the 100% of the tables that mentioned school uh uh uh school utilization and then give us data from that? >> So this this is narrowing it down to the tables that actually discussed it. So
not every table not every table brought up the issue. So 100% of the 56% that discussed it break down broke down in that way. Okay, I understand. I got you. >> As a clarification, that information that you see in the slide is information
that was brought up by the by the people that were at the tables and and that's what we reflecting on the slides. member Kuster. >> Um I have a a question about I guess um
seeking other revenue sources because I think we've learned through the last fiscal year that it's not as simple as just writing a check and handing it over to the district, right? Takes time. Um is there time for seeking these revenue sources with the state or the city? I
mean, we have to pass this budget in a little over a month. And I see this as like for the future something that we can do to help fix this, but I don't see it as a solution for tomorrow. I mean, is there really time for those discussions and for that revenue to come into us in time to balance a budget?
>> Yeah. So, I think it's a both and. In response to your question, um I mentioned before that we are in ongoing discussions with our partners at the city, with our partners at the state and advocating for different options there to be able to close the budget gap
through additional funding rather than through other options that that we would have at hand. Um there is time right now. Um we know the state wrapped up their budget in May and passed a final budget. Um, but we've heard folks today calling for, you know, calling for an
emergency session and options there. Um, we also know that the city's in its budget development process now and so we've been in talks with them about how their budget interacts with CPS and so there is there is time although it is limited. Um, and I will also say that
these conversations are part of building towards the future. We talked about the fact that these challenges aren't going to go away overnight and that we need to continue to advocate not only for what we need in the moment but for longer term solutions as well. So I I see these as building both towards solutions today
but also laying the groundwork for where we go from here. >> Member Rosenfeld. >> Yeah, thanks Mike and I agree with that. We definitely have to look to build while we are in this like crazy sort of crunch. Um, and I understand too that
we've heard, you know, the demand to reject school cuts and demand that the state call an emergency session. Um, but also on that what we have heard slide, can you go back to that slide? Um, >> is this
>> it was called >> slide? Do you have a slide number? >> I don't have a slide. It said what we have heard and there were like three things. But one thing I didn't see on that slide was that um 100% of the people that brought up the
MEABF payment told us not to make the payment. >> That's it. >> So again, our deficit could go from 734 to 559 without making that payment. If we're truly going to incorporate public
feedback into a community-based solution, I believe that belongs on the key takeaways on what we have heard. 100% of the people that discussed it didn't want us to make the payment. I just want to highlight that. >> So I I do thank you for that. I do just
want to highlight that in the key takeaways and the way that the data was coded and that we bucketed it, we tried to identify the biggest themes that we heard. And so the biggest themes that we heard consistently throughout these were around revenue were the desire to avoid
budget cuts were equitably distributing resources and continuing to engage with communities. And so a lot of the feedback rolled up into those different categories. It's what I went through >> earlier, but um it was also an exhaustive undertaking to be able to >> Yeah. No, I appreciate that and do that. But these were the main the main
takeaways that we really heard in every conversation in every room that we were in. Mhm. But a 100% of the people that discussed it told us not to do it. Right. That's what your slide said. >> For the folks that discussed that >> of the 100% of the people that discussed it, >> that's accurate.
Member Paul. >> Yeah. I have uh two comments. One is I'm sort of baffled that we are at this point three weeks away from the need to present a budget and that we're talking in generalities rather than in numbers.
and more specific proposals. So, I'm just wondering how we're going to get from talking about the generalities and I'm a part of that talk as well to very specifically how we're going to get numbers on something that we can vote on
in uh a month. So, that's one concern. The other thing is a question, Mike. I know that back in the uh days of Forest Clayool, which I am, by the way, not seeking to replicate in any way, uh that there was a budget passed based on
anticipated revenue. Could you address that question and what the feasibility and possibility of something along those lines might be? >> Yes. So, let me address your your first question first. um and that this is
we're moving quickly on this and this is the point at which we're we need to move from generalities to specifics and so um Dr. King can attest to we've spent quite a bit of time together over um the the four plus weeks she's been here right now um being like really digging
aggressively into the options that we have with the priorities that we've heard. going through this engagement process was very important for us to be able to hear from our communities on on what priorities are. Um, and we're incorporating that. And now this is the point at which we're taking, you know,
we're taking the feedback, we're taking these strategies and really moving towards specific actions that we'll be able to take to get this budget over the finish line in a way that's student- centered, equitable, and and and protects the things that are most important to us. Um, so to your second
question about um the um revenue assumptions in in previous budgets and I think you're referring to around 2016 2017. Um, this is when the state was having trouble passing a budget of its own. Um, also when there were
discussions around what eventually turned into evidence-based funding and education reform and pension support for CPS at the state level. Um, so there were two years, um, I believe 2016 and 2017 that CPS anticipated funding from a
bill that was on the floor of the general assembly or either punch pension reform or or education funding reform at the time that would have driven additional revenue to CPS. So there was something that we could point to. The state was still in session when the
budget passed and and the and those bills eventually got vetoed. that left a hole in CPS's budget those years where we had to come back and make mid-year cuts, things like furlow days and and explore some of the borrowing options that we've talked about that have that
are impacting us today. So, in terms of the viability on revenue assumptions, what I'll say is that we don't know that at the moment we pass a budget, we never have 100% certainty on every single one of our revenue sources, but we need to have a reasonable expectation that that
revenue will materialize in order for us to be able to include it and bank on it. Otherwise, we're headed towards a situation where we're going to be forced to do something midyear to keep the budget in balance. >> Thank you very much. I appreciate your clarification. Member Lopez.
>> Thank you, President. Thank you, Mike. Uh thank you also to Mike and to uh superintendent for creating the space for those community meetings. I was able to participate in the one uh virtual with the 200 plus individuals. Um and also for providing the space to talk
about historically how we got here. We know it didn't happen overnight. Um, I will argue that it's been decisions made by individuals that do not value public education and we also seen that played at the national level and now we are here trying to figure out what's best
for our students and our families. Uh that being said, um three items. One of them it was uh brought up about the federal cuts and I know at least in the district I represent it has been brought up numerous times as concern that potentially more cuts will be coming our
way given the number of uh demographics of students we serve in the city of Chicago. um in particular with the federal administration making it seem that they want to create two different buckets of education where is particular for immigrant students that deserve
different but not equal going back to you know many decades ago. Um, so I wanted to share that and also bring up to the board and also to leadership that we need to start also planning planning. I know we don't have the funds, but what other uh resources, what other plan do
we have so we're not caught up in an emergency? Um, second is regarding the revenue. Um, I know that I've been hearing, you know, for some time now the importance of getting more revenue at every level of government. I would say the state, locally at the county,
locally at um in the city, but is there a way of how do we activate the parents, the community participation that also believe in this? How can we help them advocate with us, whether it be going to Springfield, talking to their local
alderman? Is there a plan for this? Thank you for that, Board Member Lopez. One of the things that I did um ask of parents because they want to know what can they do. So I do believe that we have uh a group of very motivated individuals that we can call on once we
are organized and ready to act. So we do have that that population of people and I think that was one of the benefits of having the roundt discussions because now people know exactly what it you know there's still work to be done but they have a better understanding of why we
would be going to Springfield. >> Thank you. And I think it's going to be crucial even you know in my case I know with elected officials in the seven district I distribute the flyer for those community meetings and how do we continue engaging them in those conversations. Um I think for that's
pretty much what I I had in here as we're still looking at what solid options are going to come before us. Um actually the third one which I just recalled and I think uh board member Pope mentioned this given that the state has their own fiscal year that already
started right. Uh the city does not vote on their budget until much later in the year and our fiscal year already started but we have to get this budget passed. How do we go about passing a budget where we don't have that money secure
yet? And is it legally can we even pass that type of budget or do we come back once we secured that funding like we did uh last year with the city and then we got to amend the budget. >> Yeah. So to that point, I guess a couple
things like one on timing. When we think about the budget that we're developing for this next fiscal year, we are on a different fiscal year than the city, which which their year begins January 1st, but the budget development process that they're doing that they'll be doing over the fall will generate revenue for
CPS within our current fiscal year. So, so there's options still to play out on that end of it. What I'll say regarding the the revenue assumption is we need to be reasonably certain that we'll have access to revenues to include it in the
budget. one to be able to be sure the budget is fully balanced, but two to avoid us having to come back like I mentioned that we did, you know, 10 years ago and and I know like some of us live through this as community members, LSC members, even principles, but in
those years, the district made mid-year cuts because the budget was reliant on revenue assumptions that didn't materialize. So, there's risk in in, you know, including revenue that has that has that level of risk in it. So it's a matter of understanding how how much of
a commitment that we can get but understanding the risk on the other side if the revenue doesn't materialize what happens then >> please >> member Zach >> can I can I president can I add a little bit more to so uh what Mike mentioned
like we have to have reasonable assurance that the revenue will come in is also because the codes the the school code require us to balance and the budget with revenues that are going to get materialized so we can pay for the expenses that are are in our budget. So
that's important when that happened in 2015 and 16 that we the revenues didn't come this the the district have to do kind of the the cut halfway but also because the district have outstanding
debt the rating agencies penalized the district for that action. During those years the district went to 34 credit downgrades that we still haven't even fully recovered. We only have come back 14 credit ratings out of those 34s and
it's because of the action this type of actions that took on those years that we have to do the midyear cuts that we didn't have the money that we use all our reserve because we were running out of cash because of our revenue. So that's what is very important that we
have assurance that the revenue because we have an obligation through the code but you know right now you know that we don't have a cash reserve in 2015 16 we have it we depleted it now we don't have it so there is more risk associated with this year budgets and going forward
because the safety nets are not there. >> Thanks President Harden. Um, thank you so much for all the work you've done putting this together, Mike. It's so very helpful. Um, I have two things. Uh, one is a clarification. So, if you wouldn't mind going back to slide 10 about the MEABF payment because I'm
reading it a little differently than how you explained it. Um, thank you. So, uh, 24% of the tables discussed it. So, not 100% there. But then it says 100% of the tables had participants opposed to CPS, which
doesn't suggest that the whole table felt that way, right? And I'm raising that because I actually talked to someone who said, well, one person at our table said this. Um, and that's not that this implies that, oh, the entire table thought it, but the wording
suggests something different. So, could you just clarify that point? >> Yes. So, so that's that's accurate. In the data that we had, all the tables that discussed it, the most common theme that we heard was the idea that participants were opposed to CPS making it. I want to make a distinction that
that you pointed out that that doesn't that doesn't represent unanimity among the that feedback, but it was a a sentiment that was shared at every one of those tables that entered that as part of the discussion. meaning it could
have been one person at each table. >> It could have been it could have been one person at each table. So the common themes that we heard around that I mean these are the f these are the first two is that um folks were opposed to the payment and that the second one at a much lower level was folks were um
interested in making the payment with an addition additional revenue source. >> Okay. I just wanted to clarify the impression that it was 100%. Okay. Okay. And then the second thing I wanted to ask is um from the last slide um where it says Yeah, if you could just go there so I can remember the
Yeah. Um okay. So it says uh in the first little section that you're continuing to engage with state, city, and labor partners. And you've talked a little bit about uh working with the city on like the connection between the city budget and CPS. So thank you for that. Can you say a little bit about how
you're engaging how you're how you're currently engaging uh with the state and with labor partners on this? >> Yeah, Dr. King, do you want to >> I have been meeting introducing myself one off to different state legis state
reps. Um and that is how I'm beginning to develop a relationship um and build a relationship with the the state legislators because that is something that it was resounding from the budget roundts. I talk with labor partners regularly. So, and and I try to keep the goal is to
keep everybody in the loop to bring everybody along with us. And that's part of what the budget roundtables and the listening sessions were about is to kind of give everybody to provide common ground and common understanding so that when we do have to talk and come to a resolution, we're working from a common
uh framework and a common understanding. So, I talk with labored partners regularly and I have been introducing myself to the different state reps just to make sure we're developing and building and establishing that relationship. >> Member thor. >> Thank you. Um I think we all want the
best case scenario. We want to hope for the best case scenario and work for the best case scenario where in the next few weeks we can have some revenue solutions. But I think those are far from guaranteed and we've been discussing them for months as being far from guaranteed and we haven't inched
much closer to to closing the gap that we have. Um, and that also means we need to be prepared for a not best case scenario and make sure that our staff, our students, our families are prepared because um, it's one thing if there's an emergency situation that no one could
have seen coming that we couldn't have prepared um, and set people up for a level of success given given our deficit, but we have seen this kind of fiscal cliff for months in advance. You know, since I've been on the board in January, this we knew this this moment
was coming. Um and I I think what people are asking us for is a sense of clarity and transparency about the feasibility of different options. People have also asked uh for listening and partnership and I think the the budget engagement sessions are a great way to be doing
that. Um at the same time we we owe it to folks to be transparent about um the kinds of decisions that we we may have to be making. Uh, and a question I have that's related to that is how many of the cuts that were already made or what percent were structural cuts? Because I've heard you
speak at the previous meetings about how if these cuts are um like one-time cuts and they don't do nothing to address our is it a billion dollar deficit for next year? Um, so what percent of these cuts do chip away at that structural deficit that have already been made?
>> Yeah. So, so of the cuts that have already been made and the the gap closing solutions that we've found, an overwhelming majority have are structural and will help us going to the future if if these once once the budget is passed. Um there are some small
onetime one-time savings in there, but over 90% probably over 95% are things that we've taken structural changes that we've made um structural reductions in spending, leveraging different resources to better support different things.
These are thing most of what we've done so far will be able to set us up going forward and we'll be able to continue on on that path. >> Thank you. That's great to hear. Um and then in terms of the likelihood of us receiving additional revenue, I think some of us feel that it is likely that
we can get additional revenue. I think some of us feel that it is unlikely. What are we doing to set up our school leaders, our staff, students, and families for both scenarios um or any range of scenarios where we receive revenue, but it's not enough to cover our full gap.
>> Yeah. So that's what we're working through right now and and definitely understand that timing is a challenge on this. U but what we are trying to reassure folks is that what we're working towards are those solutions that I I keep coming back to this but student
centered equitable and aligned with the priorities of our strategic plan because we know those are the things that are going to move the needle for our our schools and our students and keep you know protect the progress that we've made so far. So, we are working hard to be able to develop a plan that keeps the
pressure off of our schools, that keeps the the pressure off of things that impact the student experience. We're hopeful that over the coming days and weeks, we're going to be able to reach those solutions and be able to share more. Um, there is still work to do on our end. We're still doing that on a
daily basis. Um, and you know, we're hopeful that we'll be able to come back to you soon and show progress that we've made, but continue to be cognizant of the cost pressures that we have. But, um, you know, these are decisions that are, you know, will be made in
partnership with you all as board members. And so, we'll be bringing back what our options are and what our path forward is as we start to land some of these um, conversations and really dig deep into some of this stuff. >> Thank you, member Gutierrez. Mike and team, thank you guys again for
putting all this information and I think uh even at our session in back of the arts folks uh um really appreciated the way um you made financials not scary uh by providing them with some info and good infographics that I think it
resonated with people. Um but I have a couple questions. One is of the 165 that we keep talking about that we've identified, what percentage of that have we already chipped away at? So I I I I would think
of it from what percentage of FTEES have already been eliminated um and or dollars. What percentage of that 165 has been done? >> Yeah. So based on those actions, there
were, you know, obviously some employee impacts towards the end of June that were around um a lot of our administrative um areas and some other areas. Um we've we've looked at vendor contracts. There's other operational efficiencies in there. There's other
cuts to, you know, things that are more impacting adults than students. Those are all either underway or completed. So that portion of what we've done has we've completed that that element of it so far. >> So I I guess my concern though is that
it it seems that since we've announced these savings the that we've identified is that there are weeks and time and parts where um we are sending notice out that we've
terminated x number of employees. then the following Friday you have the same type of thing. So I I think for us it it it would be really good to just figure out when we're looking at the information. Um because if we continue to make cuts, you know, the question
that comes back to us, are those new cuts? And I think what I'm hearing is no, it's part of that 165, right? And so you don't know where the new cost savings are if we can't figure out where
that 165 is. Is it are we complete with that? >> Yeah. And and let me just give voice to that's a bit of a challenge of what we're dealing with right now and having our normal course of business run at the end of school throughout the summer getting ready for day one on August 18th
but also having to take some more challenging actions and make more challenging decisions in the midst of this to help with this budget deficit. So um point heard and I think what we can do is be more clear on process and timing of different things and how they relate to to the overall plan.
>> Okay. And then my last question is um and I it was good to see that folks who came to our uh sessions had the same concern relative to federal dollars. Um what are we hearing from Washington
given that this past week there's been a slew of additional cuts. Um and these cuts aren't in the customary way of congressional reduction. And so how
confident are we in that 15% that we um say we're going to get from Washington? >> Yeah. So what we've discussed um there is that based on the actions that the Trump administration has taken. There's about $60 million across title 2, three,
and four that is at risk. Um, two developments that I want to highlight are, and we're probably already aware, but one that Illinois joined a lawsuit um, contesting the legality of these actions. Um, and secondly, we got um, some good information over recent days
that title 4 part B, which supports our 21st century community schools um, has been released to states. And so, we're in conversation with Isby around just the mechanics and the timing of receiving that funding. Um, but that's definitely a positive development in
that regard. To your point though, we can't remain vigilant enough in the the environment that we're in. So, that's something we're keeping an eye on and keeping an eye on both how the developments that have already taken place continue and what we can do and
to, you know, to join the chorus of voices that's advocating against that and then also paying attention to everything else that's going on at that level. So, >> yeah. And then I assume that over the course of the next two and a half weeks we will be hearing a lot from
uh Dr. King and yourselves relative to updates on budget. Appreciate that. Thank you guys. >> Member Rivas. >> Uh thank you Mr. President. Uh Mike first and foremost uh to you and and to the whole team and Moslava. Um I know this is incredibly tough and so we
appreciate all the work that you're doing. Um this is a lot to take on and uh I know that there's so many of us that are uh that are uh former educators, educators on this board. So we know folks that are personally impacted by these cuts. I've had uh several uh close friends who have been
laid off from central office. Um so I I it is a tough situation across the board. Um and it's going to be even tougher um if these cuts uh hit our schools. Um so uh one of the things that I wanted to bring up and we've talked uh
so extensively about this uh in the past uh especially back in March when we were talking about the budget amendment uh but it's relating to our tiff dollars and so what a tiff surplus means and um so uh so many of us like to educate here from the das and so I can do that too uh
which is that when the city of Chicago I myself I'm a city of Chicago employee I'm also someone who uh will be a pensioner of the MAB BF as a city of Chicago employee um when the city of Chicago surpluses TIFF dollars we
receive what is uh required to be received for the Chicago public schools which I believe is a little over 50%. Correct me if I'm wrong, Mike. But so the the city last year uh surplused some uh amount uh over uh to uh over 600
million or near 600 million. We received 298 separate from the capital projects that were promised in TIFF. And so, uh, I too listened to WBEZ and I heard about our mayor, uh, recently on WBEZ, uh, commenting about the possible record
tiff surplus. The city of Chicago is also in a budget deficit. They're going to be doing cuts as well. My own department uh, you know, considering looking at what that could look like for us. Um, so we're all struggling. Um when the mayor does a record tiff surplus I
believe uh it could be more than what we received last year of that you know 298. Hopefully it'll be somewhere around 350 million. Uh my hope would be that we keep as much of that $350 million with us here at the Chakawa public schools to
ensure that we don't have cuts affecting our classrooms and not pay this $175 million in the MAABF payment which is not a requirement of the Chicago public schools. It was an intergovernmental agreement but is not a requirement. The
city of Chicago has paid that pension for the last 100 years prior to the the magical COVID federal money that was here uh during the Lightfoot administration that no longer exists and is leading us to have all these cuts.
So, um I hope we don't lead to that fight again and I hope that we can ensure that we're keeping as many dollars as possible here with the district to ensure that we prevent cuts to the classroom. So, thanks
member Blaze. >> Hi, Mike. Thanks so much for coming out to the west side, all the whole team. Um, I was a little worried. The crowd was getting a little loud at one point. I'm like, "Somebody's got to go save Mike, but you handled it. We're all very
proud of you." Um, but on to our conversation. So 60% of com of the conversations express that CPS should prioritize equity when making resource decisions. And we say equity, equity, equity, equity. What does that mean
exactly? Um I feel that the community that I represent already h doesn't have enough of what it needs. So when we're starting to make these cuts, how are we making those decisions? And also, how are how are you informing board members? cuz we're the
ones that are going to get the phone calls. Um, we're already getting the phone calls and um it's not your fault. I don't it's not anybody's fault because this is all new for us. But um finding out what the
board is what CPS is doing to people in our district through the people in our district is is a little worrisome for me. It makes me feel uncomfortable. >> Yeah. So, um, a couple things there. >> Yeah, >> the actions that we've taken to date
were all actions that were put into into process in late late in the spring. And so, part of the briefings that we had during those periods was was going through that as we work through the remainder of our solutions. You know, our goal is definitely not to blindside
anyone and to be transparent and and open with you all about what we're doing. So as those plans develop, you'll be hearing from us about the progress that we're making and you know things before before they happen. Certainly um with regard to the question around
equity. So that's essential in what we're doing both if we're looking at places we might have to make budget reductions also looking at areas when we do decide to invest and spend more money. So, we've been intentional, not only this last year,
but even before that, about improving our f our school funding model, making decisions that are supporting areas where we know there is need, aligning with things like the opportunity index. That's certainly something that is we're is front of mind as we're looking at
these decisions and looking at potential areas again away from schools, but we know there's not much in the budget that doesn't touch schools in some way. And so part of the evaluation we're doing is how do these activities that we're doing, these programs that we're running, these, you know, everything
that we have, how does that impact schools? And then how does that impact our schools from knowing that our schools aren't alike from our lowest need schools to our highest need schools? We certainly don't want to backtrack on the progress that we've made and we want to make sure we're continuing to push to make sure that our our most vulnerable students have the
resources they need. So appreciate the the comment Dr. King has has has mentioned that loud and clear and and made that clear to our you know it's not just us that are doing this is a collective effort across all of our teams here and so that's front of mind as we're working through some of these
stickier um options >> 100% and um um traditionally divested communities are going to assume that the cuts are going to be on their back. Is there um
it when you're making the decision um you're using the opportunity zones um can you explain that a little bit for people listening just um
h how how how h how do people in traditionally divested communities feel safe or safer or how how how Should we communicate to them that they should trust us? >> Yeah. So, that's going to that's going to be upon us to be able to communicate
that out as we make these decisions and not only to give voice to the consideration of equity, but to prove out that what we're doing honors those values and honors those commitments that we've made to being equitable, to being student centered, to aligning with what we're doing. So, that's part of the process that we're undertaking as we're
looking at these things. There's ways to look at equity differently in everything that we do. We can look at a vendor contract and what schools that they're serving. We can look at a team that's deploying staff out to schools and what schools are they serving, what impacts it making, what students are they serving. And so there's different elements of it this, but it's it's
really incumbent upon us to make sure that we're not not only giving voice to those values, but that we're proving out how that how that was done both in our process and in our results as we as we get this budget over the finish line. >> Excellent. And you'll keep us posted
before you send out pink slips. So that or h how does how just to really put a fine point on that. >> We will keep you updated every step of the process. >> Okay, great. Thank you so much.
>> Member Biggs. >> Yeah. Um, so I've heard several school leaders who are who are apprehensive about filling remaining vacant positions between now and the start of school. Right. Many are just sort of holding those anticipating that they might go away. Um, right. Dr. King is a former
school leader. What? Right. Um, any guidance that you could offer folks in this really critical time to make sure that we are actually fully staffed and ready to go on the first day of school? >> Yeah, Dr. King, do you want to address that? >> I thank you for that question, board
member Biggs. It is a conversation and I see talent uh Ben Felton, chief of talent is in the in this in this space. It is a huge concern for us um because we know we need schools to be fully staffed and we understand that hesitation
and I know there there's limited time and we do feel a strong sense of urgency for that very reason. um we are addressing it. Um I don't know if Ben wants to come up and speak to some of the conversations we've had around that because we do rally every
week around what is needed to open schools um on the and be fully staffed on the first day of school. So I I would like for uh Ben just to give more insight because I do feel like this is another area uh that requires trust. So to hear from us directly I think would
be beneficial. Uh, excuse me. Thank you, Dr. King. So, um, yeah, I I think you're absolutely right. I think it requires trust and and um, you know, I know there must there are likely school leaders watching this
right now and I want them to hear that, you know, there has been a commitment that's been resounding from the community sessions, from this board, from Dr. King, from our budget team that we're going to do absolutely everything we possibly can to avoid school level cuts. Um, and so we're, you know, we're
highly confident that the positions that are in school budgets right now will be the positions that, um, you know, that school leaders will ultimately, you know, that schools will have for the, you know, for the for the 25 26 school year. Um, you know, I will be updating
this board in the weeks ahead, but we have, um, fewer vacancies at this point than we've had at any point in recent history. uh we feel really confident about where we are both the recruiting efforts and a lot of the efforts that we've done around teacher pathways to build our own you know supplies of
talents whether that be from you know our students becoming teachers whether that becomes whether that's our paraprofessionals through the teacher residency becoming teachers we have uh we have a what is unusual this year and board member bigs I think this tracks with what you're talking about is that
we have a supply of uh of excellent candidates excellent and diverse candidates that's ready to be hired right now. So, if there are school leaders watching, uh, you know, um, we've been in touch with hundreds of principles over the last few days. I've been in touch with every single network
chief today. We have a hiring fair um, on Friday, tomorrow, tomorrow morning at Phoenix Military Academy. If there are teacher candidates watching this, we'd love to have you attend as well. Uh but we have, you know, we have hundreds of excellent teacher candidates who are looking for positions right now and we have every reason to believe that those
folks will be um needed and that, you know, because of this board and Dr. King's commitment to uh maintain school budgets as much as we possibly can, we want principles to go ahead and make the hires now because we know that that's the most important thing for our kids.
I just want to remind members that we still have a quite a bit of business to do. So I'll take um member thor member Smith and member Brown and then we'll move on to the next agenda item. Thank you.
>> Just a followup to clarify. So, um, if there is no new additional revenue from the state or from local sources, what I'm hearing is that there is there a path to close the budget deficit without having school level cuts. So, that's what we're working through
right now and we'll provide options. Um, I don't want to speculate or hypothesize at this point because there are still things in play and there's definitely things that are under our control also that we're looking at that keep impacts away from the classroom. And so as we,
you know, we're working day and night and and again um spent a lot of time together, Dr. King, talking about these things, but as we're getting towards um being able to really put some of those plans on paper and those plans in place, we'll be able to give more clarity
around what the situation looks like. But there's certainly things that are outside of our control that we're advocating for. There's also things under our control that we're working diligently to address as best we can. So, I I don't want to speculate. I don't want to hypothesize at this point, but when we start to winnow in on what those
solutions are, we'll be able to provide what the path looks like. >> Thank you. It would be great if those could be shared with board members about what those things are that are in play that are um under discussion right now. Thank you. >> Yes. Uh thank you for your presentation. Uh there are a lot of uh things that
happen within the district that the community doesn't know about that support schools that support children and I want to ask you about as we look at cuts are we looking any protections for offices within our
district such as face who you know when the federal government came in with an attack on our new arrival students uh the face department was pivotal to protecting the community. How are we uh in the face of these cuts uh protecting
family and community engagement staff? How are we protect uh do we have any plan for uh the uh teaching and learning department? I mean they uh support our counselors. They support countless staff within the district of CPS that people
may not see really support the health of our schools. And last uh but not least uh the office of network support. Uh you know my uh my district my network chiefs have been really pivotal to me
understanding the principles understanding the schools understanding the the cs in the community. So this is stuff that the uh average parent may not know is a pillar of what holds their
schools together. And these are things that we can talk about. How is the district and the people within CPS that support the schools uh how how our department the health of our departments
looking in the face of this deficit? >> So I mentioned as we're evaluating and working through options for staying centered on remaining student centered and remaining equitable. And so when we're looking at different things, we understand the impact that different
different folks are making, different programs are making, different vendors are making, all sorts of different things that we're doing. And so that's what we're really evaluating is making sure that we that any actions that we take are student centered, are equitable, protecting those priorities
and things that are important and that are in the best interests of our students given the challenges that we're facing. So, as we work through, you know, all the different options that we have, we have we have a $10 billion budget. We're looking at everything, but we're certainly cognizant of those
priorities that I mentioned and looking closely through that lens of remaining student centered, remaining equitable, aligning to the tenants of our strategic plan that took so long and it's so much input to develop. Um, Dr. King, I don't know if you want to add anything to that.
I would say your point is very well understood and that this is not a unilateral um let's just go to the chopping block which is why the budget roundts were so important because we know this is not easy and we should not we we've all heard that we don't want to
be in this space we will have to make some decisions but it will not be unilateral we will be looking at how the direct connections to the school impacts my goal everybody knows I'm operating ating and looking and searching and working towards no
further impacts. We distributed those budgets to schools in good faith and that's how they operated. So, we're moving forward. There may be challenges. It may not work out the way that we want. We may have to have a plan B, but the goal is not to touch our classrooms.
It's to protect the children. That is my focus. That is the goal. But when we look at some of the other structural changes that we make, which is what you're raising when we're looking at these different departments, we are going to look at the impact on students again. So this will have to be a truly
student centered decision because we cannot lose the gains that we've all talked about that we've made at this district. So, we are I do plan I'm thinking here how can I keep you all in the loop and we can have more discussions on a regular basis because I do want you to fully understand what
we're up against when we sit in in this board when we reconvene on August 28th. This will need to be a district decision. And so, I will be working with President Harden for us to figure out a way for us to have ongoing conversations as this
move forward. Thank you. member Brown. >> Thank you. Uh Mr. President, uh I just want this is really for um board member Lopez. I just want to give you a heads up. So we've when you were asking the questions about how do you build the support to really make this happen at
the state level. We've had we've had uh me and board members of core had a conversation with about 20 community- based organizations last week. Uh we'll have another conversation next week. We're also trying to connect with community- based organizations across the state. I had a conversation today
with some board members um a few board members from around the state. And I'm my plan is to have a larger conversation next week because I do not think we can go about this as just Chicago. If we do that, we're going to lose. But if we if we build a statewide and and the state of Illinois has not often been united
around a around a call for funding equity. So, we're trying to build this statewide coalition. So, I would just humbly ask as um you know, CEO King, I know you will just keep us in the loop and let's be thought partners and how we roll this piece out. Um because they
there, as as you said, folks are eager to help. So, yes, that was it. Thank you, Mr. President. I know we got to move on. >> Yes, sir. Uh we'll close this out with member Bole. Thank you. Um, you know, Mike, I have a question about
earlier you talked about or it might have been Mirus Lava about um a risk of like money not materializing, revenue not materializing and it got me thinking about the tiff money and um
how we have the different fiscal years. So the city's starts January 1st and ours started July 1st and ended June 30th. And I was a at lunch actually asking um about when we are guaranteed to get
the tiffs that are promised. So um last year the surplus indicated we would get 298. So but we didn't really get that by the end of our fiscal year. I was confused. I thought we got extra because when we
found out that um Dr. King and President Harden were able to um work with the city to get the teachers their um uh retrop pay. I thought it was extra money that had been released because it was after the end of our fiscal year. But
then today at lunch I found out there's sort of like not a deadline as to when we can get the tiff money. Like how does it work? How do we know if if it's surplused that we will get it and when we will get it? >> Yeah. So I'm going to let Mayor Slava
address that question. >> Yes. So so our fiscal years ends on June 30, but we have 60-day recognition period. So if for we have until August 29th in a regular year to recognize all
our revenues for related to property taxes all the way to August 29th. This year we will recognize revenue probably all the way to November as the second installment of property taxes has been
delayed and we still don't have a date when the second installment of property taxes is going to be released. So we have to wait for that date. Our accounting system is open um and then probably we will be be open until
November 15. So this year we can receive property taxes including TE all the way to November 15 than belong to the prior year related to the 300 million that are in the budget of this year. We already received the 300 million and that's part
of what got accelerated. Normally we receive the last piece of our tie for the fiscal year sometime in August which come back to June 30th but because of what you mentioned the city advance they are normally August they give it to us
so we can use it to pay the retro so we now have the 300 million of 2025 fiscal year. >> Thank you. >> Thank you. will now proceed with the vote on public agenda items or secretary
please proceed. >> Um the discussion of public agenda items did you want to go through that first? >> I prefer not. >> If there's no questions then thank you President Harden. I'll proceed with the items on the public agenda. Read the
board report numbers and brief titles. I believe board member Bole has motion MO2 regarding record of proceedings. I move that the record of proceedings of the agenda review committee meeting of June 11th, 2025 and the board meeting of June 26, 2025 prepared by the board
secretary be approved and that such records of proceedings be posted on the Chicago Board of Education website in accordance with section 2.06B of the Open Meetings Act. >> Is there a second? >> I second. I'll proceed with a roll call.
Member Smith, >> present. >> Is that an I or >> Yes. >> Thank you. Member Lopez. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope.
>> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I. >> Member Brown. >> Yes. >> Member Bannon. >> I. >> Vice President Bautista. >> Yes. >> Member Gutieras. >> I. Member Biggs, >> yes.
>> Member Thodicur, >> yes. >> Member Blae, >> I. >> Member Zachor, >> yes. >> Member Deberry, >> yes. >> 18 eyes, zero nays. This motion is adopted by the board.
President Harden, I'll continue with two resolutions that do not require a vote. RS1, resolution honoring Frank Niles Thomas for his service as a board member to the board of education of the city of Chicago. RS2 resolution honoring Ruchi Verma, general counsel to the board of
education of the city of Chicago. President Harden, these items just need to be accepted by the board. >> Please mark received and filed. >> President Harden, I'll continue with items that do require a vote. RS3, resolution adopting the CPS Arts Education Plan 2.0. RS4, resolution
authorized appointment of members to LLC's to fill vacancies. PO1 authorize the public comment period for the auditor independence and provision of consulting services by external auditors policy. PO2 authorized the public comment period for the amendment of the imposition of ch charges on return
payment instruments policy. PO3 authorize the public comment period for the amendment of the paytime off policy. PO4 amend accelerated placement policy. President Harden, this amendment is necessary to include some changes to reflect feedback on the p of the public
and to expand access to whole grade or single subject acceleration for elementary schools. President Harden, these items do require a vote. >> Is there a motion? >> So move. >> Is there a second? >> I second the motion. >> Thank you. I'll proceed with a roll
call. Member Smith. >> Yes. >> Member Lopez. >> I. Member Bole. Yes. Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I.
>> Member Brown. >> Yes. >> Member Bannon. >> I. >> Vice President Bautista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thodicura. >> Yes. >> Member Blae. >> I. Member Zachor. >> Yes. >> Member Debearing. >> I.
>> 18 eyes. Zero naz. These matters are adopted by the board. President Hardell will continue with a communication. This item does not require a vote. CO1, amend the communication rate 2025 2026 schedule of
regular board meetings. President Harden, this amendment reflects the return of the regular board meeting start time to 10:30 a.m. unless otherwise noted for cost savings. However, in order to enhance public accessibility, the board will conduct up
to two meetings during the 2520 26 school year with a 3:00 start time. The August 28th, 2025 board meeting will have a 3:00 start time. Meeting dates and times will be posted on cpsboe.org. I'll continue with items that do require
a vote. For the record, I want to note that the vote on PR1 will be taken separately due to the um abstensions. The vote will be taken after PR9. EX1 transfer of funds. PR2 authorize new agreement with Riverside Assessments
LLC. PR3 authorize the pre-qualification status of a new agreements with various vendors to provide job order contracting services. PR4 report on the award of construction contracts and changes to construction contracts for the capital improve
improvement program. PR5 authorize the first final renewal agreement with Kerasoft Technology Corp. PR6 authorize the first renewal agreement with Amazon.com Sales Inc. PR7 authorized the third renewal agreement with LineV Systems US Inc. PR8 amend the first and
final second final renewal agreement with various vendors for student transportation services. President Hart in this amendment is necessary to extend for a two-year extension for yellow school bus vendors. I'll continue with BR9. Authorize the first and second final renewal agreement with Simpar SC.
President Harden, these items do require a vote. >> Is there a motion? >> So moved. >> Is there a second? >> I second the motion. >> Thank you. I'll proceed with a roll call. Member Smith. >> Yes. >> Member Lopez. >> I. >> Member Bole. >> Yes.
>> Member Wallace. >> I. Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. Yes. >> Member Rio Sierra. >> Hi. >> Member Brown. >> Yes. >> Member Bannon. >> Hi. >> Vice President Bautista. >> Yes.
>> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 18. I's zero nazs. These matters are adopted by the board.
President Har. I'll continue with the additional item that does require a vote. PR1 amend the second renewal agreement with various notfor-profit organizations for community schools initiative sustainable community school services president Harden this amendment is
necessary to add 14 new sustainable community schools lee partners and increase the not to exceed amount for the record I like also like to note an extension for board member on PR1 an abstension for board member bigs for the following vendor on PR1 southwest
organization project number 14 an extension for board member Brown for the following following vendor on PR1, Kenwood Oakland Community Organization number eight, an and an an abstension for board member Lopez for the following vendor on PR1, SGA Youth and Family
Services number 13. This item does require a vote. >> Is there a motion? >> So moved. >> Is there a second? >> I second the motion. >> I'll proceed with a roll call with the noted abstensions. Member Smith, member Lopez with the noted abstension
on the vendor. Yes, >> member Bole. >> Yes, >> member Wallace. >> Hi, >> member Kuster. >> I >> Member Pope. >> Yes, >> member Rosenfeld. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I.
>> Member Brown with the noted abstension on the vendor. >> Yes. >> Member Bannon. >> I. >> Vice President Bautista. >> Yes. Member Gutierrez, I am noting the extension on the report uh or PR1 as a whole. Member Biggs with the noted
abstension on the vendor. >> I. >> Member Thodicura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 17 eyes with noted abstensions on vendors and zero nazs and one abstension
on the report. Uh, this matter is adopted by the board. President Harrell will continue with additional items on the public agenda that do not require a vote. PR10 Chief Procurement Officer Delegation of authority report for May 2025 and Chief Financial Officer Report for May 2025.
EX2 report on the principal contracts new AR1 report on board report recisions. President Harden, these items just need to be need to be accepted by the board. >> Please mark received and filed. >> President Harden, I will continue with items from the the general counsel that do require a vote. AR2 transfer and
appoint deputy general counsel Laurel C. Baker. AR3, workers compensation payment for lumpsum settlement for Angel Weaver. AR4, approved payment of proposed settlement regarding John Doe. AR5, approved payment of proposed settlement
regarding Johnny Doe. AR6, property tax appeal refund authorized settlement for 400 North Lel condominium association. President Harden, these items do require a vote. >> Is there a motion? >> So moved. >> Is there a second? >> Second. >> I'll proceed with a roll call. Member
Smith, >> yes. >> Member Lopez, >> I. >> Member Bole, >> yes. Member Wallace, >> I. >> Member Kuster, >> I. >> Member Pope, >> yes. >> Member Rosenfeld, >> yes. >> Member Rivas, >> yes. >> Member Rio Sierra, >> I.
>> Member Brown, >> yes. >> Member Bannon, >> I. Me. >> Vice President Bautista. >> Yes. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. Member Deberry >> I.
>> 18 I's zero nays. These matters are adopted by the board. President Harden. I'll continue with items from the board that do require a vote. RS5 resolution approving chief executive officer's recommendation to dismiss educational support personnel.
RS6 resolution approving chief executive officer's recommendation to dismiss probationary appointed teachers. President Harden. These items do require a vote. >> Is there a motion? >> So move. >> Is there a second? Second. >> I'll proceed with a roll call. Member Smith. >> Yes.
>> Member Lopez. I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenville. >> Yes. >> Member Rivas. >> Yes. >> Member Rio. >> I. >> Member Brown. >> Yes. >> Member Bannon. >> I.
>> Vice President Bautista. >> Yes. >> Member Gutierz. >> I. >> Member Pigs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. Member Zachor. >> Yes. >> Member Deberry. >> I. >> 18 eyes, zero nazs. These matter matters
are adopted by the board. President Hardin, I will continue with an an additional item from the board that does require a vote. MO3. Motion Ray. Appointment of acting general counsel Elizabeth Barton. President Harden. This item does require a vote. >> Is there a motion? >> So move. >> Is there a second?
>> I second. I'll proceed with a roll call. Member Smith. >> Yes. >> Member Lopez. I member Bole. >> Yes. Member Wallace. >> I member Kuster. >> I member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes.
>> Member Rio Sierra. >> I. >> Member Brown. >> Sorry. Yes. >> Thank you. Member Bannon. >> I. >> Vice President Bautista. >> Yes. Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae.
>> I. >> Member Zachar. >> Yes. >> Member Deberry. I 18 eyes, zero nazs. This motion is adopted by the board. President Harden, I believe board member Rivas Rivas has motion MO4.
>> I move that the board adopt the minutes of the closed session meetings of June 11th, 2025 pursuant to section 2.06 of the Open Meetings Act. Board members reviewed these minutes and determined that the need for confidentiality exists. Therefore, the minutes of the
closed session held on June 11th, 2025 shall be maintained as confidential and not available for public inspection. >> Is there a second? >> Second. >> I'll proceed with a roll call. Member Smith. >> Yes. >> Member Lopez. >> I. Member Bole. >> Yes.
>> Member Wallace. >> I. Member Kuster. >> I. Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio. >> I. Member Brown. >> Yes. Member Bannon. >> Hi. >> Vice President Bautista. >> Yes. >> Member Gutierrez.
>> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 18 eyes. Zero nays. This motion is adopted by the board. President Harden. There are no further items on the public
agenda. >> Thank you. Is there a motion to adjurnn? >> Is there a second? >> Second. >> All in favor? >> Wejourn.