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Video-1: youtube.com/watch?v=NIrCcRjwp74

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If everyone can kindly take your seats, we can begin the meeting. President Harden, before you begin today's meeting, I would like to read a few announcements. Good morning. Welcome to June 10th, 2026 agenda review committee meeting. Before

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we start the meeting, I would like to share a few announcements. To ensure all voices are heard, we are pleased to offer real time translation services for this meeting. Registered speakers and attendees can listen to the meeting in multiple languages. If you

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are attending in person, please visit the translation table for a headset. If you're joining virtually, simply scan the QR code displayed on the live YouTube stream to access your preferred language, which um is offered in over

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200 languages. Please note that the primary exit and entrance to the boardroom is the door which you use to enter this morning. If you are leaving the room, please use this door. The restrooms are outside the boardroom, doors to your left. During the meeting, we ask that you keep all

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aisles and exits clear. If you need any assistance during the meeting, please wave the attention of one of our security officers. Mark your calendars for the upcoming meeting. The next board meeting is scheduled for Thursday, June 25th, 2026 at 10:30 a.m. The board

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meeting will be held at 42 West Madison Street, Garden Level Boardroom. For details on how to register to speak or observe at the meetings and to learn about the speaker lottery process, please visit the Chicago Board of Education website at cpsb.org. If you have any questions about

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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. >> Good morning everyone. Welcome to the Chicago Board of Education Agenda Review Committee

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meeting. Today is June 10th, 2026 and I'm President Shan B. Harden. On behalf of my fellow board members, thank you for joining us today. We are holding today's agenda view committee meeting in the boardroom at the CPS loop office, 42 West Madison Street Garden level. I'd

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like to note that the board members and se senior leadership are physically present in the boardroom. Registered speakers may join us in person or virtually if they've opted to do so and registered observers are joining us in person. The agenda review committee meeting of

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Wednesday, June 10th, 2026 is hereby called to order. Board secretary, please call the role. >> Member Lozano, >> here. >> Member Smith, >> present. >> Member Lopez, >> present. >> Member Bole, >> here. >> Member Wallace,

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>> present. >> Member Kuster, >> present. >> Member Rosenfeld, >> present. >> Member Rivas, >> present. >> Member Rio Sierra, >> present. >> Member Bannon, >> present. >> Vice President Vez,

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>> present. Member Gutierrez, >> present. >> Member Biggs, >> present. >> Member Thodicura, >> present. >> Member Zachor, >> present. >> Member Deberry, >> present. >> President Harden,

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>> present. >> I'm sorry. >> Go ahead. >> Oh, sorry. 17 members present. We do have a quorum. I'd also like to recognize Gabriella Brazella, Deputy General Counsel. Dr. Kareem Assaf, Chief Education Officer. Charles Mayfield,

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Chief Operating Officer. Thank you. >> President Harden, I have a motion. Um, I'd like to uh motion to suspend the rules to move the debate and vote on unfinished business items from the May 28th, 2026 meeting and new business to

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immediately following public comment so that board members have the opportunity to hear from the public before taking these crucial votes. I second. Who second? I'm sorry. Was it member Kuster that

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seconded? Member Biggs. Thank you. So, the motion on the floor is to suspend the rules and uh change the order of the vote on unfinished business to occur after public participation. I'll take a roll call. Member Lozano.

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>> No. >> That's a no. Member Smith. >> I. Member Lopez, >> nay. >> Member Bole, >> yes. >> Member Wallace, >> nay. >> Member Kuster,

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>> I. >> Member Pope, >> I was not here. I have no idea what you're >> We're taking a Oh, okay. And then I do want to note for the record that member Pope has arrived

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to the meeting at 10 10:37. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> A. >> Member Bannon. >> Hey.

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Vice President VeZ. >> Nay. >> Member Gutierrez. >> Hi. >> Member Biggs. >> Yes. >> Member Thodicura. >> No. >> Member Zachor. >> No.

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>> Member Deberry. >> Nay. >> Seven eyes, nine nazs. This motion fails of adoption. Our honor, for the record, I do want to recognize that the honorary student board member, Destiny Singleton, has

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arrived um at 10:38 a.m. We'll now continue with the order of the meeting. We'll begin with discussion and vote of public agenda items. Discussion of agenda review committee meeting board

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items. Public participation will go into recess, reconvene from recess, go into cold session, reconvene from cold session. Will be discussion of agenda review committee meeting items 1 through 20 and then adjourn.

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We'll now open the floor for questions or comments on the item on the public agenda. I'd like to note that the following items are unfinished business from May 28, 2026. Item 26-0528-ex6, authorized renewal of the Academy for Global Citizenship.

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Item 26-0528-Ex7 authorized renewal of a serero charter school agreement with conditions. Item 26-0528-EX8 authorized renewal of Chicago Collegiate Charter School agreement with conditions. Item 26-0528-EX9

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authorized renewal of the Chicago Mathematics and Science Academy Charter School Agreement with conditions. Item 26-0528-EX10 authorized the renewal of Christopher House Charter School Agreement with conditions. And item 26-0528

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EX11 authorized renewal of Intrris Intrinsic Charter School agreement with conditions. We'll now proceed with the vote on the unfinished business items. What's your question? >> The floor is open. Would you like to

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comment? >> Uh, yeah, I would like to comment. Thank you. President, >> are you commenting on the item itself or I I just want to read the board report title and the board report number and the title? Are board member Zach, are

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you commenting on the item? the set of items I guess not a specific one >> of those who >> huh >> we'll take it yeah read the board report okay

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we'll now proceed with the unfinished business items from May 28th 2026 I'll read the board report number and brief title 260528 ex6 authorized renewal of the academy for global citizenship chartered school agreement with conditions This item does

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require a vote. >> Begin with the motion. >> So moved. >> Is there a second? >> I second. >> We'll now open the matter up for discussion for EX6 or members of COR.

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>> Okay. And and I'll just repeat that my comment is not not about uh that item per se, but the set of items. Um, so I want to first thank I and I for all the work they've put into improving the financial oversight system for charters.

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Um, it was obvious to everyone after this past year of multiple disastrous events that an overhaul was necessary and we appreciate the intensive work, the offer to engage in ongoing conversation, the outreach to the public consulting group for assistance and the

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consolidation of protocols into one coherent framework. A highlight of the work presented to us is that it's not really just a midcycle review, but rather a continuous process with multiple and frequent opportunities for intervention if needed. That's clearly

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an important feature since, as we saw last year with Epic, despite being rated meets or exceeds on all the financial measures, it was just a few short months after the renewal vote that they announced they would need extra funds just to make it through the year and would have to close. Our goal is to have

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a process that while nothing is foolproof, protects against future similar events. If that's politics, so be it. We have to acknowledge that the landscape that made charters profitable has been changing and we have to be vigilant. As a result, CPS and the board

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are on the hot seat to ensure stability, which includes both sustainable finances and steady improvement in academic areas that are falling short. One of the things we asked about that we didn't really hear back on is thresholds for early warning indicators. I do want to

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mention that there are five campuses that have experienced between 10 and 16% decline between 2022 and 2026. So I'm wondering if that has triggered a warning notice and if not what level of enrollment decline is required. We will take you up on the promise of continuing

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dialogue to ensure we all have a clear picture of this and other factors. We should make no mistake. This year and this cycle are a test. A test of how well our systems work to flag problems in a timely way and of interventions implemented in order to minimize harm.

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It's a test we have to pass for the sake of our students. >> Thank you. Before we continue, I want to recognize council. >> Thank you. Thank you, President Harden. Should there be any amendments on the charter renewals, I'd like to remind board members that the general counsel

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circulated an email over the weekend on the matter. It should be in your inboxes, but if it is not, I am happy to recirculate it. Thank you. >> Thank you. >> Are there any other comments or questions related to this matter?

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There being none, >> I'll proceed with a roll call on the vote on EX6. And this is the renewal of the Academy for Global Citizen Citizenship Charter School Agreement. Member Loausano. >> Yes. >> Member Smith.

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>> I. >> Member Lopez. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. Member Rio Sierra.

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>> Hi. >> Member Bannon. >> Hi. >> Vice President BZ. >> I. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thodicura. >> Yes. >> Member Zachor. >> Yes. >> Member Deberry. >> I.

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>> 17 eyes, zero nazs. This matter is adopted by the board. President Harden will continue with a separate vote on 260528EX7 authorized renewal of the Aero Charter Schools Agreement with conditions. This

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item does require a vote. >> Is there a motion? >> Is there a second? >> Second. >> SM are now open for discussion. Just for the matter of record for the court reporter, that motion was moved by board

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member Gutierrez and seconded by board member Rosenfeld. >> Member P. >> Yes. Good morning. I uh just want to say that I uh have given a lot of thought and reflection to this particular

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renewal because it concerns me that an operator would announce to us that they are closing almost half of their campuses during the course of a year as happened with Aero in uh the fall of 2024. I understand now and I'm very

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pleased at the work that's been done by I and I in coordination with board members that there will be provisions that will help us to examine financial status etc during the middle midterm of the cycle and I am going to vote for

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this although I do still have concerns about the manner in which that operator did what they did and I'm very glad that we have strengthened the provisions for ongoing oversight. >> There being no further comments, we can

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move to a roll call vote. >> Before I proceed with a roll call vote on EX7, I do want to note for the record that member Blae has joined the meeting at 10:46 a.m. Proceeding with the roll call vote on EX7, which is authorized renewal of the

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Asserero Charter Schools Agreement. Member Lozano I. Member Smith. >> I. >> Member Lopez. >> Nay. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I.

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>> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I. >> Member Bannon. >> I. >> Vice President VeZ. >> I. >> Member Gutierrez. I. >> Member Biggs. I.

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>> Member Thorakura. >> Yes. Member Blae I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 17 eyes's one nay. This matter is adopted by the board. President Harden will continue with a

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separate vote on 25 260528 EX8 authorized renewal of the Chicago Collegiate Charter School Agreement with conditions. This item does require a vote. >> Is there a motion? So moved. >> Is there a second? >> Second.

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>> We're now open matter for discussion. >> There being none, we can move to a roll call vote. >> I proceed with a roll call vote on EX8 Chicago Collegiate Charter School Agreement. Um, member Lozano. >> I. >> Member Smith. >> I. >> Member Lopez.

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>> Nay. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. I >> member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> Hi.

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>> Member Bannon. >> Hi. >> Vice President VeZ. >> Hi. >> Member Gutierrez. >> Hi. >> Member Biggs. >> Yes. >> Member Thodicura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I.

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>> 17 eyes's one nay. This matter is adopted by the board. President Harden will now proceed with a separate vote on 260528 EX9 authorized renewal of the Chicago Mathematics and Science Academy Charter School Agreement with conditions. This item does require

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a vote. >> Is there a motion? >> So moved. >> Is there a second? >> Second. Matters on four for discussion. There being none, >> I'll proceed with a roll call vote on EX9 authorized renewal of the Chicago

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Mathematics and Science Academy Charter uh agreement. Member Lozano, >> I. >> Member Smith, >> I. >> Member Lopez, >> nay. >> Member Bole, >> yes. >> Member Wallace, >> I. >> Member Kuster, >> I.

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>> Member Pope, >> yes. >> Member Rosenfeld, >> yes. >> Member Rivas, >> yes. Member Rio Sierra I. >> Member Bannon. >> I. >> Vice President VeZ. >> I. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes.

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>> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachar. >> Yes. >> Member Deberry. >> I. >> 17. I one nay. This matter is adopted by the board. President Harden will now proceed with a

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separate vote on 260528EX10 authorized renewal of the Christopher House Charter School Agreement with conditions. President Harden, for the record, I would like to note an extension for board member Lopez for the on the whole report. This item does require a vote. >> Is there a motion?

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>> So moved. Is there a second? >> Second. >> Second. Matters on the floor for discussion. >> Member Rosenfeld. There being none, we can move to a roll call vote. >> I'll proceed with the roll call vote on EX10.

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Uh Christopher House charter school agreement. Member Lozano, >> yes. >> Member Smith, >> I. >> Member Lopez, >> abstain. >> Oh, I'm sorry. Abstains. Member Bole. >> Yes.

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>> Member Wallace. I. >> Member Kuster. I. >> Member Pope. >> Yes. Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I. >> Member Bannon. >> I. >> Vice President Vez.

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>> I. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thodakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 17 eyes, zero nays, one abstension. This

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matter is adopted by the board. President Harden will now proceed with a separate vote on 260528 EX11 authorized renewal of the intrinsic charter school agreement with conditions. This item does require a vote. >> Is there a motion? >> So moved.

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>> Is there a second? >> Second. >> The matters on the floor for discussion. There being none, >> I'll proceed with the roll call vote on EX11, which is the intrinsic charter school agreement. Member Lozano,

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>> yes. >> Member Smith, >> I. >> Member Lopez, >> nay. >> Member Bole, >> yes. >> Member Wallace, >> I. >> Member Kuster, >> I. >> Member Pope, >> yes. >> Member Rosenfeld, >> yes.

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>> Member Rivas, >> yes. >> Member Rio Sierra, I. Member Bannon. >> I. >> Vice Pre Vice President VeZ. >> Hi. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thodura. >> Yes. >> Member Blae. >> I. >> Member Zachor.

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>> Yes. >> Member Deberry. >> I. >> 17 eyes, one nay. This matter is adopted by the board. President Harden will now continue with new business. This item does require a vote. 260610

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EX1 approve the Chicago public schools legislative agenda. President Harden EX1 was drafted on agenda. The final report will be included in the agenda of action. This item does require a vote. >> Is there a motion? >> So moved. >> Is there a second?

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>> Second. >> This matter is now open for discussion. Member Bannon. Um, President Harden, I move to postpone the motion regarding 26-10-EX1 approve the Chicago public schools agenda to our next regular board meeting

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on June 25th, 2026. >> Second. >> It's been moved to second. We can move to a roll call vote. I just explain real quick just for the public. I just wanted to explain that um uh I applaud

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President um Superintendent King for submitting a legislative agenda now that she's the um permanent superintendent and uh but as a board we felt there was I shouldn't say we we vote but I make I'm making the motion to give us just a little more time until the end of the

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month to tweak some of the items and uh um make it a really strong legis legislative agenda which we need uh in Springfield. So that's the reason member Gutierrez. No, I appreciate that member Bannon. Uh we now have something that the board can

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respond to and at the end of the month we can uh move to adopt the agenda. We'll move to a roll call vote. >> Thank you. I'll proceed with the vote on the motion to postpone 260610 EX1. Approve the Chicago public schools legislative agenda to our next regular

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board meeting on June 25th, 2026. Member Lozano >> I. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member Bole. >> Yes. >> Member Wallace. >> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes.

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>> Member Rivas. >> Yes. >> Member Rio Sierra. >> I. Member Bannon. >> Hi. >> Vice President Vez. >> Hi. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes. >> Member Thorakura. >> Yes. >> Member Blae. >> I. >> Member Zachor. >> Yes.

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>> Member Deberry. >> I. >> 18 eyes, zero nays. This matter is adopted by the board. The uh the motion to postpone EX1 legislative agenda has been move to the next regular board meeting of June 25th,

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2026. >> President Hardon, no there are no further items on the public agenda. >> We'll now proceed with potential board items for consideration at the June 25th, 2026 regular meeting. After each item is presented, members will have the opportunity to ask their questions and

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make comments before proceeding on to the next agenda. Board members, we will begin with the following board items numbers 1 BOE through 3 BOE. Starting with number 1 BOE, resolution to establish a districtwide educator educator mental

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health plan. Board member Re Rivas, did you want to um present the item? >> Thank you. Uh good uh morning everyone still. Um so very happy to be here with everyone and enjoy the mugginess that is

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outside. Hopefully we're out of here in a decent time today to enjoy a little bit of the day. Um but uh I'm bringing forward today a really really important resolution uh that we'll be voting on later this month. Um today I'm honored and excited to introduce a resolution

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designed to support our educators and support staff. Healthy, supported educators are critical to developing and maintaining safe, equitable, and consistently flourishing learning environments that enable students to

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learn and thrive academically, socially, and emotionally. Research shows that in order to address student mental health, we need to first prioritize educator mental health, which goes handinhand with students overall well-being and academic achievement.

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Therefore, a district-wide commitment to educator mental health is vital. Teachers, paraprofessionals, counselors, and administrators face increasing emotional and systemic pressures that impact performance and retention. This

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resolution establishes CPS's first district-wide educator mental health framework, which is an essential step toward creating the safe, supportive, and healing centered schools our students deserve. When educators are

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healthily, healthy, emotionally regulated, and professionally supported, the students benefit academically and socially. While drafting this resolution, we worked closely with educators for excellence and heard directly from CPS

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teachers and administrators about the need for more tangible action and how we should approach this matter. I also participated in a panel discussion with experts including our own CPS subject matter experts to better understand what

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resources currently exist in the district and how we can improve them. The resolution directs CPS to build sustainable rolespecific structures that support educator well-being, align with state law, and integrate with

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multi-tered systems of support, NTSS, social and emotional learning, SEAL, whole school safety, and the healing centered framework. It acknowledges that educator mental health is not an individual responsibility but a

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foundational condition for students success, school safety, and educator retention. This resolution ensures that CPS treats educator mental health as a core component of high quality learning environments rather than an optional

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optional add-on by requiring transparent reporting and ongoing accountability. This is a meaningful step toward a school system where the well-being of students and staff is protected, prioritized, and sustained. Thank you.

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Item number two, BOE, resolution on establishing a district-wide mental health awareness day at Chicago Public Schools. This item will be presented by President Harden and our honorary student board member Destiny Singleton. >> I'll begin and then I'll defer to member

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Singleton. Uh but this resolution I believe is a true reflection of student voice. Um and I'm particularly proud of the work that member Singleton has done to advance this. um it becomes a tangible opportunity for us to

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demonstrate how we respond to student voice. I had the opportunity of interviewing last year honorary student board member uh candidates and each one of them raised mental wealth mental health as an

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issue and wanted to see the district be more responsive and thoughtful as it put together policies and as we move forward wanted to see us be more active in providing options for students across the entire district. So this resolution

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is an attempt to establish that. Um and moreover, it is a true example of where adults listen to students, we are better off. Um and so what the resolution intends to do is to set forward to the

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district a certain by which a mental health awareness day will be established. Uh will be reported back in December on the progress. Uh there's a lot to be done and a lot to be said. I'd like member Singleton to uh add her

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comments. This is truly the byproduct of her work. Member Singleton. >> Okay, good morning everyone. Thank you. Um today I am honored to introduce a resolution designed to support students across the district who

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have been asking for increased awareness and stronger strategies to address their emotional well-being. Mental health has been a recurring theme among our honorary student board member applicants and in student led roundts discussions over the past year. While Chicago public

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schools has already had a comprehensive policy addressing mental health, including resources and tools, our students make it clear that mental health remains an urgent issue and they want CPS to take further steps to address it. This resolution seeks to establish a day

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of mental health awareness, giving CPS schools structured time to focus on well wellness, coping skills, and community care. This would be an instructional day with optional programming that integrates mental health literacy into the school day. Through this effort, we

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aim to ensure that every student receives access to highquality mental health education and support. Our students have gone through a great deal over the past few years and are now looking to the board and this district to offer a moment of relief from

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everyday pressures that come with being a student during these times and beyond. We owe it to them to do what we can to ease some of the burden and stress, even if only for one day. Thank you. Admin number three BOE resolution on

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Chicago school board elections to be presented by President Harden. >> I've had the opportunity to speak with many of you on this matter. Um, but it's pretty straightforward and I'm hopeful that the board also sees the value in

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having such a resolution as we enter into kind of unprecedented waters for the board and campaigning. uh thought it important that we inoculate the board from the optics of pay-to-play uh and to have a clear guidelines that prevents

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board members from receiving contributions from active vendors and from active uh council that are on retainer. Uh I think it sets the bar pretty high. I think that's what the public expects us to operate uh with a

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sense of high integrity. And so this resolution seeks to inoculate the board from any sense of impropriy or give vendors the sense that they have to pay to play. And so I'm hopeful that the board sees the the need for this as we

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move into further into campaign season. Thank you. >> The board items. President Harden, can we ask questions? >> Absolutely. >> I just I have one question in particular. Um, so campaign season's been underway a little bit, and I know

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it's not technically something we're supposed to talk about on the floor, but if board members have already received campaign contributions from any of these people listed in this resolution, is there any recourse? What is the recourse? What does that look like? Um,

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because I think it does potentially affect many of us up here on this stage. And so I'm only asking about that. >> Sure. So there isn't a prohibition uh as you know the the danger that it creates or the challenges that it creates for the board as you know each

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month we have to sign off if there's a conflict of interest and if there is one you have to recuse yourself from that. So the the challenge that is before us if we don't respond to this resolution is that could very well be a moment in which all board members have to recuse

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themselves because they've accepted contributions. So that's the other guard rail that this seeks to to have. So I guess in this case we'll have to you know confer with council but I think in this case you would just have to recuse yourself if a matter related to the

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vendor that you accepted contribution comes comes to the four. Can I ask one follow-up question? Sure. >> Um, how how are we defining a vendor versus an individual who may work for the vendor or, you know, or council? How

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do you how are we distinguishing that? Um, because what may be a vendor on a vendor list, but maybe owned by an individual, how do we, I guess, um, separate perhaps someone's freedom to participate in the election process versus them being a vendor? No, it's a

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good question. We've conferred with council on that very matter and they provided a definition um in in concert with u procurement office so we could share that with the board to make sure that everyone has a clear understanding of what the designation is. >> Thank you

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>> member Lopez. >> Thank you. was wondering how is this comparable to other levels of government thinking particular with good county government I will say roughly about um you know they have less than 20 uh county commissioners and similar to city council where we're looking at 50 older

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people uh was it as a very similar to what they have established or any additional history will be helpful >> so that there is uh the ethics uh department did look at what other municipalities

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uh have in place. This actually is a higher standard. Uh I think the ethics department gave us guidance around there being acceptance of up to $1,500 from a vendor. And so this seeks to set a higher bar though so

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that we don't run into any senses of impropriy. And as I mentioned before, we don't run into an issue by which we can't do board business because there's potential conflict. Uh there may be some other similarities. We could check with the ethics department to offer you

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exactly what the other municipalities are doing. I think we are also unique in that the board directly votes on the contracts themselves. Uh so that sets us apart from alders and Cook County board members. And so that's another point to

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to take into consideration. >> Thank you. Um I'll say with at least county often times they do vote on contracts that are impacted through the depending on which uh bureau of the county. Uh also was wondering if we've had any other external groups for

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example the Bureau of Federal Government um you know take a look at it. I know they work primarily more at the state level always often looking at what other policies need to be in place to ensure that there's uh you know more protective uh protections of how governance happens. I just wondering if there's any

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reviews from external parties. >> I'm sorry member Lopez I didn't hear the last part. wondering if there has been any reviews or any advice from external parties um particular I'm thinking you know the uh um groups that focus on

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these type of items and other levels of government. >> I'm not aware of of of who the ethics department law department conferred with as they developed this. I'm sure that's something that we can find out and share with you.

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>> Thank you. >> Member Gutierrez. Um, does this include labor partners given that this body approves said contracts as part of this? >> It does not. It's it seeks to specifically

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um identify vendors, active vendors or potential vendors with the district. >> Okay. >> President, I have a follow-up question. member Bole and then I'll

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>> my question was similar to board member Gutierrez. I understand the concern with trying to inoculate ourselves from any undue influence

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from accepting a maximum allowed under law of $1,500 from a vendor. And I'm just wondering with as the campaign season heats up and like what

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board member Gutierrez said, what about our labor partners that may be contributing hundreds of thousands of dollars to individual um

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candidates and how do we inoculate ourselves there when we are vote asked to vote on many contractual items for these labor partners. I mean not all labor but I would say that labor that is

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that we are voting on contracts for I do we want to inoculate ourselves there. I was just was something that I put in my response to you when you asked for feedback and I'm obviously it's not in the resolution but

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it was a question for me. >> Yes. Uh I think the response is member Bole is this is specific to vendors um and it follows the same suit as we do every every month >> where we have to disclose or sign off of

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any vendor conflicts. So I don't want to conflate this with other inputs of you know campaign contributions. >> This has a single sole purpose. Um, and it also prevents us from not being able to do board business in the event that

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there are multiple conflicts of interest. So if there are concerns that outside of this, I welcome you to, you know, introduce a resolution around that matter, but I don't want to conflate the two. This has a single sole purpose uh to ensure that, as I said, vendors don't

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feel a sense that they have to pay to play. Um, and also I think the public would appreciate that we've just set a high standard and that there's not a uh conditional um, you know, agreement in place based on receiving contributions

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from vendors. Member Rosenfeld. >> Yeah, like some of the other uh, board members that have just t spoken, um, it seems like it should include anybody with a CPS contract because um, our collective bargaining agreements are contracts. They're an entity that

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provides a service and we vote on the CTU contract. So, I feel like we need a broader definition of vendor, contractor, um, everybody that does business with Chicago public schools. >> Member Paul.

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Yes, I can see how we could keep spiraling this along because maybe someone else would say, "Well, the Illinois Network of Charter Schools represents charter schools and we vote on the charter renewals as we just discussed or on the additional charters

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that might be request all those kinds of things. So, I can see where this could get us to a very complicated place. And I appreciate that you have been very specific in your motion and that you're talking about vendors here. And I think

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if we do want to discuss those other entities that we should do that by separate motion in a separate situation, >> member Big, >> yes. Uh we can all agree that campaign finance reform is sorely needed in this

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city and in this country. Um, but I'm really afraid that this resolution does nothing to meaningfully advance those goals. Um, if we really want to get serious about campaign finance reform, the correct venue for that is in Springfield. Um, so I would encourage us

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to work together again on a comprehensive legislative proposal, take it to Springfield, and get it passed and then it would actually be binding. Um but the legislative session just ended a week ago, a week and a half ago and this

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wasn't a conversation at that time. It was not proposed by any of my colleagues um when something meaningful could actually be done about it. So I would really like to get to the serious work of getting things done um and improving the lives of the children and families

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who are part of this system. There being no further comments, we can move on. We'll proceed with public participation. Thank you for joining to share your comments with the board. In compliance with the Illinois Open Meetings Act, public participation, sometimes referred

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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 for

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dialogue with board members during or after your remarks. And while we can't discuss personnel matters, whole participation is a key component of transparent governance and it pri provides us as board members as well as senior leadership an opportunity to listen to everyone who has signed to

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speak. This board takes equity of voice seriously and while we may not address your concerns directly during poll participation, CPS leadership is always present at our meetings and are able to address concerns as follow-ups. As a district and as a board, we also have

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many other spaces for authentic dialogue. For example, each and every one of our board members host board office hours so that we can have a conversation. Please use our website cpsb.org or if you want to meet with board members during office hours. We encourage you to take advantage of the

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opportunity to meet with board members outside of a board meeting. Thank you for your attention and consideration. And as a reminder, union representatives will be given 5 minutes to speak before poll participation and elected officials will be allowed at 5 minutes to speak after the conclusion of poll

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participation. Board secretary, please share the rules of poll participation. >> Thank you, President Harden. Members of the public who 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

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access this meeting by dialing a number and using their phone. We do 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 board of education meetings

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via the written comments form on the board's website at cpsb.org. or 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

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within five business days on our website at cpsb.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

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unmute, please enter star six. Once you hear your name, please state your name for the record. I will then start the two-minute timer. When there are 30 seconds remaining, I'll 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

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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 begin calling speakers from the speakers list, we do have union reps who would like to address the board. We'll begin with Dr.

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Diane Castro, CTU financial secretary, who is here in person. Good morning. My name is Dr. Dr. Diane Castro and I'm a bilingual preschool teacher and the financial secretary of the Chicago Teachers Union. I'm a CPS

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educator, alum, parent. I'm a lifelong Chicago and as such I know the Chicago's values stem from a story of perseverance and overcoming struggle. I am here like so many of our educators and our students because of the legacy of black

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and brown history and because I had supportive educators teach me about more than just what was in the curriculum. They taught me that children who look like me can be seen, successful, and valued. We're supposed to be at a moment

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of our school's district story where we are turning the page. We are turning the page on the damage of ROM school closings. We are turning the page on unaccountable charters experimenting on our children with no consequence. We are turning the page on larger class sizes,

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shuttered libraries, and empty gymnasiums. Except the proposals that you all are considering won't move us forward. They'd be a page out of MAGA and ROM's playbook. While our CEO is defending the students of our district against MAGA in

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Washington today, we're having to defend the students of our district against cuts being proposed right here at home. In Chicago, we believe in academic freedom, in black history, in sanctuary for immigrant and trans students. We believe in quality public schools in

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every neighborhood. The Trump administration would rather attack educators instead of ensuring families don't go hungry. Housing is affordable and our students advance through a stable learning environment. We need our district to be a beacon that does the opposite. That shows that sending your

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child to school in the city of Chicago means something. As a CPS alum and parent, I know the importance of stability. I rely on this for my own children just as every parent in the city also does. Our collective

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bargaining agreement, yes, the contract that I was glad to hear some of you choose to acknowledge today. The collective bargaining agreement is a framework to provide an educational experience for the students in this district that moves beyond the status quo. Our contract expands a number of

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librarians. Just this year, we were able to see a beautiful new library open in Fairfield Elementary School. However, we received word that the librarian will now be teaching in a classroom and the brand new library will be closed. This is not the only school where this is happening. At a time where the federal

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government is banning books and limiting access to education, where the curriculum reflects the students culture, we have to protect our students access to their educators. Any budget that this body considers cannot add to the distress in the district. It must continue to invest in our young people.

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We see where our school communities are tightening their belts. There are reports beyond our librarians being cut. We are also hearing about techos and reading intervention specialists, special educators, counselors, pair professionals, classroom teachers. These are positions that our students rely on and improve the educational experience

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for the young people learning and for educators in the school communities. These are positions that we bargained for in the contract that we made. That wasn't just an agreement with educators. It was signed as a promise to the students and families of the district that we will invest in an education that

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sees, values, and sustains them. Our young people want to be seen. They want to be valued in this city, and our district has an opportunity to do just that. Our young people build community and find their voice when they have access to the arts and sports, not when you make plans to push out 50% of the

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sports program. Athletic directors give their time and dedication that leads to championship winning teams like Marshall High School basketball, Taft High School baseball, and Lametech soccer. But CPS is trying to get rid of half of them and still hasn't paid the other half. It's

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not financial stability. It's not financial responsibility. It's embarrassing. Creating Englishonly entries exams, removing the arts from Shy Arts, pushing out the championship winning sports directors, shuttering libraries. you

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just opened. This isn't what serving every student, every school, every community looks like. As a board, we need you to lead us away from the generations of disinvestment, not stamp your name on another year of it. We need you to lead us out of the annual cycle of layoffs,

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not spin the wheel one more time. We need you to lead us out of the annual cycle of layoffs. We need you to advocate for the money the governor owes our children to budget for tiff dollars to go to students instead of 30 seconds remaining >> and to show the children of this city that the adults who have volunteered to

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lead their district will not settle for less for them than they deserve. We can't tarnish that this with mismanaging that which makes Shyart so special. The young people aren't saying that this is a want rather it is a necessity for them to reach their potential. As a board you

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have a choice. capitulate to austerity and maintain a harmful status quo or demonstrate your leadership. Insist that Springfield and city council resource our schools and finally provide the stability that this school district deserves. Thank you. >> Thank you for your comments.

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The next union rep is Caroline Rutherford, CTU Charter Division Vice Chair, who is here in person. Good morning, members of the board. I want to commend this board for the work you have done to protect the students at Pentoa High School. Instead of moving forward with the original YCCCS

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resolution to close the school, you took action to ensure that YCCCS take responsibility for the school's continued operations. Even if Aspira, who they subcontract to manage Pantoa, were no longer able to run the school. This week, Aspira is filing for

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bankruptcy. You may have saved the families from facing yet another school closing by a charter operator this year. And thank you for taking the time to be thoughtful about the charter renewals at last month's board meeting. Has it helped to ensure CPS is developing plans

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to reduce the instability that students, families, and staff have experienced from charter operators at their school? Reckless decisions made by charter operators with not enough supervision have torn thousands of students from their schools and communities in the

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last two years, left families to find new safe spaces for their children, and cost the district tens of millions of dollars to pick up the pieces. Now, schools in every neighborhood in Chicago are reporting staffing cuts and slashed budgets, but we're told somehow you owe

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stability to charter companies by promising them five or seven years without an evaluation. Please make it make sense. I am a charter school teacher. I want stability for my school and for my students, but I am confident that

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stability comes from parents, educators, and students at our school having more of a voice. not from 10-year renewal contracts that leave operators unsupervised. Remember, Aspira was given a seven-year renewal, and here we are just eight

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years later knowing how that ended. If this year's rubric had been applied to last year's renewals, it would have resulted in more years for Aspira and for Epic, which both closed this year, creating chaos for the CPS communities. That is irresponsible in asking for

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trouble. But this is what happens when CPS develops the renewal process and rubrics by only consulting with the operators and the lobbyists from Inks, but never once asking the educators or parent representatives for input. Please learn from the lessons they put us

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through these last two years and talk to the stakeholders you are authorizing these companies to serve. Today you will hear from members of the Shy Arts community once more as we continue working to preserve a world-class arts high school within CPS. The teachers have been asked to develop

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the course catalog scope and ski sequence and credit bearing arts offer courses offered at Shy Arts in the fall. And yesterday I spent hours with the educators of Shy Arts trying to work through complicated programming course offerings and schedules. And after

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several hours, multiple spreadsheets and whiteboards stained with dry erase markers, we hit a wall. There are just not enough teachers provided to this school to serve the 541 students enrolled for the fall. Even following the model be created by

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your incoming principal, we would need additional certified arts teachers to meet the credit bearing requirements of each student every day. These plans are not realistic and they're not saving the money you hoped for. But they will dismantle a renowned arts

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education program, undermining your commitment to invest in arts education. The mayor's office and congresswoman Ramirez and other elected officials have collaborated to help find additional funding to support Shy Arts Conservatory Program. Parents and teachers have had

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promising conversations with donors who believe in supporting the very pre-professional arts training model that CPS currently plans to eliminate as it takes control of the school. We are asking this board to invest in maintaining the type of rigorous programming currently offered to the Shy

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Arts students for the 2627 school year. We can maintain the arts programming taught by the professional artists. We can maintain the range of academic electives that allow students to hold a full schedule and meet graduation requirements. And CPS can gain the

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experience, the staff, and the success that will allow increased fundraising for arts education and a model for expansion across the entire district. Last week, the students of Shy Arts staged a walk out asking you to hear their voices on the future of their

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school and their arts conservatory program. You have 30 seconds remaining. >> Thank you. And staff at Shy Arts followed up that action by taking a vote to authorize a strike. Tired of being ignored after working so hard to create the blueprint to provide Chicago

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students with the type of arts education available in most major cities across the United States. The school community is serious about partnership, but still waiting for CPS leadership to take their hand. This is a crucial moment. This board needs to decide if they're going

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to hold true to the resolution and commit to preserving the flagship arts high school in Chicago or will your first step leading this school to be dismantled the program that took years to build and throw away that investment by eliminating the professional teaching artists and devastating a community of

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young budding artists just as they enter CPS. What will your legacy be when we talk about the state of Chicago arts education 5 years from now? Thank you. Thank you for your comments. The next union rep is Sai Hendrickson, CPAA vice

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president, elementary assistant principles, who is here in person. Good morning, esteemed members of the board, President Harden, partners, and colleagues. My name is Sai Hendrickson, and I am honored to serve as an assistant principal at Hernandez Middle

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School in Gage Park. I also represent elementary school assistant principles across the district as a vice president of the Chicago Principles and Administrators Association. And it is in that capacity that I stand before you here today. Well, my school has needs like any other. I'm here to advocate on

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behalf of the over 120 120 other school communities throughout the city that will experience the disastrous impacts of CPS management's short-sighted decision to eliminate their assistant principal positions. In separate meetings over the past week,

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district officials told us that we were essential to ensuring our schools thrive and fulfilling the district's instructional vision. And they were right. APS are essential. But to many school leaders, these words

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rang hollow. Management told us how essential our contributions are to our faces while simultaneously eliminating over 20% of our positions, over one in five APS in the district. They are effectively telling us your

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contributions actually don't matter. You are not essential. For those unaware, CPS management recently decided that schools with fewer than 250 students will not need an assistant principal next year. Crucially, when making those

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calculations, they failed to include pre kindergarten students in their enrollment totals. This resulted in even more lost positions despite preK programs requiring a disproportionate amount of administrative time and energy. I was planning today on listing every

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way that an assistant principal contributes to their school communities, but I quickly realized that this would just be a list of literally everything that happens in a school building. Our responsibilities span operational management, instructional leadership,

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safety, and student and family support, as well as filling the gaps created by daily staff absences, long-term vacancies, and by district incoherence and inefficiencies. Our reach extends to

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everyone from students and staff inside our buildings to the parents, neighbors, and too many organizations and institutions to name in our communities. And I should add, we do all of this while making significantly less money

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per contractual hour than we would be making if we were still in the classroom. And then we go ahead and work an additional 20, 30, 40 hours a week beyond those contractual hours because the needs of those for whom we

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are responsible cannot be contained by a bell schedule. Many of us spend weekends at coffee shops completing teacher evaluations or log back in late at night after putting our own children to bed to correspond with staff and parents and to address the issues that we weren't able

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to get to during the school day. Whether a school enrolls 200 students, 300, or over a thousand, those leadership and management responsibilities do not go away. The responsibility of leading and loving

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a CPS school is too immense and too profound for any one person to bear alone. Every principal needs a strong leadership team, and every child in every neighborhood deserves a school with the capacity to help them thrive. Our district leaders were right when they said assistant principles are

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essential to that work, but they were wrong when they failed to treat us that way. To compound this harm, the district has sought has sought to avoid engaging with us, our union, on this issue. CPA has been attempting to bargain in

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good faith to ensure that these critical leadership positions are preserved for these 120 plus schools that so desperately need them and that principles are not forced into the impossible position of attempting to preserve these leadership positions by sacrificing other crucial support

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pillars that their communities depend on. We have requested information for weeks about the real material impacts that this will have on our displaced brothers and sisters. And around 10:00 a.m. this morning, we finally received

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>> 30 seconds remaining >> that the CPS team has otherwise stalled refusing to seriously engage with us to for to forestall the harm that these schools and the students they serve will experience if nothing is done. As I stand here today, assistant principles

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across the district still do not know what their professional future looks like. Principles are trying to plan for next year without clear guidance and amidst growing uncertainty. Students and families don't know if a valued, trusted, and trusted and crucial member of their community will be there when

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they return in the fall. Members of the board, employees should not be left to speculate about their livelihood, and schools should not be forced to plan for next year in the dark and without critical members of their leadership teams. I urge you to insist that the district immediately engage with us on

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this issue before it is too late. Thank you. >> Thank you for your comments. President Harden, we're now ready to call registered speakers from the speakers list. And we will begin with the two speakers from Illinois Network of Charter Schools. Jody Cantrell, speaker

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number one. As a quick reminder, anyone standing with the speaker, please stand along the glass partitions at the marked spots. Good morning. My name is Jodie Cantrell and I am with the Illinois Network of Charter Schools. We are an independent

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statewide 501c3 nonprofit. Yesterday, I visited Academy for Global Citizenship and I left inspired by what is possible. Educators are empowered to innovate on behalf of students. AGC is a nationally recognized public charter school that demonstrates what can happen when

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schools are given the freedom to create unique learning experiences for children. As I walked through the building, I couldn't help but ask myself, if this isn't what we want more of in Chicago, what is? But what struck me most was the contrast between the

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excellence happening inside that school and what is happening in this boardroom where governance decisions continue to create barriers for schools succeeding on behalf of children's and communities. First, I do also want to uplift Dr. King and the INI team's leadership on a more transparent and evidence-based renewal

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framework and longer charter terms. It is a step in the right direction and we appreciate the robust stakeholder engagement. But just last month, this board delayed the renewals of AGC and other high-erforming charter schools, creating unnecessary uncertainty for tens of thousands of families,

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educators, and school leaders. Keep in mind, charter schools are the only public schools in Chicago subject to renewal standards. If that process is truly equitable, it should be applied consistently to all public schools in the city with transparent and publicly available data. But that's not the only

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barrier charters face. Charter schools serve about one in every six. >> 30 seconds remaining, >> yet receive only 83% of the funding provided to district schools. We hear a lot about equity and putting students first, but those values must be reflected in actions, not just words.

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When politics delays renewals, underfunds students, and creates instability for successful schools, children pay the price. If every student matters, then every public school student should matter equally regardless of the public school they attend. This board has an opportunity to match its words with its actions by providing

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stability through charter renewals, funding students fairly, and supporting innovative schools that are delivering results for Chicago's families. Those actions are student centered and best protect schools and communities from instability and closure. Great schools should be celebrated and supported, not

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held back by politics. Thank you. >> Thank you for your comments. The next speaker is Joanna Smith, speaker number 15. Good morning, President Harden and members of the Chicago Board of Education. My name is Joanna Smith and I

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am with the Illinois Network of Charter Schools. I'm here today to address today's charter renewal vote and to express appreciation for that vote today. For years, Inks and the broader charter community have advocated for a

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transparent student centered renewal framework that provides a clear pathway to longer renewal terms for high performing schools. Strong renewal terms are more than an accountability measure. They are the foundation for sustainable,

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highquality schools. We appreciate the progress reflected in the recommendations and the vote that occurred today and we want to recognize Dr. King, the innovation and incubation team and board members who have engaged

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thoughtfully in that work. The vote for four to sevenyear renewal terms marks important progress after years in which many schools received one, two, and threeyear renewal terms.

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And this created unnecessary uncertainty for students, families, and for educators. A more stable framework better supports long-term academic planning, educator retention, and continuity for school communities.

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At their core, renewal decisions are decisions about educational stability, equity, and opportunity. As this work continues, we encourage the district to remain focused on the measures that matter most for students, academic

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growth, student experience, access to opportunity, and strong outcomes across every neighborhood in Chicago. families deserve transparent applesto apples information about how public schools are serving students including clear data

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that allows communities to evaluate performance consistently across school types. At the center of this discussion are thousands of students whose futures depend on access to highquality schools. And every renewal decision should be

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guided by what best positions them to learn, grow, and succeed. Thank you for your time. Thank you for your comments. The next speaker is Nicholas Limebeck, speaker number two. Hello, my name is Nick Limebeck and I'm

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a teacher at Tilton Elementary School in West Garfield Park. I'm here with my Tilton family to oppose the cuts to our school. In 2021, the General Assembly commissioned a report to educate the public on the lasting harms of slavery

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and the aftermath on black Illinoisans, including political disenfranchisement, stolen economic labor, and discriminatory policies in policing, the legal system, housing, education, family, and health. The call has been to

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repair these harms that to this day continue to impact the people and children in neighborhoods like West Garfield Park where Tilton is here. You see, I've passed out a line graph showing that at Tilton's ltop, Pilaski on the green line, the life

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expectancy bottoms out at 66, 20 years less than the life expectancy here in downtown after all that's already been taken from this community. grocery stores, jobs, SNAP benefits, health care, housing, and far too many

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of our students loved ones lost to violence. Why is it acceptable for CPS to take away our assistant principal and our reading specialist right here? Not only is it wrong, it's shortsighted. This year, our reading specialist, Miss

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Fel, coached our teachers on cutting edge reading strategies, taught small groups of struggling readers, and pushed for strategic changes. >> 30 seconds remaining >> to our continuous improvement work plan that prioritized early reading skills. As a result of all this, by the end of

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the year, Tilton saw a 40% increase in the number of K through two students reading on grade level. Given all our students face and CPS's supposed commitment to black student achievement, how could they even consider taking away someone so instrumental in their

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success, the children's success? I've heard that 18 reading specialist positions are being cut from Network 5 alone on the west side. How does cutting these polit uh these critical supports for black children address quote opportunity gaps and advance quote equity? What kind of black student

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achievement plan is that? We're here to ask the board to restore our funding, especially for our reading specialists. We owe the children of West Garfield Park this and so much more. Thank you. >> Thank you for your comments. >> The next four speakers are from the

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intrinsic schools. Desiree Alvarez, speaker number three. Good morning and thank you for the opportunity to speak today. My name is Desiree Alvarez and I am a proud parent of an intrinsic student who

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will be entering his junior year. Intrinsic understands that students need support and encouragement to grow and achieve their goals. >> At every step, the school helps students recognize their strengths and build confidence,

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which apparently I need in themselves and their future. As a parent of a theater student, I have seen firsthand the long hours students dedicate to rehearsals and are supported every step of the way

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by committed teachers and staff. This support extends well beyond high school. Intrinsics postsecondary guidance is unmatched among the schools I have experienced. By creating an environment where the students and families can actively explore college

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opportunities intrinsic directly advances its mission of post-secary success for all. Even as the school continues to grow, it has maintained a strong and supportive community. Four years ago, when we made the

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decision to transfer to Intrinsic, I was concerned about losing the sense of community we had built at our previous school. That concern quickly proved unfounded. From our very first tour stand to standing here today, our experience has

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been nothing short of exceptional. >> You have 30 seconds remaining. >> Intrinsic supports not only its students but also their families, making education a true partnership. I am proud to support a school that invests so deeply in its students,

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staff, and community. For these reasons, I strongly support a seven-year renewal for Intrinsic so that even more students and families can benefit from this outstanding community. Thank you. >> Thank you for your comments. The next speaker is Ryan Ever ever, speaker

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number seven. Good morning, members of the board. My name is Ryan Everett. I'm here today to respectfully encourage a fair renewal term for Intrinsic's Belmont campus. Our principal has also submitted comprehensive written testimony for your

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review. I joined Intrinsic after a career in college admissions and college access work, and I can tell you firsthand that Intrinsic support of students is truly among the best I've ever seen. We care deeply about student success. We work handinhand with

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families to help students make decisions that uplift both their households and our broader community. You can see the results of that deep partnership in our outcomes. And as you vote today, you have a package of support letters from all three local aldermen representing

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our community. Alderwoman Cruz, Alderman Cardona, and Alderman Viegas. Furthermore, the Illinois State report card shows that intrinsic performed favorably on chronic absenteeism, freshman connection, graduation rates,

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and ACT growth for our full population and across every single subset of students. A long-term renewal aligns with a student's complete journey from the seventh grade when they enter our school through high school graduation, providing crucial uninterrupted

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stability for our students and our families. It also signals quality to philanthropic providers who fund vital equity initiatives like our scholarship program which has lower the average out of college cost for our students to less

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than $3,000 a year before they take out any student loans. >> This is truly life-changing for our students, our families, and our community. Uh we ask that you grant intrinsic affair renewal, and we thank you for your time and for your leadership.

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Thank you for your comments. The next speaker is Graciiela Alangor, speaker number 21. Good afternoon, President Harden, and all the members of the board. My name is Gracia Alingor and I'm a rising senior at intrinsics fell on campus. Some of

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you might actually recognize my face and the face of my fellow ambassador standing right next to me Salgado. Over the last couple of years, Visa and I have had the privilege of hosting many of you on our campus welcoming you into a place we tr consider our home away from home. Intrinsic is such a special

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place to learn and connect with my community. It's a school where I've been able to challenge myself through advanced playments classes and dual enrollment opportunities. Plus, there is so much more excitement in my family and my family's friend right now because of we have the chance to be recipants of

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the intrinsic scholarship next year, which will help me pursue my own university dreams. First of all, we want to say a huge thank you to everyone sitting in the chairs and everyone else involved for approving our charter renewal. We really appreciate how hard the whole process is. Our charter school

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students, we don't run away from accountability. We actually embrace it. We want to be held to high standards because we know that having a high bar is exactly what pushes us to grow and do our absolute best. But beyond all the paperwork and policies, Reeda and I are

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here to remind you everyone of something really important. Intrinsic Bellang Charter Schools students are also CPS students. Every single morning, my classes and I walk into school with the same big dreams, the same potential, and the same drive as all kids all across Chicago. Because of that, we deserve the

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same urgency and stability as every other student. My hope for the future, >> 30 seconds remaining, >> is that the board always does what is best for students and families who are calling on you. Thank you so much for your time, your service to our city, and for continuing to invest in our home away from home.

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>> Thank you for your comments. The next speaker is Patricia Berilli, speaker 22. Good morning members of the board. I am here without a speech rewritten anything. I'm just here to speak from my

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heart and my experience. I am a parent of a a student who graduated uh in 2023 and um I I'm here to support the school because intrinsic really gave me and my student

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the tools to have a life after high school. um post-secondary plans for students in in intrinsic schools are highly supported by the school and my

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this is very uh emotional for me because I had no idea where my son was going to go to school to high school and I just found intrinsic by by chance and it was the best best chance that I had in my life. Um, and

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I really encourage you to support intrinsic and renew the um, charter program for them. And um, I am very nervous, but I also think that it's important to

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be here to uh, speak for our school, for our students. intrinsic supports highly uh all of the parents. Um and that's all I have to say. I'm sorry, but this is just the best uh opportunity for students in

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our community and their parents as well. Thank you so much. >> Thank you for your comments. The next four speakers are from Chicago High School for the Arts. Avery Faren, speaker number four. Am I good? Okay. Um, good morning. My name

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is Avery Faren. I am a creative writing teacher at Shy Arts and I'm here because I keep hearing this word preservation. We are told that the conservatory model at Shy Arts is being preserved to the extent possible. But preserving a conservatory requires understanding a

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conservatory model, its timing, the style of its courses, the scope and sequence, and the staffing. My arts colleagues and I sat down yesterday morning to work on proposed arts course offerings for next year. And it is clear that the proposed arts model needs more staff members, not fewer. When our staff

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has been reduced from 70 part-time teaching artists to eight full-time arts teachers and 20 part-time teaching artists who are not even potentially fully assigned to our school, the math simply does not work out. In this model, our creative writing freshman and sophomores will have to be combined into

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the same classes. Distinct courses such as creative non-fiction, multidisciplinary storytelling, and our literary magazine class that I spoke about last time I was here are being collapsed into generic courses called creative writing one and creative writing two. When specialized courses

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disappear, that is not preservation. When students at different levels are combined because there are not enough teachers to teach them separately, that is not preservation. When there are too few licensed arts teachers to provide the instruction students were promised, that is not preservation. So at some point we have to be honest about what is

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happening at Shy Arts. CPS and members of this board can continue to use the language of preservation, but changing the name of something does not change its reality. If the specialized instruction is gone, if the scope of sequence is gone and the staffing is gone, then the conservatory that this board voted to preserve and the CPS

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officials claim to have been working on has been fundamentally dismantled. I teach language for a living. I know about words and what they mean. What this shy arts community is being faced with is not reflective of the definition of preservation. Solutions are possible for a thriving, highly enrolled school

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with an arts conservatory to continue to function in our district and the teachers at our school are willing to collaborate with our leaders to make this conservatory a reality. What we need is for you to be willing to do that work with us creatively. Thank you. >> Thank you for your comments. The next

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speaker, Megan Riley, speaker number 12, joining us virtually. Please enter star six to unmute. She's joining. She's joining virtually. >> Good morning. Can you hear me? >> Yes. Please proceed.

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>> Okay, perfect. My name is Megan Riley. I'm a math teacher at Shy Arts. Uh this I'd originally intended to tell you about my recent trip to the Met in New York City. Um but I don't think that's

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what you need to hear from me right now. I want to speak about patterns I'm hearing in the statements from public participation today which is that the adults in charge of the education of

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the children of Chicago are letting the failures of adults that caused a budget deficit impact the students and that is not okay. Over and over we're hearing about the impact of these

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budget issues and what it will do to the students. That is not a respons it it it's not an appropriate use of our responsibility as adults. When there are problems, we fix them for the children. The children cannot be the ones to endure the

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the negative impacts of these challenges. As to shy arts, uh billboards and bus signs across the city are list five Asero schools and shy arts and proclaim new chapter same commitment. But we are

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not seeing that commitment. The funding plan for next year at shy arts it dismantles the programming that makes shy arts excellent. Does this board really mean the arts are essential and that building the next generation of Chicago artists is a priority? Or are

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the arts enrichment that can be dropped when the state says to tighten our belts? We are in the final hours of defining the future of arts in Chicago. Yes, the stakes are that high. Investing in the arts costs money and we know that there will be a return on this

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investment within our students, within the arts community in Chicago and within the funds that we can raise with this program so we can expand arts education across the district. We need the board members to fully

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invest in the Shy Arts uh conservatory program. They also need the board to not let this budget deficit impact the students. It's not acceptable. Thank you. >> Thank you for your comments. >> The next speaker is Melissa Arnik.

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Speaker number 25. >> Chicago has a vibrant art scene. It's what brought me here. I grew up in Michigan, went to Ohio for college at a music conservatory, and then began auditioning for opera companies and symphonies all over the United States. I was hired by multiple companies based in Chicago. So, I decided to make this

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great city my home base. This fall, I will have been here as a professional singer for 20 years. There are very few places in this country where a person can make a living as a classical singer without constantly traveling. But this is one of them. We have multiple opera companies, one of the best symphony orchestras in the world, and incredible

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summer music festivals, not to mention the thriving venues for jazz, blues, R&B, rock, folk music, and more. Sadly, that artistic vitality has not historically been reflected in what is offered to Chicago's students. The desire for more arts programming in CPS is the reason Shy Arts was created. The

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conservatory model at Shy Arts has attracted thousands of students from all 50 wards and other states to our school. It has also brought dozens of professional artists looking to share their expertise, as well as donors eager to fund this amazing program. Licensed educators provide a great deal to

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students, but there simply is no substitute for the real world experience that working artists bring to the table. Unfortunately, at this point, we will not be retained. The proposed model of 20 resident artists being hired means that at least twothirds of our current teaching artists would be left behind.

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Even given those resident artist positions, with hours and pay reduced, most of us could not afford to stay. And with us would go all of the specialized classes, professional connections, curriculum, and relationships with students that we have built over the years. To have a world-class art school like Chicago, we need dedicated

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worldclass teaching artists. Treating our professional artists as disposable contractors does everyone a disservice. You passed a resolution stating that the conservatory would be preserved to the greatest extent possible, but that has not been reflected in the planning thus far. Please ensure that our conservatory

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program is funded and work with our union and existing staff to find the best route forward with the least amount of disruption to students. We know that some changes will be necessary in this transition, but saving shy arts shouldn't mean that we file off the edges of our square peg to force it into a circular hole. We can make this work

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together. Thank you. >> Thank you for your comments. The last speaker from Chicago High School for the Arts is Matt Jerish, speaker 29. Hello everyone. My name is Matt Jerish at Shy Arts. I teach a few different music classes, but primarily I oversee

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the jazz program and direct the top jazz combo at the school. As an active freelance musician in the in the Chicago music community, I'd like to advocate the importance of retaining quality teaching artists that are current in the scene. as this provides students with unmatched access to artistic development

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and opportunities. It's understandable that students benefit by learning directly from professionals, but I'd like to take the argument further and say that the network of connections us artists bring is equally as crucial. Our connection to the Herby Hancock Jazz Institute was established early in the lifespan of Shy Arts and over the years

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has quite literally brought students to artistic stardom. Shy arts is one of 13 schools across the nation that the institute visits. Students undergo a week-long jazz intensive seminar and simultaneously are scouted for an international high school jazz combo that tours with the famous jazz artists.

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At the end of the tour, graduating seniors are offered a full ride scholarship to a music school funded by the institute. Former alumni of Shy Arts Joel Ross was selected to tour with this ensemble, received a full ride scholarship and has since established himself as a celebrity in the music

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scene. recorded on Grammy award-winning albums along with producing a catalog of his own work. The Herby Hancock Institute also programs and hosts the annual International Jazz Day. Last year, this event was hosted in Abu Dhabi for the first time since 2016, hosted at the White House. International Jazz Day

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returned to the United States and was hosted in Chicago and one of these series of performances was hosted at Shy Arts. I feel it's imperative that Shy Arts maintains >> the special partnership with the Herby Hancock Jazz Institute. This would require us not only to remain in good standing with the organization, but also

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to hold our program to its exceedingly high standard. Being one of several jazz educators at Shy Arts, I feel that reducing the capacity of active teaching artists would greatly threaten our ability to prepare students for these opportunities and would sever connections that we've already curated

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over the years. Thank you. >> Thank you for your comments. The next three speakers are from Lincoln Park High. I'm sorry. Four speakers are from Lincoln Park High School. Zed Khan, speaker number five.

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Good afternoon. My name is Zade Khan and I am a proud graduate of Lincoln Park High School's class of 2023. Today I am an incoming fourth year student at Lyola University of Chicago and I'm here today to ask that Lincoln Park High School's Arabic program to not be cut. In fact,

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the Arabic program was one of the main reasons why I chose to go to Lincoln Park High School in the first place. As a Muslim student, having the opportunity to study Arabic at a public high school was incredibly meaningful. It has allowed me to connect more deeply with my heritage, my faith, and my community

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while developing language skills that continue to benefit me in college. As a former student, I can say firsthand that this program is about much more than learning a language. It opens doors to academic and professional opportunities while teaching students how to engage with different cultures and perspective

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perspectives. This program is especially important today. We are living in a time where both Islamophobia and anti-semitism continue to affect our communities. The solution to misunderstanding is not less education. It is more. Programs like Arabic help students move beyond stereot stereotypes

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and create create um and create opportunities for understanding between Arab, Muslim, Jewish, and other communities. That mission is especially important in a diverse neighborhood like Lincoln Park. Our schools should be places where students learn not only

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academic subjects but also how to understand and respect each other. This is a crucial moment. Cutting this program will take away opportunities that changed my life and continue to benefit students today. Instead, >> 30 seconds. >> We should be investing in programs that build bridges and foster understanding.

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I would like to request the board of education to please include the topic of Link Park High School's Arabic program in next meeting's agenda. And I end off today as I would like to urge you to please preserve the airbrick program at Lincoln Park High School. Thank you.

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>> Thank you for your comments. >> The next speaker is Julian Sada, speaker number 11, who's joining us virtually. Please enter star six to unmute. >> Hello, can you hear me? Yes, please proceed.

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>> Hello, my name is Jul. I'm an alumni of Liquid Park High School. Um I'm speaking on behalf of the Arabic program shutting down. Um this Arabic program has helped me and changed my life. I feel as if um I would had a cultural disconnect with

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me and my bloodline. I'm Ecuadorian, Mexican, and Assyrian. And so when I saw Arabic was an option, um I felt like I had to take it in order to just try and connect back to my cultural roots. And ever since I joined freshman year, I

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started taking it serious and I learned a lot of the language. And I've come to find out how beautiful the language is. um the calligraphy, um the alphabet, the culture, the history, and I feel like it's something that should not be closed down, especially in this time where there's so

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much um hatred and anger and resentment towards the Middle East for what's going on between the conflicts and all this sort of things going on right now. I feel as if this program is something that helps people understand and also

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learn something new, learn a new language. Um, I speak English, Spanish, and now Arabic. So, I know that's going to be able to help me in the future being triilingual. And, you know, I feel like this is something that shouldn't be taken away from future students. um

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there's a lack of advertisement and there's a lack of support from the school um regarding enrollment. So I feel like >> 30 seconds remaining >> the school and they should step in you know promoting the Arabic program in my

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all four years of high school I haven't seen a single advertisement or a single um sort of uh thing to promote this Arabic program. So I feel like if enrollment is an issue then that's on the school for not promoting. So I feel

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as if it should not be closed down especially in these dark times and it's such a beautiful language and it's helped me help me learn more about my culture and my history. Thank you very much. I urge you guys to speak about the Lincoln Park Arabic program in the next

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meetings. Thank you board members. >> Thank you for your comments. The next speaker is Noah Hanife. Speaker number 14. Good morning. My name is Noah Haneife and I'm here on behalf of CARE Chicago, the largest Muslim civil rights advocacy

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group in the United States. I come here to speak again strongly against Lincoln Park High School eliminating the Arabic language program, a program that has been an integral part of the school for over 30 years. Arabic is the fifth most spoken language in the world with over 310 million speakers. Arabic is one of

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six official languages of the United Nations and is spoken across 22 countries. That kind of reach creates real opportunity. The Arab world is home to over 400 million people in some of the world's largest economies, making Arabic a valuable skill for anyone interested in business, finance, law,

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diplomacy, journalism, and countless other fields. The US government has even labeled Arabic a critical need language, meaning federal agencies actively look for Arabic speakers. Learning Arabic is a life skill that helps students succeed, and for decades, Lincoln Park gave them that opportunity. The program

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built genuine cultural understanding and meaningful ties to Chicago's Chicago's broader Arab and Muslim community. That connection matters now more than ever. Hate crimes targeting Arab and Muslim Americans have reached record highs in recent years. And that kind of hostility does not come from nowhere. It comes

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from ignorance. Programs like Lincoln Park's Arabic program are one of the most direct tools we have to fight that ignorance by replacing unfamiliarity with knowledge in human connection. When you take away this program, you are not just removing a language from a catalog. You are closing the door for every student who would have walked through

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it. You are taking away the non-Arab student who would have had a better understanding of a culture too often defined by stereotypes. >> Lincoln Park has prided itself on preparing students for a diverse, interconnected world. Eliminating it is not a neutral choice. It is a choice on who you choose to invest in and what

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stories you deem are worth telling. Not to mention the Airbrook program is one of only three in Chicago public schools and 160 across the United States. On behalf of Care Chicago, I call on you to reverse your decision and keep the Arabic program in the Lincoln Park High School alive. And I ask that the board

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includes the Lincoln Park High School Arabic program in the next meeting's agenda. Thank you. >> Thank you for your comments. The last speaker from Lincoln Park High School is Essela Pants, speaker number 26, who is joining us virtually. Please

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enter star six to unmute. >> Good afternoon. My name is Isella Pon and I am a language, literature, and ESL teacher at Lincoln Park High School and proud parent of CPS dual language students. In 2024, CPS released its 5-year strategic plan. One targeted

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priority clearly states a commitment to strengthen multilingual pathways including existing programs. So I wonder how can we celebrate the addition of world language programs while eliminating them at the same time. It is deeply concerning that Arabic, a

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federally designated critical need language for over 20 years and as of May 5th, 2026, a K through2 priority language in the state of Illinois, is in danger of being eliminated at my school. the only IB Arabic program in the state

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in one of three CPS high schools offering the language. I recently looked up photos from a past ESL1 lesson that documents one of my students favorite memories. Learning about Arabic culture through cooking as a way to engage in the four domains of reading, speaking,

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listening, and writing. Our school's Arabic teacher, Dr. Luke, his students, and a community partner facilitated a rigorous, joyful, and equitable learning experience for my ESL1 students who represented various parts of the globe. Imagine a classroom of teenagers in

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their first year in the US from China, Venezuela, Ukraine, Ecuador, Colombia, Puerto Rico, Japan, and Brazil. reading recipes, measuring ingredients, experimenting with new flavors, breaking bread together while learning about Arabic history, geography, and the linguistic influences and connections to

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their own native language. >> 30 seconds remaining. >> While this example could never be measured on a standardized test, these experiences foster the cultural enrichment and critical literacy needed to read and navigate the world. Cutting the program not only eliminates highquality language instruction, but

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also opportunities for the wider student body to engage in authentic, meaningful cultural exchange. We cannot afford to be so shortsighted in this moment when so much is at risk of being erased or removed from our curriculum and classrooms. Board members, it is fair to request adding the LTHS Arabic program

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to the next meeting agenda and fully aligns to the district's priorities to suspend the closure of the program in order to follow through on the commitment to strengthen and preserve the Arabic language program at Lincoln Park High School. Thank you for your time.

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>> Thank you for your comments. The next speaker is Ree Chen, speaker number six. Good afternoon board members. My name is Ree Chen. I'm a student at Winnie Young High School and I'm here to talk about budget cuts with you. On your website,

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the budget overview 2026 states the district should avoid cuts that would diminish the overall student experience. But look at my own school. We will be losing several teachers and many more classes disproportionately affecting the arts. Further, we will be losing special education staff members and our related programs will suffer. Clearly, people

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care about this and it is affecting us in and out of the classroom. Ask the almost thousand people that signed our petition to keep our teachers in our school. A lot of you have spoken today about your support for student mental health. For me, these cuts mean losing the people that saved my life.

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Secondly, the budget overview also states that you should ensure a more equitable distribution of resources across schools. Now, some might say that Winnie Young doesn't need that funding. But look at the numbers. Our opportunity index score recently dropped a full three points from 15 to 12 because our

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school has improved in aspects like diversity and teacher retention. But these things don't magically remove the needs people have at this school, especially since it is a magnet school. An administrator, sorry, an administrator shared with me recently how students had no math teachers during

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elementary school. How black, brown, and Asian students struggled to stay afloat. The number 12 is nowhere near representative of these people. Representative Blae, I hope that you don't forget us in negotiations. Currently, CPS is being funded at 73% of

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what is considered adequate to the minimum 90% outlined in the evidence-based funding. >> 30 seconds remaining, >> creating a $1.2 billion gap. My school and every other school in the district needs that missing 70% and we are relying on you to get it for us. We are

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Chicago. We get things done. We hold 40% of the state's population and political power. The root of the problem is in Springfield, but it is still your job to advocate for us as I am advocating right now. Please hold the state accountable to the money owed to us to give students like myself opportunities. Thank you.

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>> Thank you for your comments. The next speaker is Gabrielle Pais, speaker number nine. Good afternoon. My name is Gabe PZ. I'm a bilingual teacher in CPS since 2013, 10 years of which on the west side. I'm here to speak strongly against the

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returning to an Englishonly high school entry exam. While the current HSAT exam has its flaws, providing it in six languages is a matter of basic equity. Moving back to an Englishonly test is exclusionary. It's wrong and it further

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marginalizes my students who already endure immense challenges. from federal agents terrorizing our streets to the Englishonly IA reading exam that misrepresents our work as bilingual teachers. Despite this, my students

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remain steadfast. I have taught them that if they earn the grades and show their skills on the test, they have a fair shot at going to their dream schools. By reverting to an Englishonly exam, we're killing those dreams before they're even born. My students are deeply dedicated to learning English

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despite the board's failure to provide a centrally funded ESL curriculum. Um to but to abandon them to an Englishonly exam that determines so much when some of them have literally been in the US for months is irresponsible. It tells them that our best schools aren't for

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them. As a former student in Humble Park once told me in frustration, "The ELL accommodations in the new test extend a 2.5h hour exam to a 7.5 hours for English language learners.

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7.5 hour exam in Korean and I'm sure going to fail it." And we already face severe linguistic inequities in our district. English learners make up 30% of CPS, but in Walt or Payton, there's only 3.5% of the population. At Lane Tech, they're only 4% of the population.

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Reverting to an Englishonly exam ensures that these numbers stay abysmally low. Selective enrollment schools may as well a sign that says immigrants not welcome if we revert to an Englishonly exam for possibly the most important test that my eighth graders can take. Thank you so

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much. >> Thank you for your comments. The next four speakers are from the Academy for Global Citizenship. Paul Julian Nelli, speaker number 10. Hey, good to see you guys again.

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Um, I'm Paul Julianelli, the COO at the Academy for Global Citizenship, and I just want to tell a quick story of gratitude about one of our beloved teachers who uh passed away this winter. Uh, Liz Midnorf was a fourth and fifth grade teacher at AGC for the past

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decade. She came to us after 15 years teaching across the city, even got her type 75, but was at a crossroads, unsure whether she wanted to be an administrator, keep teaching, or leave the profession altogether. Thankfully, she gave it one more go at

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AGC, and she flourished with us. Liz was a naturally gifted teacher who balanced a deep sense of social justice with a healthy sense of humor and channeled her passion for the outdoors into her students. Her values align perfectly with our IB model and in our wellness

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wheel. She founded the annual fourth grade camping trip. And when we moved to our new campus, she was the first one out on the farm. I remember when we finished our first hoop house, she was down in the office. Oh, is is it ready? Can I get out there? And before I knew it, she was dragging tree stumps into

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the hoop, circling up her students, and teaching lessons about metamorphosis. Our new campus was a perfect fit for a teacher with her passion and wisdom. And while I'm si sad she won't have another decade to ignite the curiosities

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of the next cohort of fourth graders, I'm grateful she could spend her final years teaching on the farm and in the hoop house that now bears her name. As school and district leaders, >> 30 seconds remaining. >> It is our responsibility to shape the paths that allow the Lisman Dorse of the

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world to expertly guide our children. Those paths are shaped one small decision at a time at a time. Six years ago, this board voted on a renewal with a term long enough to inspire confidence in our lenders. That vote unlocked our financial closing. Construction of our

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new campus followed and the campus was completed just in time. Just in time for Liz to spend her final years teaching in her dream classroom. Thank you for visiting us, every single one of you, and investing your time in

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our kids and all the kids across this great city. Thank you for seven more years in honor of Liz Mandorf and the many teachers like her across this city. We use that time wisely. Thanks. >> Thank you for your comments. The next

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speaker is Sarah Elizabeth Iple, speaker number 16. As I stand here uh this afternoon, 49 of our eighth graders just graduated. All of them uh receiving their seal of biiteracy. All of them carrying their IB

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education. And all of them receiving acceptance into their choice high school. That's why we're here. And this is what it's all about. Every single one of you came to see it for yourselves. I watched each and every one of you walk through our doors, experience our model

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firsthand, and leave with a deeper understanding of what a true learning laboratory looks like in action. So, on behalf of our students, our families and community, and with deep gratitude to the INI team, thank you. AC was founded with a singular vision to be a learning

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laboratory, a proof point for what public education can be when you design for the whole child, the whole family, and the whole community. And we have always believed that a proof point is most powerful when it's shared for the greater good. AGC was not built

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for 500 students. It was built for 316,000. And that has always meant opening our doors not just to our families, but to the entire district. In the years ahead, we will continue to support and collaborate with CPS principles, classroom teachers, instructional

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coaches, because serving our district has always been part of our founding DNA. We are thrilled to be launching a teacher training institute that will expand our capacity to support educators across our city. And we are deepening our sustainable community school model with wraparound health. 30 seconds

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remaining, >> fresh food access and community programming that serves every child in our neighborhood, not just those that attend AGC. We are fired up for this next chapter because after 21 years of relentless

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dedication to our mission and our community, we are more convicted, more courageous, and more energized than ever. This work for our community, for our district, and for our city does not begin and end with a charter term. It is

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enduring, and the best is yet to come. Thanks. >> Thank you for your comments. The next speaker is Christina Codina, speaker number 19, who is joining us virtually. Please enter star six to unmute. Good afternoon. My name is Dr. Christina

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Codina. I am a teacher, a former university professor, and a certified interpreter for the Department of Justice. So, I will give my testimony in English and then in Spanish. I am here as the mother of an AGC student. My

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daughter Lucia has been at AGC since January of this year. Before AGC, Lucia barely spoke and rarely smiled. As a mother, this is what kept me up at night, seeing her gradually lose her joy

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of living. Now I can affirm without reservation that she has recovered her joy of living. She has many friends and the AGC community has embraced her. She is doing an internship at the little leaf market and is highly involved. I

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believe that AGC plays a crucial role in the lives of children and wish that it could stay in our community for many years to come. Thank you very much. certific Yes. Little leaf. Thank you for your comments. The last

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speaker from the Academy for Global Citizenship is Yarmi Aradondo, speaker number 30. >> Hi. Um, I want to start by thanking you for renewing the funding for the Academy for Global Citizenship. My name is Yaliaondo and my son is in fifth grade

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at AGC. Uh, this year I had the opportunity to witness the fifth grade exhibition uh, firsthand. And I'd like to tell you a little bit about my incredible experience. The exhibition is a project where fifth graders showcase what they have learned over the years by applying their knowledge and their

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skills through collaborative investigation and on a topic that of global significance that they choose all on their own. I had the opportunity to mentor and work closely with a group of these students as they prepared for the exhibition. And wow, I was so impressed

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by their commitment, dedication, passion. I witnessed their leadership, drive, and genuine desire to make a positive impact. They explored meaningful topics such as the effects of chemicals and everyday products, online safety for children, uh advancements in health treatments. It was incredible to

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see just how much these teachers have guided and motivated these students, empowering them not only to conduct research, but to take meaningful action. Some students interviewed doctors, scientists, and other experts, asking thoughtful and challenging questions. Others led initiatives such as no

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electronics for a week campaign to raise awareness. They also um expressed their learning through arts and a presentation tied to their topic in both English and in Spanish. Beyond their individual work, this these students demonstrated strong collaborative and commitment to

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giving back to the community. The group that I mentored organized a volunteer effort at the Ronald McDonald House 30 seconds where they baked banana muffins for families and wrote notes of encouragement. Their compassionate desire to make a difference were truly inspiring. By the end of my mentoring

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experience, I realized that they had also taught me to be more reflective, engaged, and actionoriented when it comes to meaningful issues. I was left fel leading I was I was feeling incredibly proud of them. This is just one example of how AGC is empowering

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young minds to become future leaders and active, compassionate, lifelong learners. I'd like to end just by saying thank you so much for believing in our staff and students and our whole community at AGC. >> Thank you for your comments. The next

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three speakers are from Hancock College Preparatory High School, Christina Kamargo, speaker number 17. Good afternoon. Uh, good afternoon board members. I am Christina Kamargo, a parent rep of Hancock College Prep LSC. I previously advocated for Mr. Marik,

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our staff elected teacher rep to sit on our council. In March, I returned to discuss the LSC election issues at our school and noted concerns that the applications of four candidates were challenged during the cycle. I want to emphasize that after months of unnecessary delay, Mr. Marik took his seat with your help only after members

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like me appeared before the board. The challenge candidates persisted, garnered community backing and were elected by large margins. Unfortunately, I'm back today to highlight another instance in a pattern of retaliation against staff who dared to run for the LSC representative role. Nurse Moreno won her seat on our

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LSE and has been a valued member of our school community. She has provided exceptional service to our students and even won the Daisy Award for extraordinary nurses in her time with us at Hancock. After three years of serving our students and community, we have learned that she has been involuntarily transferred and will no longer be

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stationed at our school. This news took our community by surprise and an alumni online petition quickly garnered close to 500 signatures along with messages expressing support and asking that Miss Mareno be allowed to stay at Hancock. In addition to the issues above, last

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summer, our non-eing LSE rep tech uh tech coordinator found his position restructured and was less was let go as that position now required a teaching certificate. In my informed opinion, the following pattern is evident at Hancock. Those who are outspoken who dare to

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challenge our principal often face repercussions at a time when we should value in the face of challenges. The message at our school is quite the opposite. Democracy is not welcomed at Hancock. My request to you today is to investigate why and how it was decided that our nurse had to be reassigned

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after being stationed full-time at our school for three years and to once again support our community and help us secure Miss Moreno's return as her full-time nurse. These are real people being affected by uh sorry, these are real people being affected. Um not only will Miss Moreno be transferred to an

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unfamiliar environment, but the Hancock students who have formed trusting relationships with the nurse may suffer from a lack of support. I also asked the board to investigate the pattern of complaints and challenges filed against Hancock policy reps or people close to them over the past two years, including who is making these complaints, whether these complaints have been

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substantiated, and how many have resulted in disciplinary consequences. We must ensure that LSE members all across our city can fulfill their responsibilities to improve their school communities without fear of retaliation. Thank you for your time. >> Thank you for your comments.

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The next speaker is Anna Ambry, speaker number 18. Hello. Good afternoon. My name is Anna Ambres and I am a parent at John Hanka College Prep. Because this is the agenda review committee, I'm here today to urge you to

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pull two deeply problematic appointments for advancing to the full board's final voting agenda. First, regarding the non-teer staff representative seat, Yolanda Moreno is currently listed for appointment despite the fact that she no longer works at Hancock. Board policy is

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explicit. This seat requires performing the majority of employment duties at the school. Because Miss Moreno has been transferred, she is legally disqualified from serving. Furthermore, this past March, she publicly attacked Hancock parents in a massive Facebook group and

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involve a student in circulating a petition during the school hours. She lacks both the basic policy qualifications and the community's trust. Please use this meeting to remove remove her appointment from the upcoming voting agenda. Second, do not advance

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the appointment of Timothy Toner as teacher representative. During our formal CIWP presentation, Mr. Toner explicitly told our families that setting higher academic goals for our school was delusional. He weaponized a

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dormant um admission study to argue that because our students are poor and brown, elite expectations are statistically impossibility. In reality, he completely inverted that research that Dermath data proves that our underserved students are entirely

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capable of elite success but are deeply harm when adults around them lower the bar. Teacher seats are advisory polls. The final betting and agenda placement belongs to you. Every seat on this board is on the November ballot. If you

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advance individuals to the final agenda who violate policy and openly look down on our children, you co-sign their actions. Hancock heard them. Our community votes. Please keep this appointments off the final agenda. Thank

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you. >> Thank you for your comments. The last speaker from Hancock College Preparatory High School is Ivonne Sanchez, speaker 28. Good morning board members. I would like to raise three concerns regarding accountability, student safety and

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contract compl compliance. First, when a principal has received a notification from the office of the inspector general recommend uh recommending that they do not get hired yet that individual gets awarded a 4-year contract who is

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ultimately held accountable if concern concerns later arise. Accountability should not end once contract is signed. Those responsibil those responsible for hiring and oversight must also answer

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for the outcomes of those decisions. Second, student safety must always be our highest priority. On May 18, when a severe summer uh severe storm impacted Chicago, one of our school stairways

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reported went completely dark. When students had to rely on their cell phone flashlights to safely navigate the stairway, parents were not notified of this safety concern. When an issue directly affects students safety, communication should be immediate, transparent, and proactive. Third, if a

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principal is not following the terms of their own contract, what process exists to address these violations? Rules and expectations should be applied equally to everyone. Contracts are not merely guidelines. They are commitments

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intended to protect students, staff, and school community. At Hancock College, >> we have 30 seconds remaining. As a co as a Hancock College Prep LSC parent, I can say that these things are happening in our school. Now that this mental health resolution may be taking place, it gives

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our teachers and staff some relief since more than 50% of our staff feel unsafe on their own workplace because of their of the uh administration. Our school community deserves leadership that is transparent, accountable, and committed to maintain a safe learning environment

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for all. Thank you. Thank you for your comments. The next three speakers are regarding Safe Haven program. Reverend Jimmy Burden, speaker 20. Good afternoon. I would like to thank the board for this opportunity on the

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day to come before you. Um I my name is uh Reverend Jimmy Burton. I uh come from Sbrass Community Empowerment Center. Uh we've been with uh Safe Haven for uh since 2018. Uh we

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have made great great strides with uh the program. We have also uh helped children with uh academics with tutoring uh uh seal learning um

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uh trauma-informed care. Uh our goal is to continue to do great works. We uh provide out of school uh programming for them. We have had great success. Uh we uh believe that nobody is getting left behind. Uh we even recruit outside. If

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also a tool for valid prevention in the north lndale uh community which I was a product of. I'm very passionate about uh the west side of Chicago, North Londale where so many things happened. Uh but I want to tell you about some good things

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that happened as well. We have youth that was below level that came to our program and we have uh success story that three of them have graduated this year. And we thank uh the parents cuz this program allows us to uh be a

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lifeline to the community and also to help uh solve problems with uh issues that may be going on in the family where they don't trust uh people from the outside. we become have a relationship with them and we're able to uh help

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nurture and do things that others could not do but there are issues that are involved uh with this programming. Uh we ask that you would uh increase our funding if possible. Uh we are now uh funding the food and in our community uh

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it is a fun it is a food desert and some of our youth are not eating uh properly. So we are taking an initiative to do what we need to do to help our youth because our youth is our our future. Thank you so much. >> Thank you for your comments. The next

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speaker is Kobe Triplet, speaker 24. Um, good good afternoon. I'm Kobe Triplet from Elementary Metropolitan. Today I'll be speaking on my personal experience as a safe haven student who grew up from the first ever safe haven like the first day was ever

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born in 2018 from elementary until I graduated out of uh elementary school. Truthfully, the Safe Haven program, it molded me into the man I am today. Um, it helped my mom be able to do what she had to do from work. She had to be at work at 8 o'clock. I had to be

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at school 8:45. So, she used to drop me off at 6:30. So, I used to be there at 6:30. I used to do pre pre-classes. I used to get breakfast and then I they used to walk me to school. They used to pick me up from school, after school, walk me back. I used to get after school

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um snacks. we used to do our homework and we used to have ext extracurricular activities. The safe haven program has also shown tremendous um exposure and increasing because from the past because when I was there I couldn't

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you couldn't see the progress. You couldn't see it. Now I can see at least 20 to 40 students that grew up with me that is I'm a college student. I'm a I'm in real estate. I own my own photography business. I'm going to graduate college. I'm a college athlete. I play football.

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So, it shows that even just having the safe space to do your work, not be out doing anything. I've played sports all my life, but you always have distra distractions. So, to have a place to hold your distractions and put them in a a bottle and put them in the right way.

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I can always say that that was >> You have 30 seconds for me. >> It was meaningful for me and it was always worth it. I always thank the safe haven system for even allowing my church to even be a part of it. And my church is just wanted me to be here today to just thank you guys and just continue to

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pour y'all y'all blesses upon us because I'm a living testimony right now of a kid that grew up on the south side of Chicago who could have went the wrong way. But because of that safe haven program, I chose the right path. Thank you. You enjoy your day. >> Thank you for your comments.

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The last speaker from the safe haven program is Maddie Phillips. Speaker 27. Good afternoon to the board. My name is Pastor Mattie Phillips. I'm the senior pastor of Jesus Work Center and executive director of Lifechanging Family Services. And we've been a part

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of the safe haven program for 16 years. And during those 16 years, our out of school time, we have served children and families. Many came in struggling to read, to write, to even talk correctly. And now we are witnessing students on

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the honor roll, loving to go to school, glad to go to school. And at many times we have to tell them it's time to go home. they do not want to go home after the time is up at 6 pm. So, we're not only investing in lives, we are in investing in futures. And so, today I

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want to uh make it known that we are in a crisis. We are now um many of our children, the food that they eat at our program, that's the last meal that they will get for the day until they go back to school the next day. And so we are

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challenged to get the food. Uh we are in our summer camp now. And so we're providing breakfast, snack, and uh a nice meal for them because many of them, as I stated, will not get anything else for the rest of the day until they come

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back on tomorrow. So I'm admonishing you to be considerate of the out of school time. This is we are the extended arm of the Chicago public school system and many of our students uh depend on us the parents as someone stated depend on us. You

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>> have 30 seconds remaining. >> So when the funding is delayed or cut or made uncertain we lose staff and we lose the trust of the families who depend on us. Children who have no safe place to go after school or even now during our

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summer they suffer academically, emotionally and physically. So as you make your decision, please remember the out of school time. Thank you for your time. Enjoy the rest of your day. >> Thank you for your comments. >> The last speaker from the register

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speakers list is Lucy Salgado, speaker 23. Hi everybody. My name is Lucy Salgrad. I was an AeroTero mom. I'm here to tell you to not give a five-year contract. They do not deserve it. You saw what happened. If you give a a two-year

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contract, you're showing that you board members are showing any charter company that there's no consequences, that they could come and close schools whenever they feel like it, and there's no consequences at all. Don't forget, all

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everybody's up for reelection. We voters will remember who votes for what charter, how many years, and what. I will make sure of that. I don't think it's fair for our communities and our children to go what we went through. The set moms, it's not fair. It is not fair.

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And some of you guys don't know what it is to have your school closed or about to close. You guys have a privileged life. We don't have that. We have to struggle every day. We have to help our children. It is time that there's some

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sort of consequences for these charter companies. You have the power to do it. You have the power right now. Do not give an aero that charter company 5-year contract. They do not deserve it. Thank you.

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>> Thank you for your comments. >> President Harden, we also have an elected official who would like to address the board. Alderman Byron Sigo Lopez from the 25th ward is joining us virtually. Please enter star six to unmute. Good um good afternoon members of the

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board of education. Um to all the families, the students, teachers, and everyone who's come. Um I'm thankful for the opportunity to to speak to you um in this very critical time. Uh we've been

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uh talking to every single local school council not only in our ward um but also we hearing the similar concerns all across the city. Um the cuts the cuts that are

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Chicago public schools are are getting are just really unacceptable. I I tell you that uh in the schools and I'm not going to go with the names because this is probably can be said for many schools.

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We have schools that have lost four or five teachers uh clerks, assistant principles, um diverse learners, staffing, um basic staff in in a time where our schools are our safety net. That is where our kids

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or families get trauma informed services. This is where people and I tell you many kids this is where they're getting um basic services and there's even with the eat uh we have families going hungry and in a time like that I

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want to be very public about this governor JB Pritusker has failed Chicago public schools it is unconscionable that the governor has said that he will even do a veto session for the B stadium and there was very little conversation about

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public schools because those who believe that their word is all it matters and don't listen to what happens in our community. I'm not speaking only as an elected official. I am speaking as a father who has three children in a local school that has lost similar staff. So,

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Governor Prrisker gets an F on public schools. It is unacceptable to hear from the governor that the money is just simply not there when he failed to charge the millionaire class. The millionaires were not paying because he's part of that billionaire class. And that's simple. It is unacceptable that

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our parents have to bear the cost of people who are pro who are more uh interested in campaigning than governing and I be very public. I'm not afraid of him as many unfortunately in in the legislature are in the legislative body.

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So today as the board of education we cannot accept these cuts and if there are going to be cuts those cuts are going to start in central office and you you can expect mobilization organizing and anything within our power to stop these unacceptable cuts. These are

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hurting our kids. My full support for every parent and teacher who's come asking for support. This is the moment that our city must come together for our children. If we have a billionaire governor who says the funding is not there when the millionaires don't pay, I don't buy that. Neither should any of

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us. People are more busy to campaign for president than actually governing in a time like this. If they want to be president of the United States, let's show example here at home. I tell you that because you know we are cutting just another example and my support for the language of Arabic. We cannot cut

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one or three schools where Arabic language is offered. That's unacceptable. Arabic is a major language yet is treated less important that like German classes in our public schools unacceptable. We also are not going to accept this appealing process for

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special ed appeals. We need to make sure that our diverse learners are given priority or diverse learnings. Kids are terrified of being in the schools where kids should never know about eyes and mask individuals kidnapping their neighbors. But yet that is a new

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reality. If we want to fight Trump and the cronies, I'm good and my my best wishes to Dr. King today in the shameful Congress and Senate that we have today, but this is the moment that we need to act locally. I urge every single board of education member, we must mobilize.

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There's got to be a veto session in Springfield. Otherwise, the cuts are starting in central office. But the cuts that we're hearing today, the closures, the cutting of staffing is unacceptable. Thank you so much for everybody who still believes in public education.

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Clearly, Governor Prrisker gets an F. He does not believe in public education and he should be condemned by saying that there's no money. The money is there. The millionaires don't pay. That simple. Thank you very much. >> Thank you for your comments, President Harden. This concludes public

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participation. >> We'll now move into a short recess. Member Rivas, do you have motion? >> Yes. Um, I move that the board take a 45inut recess. >> Is there a second? >> I second the motion. Thank you. I'll

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proceed with a roll call. Member Lozano. >> Yes. >> Member Smith. >> I. >> Member Lopez. >> I. >> Member Bole. >> Yes. >> That's a yes for the um court reporter. Member Wallace. >> I. >> Member Kuster. >> I.

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>> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. Member Rio Sierra. >> I. >> Member Bannon. >> I. >> Vice President Vez. >> Hi. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes.

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>> Member Thorakura. >> Member Blae. >> I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 17 eyes zero naz. This motion is adopted by the board. This meeting will now go into a 45minut recess.

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We're ready. >> We will now move into executive session. Board member Pope, do you have motion MO2? >> Here, Debbie. >> Thank you so much. Uh, >> I move for the passage of motion number 26-0610-

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MO2 and the commencement of closed session to consider matters permitted under section 2C of the Open Meetings Act subsections 1 and 11 as specified in the motion. >> Is there a second? >> Thank you, Ellen. >> Second. >> I'll proceed with a roll call. Member

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Lozano >> I. Member Smith, we're taking a vote on a motion to go into close session. >> I. >> Member Lopez. >> I. >> Member Bole. >> Yes. >> Member Wallace.

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>> I. >> Member Kuster. >> I. >> Member Pope. >> Yes. >> Member Rosenfeld. >> Yes. >> Member Rivas. >> Yes. >> Member Rio Sierra. >> I. >> Member Bannon. >> Hi. >> Me. >> Vice President BZ. >> Hi. >> Member Gutierrez. >> I. >> Member Biggs. >> Yes.

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>> Member Thorakura. >> Yes. Member Blae I. >> Member Zachor. >> Yes. >> Member Deberry. >> I. >> 18 I zero nays. This motion is adopted by the board. >> This motion. This meeting will now go

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into close call session. Once they're here, where's The meeting of the board of education is reconvened. Board members will now proceed with the potential board reports for consideration at the June 25th, 2026 regular meeting. After each item is

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presented, board members will have the opportunity to ask their questions and make comments before proceeding to the next item on the agenda. Board members, we will begin with the following education items numbers one through four, starting with numbers one and two, and the subject matter expert

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will present on those two items. One, authorize the first renewal with ACT education or corp for ACT testing services. Two, authorize the first final renewal agreement with College Board for College Entrance, exams, professional

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development, and related services. >> Good afternoon, board members. My name is Jesse Manion. I am the manager of large-scale assessments from the Department of Student Assessment and MTSS within the um office of teaching and learning. At the June 25th board

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meeting, we are recommending the board authorize the renewal agreement for the ACT SERB testing services through ACT Education Corporation. This renewal includes standardized assessment and professional development services for the ACT suite of assessments. The assessment provided by the vendor will

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allow students to take the fall administrations of the preac and ACT. These assessments will be used as preparation for state required assessments in the spring as well as an instructional planning tool for school teams. This renewal is a critical component of our district's vision. In

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May 2024, ISBY shifted the state accountability test for grades 9 through 11 to the ACT suite. This transition was made because of the strong alignment between the ACT test and Illinois learning standards, the integrated science assessment, and the secure online platform to reduce logistical

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burdens on school districts. This means that all 9th, 10th, and 11th grade students are required to take the preac or ACT in the spring. Additionally, all high schools are given the opportunity to participate in optional preACT testing in the fall. This renewal allows

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schools to opt into fall testing, providing a baseline to purposely plan purposefully plan datadriven instruction aligned with the statemandated ACT and preACT exams in the spring. In the fall of school year 26, 54 high schools opted

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into fall preACT9 and 84 high schools opted into fall preACT testing for 10th and 11th graders. The district tested about 26,000 students in the fall in preparation for mandatory spring exams, which is just over 50% of high schools.

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The district covers the cost of fall preac um exams, assessments for juniors at all opt-in schools to support spring testing preparation. As schools become accustomed to instructional planning for the new state assessment, we expect the number of participating schools to

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continue to grow for the fall. Data reviews with participating schools in December of 2025 focused on instructional planning for the remainder of the year leading up to the spring ACT administration. Fall preACT item analysis reports empowered instructional

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teams to recognize students strengths, flag individuals needing extra support, and implement timely targeted instructional adjustments. According to survey data, participants of the fall data review sessions appreciated the training, noting that navigating detailed report databases and drilling

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down into itemized analysis provided invaluable, actionable insights for targeted classroom instruction. They also praised the practical tools and resources shared which empowered teams to form student support groups and seamlessly communicate findings with staff, parents, and students. These tools do more than just streamline

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day-to-day operations. They drive true systemic change by aligning our internal resources with state standards. This initiative transcends mere compliance to become a critical equity move, ensuring every student has access to a rigorous, joyful, and supportive learning environment. Regarding vendor

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performance, our fall preac administrations in October of 2025 and spring implementation of preac and act on primary testing days in April of 2026 proceeded smoothly with no major in major disruptions. ACT's vendor

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performance rating is 4.49 overall. ACT has worked closely with CPS and ISBY over the past two years to ensure robust infrastructure for all administrations within the district. If the rule renewal is not approved, schools would not be able to exercise the option to purchase

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additional fall test administrations, critical professional learning supports, and other services connected to the ACT suite, which will assist in having meaningful data to inform highquality instruction. Rather than waiting for spring results when it's too late to adjust instruction, fall data allows

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educators to identify specific standards level gaps, measure college and career readiness benchmarks, and implement targeted interventions when they matter most at the beginning of the school year. Because the fall administration aligns with the design, rigor, and blueprints of the spring test, spring

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state test, it acts as a predictive mirror. This alignment gives schools a clear look at student trajectories, allowing administrators to allocate resources effectively and tailor professional learning to the exact areas where teachers need support. A comprehensive breakdown of the fall preac participation by schoolboard

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district can be provided upon request. And thank you for your time and for your support for equitable daily learning experiences. And I'm happy to respond to any questions. >> Members echo. >> Yeah. Um thank you for the information. Just to clarify, is the reason that um

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the annual cost is going up so much your expectation that many more schools will um opt in and be involved in it? >> That is correct. >> Okay. Thanks. >> Thank you for your presentation. >> And the next one Okay, I'm back again. All right, here we

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are. Um, for the next one, at the June 25th board meeting, we're recommending the board authorize the renewal agreement for College Board suite of assessments and instructional materials. This request covers access to advanced placement coursework and exams, as well as the SAT suite of assessments,

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including PSAT and MSQT. In addition, this includes professional development for all aforementioned assessments, AP courses, and materials for preAP. Since the SAT is no longer the Illinois statemandated mandated assessment, a

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significant shift in spending has occurred as these assessments are no longer covered under the state contract. Starting in the 2425 school year, the state transition transitioned its funding to the ACT, meaning that any continued use of the SAT suite now falls outside of state funding mandates.

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Consequently, individual schools or districts must now opt into SAT suite in the fall based on specific needs or requests varying the associated costs locally. In school year 26, approximately 6,800 students across the district took an assessment from the SAT

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suite of assessments. The majority of schools chose to offer the PSAT NMSQT primarily to ensure their students retained access to the national merit scholarship program. This renewal is a critical component of the district's ongoing commitment to equity specifically within the post-secondary

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success plan and our focus on expanding access to rigorous college level coursework for every student specifically with our advanced placement courses. Our historical investment in advanced placement or AP continues to yield measurable growth. Last year alone, we successfully administered

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48,996 exams to 27,635 students with 57% of students earning a qualifying score of a three, four, or a five. In school year 25, we saw the number of Latin X students receiving

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qualifying scores increase by 42% since school year 23, and the number of black students receiving qualifying scores increase by 72% since school year 23. Building on that momentum, we've seen a significant year-over-year increase in participation at our district managed schools. For the current academic year,

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enrollment has climbed to 30,277 students with an estimated 51,446 exams that were taken this May. To expand student access and success, the district facilitated multiple highlevel leadership convenings and information

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campaigns focused on AP career kickstart courses and belonging, specifically supporting 34 schools through the equal opportunity schools partnership. Teacher efficacy was a primary focus highlighted by the delivery of 43 total fullday professional learning and communities of

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practice sessions supplemented by individualized coaching to ensure strong classroom implementation. Looking ahead to the summer of 2026, the district is providing robust training opportunities for approximately 250 teachers through both district hosted and vendor-led AP

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summer institutes. By renewing this agreement, we ensure that a larger, more diverse cohort of students has the direct opportunity to earn college credit and reduce the long-term cost of higher education through successful AP completion. This school year, the district district has returned to its

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sustainable prepandemic funding model. Under this framework, the district covers the full cost of exams for students qualifying for fee waivers, representing approximately 70% of our AP population. While families who do not qualify for fee waiverss are expected to pay their exam fees, we have proactively

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ensured that all schools have access to philanthropic funds to support families who may still face financial hardship. Through this combination of district fee waiverss and localized philanthropic support, we are working to ensure that no student is prevented from testing due to financial circumstances. If the

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renewal is not approved, schools would not be able to implement advanced placement courses from college board as a sole source vendor, which is a critical for meaningful instruction, advance access to advanced pathways at high schools and post-secary opportunities. Schools are reliant on these surfaces. A comprehensive

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breakdown of AP participation, qualifying scores, and fee waiver eligibility by schoolboard district can be provided upon request. And once again, thank you for your time and support. And I'm happy to respond to questions. >> Uh sorry, another money question. Um I'm

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noticing that in uh fiscal year 24 we spent 2.5 million and that's when the SAT was the test. So we had the SAT and AP testing. So, I'm guess I'm just a little confused of how why in um FY27

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and 28 when we aren't doing SAT anymore and all the pre SAT tests, why are we going to spend double? >> We're mostly um and I have Moram here with me from um ALSP, but we're mostly doing that because of the year-over-year

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increase that we're having in students in our advanced placement programs. And I'll let Moram speak to that. >> Yes, that is correct. Hi, I'm Ram Swiss. I'm the director of advanced learning in the department of ALSP. Um we uh continue to expand programming to students across the district and you would have seen um that last year we had

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50,000 exam exams for 30,000 students and part of the post-secary success plan is that we're continuing to advance programming um across all of our high schools. And currently we have 30% of all students at our high schools taking AP and we project that continued growth.

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So it's reflected in that amount. Um, okay. I get that. But I can't believe that SAT and all the SAT, you know, tests in all the years preceding um would have been such a tiny part of

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it that the increase in AP is is going to lead to this doubling. So, can you maybe I mean not here, but maybe you could give us a breakout of this is how much goes to AP, this is how much goes to SAT. Sure. >> Thank you. There are no further questions. Thank

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you. Item number three, authorize the second and final renewal agreement with international balorate organization to provide professional development student assessments and related school services. >> Uh good afternoon again. My name is Moram Swiss. I'm the director of advanced learning in the department of

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advanced learning and specialty programs in the office of teaching and learning. We are recommending that the board um authorize a second and final renewal agreement with international balorate organization also known as the IB at the June 25th board meeting. Um

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excuse me. The agreement provides access to curricular material, student assessments, professional development, program evaluations, and related services required to maintain IB programs across the district. And we're requesting the renewal agreement of 5.6

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million for the period of July 1st, 2026 through July June 30th, excuse me, 2028. uh because the international balorate organization is the exclusive provider of these services. The agreement was pursued through a sole source process.

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CPS has partnered with the international balorate organization since 1979 making it one of the district's longest standing educational partnerships. The IB is globally recognized educational framework made up of four programs. The

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primary years program PYP from PK through grade 5, the middle years program my from 6 through 10, the diploma program in grades 11 and 12, and the career related program also in grades 11 and 12. The renewal agreement supports IB programming for

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approximately 30,000 students across 64 district managed schools, 41 elementary schools, and 23 high schools. Before I get into the contract details, I'd like to share some information about what makes IB programming unique. IB

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programs are both student centered and rigorous. They emphasize inquiry, student agency, multilingualism, and learning that goes beyond content knowledge. Through IB, students develop transferable skills that matter in school and beyond. They learn critical

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and creative thinking, collaboration, communication, self-management, metacognition, and reflection, just to name a few. Just as importantly, students learn to understand the impact they can have on one another, on their communities, and on the world. They develop the agency to

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participate in changing it. And so, our students in Chicago have access to the same learning frameworks and curriculum as students in IB schools across the world, including schools in places like South South Africa, Lebanon, Indonesia, Brazil, Poland, and others. The IB

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mission is to create a better and more peaceful world through education that builds intercultural understanding and respect. That mission closely aligns with the district's equity framework, particularly through liberatory thinking. IB also advances the district's key

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priorities for multilingual pathways, the black student success plan, and post secondary success. Language acquisition is a required component of the IB framework from elementary school to high school. This provides students with opportunities to develop proficiency in second language,

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strengthen intercultural understanding, and pursue recognition through the seal of biiteracy. Another key focus of the district has also been expanding access to advanced coursework, including IB courses offered in our high schools. Since our last contract renewal in SY24, enrollment in

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the diploma program, career related program, and individual career courses has increased by 32%. This demonstrates a continued demand for rigorous coursework that prepares students for college and career pathways. We are also seeing important gains across student um

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groups. Over the last 5 years, the percentage of 12th grade students enrolled in at least one IB diploma course has increased by 25% for our black students. Among Hispanic students, participation has increased by 15%. Among our English language learners,

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it's increased by 16%. And among our students with disabilities, it's increased by 16%. For our students elig eligible for free and reduced lunch, participation has increased by 26%. So these trends reflect our commitment to ensuring that rigorous academic

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opportunities are accessible to all students. IB participation also translates into tuition savings for our students and families. Our current graduating class of 2026 earned about $98 million in scholarships.

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and gained admissions to colleges and universities across the state, across the country, and internationally. This includes HBCU, Ivy League institutions, highly selective colleges and universities, and a wide range of post-secondary pathways.

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IB participation is also associated with strong post-secary outcomes. Students who take IB and other advanced coursework in high school have a higher C college persistent rate than students who do not take advanced coursework. This agreement supports annual fees, program evaluation fees, student

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assessments, curricular resources, professional development, and other related services that the IB provides. At the same time, the district has worked to intentionally reduce costs of maintaining these programs. Because of our long-standing partnership with the

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IB, CPS has received a 25% reduction in diploma exam fees beginning school year 26 through school year 29. This discount is projected to save the district nearly a million dollars and reflects the strength of our partnership with the IB as CPS is the only district in the

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United States to receive this discount. We've also advocated to amend the College and Career Success for All Act through House Bill 5330 to make IB exam fees eligible for deductions for our IB students with free and reduced lunch. In

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addition, CPS is partnering with the IB to redesign professional development and its delivery model for our teachers. Beginning the coming school year, we will work with the IB to pilot the train the trainer approach that prepare central office staff and IB coordinators to facilitate official IB program

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development and professional development. This model will further reduce professional development costs while also building expertise and capacity within the district. So without the approval of this agreement, district managed ISB schools would lose access to services required to maintain their

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programs. This would place IB programming and its students at risk. For these reasons, we recommend the approval of the renewal with the IB. Thank you. And if you have any questions, >> member Kuster. >> Thank you, board president. Um my

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question is related to the IB program itself. Um, I'm familiar with many schools that have this program um within their buildings. And I've heard wonderful feedback from the teachers in the buildings that teach it, the administrators in the buildings

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um that run it. And I know I know the financial situation we're in, but there has also been a lot of outreach about the expansion of this program into more than just those 64 schools and or maybe they have a partial component and they want to expand into other grade levels.

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And I'm sure you don't have this information off the top of your head, but as we move forward with some of our budgeting and we're prioritizing um some of these academic pieces and we're looking at them, what would be a potential cost of expanding this program? What would that cost the district? How would we look at um

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schools that would like to apply for expansion or adoption into the program? Um, and I'd be curious to see sort of what that financial cost would be as we continue down the road um, with our budgeting because I know that's there's been a large art outcry um, for expanding this program. So, just to kind

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of put a bug in your ear, I'd love to have a little more information about like the cost of expansion. >> Sure. In the past um, the academic um, request for proposal process was owned by the office of innovation and incubation. They have since 2021 paused

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uh expansion for programming because of financial reasons. Um implementing IB programs is expensive. To launch an IB program, it's around $200,000 and to maintain it on an annual basis is around $150,000. Um the cost covers uh the position of

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the coordinator, training, all the fees associated with program implementation. And so to get to the point where we are uh expanding, we have to be fiscally ready to do so. Thank you. I appreciate that. >> Member Bannon,

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>> um you mentioned that there are some schools or maybe board member Kuster alluded to some schools that wanted to add the program. Do you have any kind of I don't know track record or data about how much having an IB program influences parents to enroll their child in a

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school? >> I do not, but I can look into it. Thank you very much for your presentation. >> Thank you. >> Item number four, amends comprehensive non-discrimination harassment and

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retaliation policy. >> Hi, good afternoon board members. My name is Elizabeth Mendoza Brown, Chief Title 9 Officer in the Office of Student Protections in Title 9 and Equal Opportunity Compliance Office. I am joined by OSP policy adviser Bonnie Washik who will present our item for

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consideration. >> Hi, good afternoon. My name is Bonnie Wik and I'm policy adviser in OSP and OSP is recommending that the board approve the proposed amendment to the district's comprehensive non-discrimination, harassment, and retaliation policy. Amending the policy

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will bring the district into clear compliance with the requirements of the Illinois Safe Safe Schools for All Act, which was enacted August 2025. And that codifi codified protections for immigrant and newcomer students and families um and require schools to adopt

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a compliant policy by July 1, 2026. Proposed amendments clarify and so strengthen protections for immigrant and newcomer students. Separately, we have updated definitions of sexual assault that are required by Title 9 to align with revisions that were published in

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June 2025 by the National Incident-based reporting system. Because of the July 1 policy adoption deadline, OSP received a waiver from the standard policy review process. Under that waiver, substantive revisions are

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narrowly restricted to those that are legally required and stakeholder engagement is not required. However, um OSP nonetheless met with stakeholders to proactively communicate about the revision, including the st student civil rights advisory council, cause and

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dreamer club students and staff sponsors, the office of school counseling and post-secondary advising that oversees and support or that supports those clubs and the office of school safety and security. stakeholders expressed support and the need for strong implementation and we couldn't

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agree more and we will collaborate with these stakeholders to support awareness of the district's protections for students on the immigration spectrum, how to report to OSP and prevention resources, including trainings. The policy was posted for public comment

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from April 24 to May 26, 2026. We received one comment voicing support for the revision and urging its adoption. The only change from the policy that was posted for public comment is that there's now a link embedded to the safety and security procedures for

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reviewing and authorizing requests for access to schools that are made by law enforcement. The amended policy continues to support the district's vision that every student has a rigorous, joyful, and equitable learning experience by ensuring access

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to all of our priority programming for students and by clarifying protections for immigrant students and families at a critical moment. We aim to design fair policies and systems in alignment with the equity uh CPS equity framework. Finally, while there are no direct

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financial implications, failing to maintain a comprehensive and updated policy could expose the district to legal liability if a student or their parent or guardian is directly or effectively denied access to CPS programming or activities because of

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their actual or perceived citizenship or immigration status. Thank you for your consideration. Uh we're happy to answer any questions. >> Member Lopez. Thank you, board president. Uh, I also want to thank the district for their leadership and always protecting our

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immigrant students. Uh, today I speak in support of this amendment to strengthen the protections for immigrant students and families and to reaffirm a simple principle. Every child has the right to a public education and the opportunity to learn in safe and welcoming environments. I also want to thank

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Illinois Representative Himenez and Senator Via for their leadership on the safe schools for all legislation at the state level. This effort was driven by the concerns of families and community members facing increased threats, harassment, and immigration enforcement actions in our communities. While

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federal large operations such as Operation Midway Blitz has winded down, the fear has not disappeared. Families continue to be separated and many immigrant families in Chicago continue to live with fear. When students do not feel do not feel safe, their ability to

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learn is impacted. Access to education is access to opportunity. As other states are considering policies that will do the opposite, which prevents undocumented children from accessing public education, Illinois continues to uphold its values. Even if

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long-standing federal protections were a challenge, states like Illinois retain the authority to protect access to education and Illinois has chosen to stand on the side of children. Chicago has been a target of federal immigrant enforcement and as one of the nation's largest school districts, we have a

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responsibility to lead. I believe in the potential of every child regardless of immigration status and their future contributions to our community and our country. Also, many of the board members saw a letter that we received from Congressman Jesus Chewy Garcia in support of this amendment. I want to

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thank him for his leadership and for leading federal legislation addressing the educational and mental health impacts immigration enforcement actions can have on children. I also respectfully ask for my fellow board more me I respectfully ask for my fellow

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board members to approve of this amendment. Illinois. Thank you. There are no further questions. Thank you. >> Board members, we will continue with the following family and community engagement office items numbers five and

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six and begin with number five. Authorize a second final renewal agreement with various vendors for safe haven sites and services. >> Good afternoon, President Harden and esteemed board members. I am here today uh I am Alan Connley,

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director of the office of faith-based initiatives under the family and community engagement umbrella and I'm here today to request your authorization for the second and final renewal of our agreement with up to 23 uh various vendors for safe haven sites and

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services program. This renewal ensures continuous afterchool, spring break, and summer programming for CPS students across our district. As we look at the future of the district, the safe haven program is not just an operational

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necessity. It is a moral anchor. It serves as a direct catalyst for our together we w rise five-year strategic plan by driving resource equity and fostering inclusive partnerships by leveraging the trusted voices of our

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faith-based and community partners. We successfully transformed the critical 3 p.m. to 6:00 p.m. window and the 10:00 a.m. to 1:00 p.m. window into a sanctuary of nurturing, peace, and protection. The data from our previous

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term speaks volumes about the e efficacy of this program. 100% of surveyed parents gave a top score of five out of five for their children's physical and emotional safety. 100% of families reported that the 3 p.m. to 6 p.m. 6

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p.m. window aligns perfectly with their work and their commute schedules. 100% participants showed social and confidence improvements backed by a district recommended SEAL curriculum, tutoring assistance, nutrition support,

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and junior achievement financial literacy. 54% of our parents noted a massive positive shift in their child's attitude towards homework. But perhaps the most profound metric of success is this. That during their time in this

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program, 0% of Safe Haven students were involved in any incidents of gun violence, either as victims or perpetrators. In a city where we fight daily for the safety of our youth, Safe Haven is doing exactly what its name

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promises, keeping our children safe. If this agreement is not approved today, the implications for our communities will be immediate and severe. 18% of our students will be left entirely home alone or in uncertain

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situations during after school hours while 41% would force relatives to alter their schedules to provide care. We lose a structured space for academic enrichment, mentoring, and social emotional learning. we risk breaking a

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vital bond with the faith-based and community leaders who step up to shield our students. Uh we have a proven model and I would like to say that we are the only district that has a formalized partnership with the faith-based

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community. So for the safety, equity, and future of our CPS students, I strongly urge the board to approve this final renewal for our safe haven sites and services. Thank you so much for your time and I welcome any questions.

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>> Member Smith. >> Thank you and thank you for this presentation and I agree with you that uh the safe haven programs are sorely needed in our communities especially on the south side where we only have about

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two uh in comparison to the cluster of safe haven uh programs on the west side of town. Uh my question is with the expansion of 23 new sites, what will you guys do to do two things? Number one, make sure they're distributed equitably

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around the city, especially in underserved parts of town. Uh and then number two, one of the things that uh we had heard back was that a lot of uh faith-based uh pastors were not uh filling out the application or didn't

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know much about the safe haven program. what efforts are going to be taken to ensure information is uh distributed to all of the people that may qualify to be a safe haven program. >> Sure. Thank you so much for your question. Um one uh this is not

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necessarily an expansion of services. This is a continuation uh of the contract that we already have with uh various safe haven sites around the city. In the past, we had over 100 sites that covered uh both the north, south,

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uh the east and west sides of Chicago. Uh with the reduction of funding, uh we had to reduce sites uh around the city. Um it is our desire to expand services. That was a part of our blueprint uh before the five-year strategic plan uh

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under the leadership of uh Dr. Janice Jackson. We wanted to expand to 70 sites around the city. Unfortunately, with the amount of funding that we have right now, uh we are basically doing uh more with less. And so, if we are going to

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have more sites around the city, we're going to need more funding. >> Yeah. And and I'm not I'm not saying uh that um that it's anything that you all have done wrong. I guess what I'm asking is if there's a cluster of sites on one

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side of town with probably the least amount of schools, how do we how do we get equity, you know, around, you know, so if you have a cluster on in one specific area, how do we get any in in in another area? Like is there any work

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that we can do to help make that happen? >> Yes. So under the office of family and community engagement uh in our office the office of faith-based initiatives safe haven is not the only program that we have where we work with the faith-based community. >> Uh we also have a program called adopt a

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school where we encourage the faith community to adopt schools that's congruent to where they serve. uh where there are gaps, where there are not any uh safe haven sites, uh we do have a plethora of uh faith communities that have adopted schools in the communities

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where they serve. Um when the next RFQ opens up uh prayerfully, uh we have more funding and we can extend the offer to to those who want to be a safe haven site on the south side of Chicago to uh be just that. I also want to say that

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you know in the past um we used to look at the data to we used to look at the um uh the um the crime data basically to see where the crime was happening. Now when I analyze the data I'm not just

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looking to see where the crime is happening. I'm asking the question why is happening. So when you start asking the question why, you understand that on both on the south side and the west sides of Chicago, they're happening for the very same reasons. There's this disinvestment that has taken place over

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the years. So now what we're looking to do to solve for that is to say, hey, the faith community uh in both on the south side and the west side of of uh of Chicago when schools have closed, when businesses have left, those faith communities are still there and they

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still are serving as a trusted voice in the community. And so we're working with them even in this uh time period where we don't have as many safe haven sites on the south side. They're still looking to work alongside of us to make sure that those young people uh have a safe

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place to go when they are out of school. >> Thank you. >> Sure. >> Hello Fanny Diego Alvarez, chief of the office of family and community engagement. Board member Smith, that's an excellent question. And what I would

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add to what Alan has um already said is that we are actually focused right now on maintaining um as much as we can because just like other programs are seeing decreases. So have we uh we've seen a decrease in funding for this

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program for the last two years and because we know that there's a lot of important work that we do as a school district but we are in a very particular moment in time. Um and so we um you know right now it's not an expansion, it's to maintain and deliver the final year of

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the contract and then I know that um Patty is going to share a little bit more about the contract process. >> Good afternoon board member Smith Patricia Arnandez, chief procurement officer. So as Alan stated, it uh this is the final renewal for this contract.

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Uh so we are planning on going out to market sometime uh later this year, early next year. But the way this contract was set up, when we went out to market, we identified areas in the city, as Alan stated, they had high areas of crime where we wanted to provide these services for the city. And when we bid

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out the work, it was based on those areas, which could be why you see more uh faith centers on the west side than on the south side. But as Allan said, there's other programs that we have that we take a look at to to ensure that we provide some type of service to the community. And then when we go back out

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to market, that's something we will look at to see where the uh data has changed from the last time we went out to bid. >> I will say the data has not changed that much. You still have hot pockets on the west

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side of Chicago, but it's just as even on the south side, but it hasn't changed that much. >> I have a question. I believe you stated in your comments that we're the only school district with faith-based partnership, >> a formalized partnership. There are

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>> Can you elaborate more on that? >> Yes. So through a formalized partnership, what I mean by that is that they have a contract to actually serve our students. And according to the US Department of Education, you can have faith-based partnerships as long as the tenants of that relationship are

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secular. And so that's why we don't promote faith. We promote the faith-based partnerships uh across um a myriad of faith distinctions. Uh and so we are the only district that has a formalized partnership. >> Excellent. Thank you for your presentation. Thank

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you. >> Item number six, resolution authorized appointment of members to the ESSA title one parent board of governors. Good afternoon, President Harden, members of the board. Uh my name is Alejandra Lopez. I'm the director of accountability and engagement in the

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office of family and community engagement. I have alongside me Marisella Mariscal. She's our title one coordinator. Um, we are here today to recommend that the board authorize the appointment of eight members to serve in an advisory capacity to the district on title one parent engagement matters per

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the federal mandate every student succeeds at, also known as ESSA. Um, and so just a little bit of context here. The Title One parent board of governors, also known as PBG, fulfills the federal mandate under section 1116 of the ESSA

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um, federal grant, which requires parenting consultation on title one spending and initiatives. Um, uh, 90% of CPS schools meet that required poverty rate of at least 40% which are classified as title one schools. Um, and

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the PBG itself also serves as a critical feedback hub of local uh, school and district-wide initiatives. Uh, and so the PBG is vital for accountability by involving parents as active partners in federal funding decisions that address their school's needs. uh members serve

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staggered two-year terms with ongoing training to support equitable representation and strengthen their impact as advisors to the district and to parents um at the school at the local school level. Um and so uh failure to seat the PBG places a district out of

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compliance with ASA potentially jeopardizing any title one funding. Um and uh of course pushing on on on equity you know the work of PBG really centers on two of the dimensions of our equity framework specifically our inclusive partnerships which values parents as

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co-designers of their ch children's education and resource equity um that enables parents to leverage title one funds to meet the needs of their school community equitably. Um and the vision connection um really aligns with our five-year strategic plan uh specifically

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emphasizing that PBG really is an important collaborator and and partner with parent leaders across the district in any decision- making that improve our school communities. I'm going to now have hand it over to Marisella to talk a little bit more about our application process.

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Good afternoon, President Hardy and board members. My name is Marisella Mariscala. I'm the title one coordinator for the district. Um, I'll be speaking about the application process and will provide additional information regarding the PBG. So, in an effort to align uh to our newly revised Title One ESA policy,

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our Title One team reimagined the application process just to make sure it was equitable for all parents and guardians with children in Title One schools. The process included a revised application with narrative questions, two referrals, a um a principal verification, and a virtual interview.

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We ensured that the applicants uh were applications were in English and Spanish and provided the option to ask for an additional language if needed as well. If applications or if applicants needed additional help with any of the steps, our face specialist supported them as well. And our selection committee

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included members from across our face teams as well as the office of equity and PBG alumni. Um, in the past school year, PBG members represented networks 2 5 7 8 9 11 12 14 and 17. And during this

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selection cycle for this upcoming year, we received 13 applications from networks 1 2 3 4 5 6 8 9 11 13 and 17. So from those who applied, our selection committee recommended eight of these

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parents. Um and these eight new members would complete the 13 seats that make up the six PBG cohort. Uh and the networks represented from these uh from the 13 member board uh would include uh

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networks 1 2 4 6 7 8 9 11 12 13 14 and 17. Uh so in addition to our upcoming uh cohort uh which closely reflects uh the district's demographics uh as we have five parents who identify as Latin X,

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four of our parents identifying as black or African-American, we have three identifying as white, and for the first time ever uh we have one parent who identifies as Asian. So lastly, um our uh community perspective we'd like to highlight is that parent uh leaders appreciate the PBG platform um which

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uses our CPS spectrum of inclusive partnership as Alex talked about, right, to position our parents as collaborative partners and advisers to both the local school and district levels uh to advocate for their children's education. That that concludes our remarks. Um

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welcome any questions. >> Yeah. Um, thank you so much. I actually uh know a parent who was part of that and they spoke very highly of um, you know, all that they learned being part of it. Um, I just wanted to know how does it get publicized to the parents

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um, so that they can apply because that sounds like a pretty small number of applicants in the overall. >> Yeah, great question. Thank you for that. So, um, we actually have different um, uh, ways that we communicate uh, the applicant applications, right? Uh one of the ways is we have a newsletter that

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goes out to all of our uh parent advisory councils uh in title one schools. We also send it through the uh to principles uh face specialists uh which are in every network also um socialize the application uh and then we have monthly network meetings at every

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network that the title one manager Shan Cross and I go to which we also uh socialize the application there. Um so those are just some some of the ways that we um socialize application. >> I I will add also that we also leverage our existing spaces that we have across

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the district. So of parent advisory councils, LSC's, CACs and so this really is a labor of love where um we uh like to inform and also consult our previous PBG alumni to help us spread the word. I will say that we this year we more than

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doubled our number of applicants. Last year we had about six. This year we had about 13. >> Member Bennett. >> Um I know some schools struggle to fill their pack boards. Uh so I applaud you on your recruitment efforts and your

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your volunteer engagement. Um I assume we'll get a list of the the names of these candidates before we vote on them. >> Yes, absolutely. >> All right. Thanks. Thank you both for your presentation. >> Thank you. >> Thank you. >> Board members, we will continue with the

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following equity item number seven. Authorize the renaming and designation of schools. Good afternoon, board member Harden and B and board members. My name is Eva Kovaruas and I am the acting chief equity officer in the

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office of equity. I am joined here today by subject matter expert Rachel Parnell who will present our item on the naming and renaming process. >> Thank you Eva. Good afternoon President Harder and good afternoon board members. I am Rachel Parnell. The Office of

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Equity is recommending that the board approve the renaming of Caesar Chavez Multicultural Academic Center to Back of the Yards Multicultural Academic Center. In March, school leaders at Caesar Chavez inquired about the renaming process through the office of equity

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after the release of the New York Times article related to the legacy of Caesar Chavez. After their engagement in the board approved process for renaming, including hosting community stakeholder meetings, the local school council approved the top three names for

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consideration. They are Back of the Yards Multicultural Academic Center with 40.73%. Chicago Multicultural Academic Center 32.17% and Bright Futures Multicultural

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Academic Center at 26 56%. 26.56%. If not approved, the requested action of the Caesar Chavez Multicultural Academic Center community, including students, staff, administration, and global supporters, the school will continue to

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honor an individual whose alleged actions directly contradict their legacy. The cost for renaming will require a multi-year funding approach with school leadership working with district offices and departments as well as external partners to secure funding.

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Marketing and facilities have provided the following preliminary estimates. We anticipate updated figures once all departments and vendors have conducted their final walkthroughs for all three buildings that make up the Chavez school campus. we which we anticipate will be

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completed by mid July. Marketing's estimate of 391,000 includes new digital branding, for example, school website, environmental branding, for example, door wraps, window in window entry signs, and promotional material, for example,

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postcards and yard signs. The marketing department will fund a portion of this estimate, and we can provide your office with the with the itemized breakdown of cost to review. The facilities department has estimated $10,000 for the removal of all Chavez murals on the

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campus. There may be other fees associated with renaming and the district will continue to support school leadership and exploring funding for additional expenditures. The effective term of the new name will be July 1st, 2026. All pertin pertinent offices such

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as ONS and portfolio will be notified of all name changes prior to July 1st, 2026. The Chavez C school community leveraged the CPS equity framework dimensions of inclusive partnerships, resource equity, and liberatory thinking to choose a name

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that reflects their values and commitment to the back of the yards community. Pursuant to the established community engagement commitment as outlined in the renaming and naming policy, four public meetings were conducted to facilitate community input regarding potential names for the Chavez

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Multicultural Academic Center. These meetings occurred on March 30th, March 31st, April 1st, and April 2nd of 2026. As of at their May 20 May 27, 2006 special open meeting, the local school

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council approved the top three as mentioned previously by a vote of 8 to zero. This renaming is connected to the district's 5-year strategic plan by emphasizing both school connectedness and communities. We thank you for your time and attention and will now welcome any questions.

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Member Rivas, I'll let member Lopez go first. Possible. >> I'm gonna let Wallace. >> Oh, perfect. >> Look at us. So kind. >> We're all having a great day today. Thank you, everybody. Uh the the $10,000 you mentioned for the removal of the

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mural. Is that a a full removal or is that a uh redoing of the mural? I understand there have been interested parties that have reached out saying they would be interested in helping to redo something. So facilities will make all of the murals white and those interested parties will have

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opportunities to come in and work with the community to create new art. Thank you. >> Member Lopez. >> Thank you. Um thank you to the district for working with the back of the arts community. It was not an easy process

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for the community learning that uh which many of us had seen as a hero um here in devastating news and not and also changing how we talk about these topics within the community. So thank you. Thank you for the numbers of the four meetings and also emails and calls in

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between. Um I also want to thank the organizers, the community leaders that stepped up and took an initiative including increase the peace from the area. Uh you already answer actually some of the questions that I had that have been questions that I've been receiving from the community um because

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they have pointed out that in stairwells hallways there's murals there is statues there's names um they they wanted just clarification on the timeline which you provide a little bit on the other question that I've received is if there is any suggestions of having those murals replaced with other uh figures

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and leaders from the farm workers movement what how can they go about submitting those ideas to the district. So, in terms of arts, um a timeline for the mural removal, again, painting the walls white and working with the arts and facilities in

665
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collaboration with the principal and the comm community. Um there will be a process and so that timeline will begin um and they'll begin working on that after the approval of the new name. >> And will the process also include community input or is that at the school level? >> It will be at the school level, but

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there will be community input. >> Thank you. you and again thank you for uh for working and being very sensitive about the subject. Thank you. >> You're welcome. >> Thank you board member Rias. >> So the reason I wanted to go after is I not necessarily absolutely related to

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this particular school. Um, but I know that we have uh renamed quite a few schools um in our tenure now and I've asked about this before in terms of the cost and obviously there is a big cost associated um and so uh I completely

668
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understand in our want and desire to get that done quickly. I just wanted to want to get an update on the other schools that are also waiting um for things for their renaming. So, um, in particular, I have, uh, Marine Leadership Academy in

669
04:20:11.680 --> 04:20:27.199
my district. Um, I know that there is big costs associated with that. I drive by other schools that have been renamed, um, like Ginsburg, um, you know, on my way to work. Um, so I'm just wondering when those schools are going to receive updated mares, updated, um, anything

670
04:20:27.199 --> 04:20:41.840
related to their new names. And so, for some of those schools, it's been over a year that they've been renamed, but do not receive um, the things that they need to have that renaming done. And if we're going to be putting it on to the at the school level where a school principal then has to take this out of

671
04:20:41.840 --> 04:20:59.199
their limited budget, I I'd rather us look into ways to support them with those things since it's a naming taken on by this board that then the school has to use their resources to to implement. So historically, schools have explored a

672
04:20:59.199 --> 04:21:15.760
variety of dynamic funding pathways um to cover these costs, including the centralized department supporting with capital and facilities that has a process that includes um multiple vendors, multiple um estimates um that fit within the capital and facilities

673
04:21:15.760 --> 04:21:30.800
budget as well as the school's budget. um as well as strategic partnerships collaborating with external organizations and corporate partners such as Monoso's um collaboration and partnership with the Chicago White Sox office and there's also civic and local

674
04:21:30.800 --> 04:21:45.920
funding so le so leveraging the almatic support through tiff or localized menu funds and so those things um take a little bit longer um than we would want them to >> I'll ask for uh if board office can

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follow up to um just have an update by especially the schools that have already been renamed and are functioning under their new names where we're at in terms of the renaming uh and getting those items uh redone for those campuses. Thank you. >> Thank you

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04:22:03.040 --> 04:22:18.800
Gutierrez. >> And you did say that we'll be able to get a report on the itemized cost of all the marketing. >> Yes, we will be able to share >> all the changes. Okay. we will be able to share >> and and even if you identify the sources of where those dollars are coming from.

677
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So I think it's leads to board member Rivas's concern right make if we are going to be treat making these changes we want to be able to have uh comparisons in terms of how we're doing

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this across the district. >> Yes. I was just wondering if it will be taken into account uh the renaming also with the culture of the community. For example, the reason why it was Chavez was because that was a

679
04:22:53.359 --> 04:23:09.439
Latino community and that was one of our heroes. Unfortunately, that changed. But I think it's still important to, you know, look at the culture of that community and find uh hopefully another

680
04:23:09.439 --> 04:23:27.120
hero uh that would, you know, identify with the culture of that particular community and not just become like the sunshine CPS school of back of the yards. You know, I think that should be taken into account. I know it's up to the local school council, but it's also

681
04:23:27.120 --> 04:23:45.600
up to leadership because I think identity of a community is also very important and for the students to know who they are and that they're cared about and their history is also cared about. >> Thank you for your presentation.

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>> Thank you very much. >> Board members, we'll continue with the following information and technology items. Numbers 8 through 19. We'll begin with item number eight. Amend the first final renewal agreement with Kerasoft Technology Corporation for

683
04:24:02.960 --> 04:24:26.800
Docyign Electronic Signature Platform and related services. Good afternoon President and board members. My name is Praash Mupala, director of Oracle Financial Systems Services for Inference Technology. I'm co-presenting this agenda item alongside

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04:24:26.800 --> 04:24:43.279
with my CIO Inference Technology. We recommend that board authorize the annual renewal of Karash of agreement for Dakus sign eignness licensing, supplemental resource support and related professional services. Dusen is a district platform for electronically

685
04:24:43.279 --> 04:25:00.080
routing, signing, archiving the documents. CPS uses us it for pro IEP 504 plan documents for student disability vendor contracts internal forms across the dozens of departments. It integrates with multiple systems

686
04:25:00.080 --> 04:25:17.120
supports documents in 15 lang 14 languages serving the families who may not communicate in English. This renewal is requested to extend the term for an additional year to increase the authority by 650k for the fiscal year

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04:25:17.120 --> 04:25:34.520
2027 at a not to exceed amount of $1.3 million. This extension is necessary to maintain the service continuity while we are conducting an RP ensure we obtain the best prices for the e signature capabilities.

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04:25:35.279 --> 04:25:51.760
The equity focus of this item is resource equity. By providing this these services, all schools can take advantage of digital forms e signature capabilities. The vision connection is operational excellence. Automating routing, signing, archiving the forms

689
04:25:51.760 --> 04:26:08.159
agreements across the department and schools resulting in a district moving faster and speed, less staff time, changing the paper, freeing up the capacity of the work that directly serves students and uh students and schools. If this item is not approved,

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the district would not have any signature capabilities would need to pivot to a paper palms manual contract routing. I would be happy to answer any questions at Doign. Any questions we have the contact >> there being none. Thank you.

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>> Item number nine, authorizing new agreement with AT&T Mobility Mobility National Accounts LLC DBA AT&T for cellular services applications, equipment, accessories, and support. Good afternoon, uh, President Harden and

692
04:26:48.560 --> 04:27:04.720
board members. Uh, my name is Ed Wagner and I am the chief information technology officer from information uh, and technology services. We are recommending the board approve a new agreement for cellular cellular voice data and text services applications,

693
04:27:04.720 --> 04:27:19.199
equipment, accessories, uh, and support for, uh, in support for CPS programs, departments, and schools. Uh the agreement is with AT&T Mobility with a not to exceed amount of $7.1

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04:27:19.199 --> 04:27:37.359
million for a three-year term beginning uh July 1, 2026 through uh June 30th of 2029. Uh this was a competitive RFP process. Uh AT&T has histo has has also historically met or exceeded the MBE

695
04:27:37.359 --> 04:27:54.000
goals of 30% uh and WBE at 7%. AT&T is our current provider with a proven track record of reliable network performance and strong customer service. This agreement covers approximately 5,000

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04:27:54.000 --> 04:28:09.920
uh plus devices across uh various uh programs such as uh safe passage crossing guards custodians uh uh servicing districtwide staff and title one student hotspots. Uh AT&T submitted the most economical

697
04:28:09.920 --> 04:28:25.680
combined pricing uh among all evaluated vendors and is providing a $300,000 retention credit for FY27. Uh the proposed uh spend in FY27

698
04:28:25.680 --> 04:28:42.239
is uh uh you know $2.1 million dollar uh down from uh $2.4 $4 million in FY26 with modest increases over over the con the next two uh years in the term. AT&T

699
04:28:42.239 --> 04:28:59.680
also sponsors um three digital divide learning centers on the south and west sides of Chicago providing free internet and computer access to CPS families adding community value at no additional district cost. Equity focus um is uh re

700
04:28:59.680 --> 04:29:15.520
resource equity. The AT&T solution ensures that all eligible CPS staff have reliable communication channels for critical safety, operational, and educational services. Uh the vision connection is the district's commitment

701
04:29:15.520 --> 04:29:30.880
to staff and students connectedness and well-being. Since many of these devices are provided to uh uh programs such as the safe passage teams and other teams supporting our schools and ensuring the safety of our students. Uh if this agreement is not approved, the district

702
04:29:30.880 --> 04:29:47.279
loses reliable mobile communication for the programs that keep students safe traveling uh to and from school every day. I'd be happy to answer any questions you may have at this time. >> Member Pope. >> Yes. Uh, I understand the reliability of

703
04:29:47.279 --> 04:30:05.040
AT&T. It's great to get a a bonus for continued service or whatever you call it. My only concern, which I will raise, is that AT&T also has contracts with ICE and the Department of Homeland Security. Personally, I terminated my relationship

704
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with AT&T because of that. And I think that given our district's commitment to our immigrant students and to equity, it is something worth our exploring. Thank you. >> Uh thank thank you. I I think um there's

705
04:30:22.000 --> 04:30:40.960
terms in our contract agreements that help protect, you know, our our students and our in our district, but I understand your concern. >> Uh good afternoon. And I'm sure our our law colleagues can can attest to that. But we do have language in our contracts

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04:30:40.960 --> 04:30:57.040
that protects uh the data for the employees and for our students. Uh and we do have to follow a competitive competitive procurement process as dictated by Illinois school code which will not allow us to prevent them from getting this contract. >> I understand that. Thank you.

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>> Thank you. >> Thank you for your presentation. Thank you. >> Item number 10, amend the first and final renewal agreement with Sentinel Technologies, Inc. for data network upgrade services. >> Good afternoon. I'm Kyle Austin,

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04:31:18.159 --> 04:31:34.960
director of network services from the Department of IT. I'm here to ask the board to authorize and amend to extend the agreement for data network upgrades. This request does not require an additional spend authority. The balance of the existing board report

709
04:31:34.960 --> 04:31:51.199
is sufficient to cover the cost of the network upgrades and must remain active to align with the -ate funding guidelines. This extension allows for continual upgrades to local school network systems. Includes wireless services as part of

710
04:31:51.199 --> 04:32:08.239
the ongoing operations. These upgrades are necessary to support the increased numbers of devices and bandwidth demands of students and staff. Each student, I'm sorry, each school is evaluated on a five-year cycle to ensure network infrastructure meets the current

711
04:32:08.239 --> 04:32:24.479
and future needs. These improvements are foundational to support the district's digital curriculum and technology modernization efforts. Implementations. If this agreement is not approved, the contract is partially funded through the federal

712
04:32:24.479 --> 04:32:40.159
rate program and must be executed by 6:30 2026 to comply with federal guidelines. Failure to approve may result in the loss of approximately $7.9 million of federal funding.

713
04:32:40.159 --> 04:32:56.960
our our equity focus is to ensure CPS schools have reliable high-speed network infrastructure that provides students and staff with consistent and equitable access to digital learning, instructional technology and

714
04:32:56.960 --> 04:33:13.600
connectivity regardless of school location and or existing resources. Our vision connection is financial stability and operational excellence. Our key performance indicators are a target of

715
04:33:13.600 --> 04:33:34.160
greater or equal to 4.0. Uh as you can see there is Yep. Any questions? member Bennett is >> I'm just looking at the historical spend

716
04:33:34.160 --> 04:33:50.639
and and looks like there's a a jump. Am I reading that correctly? >> Yes, there were some years that we there's construction jump due to um a bestist u reporting that we had to do for certain buildings. That was a new

717
04:33:50.639 --> 04:34:21.680
requirement by state law. So there was construction costs that did go up for certain years. Did you have anything further, Ben? >> Thank you for your presentation. >> Thank you. Item number 11, amend the first and

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04:34:21.680 --> 04:34:38.240
second final renewal agreements with library video company DBA Safari Montage for learning object repository services. >> Uh good afternoon once again uh President Harden and board members.

719
04:34:38.240 --> 04:34:54.799
My name is uh Ed Wagner and I'm the chief information officer uh from information and technology services. I also have with me uh Cara Thor Thortinson from the curriculum instructional and digital learning team. Uh we are recommending the board

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04:34:54.799 --> 04:35:11.840
authorize the extension of the first and second uh the final renewal for the district's learning object repository, the platform that delivers Skyline digital curriculum content to teachers and students uh for all of our grade levels. Uh this agreement is with the

721
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library video company, also known as Safari Montage, um with a not to exceed amount of 5.5 million for an additional one-year term uh beginning July 1 through June 30th of 2027.

722
04:35:28.480 --> 04:35:45.680
This is a non-competitive single source procurement. A as this is a proprietary software is excluded from uh minority and women business entity aspirational goals. Uh Safari Montage has delivered reliable platform performance and has

723
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served up Skyline digital curriculum since uh the program launch. Skyline is currently active in in more than 90% of our district schools. The proposed spend of $5.5 million represents a $1.2

724
04:36:02.000 --> 04:36:17.920
million decrease from the prior years uh based on our our our negotiations. We are also moving to a new platform called Curium uh in the coming years. So this will be the final year uh we are using Safari while we transition to the new

725
04:36:17.920 --> 04:36:33.760
solution. The equity focus of this item is resource equity. This platform allows for our uh for our highquality digital curriculum to be accessible to all teachers and students. Um uh since the learning object

726
04:36:33.760 --> 04:36:50.639
repository uh helps deliver skyline, it is is connected to one of the universal goals defined in the CPS vision that every student will have access to highquality instructional materials. Um that our grade level aligned and culturally responsive in all content

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areas across all classroom settings. If this agreement is not approved, the Skyline curriculum would be inaccessible and would disrupt instruction for our students. We would be happy to answer any questions you may have at this time.

728
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>> I guess we're letting you off easy, >> right? Thank you. >> Item number 12, authorizing new agreement with Class Link, Inc. for identity and access management services. >> You're going to press your luck and stay

729
04:37:29.279 --> 04:37:46.799
up there. >> Hey, good afternoon everyone. My name is Sayyat Hadri, manager of identity and access management. I also have Mr. Edwagnner, the CIO with me. I'm here to recommend the board to authorize the contract with Class Link Incorporation

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04:37:46.799 --> 04:38:04.320
to provide identity and access management solution through their product for a not to exceed cost of $2.2 million for a threeear term. Following a comprehensive identity identity and access management RFP evaluation process, the AM RFP committee selected

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class link as a district new core IM solution based on its cost effectiveness, ease of use, simplified deployment, administration, strong security capabilities and integration with modern AIdriven technologies. Class link will serve as a district

732
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primary identity platform for the staff, student and non-emp employees supporting automated onboarding of boarding and reboarding process while providing single sign on access to more than 200 district applications. The platform will

733
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streamline access management, improve the user experience, and reduce the need for multiple usernames and passwords. The transition to the class link is projected to save the district about $1.4 $4 million in the licensing cost over 3 years compared to the current IM

734
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service provider. In addition to the cost savings, the class link will provide a modern, scalable and secure IM environment that enhance operational efficiencies, cyber security and support the district future technology initiative.

735
04:39:10.080 --> 04:39:24.879
implication if the agreement is not approved. The current IM solution provider contract with identity automation expire on January 31st, 2027. Without IM solution services, CPS would lose critical single sign on

736
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functionality requiring users to manage separate username and the password across systems leading to increased confusion and synchronization issues. The platform also support essential integration including classroom rostering uh between Aspen and the

737
04:39:41.200 --> 04:39:56.400
Google classroom which are critical for the which are critical to to daily is school operation. Rebuilding the district identity infrastructure would complex and would be complex and highly disruptive effort at a time when the

738
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system stability security and uninterrupted access are essential for the for the staff and the students. Equity focus in alignment with the CPS equity framework particularly the the fair policies and the system dimensions. The platform

739
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enhance the communication and and collaboration between schools, classrooms and homes providing parents with creative access and opportunities. It also allow individuals to designate preferred name across many of our systems supporting the need of

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non-binary and the trans staff and the students. Thank you for your time and attention. If you have any question, you can answer. >> Run away fast. >> Thank you. >> Thank you. >> Item number 13, amend the extension of

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the agreement with Amocron Technology Solutions LLC for student keycard systems and associated services. >> Good afternoon, President Harden and members of the board. My name is William Clark and I'm the director of student information systems and information and

742
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technology services. Today we're humbly recommending the board to amend and extend our agreement with Omron Technology Solutions uh at the June 25th board meeting. This extension ensures the continued operation of our student and staff ID

743
04:41:20.320 --> 04:41:35.360
card management, secure CPS facility access, visitor management, and reduced venture card systems through June 2029. This amendment will increase the existing do not exceed amount from $555,000

744
04:41:35.360 --> 04:41:51.920
to $1.1 million, adding three years to the term of the engagement. This will maintain a flat historical annual rate of $185,000. This agreement was reviewed and supported as a sole source request and

745
04:41:51.920 --> 04:42:09.440
the vendor does meet CPS MBE and WBE requirements. This request isn't just about the plastic ID cards that students carry every day. Um, it includes the focus proprietary software that serves as the backbone for CPS staff, vendor, and

746
04:42:09.440 --> 04:42:25.280
visitor building security. Omrron provides the software licenses, dedicated help desk support, and the specialized hardware like scanners, turn styles, and ID card printers that work in tandem to keep our buildings secure.

747
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Crucially, the system manages the distribution of student reduced fair CTA venture cards. Without this approval, we lose the ability to provide daily transit passes to our students and especially our students in temporary or transitional living situations, directly

748
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impacting their ability to get to school safely and reliably. Crucially, this request also, excuse me, um, this request aligns directly with our vision for academic progress by ensuring a secure and sec environment for students

749
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and staff. From an equity standpoint, it provides essential resources that students need to navigate our city and access school buildings. I want to highlight the fiscal responsibility of this recommendation. Because the focus software is proprietary, a move to a different

750
04:43:14.878 --> 04:43:32.958
vendor would require a complete rip and replace of our existing hardware and software infrastructure. While this amendment costs us $185,000 annually, a full system replacement across CPS buildings is estimated to cost between 25 million and $65 million.

751
04:43:32.958 --> 04:43:51.760
We ask for your support to keep our school building secure and keep daily school instruction accessible for our students. Thank you. Are there any questions? >> No questions. Thank you. >> Thank you. >> Item number 14. Amend the first, second,

752
04:43:51.760 --> 04:44:10.718
and final final renewal agreements with Active Office Solution LLC and Rico USA, Inc. for the purchase and lease of output devices and to provide manage print services. >> Morning, President Hard. Uh my name is Patrick Canard. I'm the manager of uh

753
04:44:10.718 --> 04:44:27.680
managed print services and I'm here to ask the board to authorize a no cost extension for the manage print services agreement. Um no funds again no funds are requested are needed. The existing board report will cover the existing

754
04:44:27.680 --> 04:44:45.840
cost for the coming upcoming year. This amendment allows the district to continue to use a pool of pre-approved highquality vendors who are already competit competitively positioned to serve every single school. It provides equity to everyone. Through this

755
04:44:45.840 --> 04:45:02.240
program, schools gain access to pre-negotiated contracts across multiple brands, price points, and service models. Vendors will continue to compete for school business by participating in multi- vendor assessment meetings. providing detailed analysis, proposing

756
04:45:02.240 --> 04:45:19.120
tailored print solutions based on each school's needs. Extending the agreement ensures that the district can continue to gather the data necessary to improve operational effic efficiency and costs, which is our vision. Schools benefit from a 5% discount to comparable devices per

757
04:45:19.120 --> 04:45:36.160
previously purchased through NPS program as well as options for limited printing at lower cost and these are extremely meaningful in during our budget time. This extension is not approved. Schools currently relying on those services will be left with unsupported printers and

758
04:45:36.160 --> 04:45:52.320
will be for forced to secure individual service contracts on their own. Without the reporting, analytics, and software tools provided through this program, the district will lose the visibility into large print usage, cost-saving

759
04:45:52.320 --> 04:46:08.480
opportunities, and areas where efficiencies can be gained. Implementing this print solution at a school will reduce administrative burden. Managing a school's output devices allow CPS to continue leveraging a structured, cost-effective, datadriven management

760
04:46:08.480 --> 04:46:31.680
services program. Any questions? >> No questions. Thank you. Item number 15, authorize a second final renewal agreement with various vendors for the purchase and or lease of network service servers and hypercon convergence. >> All right, I'm presenting this as the manager of server operations. And I'm

761
04:46:31.680 --> 04:46:49.120
here again to ask the board to authorize a second and final renewal of an agreement for the purchase and lease of network service and associated components. This agreement is foundational to the district's technology infrastructure and enables IT to procure or lease network and data

762
04:46:49.120 --> 04:47:05.680
center servers that power every school network office and central office department. Through this contract, vendors provide not only the hardware itself, but also the installation, configuration, extended warranty coverage, and

763
04:47:05.680 --> 04:47:22.480
maintenance services, ensuring that our systems remain stable, secure, and fully supported. Renewing the agreement ensures CPS can continue replacing aging equipment, expanding capacity where needed, and deploying new functions to support

764
04:47:22.480 --> 04:47:39.360
instruction, operations, and safety. These servers underpin critical systems, data processing, student information, security platforms, and the applications our schools rely on every day. This renewal also aligns with resource equity commitments by maintaining a

765
04:47:39.360 --> 04:47:55.840
modern, reliable server infrastructure. We ensure that every school, regardless of location or resources, has equitable access to core technology services that support teaching and learning. This directly supports the district's visions for modernization and technology

766
04:47:55.840 --> 04:48:11.520
systems. This is also tied to provide performance expectations. Service online 99.9% of the time, breakfast response times within 30 minutes. On-site support within four hours, issue resolution between within eight hours. These

767
04:48:11.520 --> 04:48:28.798
standards ensure that when issues arise, they are addressed quickly and consistently across the district. If it's not approved, that CPS will be unable to replace outdated servers, expand capacity for growing systems, or deploy new capabilities needed by schools and central offices. This would

768
04:48:28.798 --> 04:48:49.200
negatively impact data processing, student management systems, and even safety operations where reliability is not an option. Any questions? Thank you. Item number 16, amend the extension of

769
04:48:49.200 --> 04:49:05.040
the agreement with UKG Inc. DBA UKG Kronos Systems LLC for software and hardware maintenance. >> Good afternoon, President Harden Harden and um the board and board members. My name is Craig Swanton. I am director of

770
04:49:05.040 --> 04:49:19.680
HRIT. Our recommendation is to authorize an amendment to extend the agreement for UKG timekeeping uh software and hardware maintenance and support for fiscal year FY27

771
04:49:19.680 --> 04:49:37.920
uh in an amount of 44 $433,159. The software is used to manage employee timekeeping and is key to import in to input uh payroll and the and the cron's clocks in the school and administrative offices serve as our primary tracking

772
04:49:37.920 --> 04:49:54.878
mechanism for employee time entry. The extension will provide the time needed to provide a timekeeping solution as part of program bridge. It's it's in scope for program bridge. Um the um in addition to the software and hardware maintenance costs, the there is a do not

773
04:49:54.878 --> 04:50:11.760
exceed amount of 120 $112,000 for FY17 which is part of that 433,000 which is used which will be used in in case there is a need for additional licenses and clock purchases. And these additional licenses might be

774
04:50:11.760 --> 04:50:28.560
needed if additional resources from a vendor's pool are added and they need licenses or there are new um locations that need clocks. The implementation if the agreement is not approved is that the district would lose the ability to use the timekeeping system which is

775
04:50:28.560 --> 04:50:44.160
integral to the CPS payroll processing. The um the equity focus is resource equity. This chrono system allows all uh employees to enter their timekeeping regardless of their location, department

776
04:50:44.160 --> 04:51:01.680
um job and job. So um the vision connection is financial stability and operational excellence and the key performance indicator is a support request initial response time for high priority of two hours or less. Um

777
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and I take any questions that you might have at this time. >> Member Kuster. Thank you, board president. This question is actually um more for Chief Wagner. Um so today we've had nine items that are technology related and I know we've talked before about like a big need for technology

778
04:51:18.400 --> 04:51:36.240
upgrades in the district. So my question is more with all nine of these items. Does any of this make a dent in any of those upgrades or is this more maintenance of the current systems? >> Yeah, this is more maintenance of of existing systems. you know, we're working on uh a large ERP uh uh

779
04:51:36.240 --> 04:51:57.240
implementation that will uh replace things like the Kronos. So, this is just keeping the lights on until we get those larger projects finished. >> Great. Thank you. And thank you, Mr. Swatson. >> Thank you. >> Thank you.

780
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Item number 17, authorize the first renewal agreement with various vendors for districtwide marketing services. >> Good afternoon, board member Harden and board members. My name is Courtney Hill. I'm the executive director of marketing. Um, I'm here to talk about our first

781
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renewal for Districtwide Marketing Services, which we also call our marketing service pool. So the way our team is structured to operate is we serve as kind of an internal integrated marketing agency that supports the district. Um so we work with all the central office departments, network

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offices and schools and we basically provide all their marketing services for planning, managing, executing all the campaigns that happen at the district. Um now our work is really focused on the work that is either mandatory by a district policy uh a legal mandate or

783
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some other requirement that we have to be able to share information with the public or our stakeholders. Um we have a very small team. It's only eight full-time employees. But to be able to have the capacity to service all the requests of the district, we require the use of freelancers and outside agencies

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to provide that support. So the pool allows us to be able to contract with the series of creative service staff uh creative service staffing firms and then three specific specialist agencies when we have larger more complicated projects. Um, so the work is pretty

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important because obviously informing our stakeholders, everything that's happening from day-to-day operations, when are we out of school, uh, programs, initiatives, activities are all key things that we need to achieve. And we really try to focus on making sure that we maintain a diverse staffing uh, base

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that can support and be reflective of our uh, our students and our population. And so we're asking for your support in getting this renewed. Member Lopez. >> Thank you, board president. So, the services they are sounds like more like

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digital creating whether it be flyers or any logos or images. Is is that correct? >> Uh yes. So, it's a a broader spoke scope than that. So, think any campaign that happens with the district. So, citywide. So, go CPS, back to school, um any of our parades, activities. So, if you're

788
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ever seeing ads around the city, those are all things that come out of our team. Um, we also manage the distribution of collateral. So, if there's ever posters, flyers, mailers, if there's a data breach and we have to mail to everyone in the district, then we manage all those things. >> Um, we also do special projects. So,

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we're leading all the work for the rebranding for the Asero Schools, for Shy Arts. Um, whenever we do name changes, so say we approve uh the Chavez project, then we would lead the work on that. So it's really anything that's design uh sharing of information,

790
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branding, uh communications, video production, things of that nature. So all those things come through our shop >> and with this particular contract is to help support in those areas. >> Yeah, that's correct. So in order for us to basically have the capacity to do that, we use a number of freelancers. So

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think graphic designers, photographers, videographers, copywriters, web developers. So that gives us the ability to build our team but to also scale and upscale or downscale depending on our volume. So if we have a few projects we can kind of scale down very quickly. We have a lot of projects we can scale up

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very quickly. So it gives us the flexibility to maintain that staffing to support the needs >> in the department. Is there in-house staff that help with this or is it more the staff that help manage the projects and manage the vendors? >> Yeah, so our eight full-time employees

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are pretty much all on the project management side. So we basically manage the vendors to be able to guide all their creative output. >> Okay. And then uh for the printing site, does this contract also cover that or is that a different contract? >> No, that's a separate contract. >> Okay. Thank you. >> Yeah. Oh, thank you.

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>> Zach. >> Uh thank you, Mr. President. Um I you partly answered my question, I think, or or maybe all the way. Um I just wanted to understand when it says selected schools, like how do you select or what is it for? So I heard you say rebranding

795
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would be an example. Are there other examples? Could you expound on that a little bit? >> Yeah, sure. Um, so generally when we have a school project, if it's of large scale, it's chosen for us and assigned to us. So for example, when you guys approve uh integrating schools into the district or there's a name change or a

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big initiative that's activated, we get assigned those projects and we take them over. Um, there are are other projects that are assigned to us by chief level decision-making. So CEO, CEDO, others will have time. So they'll say, "We went out and visited a school. This particular school needs help or

797
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support." And then they assign us to be able to go and support them. And then we also can take open requests from schools to be able to support them as well. Um now with our budget, schools typically don't have a lot to spend on marketing. So we just don't have a very large volume of projects there. Um so that's why it's kind of selected. So either

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given to us or a school reaching out to us are really the two ways that we end up getting school projects. Um, so just to follow up, so if a project is assigned to you, the school still has to pay for it. Is that the idea? >> Uh, yeah, it depends. So, uh, for like

799
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the big rebranding projects, those are all funded. So, that comes with district dollars or there's grant money that comes with it. Um, but pretty much all the work that we do, at least for the last number of years, is directly funded by departments. Um, it is an open proposal this year that we switch to

800
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centralized funding. So, we actually have funding to be able to work directly with schools or with with teams. Um, we'll see what happens in the budget decision process, but for the most part, if a school department network office, anyone is working with us, they allocate funds within their spending thresholds

801
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and then they basically transfer those to us and then we execute the work for them. >> Member Gutierrez. >> So, I have a not a question but a comment. um wanted to know is your team responsible for that really creative

802
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video of Dr. King and the early learners that has been all over the place on social media. >> Okay. So that was that for the uh Chicago Early Learning for the pre-K campaign. >> So it's actually one of our vendors. So Ver Creative um so uh a womanowned

803
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Hispanic owned firm in town that's been working with us for the last couple years. So the dynamic of that is uh we work with uh ECE to basically kind of manage the strategy of the campaign. Beer does a lot of the creative. We supervise and approve everything and then we run everything there. So

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>> I I just thought it was so clever. It was so cute. It was a great thing to wake up to yesterday morning on a hot day. I was like, "Oh my god, how cute is this?" So thank you. >> Indeed. And they are one of the vendors that will be part of our pool. >> Member Bole. >> Yes. Is it your team that was

805
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responsible for all of the advertising that went out for the community to vote in the local school council election? >> Yes. Yes. So, we run that campaign uh basically two different ways. So, full election cycle, there's a three-prong

806
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campaign that we run. Um so, there's a candidate campaign that we run to basically get people to sign up for candidates, then a get out the vote campaign to get people to actually vote. And then if we end up being uh short, we don't have quorum on seats at LSC's, then we can do another campaign to kind

807
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of try to fill those out. Um offcycle, we usually help with the student u uh seat that's put on and then there's a smaller number of seats that we fill, but yes, we do run that campaign as well. >> Thank you. >> Bennett, >> so if I'm hearing you correctly, you

808
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you're responsible for execution of campaigns. Are you also involved in setting the strategy or where does the strategy if for the prioritization of what gets marketed? Yeah. >> Um come from >> so um so that comes in a couple different ways. So typically around

809
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budget season. So let's say January to March of every year. Um my team goes out meet me with basically every department at central office and then the network offices and any schools assigned to us and we do planning sessions with them. So we basically ask what initiatives you

810
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have coming up the next year, what things do you think you need marketing help with or we'll have ideas on our own of things that we want to improve. Um so based on those planning sessions, we'll recommend back to them a a strategic plan and we'll say here are the things that you have going on. Here's where

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marketing can support uh whether it's programmatically, creatively, fundraising, what have you. Um the teams independently decide which projects they want to fund. So within their budgeting cycles, they'll say, "We want to take on these five projects out of the 10 things that marketing approved or recommended

812
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to us. We find out how much money we have once we get the new budget after July, and then we start running campaigns from there." >> But you have a budget, too. So where does >> Yeah. Where does >> your budget covers your staff, but there >> Yeah. So So you can think of it as kind

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of uh two different pieces. So we have a very very very small budget. So our budget within our department what we get directly funded for the last couple years is probably about $2 to3 million and that covers standard campaigns that just happen every year. So go CPS back

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to school um and a couple other key initiatives of that nature. So those come out of our shop. Um everything else is directly funded by teams. So u its or student health and wellness or any other department that wants marketing support. So in those planning sessions that we

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have with them, we basically recommend projects. They approve and set aside funds to be able to support us to be able to do them. And then once we get approval for projects and funds, then we tap into the pool. So we'll say we have 50 campaigns that we're going to run this year and it's going to require x

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number of creative staff or x number of outside agencies to be able to fulfill those. Then we start tapping into the pool to basically get that staff and that capacity to be able to service the work. Thank you for the overview. I appreciate that. >> Yeah, not a problem. >> Member Blaze.

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>> Hello again. Happy summer. >> Um my question is when there's underenrolled schools or there's schools that are just not um not pulling in the students and there are students in the area. Um does that

818
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impact you at all? Do does the principal or whoever have to reach out to you or is there somebody a regional director or somebody saying hey this school is suffering can they need more marketing dollars or they have a new program and we want to really make

819
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sure that the neighbors know about that. >> Yes. Um so it actually happens on two different ways. So programmatic marketing is one of our biggest pushes. So, uh, if a school does a change, so say they become IB or they become an academic center or there's something new

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that happens at the school, typically when that program change gets approved, then we get notified of that and then we come in to be able to support the school uh based on that change. Um, we do look holistically every year at like enrollment trends. Uh, that's really

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around our gops campaign. Um, and then we also look at other spaces where we see opportunities for growth or for harvesting. I think the bigger challenge for us, uh, from a marketing standpoint is we can't dream up new kids in the city. So, um, we can go out and we can

822
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push and we can say, hey, this school has this thing or it may be attractive for this reason, but we still have a very finite number of kids in the city. And when we look at the cost of what it would cost to basically run a campaign to say come to the school of x-reason,

823
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uh sometimes the math doesn't always work out in terms of what the return would be. So it is something that we look at very aggressive and something we're very interested in. It's just a matter of when do we find the right opportunity that can work in that space from an enrollment standpoint. >> Member Lopez.

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>> Hi again. Um I'm curious to see if you know a comparison of course for this one it's uh given that it's right before us but for the future what will be the cost if we were to actually maybe expand the team internally instead of having a

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project managers we have eight creatives uh I know other government entities including statewide that the creative work is done internally from rebranding of facilities to the the marketing and also the digital footprint. Um so just curious to see what the cost will be to

826
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have that in-house instead of just having this contract with numerous vendors. >> Yeah. So we actually did those numbers uh probably about four years ago when we chose this operating model. Um and it really comes down to what is the gross number of people that we need to service

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the capacity of the district. So ultimately let's say for the last five years we probably end up running anywhere from seven to about $12 million of projects every year. So, that's going to equate to a certain number of people that you need capacity-wise to be able to do that. Um, what we found is that to

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hit that capacity, it would be more expensive to try to bring those people on full-time. So, think full-time salary plus benefits and you're fixed, right? So, I can't scale at that point. If we're slow one month or we're slow one year and we need to ramp down, I don't

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have that flexibility because we have a fixed number. So what the freelancer model allows us to do is to basically pick and choose and we can scale up and down as the work comes in and out. So if we're slow for a year, we don't have to maintain as many. If we're really busy for a year, we can scale up and down and

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it gives us that flexibility. We also looked at the third model of do we just outsource everything? So do we hire outside agencies to be able to take on all the work and we keep a smaller team internally? But we found with the markup that we have to pay for the agencies

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that becomes exorbitantly expensive. So this was kind of the middle of the road option. It gave us the best model of basically giving us a core team that could strategically manage everything from strategy standpoint, give us the uh brain power to kind of plan, but also the flexibility to be able to manage our

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staff in a way that keeps us as efficient as possible from a funding standpoint. One last question for you and I think Chief Hogart will appreciate this. Is there opportunity for our students to work on the marketing campaigns? >> Yeah, we would love it. Um, so we've

833
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actually been talking to a couple local universities uh so Northwestern and their uh journalism and marketing program about creating such a structure. Um, so I think the keys with it and we've tried from time to time to do studentled work is you have to have a

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couple things. So, one, you need a leader at the school. So, an assigned adult that's going to be able to supervise them and manage them. Uh, secondly, we need technology. So, they've got to have equipment. They need computers. They need cameras. They need microphones. They need software. They

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need all the things that they need to be able to actually get out and produce content. But the biggest thing is we need a training cycle to be able to prep them. So, we can't just like wake up one day and throw a full-time project on a student who doesn't know. Um, so if we're able to build around those models,

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then we actually create something. So very interested in it and we've got a lot of ideas that we love to share about how to do that. >> I was just going to add that digital media is an excellent CTE pathway and they already have the equipment. Um, and we would benefit from the expertise of

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working with professionals like Courtney. >> I think you can get board support on that. >> Okay. Awesome. Well, yeah, we would love to be able to follow up and and talk lots of different memos and plans in place that we could probably actually have something ready to go by next year.

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>> Member Smith, >> thank you. Uh, and this goes with uh what President Harton was just saying. We just had a meeting this morning with the head of uh the student voice department who's looking to work with other departments in alignment with

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student voice. So, if we're talking about leveraging our students, I would love to see the two departments working together because student voice has great ideas about how to put students in place for exactly what you're talking about. I'd love to see our our departments more

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in alignment with uh the uh things that we're trying to do. >> Yeah, absolutely. >> Thank you. >> And I would add to what uh board member Blae suggested, right? Who better to promote the work that we're doing than our own students? >> Students.

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>> So, getting them real life experiences, but also in front of a camera highlighting the work, highlighting the the the the efforts that they're going through in our classroom um as the best ambassadors for us.

842
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>> Yeah, for sure. And that kind of hits on the head of something that I've been trying to push for a long time. If you kind of think of it from a brand standpoint, which is reputation, but also who's the best ambassador to person to carry and promote that, it's always our students and parents. So, the

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greater we can empower them to be out in the community, to be sharing things with their fellow friends and colleagues, the more success we find. Um, and even to uh board members uh question earlier on enrollment marketing, what we've actually found campaignwise is it's less

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about money and spending a bunch of money on ads and things of that nature. The space that we've had the greatest success in actually driving new enrollment for schools is when we build teams locally and we get highly invested parents and students to go out and work for us to promote, we actually see

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growth in that space. So, lots of different things that we could do there and be more than happy to follow up to talk about how we can make that happen. >> Yeah, I think the mental health resolutions that are being proposed by um board members Ree and Singleton may be a good place to start.

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>> Okay. >> Thank you. >> Sounds good. Thank you. >> Board members, we will continue with the following facilities items numbers 18 and 19. and the subject matter expert will present on those two items. 18 authorize the first renewal agreement

847
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with CDW government LLC for building automation system installation maintenance repair and resources and 19 amend the new the agreement with various vendors for the purchase of custodial equipment.

848
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>> Good afternoon board members, vice president and uh board president Harden. Um, item 18 is actually going to be pulled and moved to August 2026 board meeting. We're revisiting the requested not to exceed with the projected budget available and going to make some

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adjustments before we actually present this item. For item 19, we are recommending and my apologies, my name is Calebberg. I am the director of facilities management operations. For item 19, authorize a new agreement with the various vendors for the

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purchase of custo equipment. We are recommending the board to increase the not to exceed authority with the two vendors, Inner City Supply Company and North American Corporation for the purchase of custo equipment. This will increase the authority by 14 million and will continue to cover all of FY2027

851
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in the first quarter of FY28. The majority of the spend will continue to be with capital dollars. There is significant need for custo equipment in the district. After the dep privatization of the Casola program, we continue to uncover gaps and

852
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deficiencies in some areas um in equipment that is just beyond its useful life and we cannot repair. Uh currently we have requests outstanding requests for over uh 2,200 pieces of equipment. That totaling that

853
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total alone is 7.8 million. In addition, for the five of zero schools that we're taking on board, we are estimating about $700,000 worth of equipment to purchase to support the custodial program. This is connected to the vision of the 21st learning environment. We need to

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ensure that the custodians have modern equipment to effectively and efficiently complete their duties. Uh resource equity is the lens, the equity lens. We need to ensure that each school has exactly what it needs um to support that

855
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environment. Um if this is not approved, we won't actually have a purchasing mechanism to buy new sort of equipment for the schools. And I'm available to answer any questions. No questions. Thank you. Board members will continue with the

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following finance item number 20. Resolution authorizing expenditures at beginning of fiscal year 2027. >> The following slides list the standard monthly reports and motions that are listed in the agenda review committee meeting agenda and posted online. >> I'm sorry, President Hardiff. Yes. Uh,

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our finance team has to I mean our budget team has to consent on 20. >> I'm not ready to go. Fair enough. Um, good afternoon. My name is Emmy Lazoko, acting chief budget officer. I'm here today recommending that at the upcoming board meeting, the

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board approve a resolution authorizing expenditures at the beginning of fiscal year 2027. This resolution is needed in order to permit spending to occur at the start of the next fiscal year prior to the passage of the FY27 budget. Without the

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board authorization uh provided by this resolution, the district will not be able to incur expenses beyond June 30th of 2026, which would impact basic district operations during July and possibly August, depending on when the FY27 budget were to be passed. Illinois

860
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school code requires school districts to pass a fiscal year budget within 60 days from the start of the fiscal year. Uh and for the 27 budget, that date is August 29th, 2026. This resolution is brought to the board each year that the budget is not passed by July 1st. Um, thank you and I'm happy

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to answer any questions. >> Member Bennett, >> pardon is a little off topic, but have you had a chance to digest the news that the Cook County tax bills will go out two months late and what that might how that might impact our budget? Yes, I'm actually joined here by um our

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acting CFO Wally Sack. And um the short answer is yes, we've been looking at it and um if we had the opportunity to question members yet. >> Thank you. Yeah, thank you for the question. It's very timely that you bring this up. We're looking at it very

863
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closely right now. Um we know that we've been experiencing these delays since 2020. They started out with COVID. They've progressed into we're upgrading our technology systems and we can't get the bills out on time last year. Um between the interest expense that we had

864
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to pay on money that we would not have borrowed and delays to the teachers pension fund that cost us over $30 million. Um the tax bills were delayed by a month um in the spring. So that cost us some additional money. these

865
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these bills that will be delayed. We can't quite tally what that will be, but to date, uh we've paid about $10 million extra in interest from that first delay and additional monies. We're also looking very closely trying to start communicating a little bit more

866
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aggressively with the county, but I believe they still owe us nearly $400 million from that first tax distribution that came in April. So, we have extra money outstanding because of that. So, um, you know, it's very timely that we get the budget done, that we look at the

867
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tax levy, that we look at additional facilities to be able to bridge the gap as we get into this this delay because, you know, while it may not seem when when you're dealing with 12 months, it may not seem, you know, like the end of the world if it's delayed a month or delayed two months, but these are very

868
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critical points in time for us. And when we end our year with a cash position that's very low, you don't have a lot of luxury to be able to drift through these periods of not receiving the money that you that you count on. >> Yep. Thank you,

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member Gopz. >> Thank you. And thank you, board member Bannon. I also had that question top of mind. Um, it's my understanding the Cook County government had a committee hearing earlier today with their intergovernmental and legislative where

870
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believe one of the items or items they discussed was the impact on school districts and libraries given the delay. Um I know it happened during the same time as our board meeting, but just wondering if anyone of your team was able to attend and let the you know commissioners know the impact that is

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having particular on CPS given that we don't qualify for the program that um the county president rolled out. >> I was not aware of uh the meeting that was was called. So no, we didn't have anybody in attendance. We'll try to go back and look at and see what was discussed. And yes, uh that was very uh

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correct that you stated that we do not qualify for the free program that the county offers. It's also not adequate. Basically, they they have a three mill $300 million facility and you think about the fact that we're owed, you know, over a billion dollars. Um so it's it's nowhere near adequate. Um so we

873
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have to rely on our own facilities and those expenses haven't been reimbured. >> Thank you. the other I'm sure you unless you have the answer on the spot but um as we are you know right now in budget season what's the impact and how much now does the district need to re um

874
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rethink the budget to allocate more funds to cover the short-term loans to cover to cover the money we're not going to have in order to make payroll and also um you know conversations this more maybe for our intergovernmental affairs team is what other potentially at the

875
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state level uh anything that we can be asking from them to help support us. >> Yes, I think that's something that we we'll definitely have to look at. Um the county is quite insulated um from, you know, this this dysfunction that they have. So there's really not a lot of

876
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accountability there. Um and so we're just having to to deal with it and and try to navigate through it. Um, in terms of the extra interest expense, I mean, a lot of what we're experiencing that I that I talked about gets unfortunately put back on our financials for FY25 and

877
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this will get put back on our financials for FY26. Um, and then as we go into FY27, then we're trying to establish a budget, you know, an align item for TAN's interest expense that we think will be adequate. But it's it's hard it's hard to predict.

878
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Um, and we have gone over budget. I think I've communicated in the quarterly financials for FY26 that we have been slightly over budget to date. So, but we we're always trying to look at it to the best as we can and make the predictions and be adequate. >> Thank you.

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>> Thank you both. Now, the following slides list the standard monthly reports and motions that are listed in the agenda view committee meeting agenda and posted online. This concludes the board reports on public agenda. Are there any comments or questions?

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If not, there is there a motion to adjurnn? >> So moved. >> Is there a second? >> I second. >> All in favor? >> I. >> We are adjourned. Thank you everyone. Hey Yeah.