1. REFLECTION

PARTICIPANT HISTORY WITH CPS AND VISION FOR THE BLACK STUDENT EXPERIENCE

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Participants have had mixed experiences with CPS; many are CPS alumni themselves

What has your experience been with CPS?

“My experience has been fun and I've been reading lots of books. Have fun, learn good, read a lot of books, write, and do math.” (Englewood) - Student

“I feel as if the government gives CPS the bare min. I want black students to feel prioritized.” (Austin)

“My experience has been up and down, with having kids in neighborhood schools and selective enrollment schools. I see the difference in equity.” (Avalon Park)

“Seeing and working in three different CPS schools, I've noticed a profound difference in how the schools are managed.” - (Washington Park)

“As a Black female educator, I very often feel ‘villainized’... when I speak up for students. …As a CPS parent, I want my daughter to feel supported.” (Virtual)

“Having to travel to selective enrollment is a struggle that many face. Long bus rides all night after doing extracurriculars is too much.” (East Garfield Park)

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“As a student I was totally supported, as well as my classmates. As a teacher and school leader I have experienced neglect, abandonment, and rejection. It was done by systemic inequities and lack of space for voice and value of voice.” (Englewood) -Student

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

*Minor spelling and punctuation adjustments were made to the above quotes pulled from handouts

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Participants envisioned a future where the basic needs and future goals of Black students flourish

What do you want Black students to experience at CPS?

“Black students have experienced harm through racist policies and not enough resources that help restore and heal that harm. I would like to see more restorative justice trained therapists and MTSS support that are evidence-based.” (Uptown)

“My experience with CPS has been a student for 8 years at a CPS School I hope Black kids can experience teachers like them and don't show favoritism to other kids because of the color of their skin.” (Avalon Park) - Student

“My experience has been to fight repeatedly for what my Black kids with learning disabilities need. I want Black kids to be supported and surrounded by caring adults with high expectations and access to resources to increase support as necessary.” (Washington Park)

“I have been a part of CPS all my life, I didn’t notice how neglected the students were until listened and heard the statistics [shared at the roundtables]. I think black kids should experience every option of whatever it is they want to be when they get older…”. (Austin) -Student

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

“I want Black students to experience a sense of dignity and agency. I know it is possible but right now it doesn't happen for enough Black students.” (Virtual)

“CPS must see, hear, and appreciate Black students! As a former student & staff of the district, it is honestly necessary to work with & not against students!” (Pullman)

*Minor spelling and punctuation adjustments were made to the above quotes pulled from handouts

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2. RECOMMENDATIONS FOR THE PLAN

SYNTHESIS BY CATEGORY

Recommendations shared by the community were focused around three areas defined by the Working Group

Roundtable participants spent nearly an hour working both independently and collaboratively to identify what is needed to improve outcomes for Black students in Chicago Public Schools. Participants made recommendations which balance impact with feasibility that they believe will help Black students, as well as their families and communities, thrive.

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

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Black Student Daily Experience: Themes and Recommendations

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

Invest in Equitable Facilities, Programming, Transportation, and Opportunities

• Desire to “to live in an area with a great school,” limiting the amount of time it takes to get to school
• Desire for “more equity and consistency across schools,” including “access to the curriculum,” and “digital learning tools”
• “All schools should have all the same resources” including modern facilities, before/after school programming, sports, and classes

Create Customizable and Ambitious Learning Experiences that Focus on Black History, Identity Cultivation, Cultural Responsivity, and Combating Anti-Blackness

• Desire for flexibility in the curriculum, based on “academic performance, need,” and interest
• Focus on centering cultural responsivity, combating anti-Blackness, and identity cultivation “to learn more about themselves and who they want to be”
• Implement financial literacy education and “lessons with real life applications”

Create Safe and Welcoming Environments that Deliver SEL/Mental Health Resources and Education

Synthesized Themes

Recommendations from Roundtable Small Groups

• Increase the “accessibility to mental health resources in the school” to “support students and families,” as well as embedding SEL learning in the curriculum
• Offer “decompression rooms for students who may be overstimulated” and provide space for breaks throughout the day
• Actively work to create an environment that is respectful, mindful of the student perspective, and include “safety measures that involve all stakeholders,” to ensure it is “conducive to learning”

*Quotes within Recommendations from Roundtable Small Groups are transcribed verbatim from sticky notes

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Black Student Daily Experience: Themes and Recommendations

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

Create Formal Structures for Students to Use their Voice, Gather Together, and Impact CPS Policies

• CPS should “highlight student voice and emphasize its importance, especially for black students.” This can help “develop and help positive senses of self to speak up, out and against inequity”
• Desire for “creating and maintaining Black Student Unions,” “Black Student Alliance,” and general space for “students to share their feedback on improving the school experience for them”

Synthesized Themes

Recommendations from Roundtable Small Groups

*Quotes within Recommendations from Roundtable Small Groups are transcribed verbatim from sticky notes

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Black Student Daily Experience: Add’l Supporting Quotes

“[If few staff and students are Black] who am I going to talk to?” -Student

“The drains are clogged, water is cloudy and grey. I recommend to my friends to not drink the water [at school] cause there’s a 99% chance it won’t do you well” -Student

“We have to be able to love our children, and move beyond what I believe is fear–of our students, of their families, and of the communities they come from”

“Some people see us as bad because of our skintone” -Student

“It is unfair to expect Black students to be something that they are not exposed to”

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

*Additional Supporting Quotes are transcribed verbatim from sticky notes or from the group share-out

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Inclusive and Collaborative Schools & Community Partnerships: Themes and Recommendations

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

Collaborate with Community Experts and Organizations to Provide and Expand Support Services

• “Reflecting on the barriers in place by CPS’ own policies that do not allow for inclusive community partnerships” and remove unnecessary red tape
• “Establish pipelines between local community based companies/businesses so students see other avenues outside of college” and empower students to reach higher standards
• “Leverage community partnerships that focus on mental health”
• Expanded access to and direct collaboration with community mentorship programs

Conduct Whole-of- Government Efforts to Make Schools and Neighborhoods Safe and Equitable

• Invest in and enhance partnerships with government entities, like “DCFS to support youth in care”
• “Fully fund schools” and “decrease inequities for schools that are comprised of mostly Black students”
• “Work with the City to improve the living conditions in areas,” and invest in community schools”

Invest in Efforts to Increase Parent Involvement in Schools, Including through Parent Training

• “Parental involvement is imperative and has been a challenge forever.” “Many CPS parents were former students who’ve lived through harmful CPS policies”
• Provide training for parents on “mental health, racial equality, black history,” life skills, and on diverse learners through initiatives like Parent University

Theme

Recommendations from Roundtable Small Groups

*Quotes within Recommendations from Roundtable Small Groups are transcribed verbatim from sticky notes

9

Inclusive and Collaborative Schools & Community Partnerships: Add’l Supporting Quotes

“There are countless community groups and organizations that can be a connector and resource for Black students and families. Community engagement works!”

“Parents are not the enemy, we are partners and should be seen as such. Like the parent mentor programs”

“I feel like [7th and 11th grade] students are navigating, transitioning, testing… [peer mentorship] allows for students from those community schools to be able to kind of support one another through that process.”

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“Improve business collaboration with students to businesses in the neighborhood to align their education with what's going on in the community.”

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

*Additional Supporting Quotes are transcribed verbatim from sticky notes or from the group share-out

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Adults Capacity and Continuous Learning: Themes and Recommendations

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

Expand Training for Staff around Trauma Informed Care, Mental Health, Cultural Responsivity, Combating Anti-Blackness, and General Teaching Skills

• Provide mandatory training around “understanding implicit bias,” cultural competency and responsivity, in order to “support the development of culturally-proficient mindsets.”
• “Training on how to deal with trauma,” trauma-informed care, and neurodiversity training
• “Teachers should receive training and learn how to teach in different learning styles”

Expand Efforts to Recruit, Retain, Train, and Motivate Black Staff

• Invest in more “staff recruitment and retainment initiatives” that prioritize Black teachers, including through “SECA pathways to grow capacity”
• “Educators need to understand the people they serve,” so that students are “able to experience validation/motivation from adults that look like them”

Increase Engagement with Parents/ Families, and Community Organizations that Support Parents/ Families

• Desire for CPS to “build stronger relationships with community organizations and partners that are already doing this work,” to “support students and whole families on a consistent basis”
• “Strengthen parent opportunities for involvement,” and a desire for “more fluidity and ease for parents visiting/entering school.”
• Desire for more engagement with a diverse set of authentic community organizations, including faith-based

Theme

Recommendations from Roundtable Small Groups

*Quotes within Recommendations from Roundtable Small Groups are transcribed verbatim from sticky notes

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Adults Capacity and Continuous Learning: Add’l Supporting Quotes

“Practice shouldn’t be on the students, it should be before they enter the classroom.”

“We can talk about building cultural competency, but if we aren’t addressing the impact of anti-Blackness, we are [doing so in vain]”

“Educators need to understand what Black students offer”

“Listen to what students need when they need it, rather than focusing on damage control”

Appendix

Overview

Roundtable Approach

Further Considerations

Synthesis

*Additional Supporting Quotes are transcribed verbatim from sticky notes or from the group share-out

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