Andre Smith – District 6

I have dedicated much of my life to improving the lives of underserved children, especially through my work as the CEO of an anti-violence organization that focuses on ensuring the safety of children going to, from, and inside school. I also helped lead the effort to bring the first trauma center to the South Side of Chicago at the University of Chicago, ensuring critical healthcare access in a historically underserved community.

As a community organizer, I work closely with local residents to address systemic inequalities in education, including advocating for the restoration of busing to magnet and selective enrollment schools. In honor of my great-grandmother, Carrie Williams, the first African American teacher in Us history to sue for equal rights in 1892, I am running for the Chicago School Board to continue the fight for educational equity.

I also calling for fiscal responsibility and transparency in Chicago Public Schools to ensure that the $5 billion in property taxes are allocated to benefit all students, especially those who are underserved.

My long-term vision for CPS is to ensure every student has access to a high-quality education, regardless of their background. To achieve this, I would focus on:

1. Academic Accountability: Improve reading and math proficiency through targeted interventions, expanded tutoring, and early literacy programs.
2. Fiscal Transparency: Push for an independent audit to ensure responsible use of the $5 billion in property taxes, directing funds to where they benefit students the most.
3. Support for School Choice: Advocate for charter schools, fight against school closures, and restore busing services to increase equitable access to educational opportunities.
4. Disability Support: Ensure proper funding and resources for students with disabilities to guarantee they receive the support they need.
5. School Safety: Promote initiatives to keep students safe both in school and on their way to and from school.

By focusing on equity, accountability, and safety, I aim to create a CPS where every student can thrive and succeed.

To engage with and be accountable to the communities in my subdistrict, I would implement regular town hall meetings, establish open lines of communication, and partner with local organizations to stay connected with residents. I would also create advisory councils of parents, students, and educators to ensure that a wide range of voices are heard and considered in board decisions.

To ensure community voices are reflected in my decision-making, I would prioritize transparent processes, share updates regularly, and make data on board actions easily accessible. I believe in being a true representative of the people by actively listening and responding to their concerns.

As a board member, I would primarily advocate for the children in my subdistrict but remain mindful of the broader needs across Chicago. Our district has unique challenges, but CPS as a whole must succeed, so I would balance local advocacy with citywide progress to ensure all students benefit from decisions that improve the education system.

I believe that balancing the CPS budget requires a multifaceted approach. Besides advocating for increased state funding, I would fully support a third-party independent audit of CPS to identify inefficiencies and ensure transparency. This audit would help us make informed decisions about where to cut unnecessary spending without harming essential services for students.

Revenue enhancements should also be explored, including partnerships with local businesses and philanthropic organizations to bring additional resources into schools. While budget cuts may be necessary in some areas, I would prioritize minimizing the impact on classrooms and student programs. Borrowing should only be considered as a last resort to avoid long-term debt that burdens future generations.

To ensure equitable funding for all schools, I would advocate for a funding model based on student needs rather than a one-size-fits-all approach. Schools serving students from underserved communities, those with disabilities, and English language learners should receive additional resources to address the unique challenges these students face. Equity means giving schools what they need to succeed, which may require more funding in high-need areas.

The CPS board should base funding allocations on data-driven assessments of student needs, school performance, and community input. Regular audits and transparent reporting would ensure that the funds are used effectively and reach the schools that need them most.

To support CPS schools in intensive and comprehensive status, particularly those serving predominantly Black students, I would advocate for targeted interventions that provide equitable access to resources and opportunities. First, we need a comprehensive audit of these schools to identify gaps in funding, teacher support, and student services. This audit would help direct resources where they are most needed, ensuring that these schools receive the same quality of education as their peers.

I would push for the expansion of wraparound services, including mental health support, after-school programs, and tutoring, to help students succeed both inside and outside the classroom. I would also advocate for increased funding for STEM, arts, and vocational programs in these schools to ensure students have access to diverse educational pathways that prepare them for college and careers.

Additionally, I would focus on teacher recruitment and retention strategies, offering incentives to attract and keep high-quality teachers in underserved schools. This includes providing professional development opportunities to ensure teachers have the skills to meet students’ diverse needs.

Finally, I would work to strengthen community partnerships that bring additional resources, mentorship, and career opportunities to Black students in these schools. By ensuring a holistic approach that addresses both academic and non-academic barriers, we can create equitable access to quality education for all students.

To ensure that the Black Student Achievement Committee is fully implemented and effective, I would start by advocating for a clear and actionable strategic plan with specific, measurable goals focused on closing the Black student achievement gap. This plan should be developed in collaboration with key stakeholders, including educators, parents, students, and community leaders, ensuring that it reflects the needs and aspirations of Black students across CPS.

I would push for the committee to be adequately staffed with individuals who have a deep understanding of the challenges facing Black students, including educators with on-the-ground experience, data analysts, and community advocates. To ensure accountability, I would recommend regular public reporting on the committee’s progress, allowing the community to track the impact of its initiatives.

For funding, I would prioritize securing a dedicated budget line item within the CPS financial plan for the committee’s work. This would include resources for program implementation, research, and staff compensation. Additionally, I would seek out state and federal grants aimed at improving outcomes for underserved students and explore partnerships with foundations and philanthropic organizations that have a history of supporting educational equity initiatives.

Selective enrollment, charter, magnet, and gifted programs are vital to Chicago Public Schools, offering specialized educational opportunities. To ensure they promote equity and access, I would advocate for:

1. Inclusive Admissions: Policies that prioritize diversity and holistic evaluations to ensure underrepresented students can access these programs.
2. Outreach Efforts: Increase awareness in underserved communities about available programs and the application process.
3. Support Services: Provide tutoring and mentorship for low-income students to help them succeed in these programs.
4. Equitable Funding: Ensure that resources for specialized programs do not detract from neighborhood schools.
5. Continuous Evaluation: Regularly assess program outcomes to make necessary adjustments for improving access and support.

By focusing on these strategies, we can enhance equity in our education system.

I would focus on the following strategies:

1. Increased Staffing: Hire more qualified bilingual teachers and support staff to ensure adequate language support and resources for English learners.
2. Curriculum Development: Develop and expand bilingual curricula that not only focus on language acquisition but also incorporate cultural competency to help students feel more included.
3. Professional Development: Provide ongoing training for all educators in best practices for teaching English learners, ensuring they are equipped to support diverse student needs.
4. Community Engagement: Involve families in the educational process through outreach programs that provide information and resources in their native languages, fostering a supportive community environment.
5. Targeted Resources: Allocate additional funding and resources to schools with high populations of English learners to ensure they have the tools necessary for effective bilingual education.

To ensure that students with special needs receive the support and resources they are legally entitled to, I would prioritize the following initiatives:

1. Regular Audits: Implement regular audits of IEP (Individualized Education Program) compliance to ensure that all students receive the services outlined in their plans.
2. Increased Funding: Advocate for increased funding specifically allocated for special education programs, ensuring schools have the resources to provide necessary support.
3. Professional Development: Provide ongoing training for teachers and staff on best practices for teaching students with special needs, including inclusive education strategies.
4. Parent Advocacy: Establish a parent advisory committee to ensure that families of students with special needs have a voice in decision-making and resource allocation.
5. Data Transparency: Create a transparent reporting system that tracks the progress of students with special needs, allowing for accountability and targeted interventions when needed.

By focusing on these initiatives, we can improve access to quality education for students with special needs and hold the district accountable for their success.

I support implementing and funding CPS’s new Whole School Safety Plan if it effectively prioritizes both student safety and a positive, inclusive school environment. Ensuring schools are safe is critical, but it is equally important that safety measures do not criminalize students or foster a punitive atmosphere. I would advocate for a plan that includes increased investment in mental health services, restorative justice programs, and conflict resolution training for staff and students.

To improve school safety and create positive learning environments, I would push for the hiring of more school counselors, social workers, and mental health professionals to address the underlying causes of behavioral issues and support students’ emotional well-being. I would also advocate for anti-bullying programs and efforts to strengthen the relationships between students, staff, and the community, creating a culture of mutual respect and understanding.

Additionally, partnerships with local organizations can provide after-school programs, mentorship opportunities, and safe spaces for students outside of school hours, further promoting a sense of belonging and security.

By focusing on a holistic approach that includes mental health, community involvement, and positive discipline, we can create schools where every student feels safe, supported, and able to thrive academically and personally.

1. Family Engagement: Establish outreach programs to connect with families and provide support services, such as transportation assistance and childcare, to remove barriers to attendance.
2. Mental Health Resources: Increase access to mental health services in schools, including counseling, to help students cope with challenges that may prevent them from attending.
3. Positive Incentives: Implement attendance rewards and recognition programs to motivate students and foster a sense of community.
4. Early Intervention: Use monitoring systems to identify students at risk of chronic absenteeism and provide support before issues escalate.
5. Flexible Learning Options: Offer flexible schedules and online resources to accommodate students facing challenges that hinder attendance.
6. Community Partnerships: Collaborate with local organizations to provide wraparound services addressing the root causes of absenteeism.

1. Strengthen Partnerships: Collaborate with local colleges to increase the number of available dual credit courses.
2. Advocate for Funding: Seek additional funding to make dual credit programs more affordable for students.
3. Diversify Offerings: Expand course options, including vocational and technical fields, to meet student interests.
4. Increase Awareness: Launch campaigns to educate students and families about dual credit benefits and processes.
5. Provide Support: Offer counseling to help students navigate dual credit options and manage their coursework.

1. Mandatory Adoption: Advocate for the mandatory adoption of evidence-based curricula across all schools, ensuring consistency and equity in educational quality.
2. Curriculum Training: Provide professional development for teachers on the effective implementation of the district-level curriculum, emphasizing best practices in instruction and assessment.
3. Ongoing Evaluation: Establish a system for regularly evaluating the effectiveness of the curriculum through data analysis and feedback from teachers, students, and parents to identify areas for improvement.
4. Resource Allocation: Ensure that schools receive the necessary resources and support to implement the curriculum effectively, including access to teaching materials and technology.
5. Stakeholder Involvement: Involve teachers, administrators, and community stakeholders in the curriculum review process to ensure it meets the diverse needs of students.

Empowering Local School Councils (LSCs) in the decision-making process, I would focus on the following strategies:

1. Training and Resources: Provide comprehensive training programs for LSC members on governance, budgeting, and effective advocacy, equipping them with the skills needed to represent their communities effectively.
2. Strengthen Communication: Establish clear channels for communication between LSCs and the district to ensure that council members can voice community concerns and influence decision-making.
3. Increase Representation: Encourage diverse representation on LSCs to reflect the demographics and needs of the school community, ensuring all voices are heard.
4. Regular Feedback Mechanisms: Implement regular feedback sessions where LSCs can share insights and recommendations directly with district leadership, fostering collaboration and responsiveness.
5. Support for Initiatives: Allocate funding and resources to support initiatives proposed by LSCs that align with school community needs, reinforcing their role in shaping school priorities.

Principals should have a significant amount of autonomy to lead their schools, allowing them the freedom to make decisions that best meet the unique needs of their students and community. This includes control over curriculum implementation, instructional strategies, and school culture, minimizing bureaucratic red tape that can hinder effectiveness.

At the same time, the district administration should play a supportive role by providing clear guidelines, resources, and professional development to help principals succeed. The administration should also be involved in hiring and retaining principals to ensure alignment with district goals and standards.

Local School Councils (LSCs) should have a crucial role in decision-making, particularly in areas like budget allocation, community engagement, and school improvement plans. Their involvement ensures that the voices of parents and community members are heard, fostering accountability and responsiveness to local needs.

In summary, a balanced approach where principals have autonomy, the district provides support, and LSCs have input creates an effective governance structure that benefits students and schools.

To bring these closed school buildings back online, I would work with local communities to develop plans that repurpose these spaces in ways that benefit children, families, and the broader community. These buildings could be converted into community centers, vocational training hubs, early childhood education centers, or even affordable housing, depending on local needs. By involving residents in the planning process, we can ensure that these spaces serve as assets rather than remain unused.

To address underutilization and responsible facility planning, I would advocate for a comprehensive assessment of current building usage across CPS. This would involve identifying areas with growing student populations and schools in need of repairs or updates. Facilities should be maintained based on future projections and community input to prevent overbuilding in some areas while others remain neglected.

To fund these initiatives, I would seek public-private partnerships to attract investment for the redevelopment of unused spaces. Additionally, state and federal grants, along with CPS’s capital budget, could be allocated toward renovations and adaptive reuse projects. By leveraging a mix of private and public funding, we can address the district’s capital needs while being fiscally responsible.

1. Focus on Student-Centered Goals: Center negotiations around improving student outcomes, such as better resources and reduced class sizes.
2. Encourage Open Dialogue: Foster communication among teachers, administrators, and parents to ensure diverse perspectives are heard.
3. Use Data to Inform Decisions: Leverage data to highlight the impact of proposals on student performance and well-being.
4. Promote Collaboration: Advocate for a collaborative approach where both parties work together to find solutions that benefit educators and students.
5. Maintain Transparency: Keep the community informed about the negotiation process to build trust and ensure collective interests are represented.

In my subdistrict, several key issues warrant attention from voters:

1. Underfunded Schools: Many schools in our area struggle with inadequate funding, leading to insufficient resources for teachers and students. I am committed to advocating for equitable funding to ensure all schools have the necessary tools for student success.
2. Access to Quality Education: There is a pressing need to improve access to quality educational programs, particularly for students with special needs and English learners. I will prioritize initiatives that provide tailored support and resources for these students.
3. School Safety: Ensuring a safe learning environment is paramount. I will advocate for programs and policies that address safety concerns and promote mental health resources within our schools.
4. Community Engagement: Strengthening the relationship between schools and the community is vital. I aim to foster open communication between parents, educators, and local organizations to better understand and address the needs of our students.
5. Support for Local Programs: I will focus on enhancing extracurricular and enrichment programs that support student development, such as arts, sports, and vocational training, providing more opportunities for our youth to thrive.

By addressing these local concerns, I hope to gain the trust and support of voters in our subdistrict as we work together to improve educational outcomes for all students.