Danielle J. Wallace (Write-In) – District 6

I have spent over 15 years working with youth in various roles, including mentor, teacher, clerk and disciplinarian, where I’ve seen firsthand how systemic inequities impact Black and Brown students. My work has been dedicated to advocating for equitable resources, mental health services, and trauma-informed practices to address the specific challenges that these students face. I’ve continuously pushed for community partnerships to bridge gaps in access to essential services, such as mental health, arts, and technology programs, which are often lacking in underserved schools.

Additionally, I have worked closely with community organizations to create actionable plans for utilizing shuttered schools in disinvested neighborhoods, recognizing that these vacant buildings represent a wasted resource. By keeping these conversations alive, I’m advocating for solutions that heal the harm caused by school closures, which disproportionately affected Black and Brown communities.

Through my nonprofit organization, Kingdom Avenue Inc, I’ve fought systemic racism by creating opportunities for underserved children. Our mission is to build a village for every child, one avenue at a time, providing safe spaces for cultural connection and personal growth. We envision creating avenues that serve as hubs of education and community, which address the disparities in resources and opportunities that exist for Black children.

As someone who dropped out of high school due to a lack of support and resources, I understand the difference just one community partnership can make. My experiences have driven me to ensure that the students I serve have access to the tools, resources, and supportive environments that I didn’t. Whether it’s advocating for mental health services, creating strategic partnerships, or supporting policies that directly address systemic racism, my work is about ensuring that no child is left behind or forgotten in a system that too often marginalizes them.

I envision CPS as a vital part of the village that has the critical responsibility of ensuring the academic success of every student. CPS should be more than just an institution; it should serve as the heart of the community, supporting not just students but families, neighborhoods, and future generations. This means fostering a culture of equity, healing, and transformation, especially for Black and Brown students who have historically been underserved.

Key Policies and Initiatives:

• Restorative Justice and Healing-Centered Practices:
  • I would champion the creation of a Restorative Justice Committee within CPS, focused on policies that prioritize healing and restoration over punitive measures. We need to address the root causes of behavioral issues by creating systems that are responsive to students’ social, emotional, and mental health needs.
  • Expanding trauma-informed training for all staff would help make schools safe, nurturing spaces that promote students’ overall well-being.
• Utilization of Vacant School Buildings:
  • The vacant school buildings represent a missed opportunity. I would push for policies that co-create solutions with communities to repurpose these spaces into community hubs, vocational centers, or housing. Reclaiming these buildings can help heal the trauma caused by closures and reinvest in neighborhoods that have been disinvested.
• CPS Marathon to Build Community:
  • I believe a Chicago Public Schools marathon could be a game-changer for the culture of CPS. Right now, there is no district-wide effort that brings together every school community, and this is a fundamental barrier to creating the kind of village we need. A CPS marathon would unite alumni, students, parents, and community members, fostering pride, camaraderie, and a sense of shared purpose. It could also serve as a major fundraising event to support schools across the district.
• Partnerships to Drive Innovation and Resources:
  • I would champion policies that strengthen partnerships with the business community, hospitals, and arts and culture organizations. For example, hospitals could play a key role in supporting special education assessments by providing resources such as social work and psychiatry interns. Additionally, collaborating with arts organizations can help reinstate comprehensive art, music, and library programs.
  • A specific initiative would be creating CPS alumni-driven events to foster pride, community engagement, and school funding.
• Equitable Resource Allocation:
  • I would advocate for a thorough reassessment of the CPS budget and resource allocation, ensuring that schools serving marginalized communities get the resources they need for physical education, mental health services, technology, and extracurricular activities.
  • Establishing a CTE Committee (Career and Technical Education) would ensure that students are prepared for careers in construction, technology, healthcare, and more, with real-world apprenticeships and opportunities.
• Mental Health and Wellness Programs:
  • I would push for expanding teletherapy services and embedding mental health first responder training in all schools. Every school should be equipped to support students’ mental health needs daily.
• Co-Creation with Parents:
  • Parents need to be central to co-creating solutions, especially in special education assessments and school transportation challenges. Involving families in these processes is key to creating a truly inclusive, equitable system.
• Supporting Young Mothers and Families:
  • As a mother who dropped out of school due to lack of support, I would champion initiatives that ensure pregnant and parenting teens get the mental health services and academic resources they need to stay in school and succeed.
  • By positioning CPS as a cornerstone of the village, and with initiatives like a CPS marathon that bring all school communities together, we can create a culture where equity, pride, and shared responsibility thrive. This vision for CPS is about building a stronger community that works together to support every student’s success, while addressing systemic inequities and ensuring that no child is left behind.

Engaging with and being accountable to the communities in my subdistrict is at the core of my work. I believe deeply in creating a village for every child, and that means making sure people feel heard, included, and valued in the decision-making process.

1. Consistent and Transparent Communication: I will create regular town hall meetings and community forums so parents, students, and educators can speak directly to me about their concerns. I’m committed to making sure that multiple channels—like virtual meetings, surveys, and social media—are available for those who can’t attend in person. Transparency matters, so I’ll send out regular reports or newsletters on how I’m representing the subdistrict’s interests at the board level. That way, no one is left wondering what’s going on or how their concerns are being addressed.
2. Subdistrict Advisory Council: To make sure community voices are embedded in my work, I’ll establish a Subdistrict Advisory Council with parents, students, teachers, and community leaders. This council will meet regularly to discuss issues and provide feedback before big decisions are made. It’s about creating a direct line for the people most affected by policy to shape what happens in their schools.
3. Advocating for Community-Specific Needs: I’ll always fight for what the children and families in my subdistrict need most, whether that’s better mental health resources, improved facilities, or more community programs. But I’m also here to make sure that the entire district is moving forward equitably. The reality is that children across CPS face challenges, and balancing the needs of my subdistrict with the bigger picture is essential. It’s not either/or—it’s both. I’ll make sure my community’s needs are front and center, but I’ll also advocate for solutions that lift up kids all over Chicago.
4. Community-Led Decision-Making: Co-creation is key. When we talk about things like how to use vacant school buildings, I believe the community needs to be at the table. We don’t just want input; we need the community to help craft the solutions. That’s the only way we’re going to heal some of the long-standing issues CPS has faced.
5. Balancing Subdistrict and City-Wide Needs: A good school board member knows how to represent their subdistrict while also working toward city-wide improvements. I will always make sure that I’m advocating for the specific needs of the kids and families in my subdistrict, but I understand that every decision we make affects students across Chicago. We need to make sure we’re creating equity across the board. What’s good for one part of the city can also help uplift the entire CPS system.

At the end of the day, it’s about community partnerships, open communication, and accountability. That’s how we build a CPS where every child thrives, and every voice is heard.

I do not support cuts of any kind, as they harm students, staff, and schools. Instead, we should focus on creative revenue generation, such as hosting a CPS marathon. The Bank of America Chicago Marathon generated over $500 million last year, and even a fraction of that could make significant strides in closing the CPS budget gap. This event would not only raise funds but also bring together the entire Chicago community in support of our schools.

Additionally, public-private partnerships could be game changers for CPS. For example:

IBM’s P-TECH program could help fund technology programs and offer students pathways into STEM careers.
Target’s School Fundraising Program could provide financial support for school resources like field trips and classroom materials.
Chicago Bulls partnerships could expand initiatives such as after-school programs, bringing in sponsorships and donations.
Lastly, I fully support a third-party independent audit of CPS finances to ensure transparency and identify inefficiencies, allowing for better resource allocation without cuts. These combined efforts—a CPS marathon, public-private partnerships, and financial transparency—can close the budget gap while keeping our commitment to students and families.

CPS has already adopted student-based budgeting, but achieving true equity requires more than a formula—it requires that the people we serve feel that they are being served equitably. Equity is not something we can assume from a distance; it’s something we need to constantly check in on and co-create with the people impacted. To really understand whether equity is being achieved, we need to be in consistent, meaningful relationships with the students, families, educators, and staff in our communities.

To create a structure for consistent communication and relationship-building around equity, I would establish rotating cohorts of board advisors, specifically focused on issues of equity. These cohorts would rotate monthly and include a combination of parents, students, teachers, principals, and staff. The goal is to provide a space for open dialogue where community members can bring their experiences, insights, and ideas to the table, ensuring that their voices are reflected in the Board’s decision-making process.

These equity-focused advisory groups would meet regularly to discuss ongoing challenges, successes, and needs, providing real-time feedback to the board on how policies and decisions are impacting those on the ground. This would ensure that we’re not only aiming for equity in theory but also in practice, by grounding our decisions in the lived experiences of our students and communities. True equity is an evolving process, and by staying engaged with the people we serve, we can make sure that CPS is continually adjusting to meet the real needs of all students.

Nearly 40% of CPS schools in “intensive” and “comprehensive” status serve predominantly Black students, reflecting deep inequities. To address this, I propose several strategies:

• Equitable Resource Allocation: Revisit the Student-Based Budgeting model to ensure schools in need receive additional resources for academic support, mental health services, and extracurriculars. A weighted funding formula can direct more resources to schools with higher needs.
• Public-Private Partnerships: Strong community partnerships with businesses, nonprofits, and universities can provide much-needed resources like mentorships, tutoring, technology, and career readiness opportunities. Schools that welcome external resources perform better overall.
• Culturally Relevant Curriculum and Diverse Staff: Create pathways for people of color to become teachers, including partnerships with universities and scholarship programs. A diverse teaching staff helps foster an environment where students feel safe and understood.
• Targeted Academic Interventions: Provide tutoring, after-school enrichment, and summer learning programs to close the achievement gap. Expand Career and Technical Education (CTE) programs to offer career pathways in high-demand industries.
• Mental Health Services: Increase the number of social workers and trauma-informed professionals in schools to address emotional and psychological barriers that affect student success.
• Community and Family Engagement: Establish Equity Advisory Councils to ensure that parents and community members have a voice in decision-making. Schools should function as community hubs, offering services like healthcare, job training, and after-school programs.
• Accountability and Transparency: Conduct regular evaluations of resource allocation and student outcomes. I also support third-party independent audits to ensure that resources are effectively used to benefit Black students.

By combining these efforts—equitable funding, partnerships, culturally responsive teaching, and community involvement—we can create schools where all students, especially Black students, have the resources they need to succeed.

Since the Black Student Achievement Committee has presented its plan, I will focus on ensuring its effective implementation, funding, and support through public-private partnerships and state grants. Leveraging CPS’s Five-Year Vision for Black Student Success, I’ll advocate for a comprehensive approach to close the achievement gap.

Clear Vision: The Committee’s plan should align with CPS’s goals, such as expanding AP, IB, and culturally responsive teaching, with measurable outcomes. I’ll ensure regular assessments and hold CPS accountable.

Staffing and Community Voices: I will ensure the Committee includes education equity experts and community input via advisory groups. Regular family engagement is essential to meeting Black students’ needs.

Adequate Funding: I’ll prioritize the Committee in the CPS budget and secure state grants like the Illinois School Maintenance Project Grant, and foster partnerships with organizations like the Chicago Bulls and Google.

Accountability: Progress reports and third-party audits will ensure transparency and resource effectiveness.

Collaboration: Integrating the Committee’s work with CPS’s Office of Equity and CTE programs, while partnering with universities and nonprofits, will ensure comprehensive support.

Community Engagement: I will advocate for forums and student advisory councils to ensure Black students’ voices are central to decision-making.

By securing funding, building partnerships, and ensuring accountability, we can close the opportunity gap for Black students in Chicago.

I believe selective enrollment, charter, magnet, and gifted programs play important roles in Chicago’s public education system, but they must promote equity and access for all students, especially those from marginalized communities. These programs offer valuable opportunities for academic enrichment and career readiness, but their impact should not come at the expense of equity.

For selective enrollment schools, I advocate for holistic admissions processes that go beyond test scores, ensuring students from underserved communities have fair access, with additional support for diverse and inclusive environments. Charter schools should be held to the same accountability standards as CPS-run schools, operating in partnership with neighborhood schools to complement, not compete.

Magnet and gifted programs should be expanded to under-resourced areas, with outreach to families in low-income neighborhoods. To ensure equity, CPS must ensure transparency in admissions, provide free test prep resources, and offer wraparound services like transportation to remove logistical barriers. These programs should focus on closing opportunity gaps, ensuring all students have the chance to thrive.

To meet the growing needs of migrant students, CPS must prioritize bilingual education and partner with local immigrant organizations for holistic support. I would push to expand Dual Language and Transitional Bilingual Education (TBE) programs, ensuring students learn English while maintaining their native language, promoting long-term academic success. Hiring more bilingual teachers, aides, and social workers, along with family engagement programs, will help support English learners (ELs) and their families.

Professional development is essential to equip teachers with culturally responsive and sheltered instruction skills. CPS should also expand ESL and bilingual endorsement programs for teachers. Technology, such as language apps and translation tools, can further support language acquisition.

Equitable distribution of resources, especially in schools with high numbers of migrant students, is critical. Collaborating with organizations like Latino Policy Forum, Erie Neighborhood House, and Instituto del Progreso Latino will provide additional educational and legal support for migrant families.

To ensure students with special needs receive the full support they deserve, I would prioritize partnerships with universities and hospitals. Universities can offer special education training, research-driven methods, and professional development for CPS teachers, while hospitals can provide specialized therapies and telehealth services to meet the medical and developmental needs of students. Collaborations with hospitals like Lurie Children’s or Rush University Medical Center can expand access to crucial services like occupational therapy and mental health support.

I would also push for independent audits of special education services to ensure compliance with IEPs and transparency in how funds are allocated. Expanding mental health support through partnerships and engaging families with workshops and legal advocacy programs would further empower students and their families. Through these efforts, CPS can enhance equitable access to quality education for students with special needs.

I fully support implementing and fully funding CPS’s Whole School Safety Plan because it promotes a comprehensive, student-centered approach. The plan’s emphasis on restorative justice, mental health services, and building a sense of belonging is crucial for creating safe and supportive environments. In addition to city, state, and federal grants, I believe we should explore public-private partnerships to enhance available resources.

The plan’s focus on restorative justice provides students with tools to resolve conflicts through dialogue, creating a culture of accountability and growth. Providing trauma-informed training for all staff ensures they can recognize and support students facing emotional challenges.

Partnerships are vital. Programs like UChicago student volunteers show how mentorship fosters belonging. To fund the plan, CPS should tap into grants like the Illinois Safe Schools Grant and School-Based Mental Health Services Grant. Additionally, Community Violence Intervention (CVI) programs and partnerships with Cure Violence and Chicago CRED can address the root causes of violence, offering mediation and job training for at-risk youth.

To address chronic absenteeism, which affects nearly 40% of CPS students, I advocate for the following six strategies:

1. Tie Attendance to a District-Wide Initiative: Launch a district-wide attendance campaign with clear goals and family incentives such as transportation passes or school supplies. This builds community-wide accountability and recognition around attendance.
2. Strengthen Family Engagement and Support: Offer family support programs like home visits and workshops, while connecting families with community resources to address barriers like transportation and housing instability.
3. Expand Mental Health and Trauma-Informed Care: Increase access to mental health professionals and implement teletherapy options to address emotional challenges that contribute to absenteeism.
4. Use Restorative Practices: Engage students with restorative justice to resolve conflicts and foster a sense of belonging through mentorship and peer support groups, rebuilding trust in the school community.
5. Address Socioeconomic Barriers: Provide free or subsidized transportation and expand meal programs to ensure basic needs are met, helping students consistently attend school.
6. Targeted Interventions for High-Risk Students: Use data-driven approaches to identify at-risk students and assign mentors or case managers to provide personalized support. Implement incentive programs that reward attendance improvement.

These strategies, focusing on student support, family engagement, and targeted interventions, can help reduce absenteeism and address its underlying causes.

To expand dual credit opportunities in CPS, I would prioritize partnerships with local universities to ensure programs align with student interests. For example, many students are passionate about cosmetology and barbering, but limited resources made access to the only offering at Truman College difficult. Partnerships would address transportation and logistics challenges, making programs more accessible.

Additionally, I would work to ensure dual credit is available across all CPS schools, particularly in underserved neighborhoods, by removing barriers like transportation and financial constraints. Creating bilingual outreach programs would help families understand the benefits of dual credit, particularly for first-generation college students.

I would also advocate for CPS to cover transportation and fees, using state and federal grants, and link dual credit opportunities to Career and Technical Education (CTE) programs in high-demand fields like healthcare and IT. Finally, expanding public-private partnerships with companies like IBM’s P-TECH would offer CPS students both college credit and workplace skills.

To ensure all CPS students receive a high-quality, evidence-aligned curriculum, I would make sure we’re addressing the needs of neurodivergent students while also gathering student feedback to guide decisions. It’s not enough to just roll out a curriculum; we have to make sure it’s accessible. That means providing accommodations like differentiated instruction and visual supports to meet diverse learning needs.

I’d push for intentional student input, especially from neurodivergent learners, to ensure the curriculum is working for them. We need regular surveys and focus groups to hear directly from the students. Teachers should also be equipped with the right tools, which is why professional development on inclusive practices and trauma-informed teaching is essential.

While schools should have flexibility to adapt the curriculum, there has to be accountability too, so we’re making sure it’s working for all students. This includes regular data-driven evaluations. Finally, every curriculum should be culturally relevant and reflect the diverse backgrounds and learning needs of our students.

To empower Local School Councils (LSCs), I would focus on incentivizing participation, providing training and resources, and increasing their visibility. Offering stipends and professional development opportunities would attract more diverse and committed members. By ensuring LSCs receive mandatory training on budgeting, equity, and decision-making, they can better advocate for their school communities. LSCs should also have greater influence over decisions like budget allocations and principal selection, while being given platforms to engage at the district level. Enhancing diversity by removing barriers to participation, such as offering childcare and language support, is critical. To further elevate their role, I would promote district-wide celebrations of LSC achievements and use media to highlight their impact. Lastly, leveraging community partnerships with universities and nonprofits would provide additional expertise and resources for LSCs to drive meaningful change.

Principals should have the autonomy to lead their schools without excessive red tape, allowing them to respond to the unique needs of their communities. However, this autonomy must align with district goals around equity, curriculum, and resource management. The district administration should play a role in vetting and supporting principal candidates to ensure they meet CPS standards and are equipped for leadership.

Local School Councils (LSCs) should retain significant authority in the hiring and retention of principals since they understand their school’s specific needs. LSCs should have access to training and resources from the district to make informed decisions, while the district ensures accountability. The key is balancing school-level flexibility, district oversight, and community involvement to create schools where principals can lead effectively and students can thrive.

The closure of 50 CPS schools over a decade ago left many neighborhoods with vacant buildings, representing missed opportunities for community revitalization. A standout example of how these spaces can be repurposed is the $33.5 million affordable housing development at the long-vacant Earle School in Englewood, which demonstrates how these buildings can serve as community assets, providing housing for families and seniors while driving neighborhood renewal.

1. Community-Driven Reuse of Vacant Buildings: The Earle School project highlights the importance of community involvement in repurposing vacant buildings. I would advocate for the creation of community advisory boards for each vacant school, allowing local residents, parents, and educators to co-create plans based on the community’s needs. These buildings could become affordable housing, community centers, or early childhood education hubs, ensuring they serve a greater purpose for families and neighborhoods.
2. Addressing Underutilization in Current Schools: We must avoid repeating past mistakes by ensuring that future school consolidations involve the community and come with clear reinvestment plans. Underutilized schools should be identified early, and before closure becomes the only option, explore transforming these spaces into centers offering community resources like arts programs, adult education, or vocational training.
3. Responsible Facilities Planning and Funding: The Earle School project shows the potential of public-private partnerships to bring these buildings back online. I would push for more such partnerships across Chicago to finance the redevelopment of vacant schools into vibrant community spaces. Additionally, CPS should actively seek federal and state grants for affordable housing, educational infrastructure, and community development to fund these initiatives.
4. Long-Term Planning for CPS Capital Needs: CPS must adopt data-driven planning to anticipate underutilization issues before they reach crisis levels. By viewing schools as community hubs, providing mental health services, vocational training, and other community programs, we can ensure these spaces remain central to the life of their neighborhoods.

On a personal note, as a parent in Englewood during these closures, I witnessed firsthand the devastation and chaos that followed. This experience motivates me to ensure that no community suffers in this way again. I am determined to champion responsible, equitable redevelopment and to keep our schools as vibrant parts of our neighborhoods.

As a board member, my approach to collective bargaining focuses on collaboration, transparency, and putting the best interests of our students first. I’ll make sure all stakeholders—teachers, principals, parents, and students—have a voice in the process. Listening to those on the frontlines is key to understanding what’s truly needed in our schools.

My priority is ensuring that negotiations lead to student-centered outcomes like smaller class sizes, more mental health resources, and equitable access to quality education. I’ll work to foster trust and mutual respect between CPS and labor unions, ensuring the process is collaborative, not confrontational.

At the same time, I’m committed to fiscal responsibility—we need contracts that reflect our values while being sustainable for the district. I’ll also push for innovative solutions, like professional development and community partnerships, that benefit both students and educators. Ultimately, it’s about finding solutions where everyone wins, but students come first.

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