EFMP Community Roundtables

December 12, Englewood STEM High School 

Slide Presentation:  [ ENGLISH | SPANISH ]

Physical Spaces: Positive highlights include modern and inviting aesthetics, such as new playgrounds, gymnasium improvements, murals, specialized seating, and upgraded classrooms and lighting. Participants particularly praised Langford Community Academy for its inviting auditorium, straight hallways (which facilitate safety monitoring), and separate lunchrooms for older and younger students. Participant concerns include outdated and under-maintained buildings, inconsistent cleanliness, and heating/cooling. Participants called for modernization to match the schools’ educational rigor and create a welcoming environment for students and the community.

Creative Uses of Spaces: Creative suggestions for repurposing underutilized spaces included community centers, tutoring programs, healthcare services, financial literacy spaces, and trade shops. The idea of transforming such spaces into areas that support broader community needs and interests was a common thread, emphasizing making schools more integral to their communities. Participants widely expressed a desire for the public to perceive schools as community hubs supporting social and emotional development and academics.

Student Experience: Whereas some parents noted satisfactory conditions and improvements, others pointed out deficiencies in areas such as rigorous programming and more comprehensive programs for students with diverse learning needs. Participants strongly emphasized the need for enhanced school safety measures, discipline, and social-emotional support. One comment focused on the positive impacts of the Champion program at Earle Elementary, which pairs students with staff ranging from janitors and lunch staff to teachers and administrators. Participants across discussions also expressed the need for more significant equity and quality in education, emphasizing disparities between different regions, particularly the contrast between Northside and Southside schools. Another recurring theme was the lack of representation and inclusion of community members as decision-makers, alongside a call for more parent support and engagement. Participants additionally emphasized the need for arts, drama, and culturally responsive curricula to foster a holistic educational experience.

Watch the South Side Roundtable

December 19, Robert Healy Elementary School

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Physical Spaces: Positive highlights include recent infrastructural upgrades at Chavez Elementary Multicultural Academic Center. Participants also noted that while some facilities function well, others need improvements. Specifically, participants expressed concerns about outdated facilities, inadequate playgrounds, and the need for modern amenities, including lighting improvements and heating and cooling system upgrades. Participants recommend that CPS invest in upgrading school facilities to ensure they are safe, accessible, and conducive to early childhood learning. Such investments include adding amenities such as art spaces, indoor gyms, teachers' lounges, sensory rooms, and multipurpose rooms, leveraging school locations' geographical and community significance, and creating spaces that support 21st-century learning environments that can adapt to future educational demands.

Creative Uses of Spaces: Participants agree that the District could use underutilized buildings to address space constraints. Suggestions include expanding schools at capacity and introducing new student programs.

Student Experience: Participants resonated with the need for a holistic educational approach with rigorous curricula, high-quality instructional staff, and joyful learning experiences. Positive highlights include schools with bilingual classrooms and diverse linguistic programs, which participants consider crucial for maintaining school communities' unique identity and inclusivity. Participants prioritize the development and expansion of dual language programs that extend from elementary through high school across the District, and they seek to ensure a continuum of learning experiences that affirm student identities and prepare them for a globalized world. Additionally, participants called for parent workshops and groups and expanded after-school and enrichment programming such as STEM, arts, and athletics.

Watch the Greater Stockyards Roundtable

December 20, William F. Finkl Academy

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Physical Spaces: Participants expressed a desire for spaces that reflect a holistic educational environment, including peaceful and calming areas. Positive highlights include modern playgrounds, murals, and the architectural beauty of many CPS school buildings. In terms of growth areas, there was a consensus on the need for improvements in physical spaces to support student experiences better, and the need for more inviting, safe, and functional spaces was a recurring theme. Priorities for spatial enhancement, updated and inclusive bathroom facilities, functional water fountains, more engaging and creative learning spaces, and addressing basic infrastructure needs like roofing and plumbing. Proposed safety enhancements include more cameras, as well as cones and signage to assist with drop-off and dismissal. Participants also widely emphasized the importance of sensory rooms and spaces for social-emotional learning.

Creative Uses of Spaces: Suggestions for creatively using underutilized spaces include transforming them into community centers, storage areas, spaces for asylum seekers, and areas for indoor recreational activities. Participants also proposed designating maker spaces for collaborative learning and spaces for student voice and choice (e.g., student clubs). Participants discussed potential partnerships with local organizations to enhance school facilities and programs.

Student Experience: Specific positive highlights include efforts to engage students and parents at Finkl Academy and Madero Middle School. However, participants across discussions highlighted a gap in addressing the holistic needs of students, particularly emphasizing the need for more student voices in decision-making processes. Key areas of concern include safety, social-emotional learning (SEL) programs, more inclusive support for diverse learners, and the discrepancy between theoretical frameworks and practical implementations in schools. Participants expressed the view that traditional public educational models do not fully align with the contemporary needs of students, who seek safe, inclusive, and supportive learning environments. They also mentioned the need for better-equipped cafeterias with healthier food options and more effective use of spaces for community engagement and student activities.

Watch the Pilsen / Little Village Roundtable

January 9th, Curie HS

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Physical Spaces: Participants report appreciation for many CPS school buildings' natural light, layout, and artistic and cultural elements. They mentioned the need for better libraries, functional bathrooms, better gathering spaces, technology upgrades, and improved athletic facilities. Participants noted several issues at one high school, including inadequate cooling and ventilation, damaged gym floors, missing stair railings, parking lot potholes, “mildew cracks, " and “what appears to be structural damage” in the auditorium.

Participants recommended constructing annexes to alleviate overcrowding in some high school buildings—they suggested empowering community groups to take the lead in building and purchasing land for annexes. Participants also advocated for giving principals more budgetary control for building upgrades.

Creative Uses of Spaces: Participants recommended leveraging underutilized spaces by partnering with nonprofits to offer community-based programming, providing before and after-school childcare and programming, and creating dedicated areas for students with learning disabilities. Additional suggestions include designating restorative justice spaces, creating business incubators, converting empty schools into athletic facilities, and providing housing for teachers. Specific spaces mentioned include adding a greenhouse, designating spaces for bus shelters, improving the track at Hancock High School, and converting the vacant land at S. Cicero Avenue & I-55 into a stadium.

Student Experience: Positive highlights include the strong sense of community at many CPS schools. Participants specifically mentioned a thriving Special Education Cluster Program at Hancock High School, which includes partnerships with local businesses and strong dual credit and International Baccalaureate programs at Hubbard High School. However, participants expressed that overcrowding negatively impacts the quality of education and the overall student experience at some CPS schools. They suggested prioritizing access to technology, creating more space for students, and improving support for diverse learners such as English learners and students receiving Special Education services. Participants also seek improved communication between caseworkers, schools, and parents to enhance students’ educational experiences.

Watch the Greater Midway Roundtable

January 11th, Oscar Depriest Elementary School

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Physical Spaces: Participants reported appreciation for modern facilities such as DePriest Elementary School, which also has open spaces and is beneficially located across from a well-maintained park. They also highlighted the combination of well-designed older elements and modernized spaces at Clark Elementary School and the ‘peace room’ at Cather Elementary School. Participants expressed concerns about facility maintenance and climate control, highlighting inconsistent temperatures at DePriest Elementary and the need for better accountability for cleanliness among vendors. Participants suggested that the district prioritize basic needs such as HVAC, roofing, and clean facilities. They also recommended that schools allocate space for relaxation and sensory rooms for students receiving Special Education services.

Creative Uses of Spaces: Participants proposed converting underutilized spaces into mental health clinics, childcare facilities, medical clinics, laundry facilities, and vocational programs. They recommended the development of community centers that offer services such as recreational activities, parent resource centers, and community literacy education. One comment mentioned the creation of ‘pop-up shops’ that engage students and teach them about entrepreneurship. Participants also advocated for designating spaces for services to assist newcomers. Another suggestion for leveraging unused spaces was to bring in revenue by renting them out to local organizations.

Student Experience: Participants shared that despite school challenges in their neighborhood, ‘good kids go to their schools, and good programs will bring more kids.’ They also highlighted safety concerns, expressing that many young students do not attend school due to a fear of dangers within and around CPS schools. Participants advocated for more school resources and support, particularly in technology, special education, English language learning, and the visual and performing arts. They specifically mentioned a need for more Spanish teachers and interpreters, inclusion support for newcomers, improved technology programs and classrooms, and more support for diverse learners. Several comments mentioned the lack of librarians at some schools and proposed dedicated library time at all schools. Participants also highlighted the need for Social-Emotional Coordinators and more Black teachers as positive student role models.

Watch the West Side Roundtable

January 18th, Lincoln Park High School

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Physical Spaces: Participants expressed appreciation for the historic nature of some schools, schools’ proximity to the community, and features such as gardens and playgrounds that provide interactive experiences for students. Specific highlights include the historical architecture, freshman computer labs, the ‘campus feeling’ of Lincoln Park High School, the garden and chicken coop at Lake View High School, and the new play lot/turf field at Pulaski Elementary School. Concerns include inadequate athletic facilities and issues with heating and cooling. Some participants noted that the experiences of high school students residing in elementary school buildings were inadequate due to insufficient adaptation and conversion of facilities.

Creative Uses of Spaces: Suggestions for using underutilized spaces included social breakout spaces, preschools, extending buildings into open campus spaces, and better utilizing outdoor spaces for learning. Bring the Community into the School Spaces, i.e., voting and events. Participants recommend that CPS partner with building developers and the Chicago Housing Authority to ‘swap land’ and better utilize space. Similarly, they propose opening school spaces to the wider community for activities like voting and social events.

Student Experience: Participants resonated with the idea of schools being the center of the community and the importance of a warm, safe, and accessible learning environment. Several comments emphasized the need to communicate more effectively about their programs, particularly international baccalaureate and gifted student programming. Additional comments reinforced the need for school-community integration, ensuring capable and passionate staff, and more robust testing.

Watch the Greater Lincoln Park Roundtable

January 22nd, William Howard Taft High School

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Physical Spaces: Participants emphasized the need for comfortable, functional, and inviting spaces to enhance the student experience. Positive highlights include large, inviting spaces, beautiful architecture, libraries, accessibility features like ramps and elevators, and unique learning experiences like community gardens and chicken coops. In this vein, participants expressed concerns about issues with maintenance and outdated facilities, such as clogged sewers, degraded athletic facilities, and inoperable swimming pools. Participants suggested prioritizing upgrades to heating and cooling systems, eliminating asbestos, ensuring all schools have facilities such as music rooms and athletic fields, providing dedicated academic interventions, and creating more flexible and transitional spaces for unique learning environments. Additional comments focus on designating or upgrading spaces for parents and community members. Participants stressed the need for accountability in vendor projects, a more proactive approach to facilities maintenance, and more control at the principal level for quick response to facility issues.

Creative Uses of Spaces: Proposals for leveraging underutilized spaces included hosting community programs, partnering with park districts, converting spaces into areas for vocational education, small business use, senior services, after-school and play centers, and spaces for migrants/newcomers. A widely cited priority is using spaces for after-hours community events such as theatrical performances, roller skating, or movie nights. Participants suggested strengthening relationships with local trade unions and using underutilized spaces for workshops and internships.

Student Experience: Participants highlighted the importance of their school communities, the dedication of staff, and strong parent involvement. However, they also pointed out challenges such as issues with contractor work, the need for better program administration, and the impact of facilities on attracting and retaining students. Participants proposed that schools incorporate more STEM courses and more involvement in the arts and music to provide a well-rounded education.

Watch the Far Northwest Side Roundtable

January 23rd, Peirce ES

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Physical Spaces: Positive highlights include preserving original architectural aspects such as brick construction and natural lighting, outdoor gardens and play areas, murals, sensory rooms, and ‘gymnatoriums’ for activities and events. Nevertheless, participants across groups expressed a deep concern for the physical state of school facilities and how they impact student experiences. A common sentiment was the need for schools to provide basic amenities and environments that foster joy, safety, and inclusivity. Participants particularly stressed the need for modern and safe equipment, accessible spaces for diverse learners, and the provision of safe, engaging, and inclusive playgrounds and outdoor spaces—specifically, several comments referred to the need for ADA-compliant spaces and to replace asphalt surfaces with astroturf. There was a strong call for adequate heating, cooling, and ventilation, improving water quality and ensuring that all schools have access to essential spaces like art rooms, music rooms, and cafeterias that meet realistic expectations for the student population. Participants seek more transparent communication regarding facility needs and improvements and a more inclusive approach to decision-making involving a wider range of community demographics. They advocated for schools to have more autonomy in managing their budgets for facility improvements to address specific needs more effectively.

Creative Uses of Spaces: Suggestions for leveraging underutilized spaces included hosting community events and after-school programs and allocating spaces for parent education. A recurring theme was generating income and strengthening community connections by leasing spaces such as gymnasiums and parking lots.

Student Experience: A recurring theme was the need for increased engagement between schools, parents, and the broader community. This need for engagement includes better communication from the district regarding budgets and plans and opportunities for community members to contribute to school enhancement efforts. Building trust through transparency and collaboration was seen as crucial to fostering a supportive and inclusive school environment.

Watch the North Lakefront Roundtable

January 24th, Hibbard ES

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Physical Spaces: Participants reported positive experiences with green spaces, historical features, gardens, playgrounds, and specific facilities like nursing suites and secure campuses. Particular highlights include the plaza between Hibbard Elementary and Albany Park Multicultural Academy, the turf area and auditorium at Henry Elementary, and the garden, library, playground, and auditorium at Stone Scholastic Academy. The importance of maintaining such spaces and ensuring they contribute positively to the student experience was a common theme. Safety emerged as a top concern, including overcrowded spaces and crowd management, safe playgrounds, traffic safety, and more security cameras. Participants also raised concerns about infrastructure issues, including building maintenance and repairs, ADA (Americans with Disabilities Act) accessibility, and functional heating/cooling systems. Other recommendations focused on improved energy efficiency, more outdoor learning spaces, adequate lunchroom facilities, and technology upgrades.

Creative Uses of Spaces: Suggestions for using underutilized spaces more creatively included hosting community programs, healthcare and mental health centers, and social-emotional well-being rooms. Participants also proposed converting vacant spaces into food pantries, community gardens, and centers hosting adult learning classes and English learner support. The potential for schools to share spaces for extracurricular and after-school programs was also discussed, alongside ideas for art centers, sports centers, and tutoring services.

Student Experience: Multiple participants lauded the commitment to inclusivity, diversity, and community outreach at several CPS schools. However, participants across the discussions communicated various concerns and areas for improvement. Key points included the need for technology programs and coordinators, equitable resources and attention to all schools (focusing on balancing resources between selective enrollment vs. neighborhood schools), and creating spaces that foster collaboration and community. An additional concern was insufficient transportation to facilitate travel to selective enrollment and magnet schools. There was a consensus that teachers should not be burdened with additional responsibilities outside their teaching roles.

Watch the Northwest Side Roundtable

January 30th, Marsh ES

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Physical Spaces: Positive highlights include well-maintained buildings, proximity to parks, and specific amenities such as playgrounds and courtyards at some CPS schools. Participants affiliated with Sadlowski and McNair Elementary Schools highlighted the positive impact of sensory rooms on student experiences. In contrast, participants identified a significant gap across schools, with some needing adequate physical infrastructure and resources such as sensory rooms, arts and drama spaces, and modern athletic facilities. Prevalent concerns included prioritizing basic infrastructure repairs (e.g., roof repairs, functional bathrooms, heating, cooling, and water quality), addressing overcrowding, and ensuring safe, welcoming environments. Critical issues included the urgent need for new school buildings in areas where facilities are severely outdated or inadequate, contain environmental hazards (e.g., mold, asbestos), and lack essential resources like libraries and sports facilities. One comment mentioned that a school cafeteria ‘serves triple duty as storage, lunch area, and auditorium.’ Another comment refers to noise transfer due to inadequately designed walls. Participants also emphasized the importance of community access to school facilities.

Creative Uses of Spaces: Suggestions for creatively using underutilized spaces included establishing community and parent engagement centers, legal aid centers, tutoring spaces, meditation and reflection rooms, and spaces dedicated to expanding programmatic offerings such as arts and technical education.

Student Experience: Participants across discussions highlighted a strong resonance with the need for joyful, engaging learning experiences that cater to students’ diverse needs. The disparity in experiences between schools, particularly between the north and south sides, was a recurring concern, emphasizing the need for equitable resource distribution. Participants suggested enhancing academic and extracurricular program offerings was crucial for improving student experiences. Additional priorities include expanding more comprehensive programs (e.g., STEAM, international baccalaureate, career, and technical education), artistic activities and programs (e.g., glass making and mural creation), and enhancing social-emotional support through additional counselors and nurses. The potential for schools to serve as community hubs offering a wide range of services and activities was a recurring theme.

Watch the Greater Calumet Roundtable

January 31st, National Teachers Academy

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Physical Spaces: Participants lauded the neighborhood feel and modern facilities of specific schools. Yet, some participants pointed out issues such as falling ceilings, non-functioning showers, and outdated playgrounds. Participants recommend basic improvements such as repairing auditorium lighting and shifts in space use, such as providing seating for students to eat lunch outdoors. One comment highlighted a community room created at Ogden International School as a positive student resource. Providing facilities to promote social opportunities for students and community beautification is a priority. Participants suggest that parental involvement in providing upgrades to schools is crucial.

Creative Uses of Spaces: Suggestions for creatively leveraging underutilized spaces include converting buildings into community centers, reconfiguring academic centers into neighborhood high schools, and designating unused spaces within buildings as laundry facilities. Participants also recommend demolishing some vacant buildings to ‘transfer the fabric’ of the landscape and provide the community with athletic fields, gardens, and parks.

Student Experience: Participants across discussions advocate for students to receive a well-rounded education emphasizing academic and social development. Several comments mention the need for schools to implement differentiated learning and provide more instructional and social-emotional support for English learners, unhoused students, and students receiving special education services. Additional comments stressed the importance of high-quality schools in all neighborhoods to prevent students from traveling long distances. Participants suggested prioritizing funds for neighborhood high schools—they expressed concern about lower academic scores at neighborhood high schools relative to selective enrollment schools, and the lack of transportation for students offered seats at selective enrollment schools. Some comments emphasized the need for the Facilities Master Plan to reconfigure planning zones, including building a neighborhood high school in Chinatown and shifting Jones College Prep from a selective enrollment school to a neighborhood school.

Watch the Central Area Roundtable

February 1st, Morgan Park HS

Slide Presentation:  [ ENGLISH | SPANISH ]

Physical Spaces: Positive highlights include praise for garden areas and new facilities, including libraries and sports fields. Site-specific examples include a nature space at Mount Vernon Elementary School. However, participants raised concerns about the adequacy of physical activity spaces, accessibility features, and the degraded state of basic amenities such as bathrooms and playgrounds. They also stressed the importance of ensuring that all CPS schools contained physical education and sports facilities such as soccer fields and gym spaces. Prioritization for improvements included making schools brighter and more inviting, ensuring operational elevators and lifts, and addressing safety concerns, especially in modular facilities. Additional comments focused on teacher comforts, such as updated lounges and refrigerators for food storage.

Creative Uses of Spaces: Suggestions for the creative use of underutilized buildings include opening them up for community use, establishing sensory and workout rooms, providing laundry facilities, and offering educational enhancement opportunities for parents. Participants expressed a strong interest in partnering with city colleges for dual-enrollment programs and utilizing vacant spaces for career and technical education and mental health services. Participants particularly advocated for opening gymnasiums, weight rooms, and pools to community members and external organizations for after-school use and partnering with the park district and police department to devise productive uses of open spaces.

Student Experience: The desire for schools to offer more than just basic education emerged as a theme across discussions. Participants called for enriched learning experiences through updated libraries, STEAM labs, and arts education spaces. They also identified support staff, such as full-time nurses and social workers, as crucial for a comprehensive educational experience. Participants advocated for all school staff to receive trauma-informed professional development to equip them better to support students experiencing violence and social-emotional challenges. Additional comments stressed the importance of integrating parents and community members as educational partners and student mentors.

Watch the Far Southwest Side Roundtable

February 6th, Chicago Vocational Career Academy

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Physical Spaces: Positive highlights include the ‘beautiful architecture,’ modern facilities, cleanliness, and welcoming environments of many CPS schools. Participants noted the importance of utilizing natural light and maintaining the architectural integrity of school buildings. Participants recognized schools like Chicago Vocational Career Academy (CVCA) for their historical significance and potential as community pride beacons. Participants also expressed concerns about the physical condition of many schools and emphasized the need for modernization and better maintenance. Problematic issues ranged from outdated heating and cooling systems to inadequate sports facilities and inaccessible spaces. Participants also stressed the importance of not letting high turnover in leadership affect long-term facility maintenance and improvement plans.

Creative Uses of Spaces: Creative suggestions for underutilized spaces include partnering with neighborhood businesses for life skills training, community gardening, outdoor learning spaces, and adult education programs. Participants also proposed using underutilized spaces to revive trade programs and support community engagement and services.

Student Experience: Participants across discussions highlighted a significant gap in the current curriculum and resources available to students, particularly those of color, in various CPS schools. They advocated for ‘transformative learning’ and a holistic curriculum encompassing financial literacy, mental health, college awareness, and traditional academic subjects. Additional recommendations include targeted tutoring, academic interventions, and partnerships with local colleges and universities. Participants highlighted the contributions of trade programs and the potential for college credits through specific courses as valuable assets that need support and expansion. Participants seek a stronger focus on investments in community-specific programs. There were also strong calls for prioritizing equity in programming and resources, ensuring safety and security, and enhancing the learning environment with modern equipment and facilities.

Watch the Greater Stony Island Roundtable

February 7th, Crane HS

Slide Presentation:  [ ENGLISH | SPANISH ]

Physical Spaces: Participants have positive responses to the outdoor fields, gardens, and safe environments in many CPS schools. However, they highlight a critical need for additional maintenance and upgrades, particularly in modernizing outdated facilities like libraries and ensuring bathroom cleanliness and functionality. Participants widely noted the lack of an elevator at some schools as a significant barrier that reduces the inclusivity and accessibility of school spaces.

Creative Uses of Spaces: Participants across sessions recommended repurposing underutilized school buildings to serve broader community needs, such as housing for immigrants, mental health facilities, community hubs offering food pantries, and career development programs. In addition, some participants believe that Manley HS could be turned into a trade school and that underutilized buildings could better be used in the summertime and after school. As they explained, these approaches address immediate community challenges and foster a more equitable, inclusive, and supportive environment for students and families.

Student Experience: There is a consensus that current school experiences do not fully align with the expectations outlined in previous discussions. Key areas identified for prioritization include the need for an updated curriculum encompassing all schools, introducing more comprehensive programs such as CTE and STEM, and addressing infrastructure issues restricting accessibility. Participants seek the reintroduction of enrichment and career development programs such as nursing, business, agriculture, drama club, band, and choir programs at schools such as Marshall High School. Participants also expressed concern regarding a perceived lack of decision-making ability among parents and students, with a call for more empowerment and involvement in school decisions. The Local School Council (LSC) is perceived as not fully utilizing its power, indicating a need for more robust engagement and training for LSC members to understand their roles and responsibilities better.

Watch the Near West Side Roundtable

February 8th, Ray ES

Slide Presentation:  [ ENGLISH | SPANISH ]

Physical Spaces: Positive highlights include modern, clean, safe physical spaces with flexible classrooms, music rooms, and libraries. Several comments expressed appreciation for the presence of natural light, outdoor play areas, and facilities that celebrate culture and community. However, participants called for improvements in outdoor spaces, auditoriums, gyms, and the overall safety of the surrounding areas. For example, participants stressed the need for functional, clean bathrooms and better maintenance of locker rooms. Several comments proposed more security cameras to monitor unattended areas such as bathroom entrances. Additional comments noted a disparity in access to technology and modern learning tools between schools. Participants recommended that CPS prioritize infrastructure upgrades focusing on heating and cooling systems, improving outdoor spaces, expanding technology access, and ensuring that all facilities meet modern standards of safety and inclusivity.

Creative Uses of Spaces: Expanding arts and music programs, establishing mental health clinics, and integrating community services such as public libraries are suggestions for leveraging underutilized spaces. Participants also proposed collaborating with community organizations and reassessing building utilization to support more localized programming.

Student Experience: Participants across groups prioritized a holistic representation of student experiences within schools. Specifically, participants advocated for culturally sensitive instruction and support for diverse learning needs. Selective enrollment emerged as a critical topic, with several participants expressing concerns about the negative impact of phasing out selective enrollment campuses on curricular rigor and community engagement. Several comments emphasized the need for more resources, particularly for at-risk students, and the importance of maintaining rigorous academic standards. Additional comments called for increased accountability in funding allocation enhanced safety measures, and equitable access to resources and opportunities. Participants expressed appreciation for including student and parent voices in decision-making processes.

Watch the Bronzeville / South Lakefront Roundtable

February 13th, Clemente HS

Slide Presentation:  [ ENGLISH | SPANISH ]

Physical Spaces: Participants seek clean, well-maintained schools that have open, green spaces for outdoor activities, modern and well-equipped classrooms, and areas designated for relaxation and social interaction. They also emphasized the value of art and natural light for creating a welcoming and conducive learning environment. Participants expressed appreciation for their schools' physical spaces, such as murals, bright hallways, and gardens. Still, these positive aspects contrasted with concerns about safety, accessibility, and the adequacy of play areas and athletic facilities. Participants across tables highlighted a need for improved physical environments, including infrastructure (e.g., leaking roofs, inadequate ventilation), safety measures such as new cameras, gymnasium upgrades, and better outdoor play areas. A notable gap identified was the need for additional quality outdoor spaces, which impacts daily learning experiences and the overall sense of community. Participants also noted the lack of adequate facilities for physical education and the disparity in resources between wealthier and less affluent schools.

Creative Uses of Spaces: Suggestions for creatively leveraging underutilized spaces include opening athletic spaces to community activities, leveraging outdoor areas for community and educational purposes, and effectively utilizing every available space to address overcrowding. Participants recommend transforming unused buildings into community centers, innovation labs, or spaces for after-school programs focusing on arts, technology, and environmental education. Participants also expressed strong interest in developing buildings into wellness centers that offer students mental health support and recreational activities. They discussed the potential for spaces to be used for volunteer activities or revenue sources through rentals.

Student Experience: Participants agree on the importance of recognizing schools’ efforts to adapt to various learning needs and provide a safe environment. They generally agree that their schools offer a range of academic and extracurricular activities. They also emphasize the need for additional measures to address issues such as bullying, inadequate resources for students with disabilities, and a lack of effective communication between the schools and parents. Participants prioritize the improvement of inclusivity and the social-emotional aspects of learning to provide a fully inclusive and emotionally supportive environment. Specifically, they recommend greater investments in mental health resources, creating more inclusive spaces that reflect the diversity of the student body, and enhancing the physical environment to be more engaging and conducive to learning.

Watch the Greater Milwaukee Avenue Roundtable