What types of transportation do you and your family use during an average week, and how has this shaped your view of transportation policy for schools?

I personally drive and walk as my main forms of transportation on a weekly basis. Before switching to remote work, I would ride the Blue Line downtown daily. My son Benicio attends our neighborhood school Moos, which is within walking distance from our home. He also loves to bike to school and we love to go on bike rides together as a family when we can. This experience has only affirmed my belief that all families deserve a quality school within safe walking distance of their home. My first priority would be to analyze and strengthen the funding formulas we use to allocate resources so that we give our neighborhood schools the best opportunity to meet that promise

When I was a student, I rode the CTA Bus home everyday. Some of my best memories of school are actually of riding home with friends on the California bus. The key is ensuring that students can have a safe communal experience on the streets of Chicago.

What are some of the transportation challenges that families and students face in your district?

As someone who grew up in Humboldt Park and now raises my family here, I have a deep understanding of the challenges our communities face when it comes to transportation. In District 3, families and students face major issues with public transportation, especially in areas like Humboldt Park, which are functionally train deserts. Many rely on CTA buses and trains, but frequent service disruptions due to staffing shortages and reduced route frequencies since the pandemic make commuting unreliable. This impacts students who depend on public transit to get to school safely and on time.

Pedestrian safety is another big concern, with many students walking to school along busy arterial streets. Speeding and traffic congestion during drop-off and pick-up times put children at risk and is a concerns I experience and hear constantly from parents. Improving transit reliability and enhancing pedestrian and safety are key priorities for the community.

School pick up/drop off can be chaotic and at times unsafe. What are ways you think this could be improved?

First, shoutout to our crossing guard who is a true legend and often helps set the tone for our school day. She is kind but holds high expectations for rush hour drivers and truly protects our students. I have seen her literally put her body on the line on what is a chaotic and awkward intersection. I would start by ensuring she has the appreciation, pay, and protection to do this as long as she can!

Improving school pick-up and drop-off safety requires a multifaceted approach. I would work with the alderman and CDOT to conduct traffic studies around schools, identifying key areas for speed humps, curb bump-outs, stop signs, and pedestrian crossing signs. These measures would help control traffic and improve pedestrian safety.

Additionally, experimenting with staggered pick-up times for different grade levels could reduce congestion and make drop-offs smoother. This also helps with parents who have students at multiple sites. Establishing designated areas for buses, cars, bikes, and other transportation modes will also create a more organized and safe flow for students and families during these busy times. This past school year at Moos, we totally revamped our Drop-off procedure to implement a kiss-n-go system. Parents were wary at first (and it is important to acknowledge and receive that as an admin and LSC especially) but the assembly line approach has made everything smoother on a major street. You need dialogue and creativity to generate the best solutions for your school community.

Related, I think it’s important to work with local organizations such as Parent Mentor groups who might be able to provide volunteer crossing guards, safe passage observers, etc. Our systems are only as strong as the committed people who are set up and trained to staff these positions. They go under-appreciated and often deal with people at their worst.

Studies show that childhood independence is critical for individual development. How can Chicago Public Schools better empower families to allow their children to be able to navigate independently – and most importantly, safely – to and from school?

CPS's Safe Passage Program is crucial in fostering childhood independence while ensuring safety. By providing a dedicated presence of trained and trusted adults who live in the surrounding community, Safe Passage enhances the security and well-being of students as they commute to and from school. Expanding this program alongside improving walking and biking infrastructure can empower more families to feel confident in allowing their children to travel independently. This includes safer sidewalks, bike lanes, updated street lights, and well-maintained crossing.

Additionally, engaging the community in safety initiatives, offering safety training for students and parents, and exploring alternative transportation options would further support independent travel. Using data to identify high-risk areas and inform strategies can make these improvements even more targeted and effective. These steps will help create a safer environment for students to travel independently.

Most CPS students are offered driver's education when the time comes, but few are given the opportunity to learn about alternatives. What kind of educational opportunities around transportation do you think students should have?

It's fantastic that CPS students have access to driver's education, but it's equally important to equip them with a broader understanding of transportation options.

Beyond driving, CPS could offer courses or workshops on:

• Public Transportation: Teaching students how to navigate bus, train, and other public transit systems efficiently and safely.

• Cycling: Providing bike safety training, maintenance tips, and information on bike lanes and infrastructure.

• Walking: Exploring pedestrian safety, route planning, and the benefits of walking for both physical and mental health.

• Shared Mobility: Discussing ride-sharing services, carpooling, and other collaborative transportation options.

Increasingly,  a lack of busing has become a serious burden for many families’ day-to-day lives as services continue to be cut. What are some short-term and long-term solutions that you think would address this?

As a board member I would advocate for–and collaborate on securing–additional funding for busing. If we need more buses then I would reinforce efforts like we saw recently where CTU and CPS collaborated on a state grant and secured 50 new electrical buses. If we are not recruiting or retaining bus drivers, I would advocate for fewer barriers to entry (with respect to maintaining the high-quality of our drivers) and better working conditions. At the end of the day, if students cannot get to school they cannot learn. If we have a scenario where students need to get to school outside of their home community, then we need to provide a way for them to reach it. I rode that yellow bus. My mom depended on that yellow bus and I would make sure that our efforts tackle the root issues rather than prioritize the cuts that pit our families against each other.

For many years now, Chicago Public Schools has failed to meet federally mandated requirements for accessible transportation for students with disabilities. How do you envision ensuring that students with disabilities’ transportation needs are met?

While Chicago Public Schools has made some strides in addressing transportation needs for students with disabilities, including securing a state grant for 50 new electric buses, there is a lot of work that needs to be done. A progressive approach to ensuring equitable transportation starts with prioritizing accessibility as a core part of any transportation plan, not as an afterthought.

We need to expand the number of accessible buses in a sustainable way, ensuring that all students—regardless of ability—have reliable, timely, and safe transportation. This means investing not only in more accessible vehicles but also in scaling the training of drivers and aides to accommodate the specific needs of students with disabilities.