Read the tentative agreement that could govern Chicago’s high school reopening

School buses and an American flag are at the front of North-Grand High School in Chicago, with school buses lined up in front of the campus.
Chicago Public Schools and its union reached a tentative agreement to reopen high schools after weeks of tense negotiations. (Stacey Rupolo for Chalkbeat)

Students will return one, two, or four days a week to campuses, depending on the size of the school. Wednesdays will be for remote instruction only. Invitations will be issued for students age 18 and older for vaccination clinics at schools. 

The tentative agreement currently being weighed by teachers will dictate some important parts of campus life when Chicago high schools reopen. If teachers vote to adopt the agreement, that student return would start Monday.

The agreement also leaves questions open: How teachers will lead classrooms simultaneously with remote and in-person learners. Plans for vaccinating a wider age range of students and their families. Exactly how safety committees will work.

Read the tentative agreement in its entirety below or at this link. For full coverage and analysis of the deal, including next steps, click here.

The Latest

Board member John Youngquist said that while he understands he can do better, the accusations were “a personal and professional attack” meant to damage his credibility.

“We have also been working since July to get the zoning corrected and are optimistic that will happen soon,” said the school’s executive director.

Turning the Office of Racial Equity into the Office of Strategic Educational Excellence follows attacks on DEI from the Trump administration and Indiana Gov. Mike Braun.

Union members who spoke outside the capitol Wednesday advocated for taxing the ultra-wealthy to dedicate more funding to K-12 schools through the evidence-based formula and support a more equitable system for funding public universities in the state.

The city Education Department hasn’t launched a systemwide effort to help families at risk of losing SNAP. But many schools are coming up with their own plans.

It’s not simply grade-level texts that drive reading growth; Students need teachers who believe in them and closely monitor their progress