District 65 Committee Meeting Addresses Indigenous History and Technology Use in Classrooms

The Evanston Community Consolidated School District 65 (CCSD 65) held a Committee of the Whole meeting on June 2, 2025, where significant discussions centered around educational initiatives and technology use in schools, reflecting the community's commitment to enhancing student experiences.

One of the standout moments of the meeting was the acknowledgment of the land on which the district operates, recognizing its historical significance to Indigenous peoples and the ongoing struggles for justice faced by marginalized communities. This land acknowledgment set a tone of reflection and responsibility, emphasizing the importance of understanding local history as part of the educational framework.

A key highlight was the presentation by educators from Foundation 65, a grassroots organization dedicated to supporting students and teachers in Evanston. Alyssa Tran, a special education math teacher, shared success stories about the "Chute Wolfpack," a program designed to empower middle school girls of color. This initiative, funded by Foundation 65, has fostered a sense of belonging and leadership among participants, showcasing the positive impact of community support on student development.

Similarly, Alyssa Zaravel, a kindergarten teacher, discussed her innovative approach to teaching the five senses through hands-on experiences, made possible by grants from Foundation 65. Her efforts have not only improved learning outcomes for her students but also inspired a broader initiative to expand these methods across multiple classrooms in the district.

However, the meeting also highlighted concerns regarding the use of technology in classrooms. Several parents voiced their apprehensions about the reliance on iPads and other devices, advocating for a reevaluation of tech policies. They called for more intentional use of technology, emphasizing the need for screen-free time to promote social interaction and focus among students. Parents expressed worries about the potential negative effects of excessive screen time on children's attention spans and social skills, urging the district to prioritize analog learning experiences.

The discussions at the meeting underscored a community deeply invested in the educational well-being of its children. As the district navigates the challenges of modern education, the voices of educators and parents alike reflect a shared commitment to fostering an environment where all students can thrive. The outcomes of these discussions will likely shape future policies and initiatives aimed at enhancing educational equity and student engagement in Evanston.