May 2025 IB Connection
IMPORTANT: Understanding EOY IB Unit Parent Reports (PYP) AND IB Self-Assessed Report Cards (MYP)
As an IB School, we value student growth and progress beyond what a letter grade or a standardized test can capture. As such, both programmes utilize additional tools to share a holistic picture of student performance with families.
PYP Parent Reports
In the PYP (grades PK-5), students progress will be reported to families two times per year in an end of unit report. In this report, teachers will report on students' progress as it relates to conceptual understanding, the IB Learner Profile attributes, Approaches to Learning Skills (ATLs), and action. In this report you will see both student and teacher reflections, which contain personalized comments specific to the individual student, and their learning progress and processes. Be looking for the final PYP Parent Report to be distributed with the Q4 Report Cards!
MYP IB Report Cards: Student Reflections + Self-Assessment
In the MYP (grades 6-8), student progress is reported to families at least twice a year. To foster student agency and reflection, students will complete their own report card, reflecting on conceptual understandings and growth in MYP subject objectives. Teachers provided students with a summary of their learning for the semester (Q3 and Q4) and students will complete all other elements of the report independently during a designated period of class instruction time. The report includes a section for students to complete a series of reflections on their learning in each class. They also self-score themselves an IB mark for that class using the 1-8 MYP Rubric for that subject. Finally, homeroom teachers provide personalized comments on strengths, challenges, and improvements and left students with feedback on their reflections. The final report with students reflections and self-assessments be sent out with Q4 report cards. A note for 8th grade families of students attending IB High Schools (i.e. Steinmetz, Taft, Prosser): Student reports will be sent to their incoming IB coordinator to share with their Freshman teachers to bridge the transition from elementary to high school.
Do not hesitate to reach out if there are any lingering questions or concerns!
Casey Mcleod - PYP (PK-5) Coordinator - cjmcleod@cps.edu
Anna Ziemniak - MYP (6-8) Coordinator - aziemniak@cps.edu
Direct Line to IB Office: 773-534-3358
Locke Students Move Forward in Spanish Oratory Competition!
Juan Moreno (2nd grade), Zara Avelar (5th grade), and Mariangeles Materano (8th grade) proudly represented our school at the CPS Spanish Oratory Contest, a unique opportunity to apply learning in a real-world context. Through their speeches, they explored profound ideas about culture, identity, and communication, demonstrating critical thinking, oral expression, and collaborative work skills. This experience also reflects how we respond to the academic needs of our students through differentiated challenges. Congratulations to all three, and special recognition to Juan and Mariangeles for advancing to the finals!
2nd Graders Creating Change: Art with Impact
Students in Mrs. Serrano's (Room 226) class explored how people impact the environment—both positively and negatively in their recent unit. Inspired by books like Ada’s Violin and Kenya’s Art, they discussed how creativity can turn waste into something meaningful. To wrap up the unit, students created their own artwork using recycled materials. We’re proud of their thoughtful work—check out their masterpieces!
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3rd Grade Zoo Explorers in Action: Learning Through Animal Adaptations
Thanks to a special grant, 3rd grade students class participated in the Zoo Explorers program at Lincoln Park Zoo! This hands-on experience gave students a unique opportunity to explore animal adaptations up close. From examining how different species survive in their environments to participating in engaging activities, students connected their science learning to the real world in exciting ways
4th Graders Build Earth Day Awareness with Seed Bombs
To celebrate Earth Day, Ms. Ocampo's (Room 116) class got creative and eco-friendly by making flower seed bombs using recycled paper scraps and wildflower seeds. These colorful creations can be planted directly into the ground to support local pollinators and encourage plant growth in our community. It was a fun, hands-on way to learn about sustainability, recycling, and the importance of caring for our environment. By turning paper waste into something that gives back to nature, students showed how small actions can make a big difference. Room 116 is proudly doing their part to keep the planet green and growing!
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5th Graders Tackle Stress & Anxiety: Skits Bring Solutions to Life!
Students in Ms. Salen's ELA class are diving into an important topic—how to cope with stress and anxiety. As part of their learning, they’ve been exploring different types of anxiety, how it can develop, and healthy strategies to manage it. This week in rooms 204 and 206, students brought their knowledge to life through creative skits. In small groups, they acted out scenes that highlighted various forms of perfectionism and shared practical solutions, helping each other build understanding and resilience.
May Day Blooms with Global Connections
May 1st, or May Day, marks more than just the arrival of spring; it's a day steeped in history and celebrated globally in diverse ways, offering valuable connections to our IB curriculum. Its origins can be traced back to ancient celebrations welcoming the season of renewal.
The Roman festival honoring Flora, the goddess of flowers and springtime, was a vibrant occasion filled with blossoms, games, and public displays of joy, all celebrating the earth's fertility. Similarly, the ancient Celtic festival of Beltane, traditionally observed around the same time, marked the beginning of summer with large bonfires. These fires were believed to purify and protect communities and livestock, signifying a transition to warmer months and new beginnings. These early celebrations centered on the promise of new growth, community, and the fertility of the land.
Later, May Day became intertwined with the labor movement, notably the fight for the eight-hour workday, with Chicago's Haymarket Affair serving as a significant event. This evolution highlights May Day's transformation into a day recognizing workers' rights worldwide.
Cultural celebrations vary greatly across the globe. Europeans observe Labour Day with traditions like Maypoles in the UK, the gifting of lily of the valley in France, and bonfires in Scandinavia. Asian countries often mark Labour Day with parades, alongside other spring festivals focused on community. In Latin America, International Workers' Day is observed with marches.
May Day naturally connects to the IB theme "How the World Works" by providing an opportunity to examine early farming practices and the scientific and technical innovations involved. Furthermore, the rise of workers' rights demonstrates how societies organize themselves and how our understanding of fair work has evolved alongside technology.
Reflecting on May Day reveals the interconnectedness of history and social movements, the richness of global cultures, and the concept of change. Understanding events like the fight for fair labor helps students grasp the concept of causation in shaping societies.
Families can actively engage children with May Day by attending local spring events, sharing stories of global May Day traditions, creating May baskets to foster kindness, discussing workers' rights in simple, age-appropriate terms, and planting seeds to connect with the holiday's agricultural origins. Exploring May Day provides a meaningful lens through which our children can understand history, culture, and crucial social concepts, enriching their understanding of the world around them.
Reach out to your Locke IB Coordinators if you have any questions or concerns!
Ms. Casey Mcleod (left) - IB Primary Years Programme (PYP) Coordinator (PK-5) - cjmcleod@cps.edu
Ms. Anna Ziemniak (right) - IB Middle Years Programme (MYP) Coordinator (6-8) - aziemniak@cps.edu
Direct Line: 773- 534-3358
