March 2026 IB Connection

• March 2 - April 10 ~ IAR Testing
• March 3-13 ~ Biliteracy Test 5th and 8th grade
• March 6 ~ End of Q3
• March 11 + 12 ~ Q3 Awards
• March 13 ~ PAC/BAC Meeting (8am)
• March 17 ~ No School: Professional Development Day
• March 18 ~ Parent Teacher Conferences (12pm-3pm + 4pm-6pm)
• March 23-27 ~ No School: Spring Break

At our school, we believe that being a balanced student means growing the mind, the body, and the creative spirit simultaneously. This philosophy is a core part of the International Baccalaureate (IB) framework, which treats physical education, language acquisition, and the arts as essential academic pillars rather than optional extras. These courses are vital for developing the whole child and preparing them for a complex, interconnected world.

To provide students with the time needed for meaningful learning, we utilize a five-week rotation block model. Instead of attending multiple short classes each week, students immerse themselves in one specific discipline for a concentrated five-week period. This allows for deeper inquiry and more meaningful exploration of the subject-based concepts and skills.

Mr. McPhail, our choir teacher, sees the power of this immersion firsthand. "I love being a choir teacher because I get to see my students grow musically and gain confidence in themselves," says Mr. McPhail. "Singing is one of the most vulnerable activities you can do and students display their risk-taker attribute every day in my class. My favorite activity from my time with a group is when I have students perform for their concert; I love to see how, despite the concert jitters, they get on stage and perform in front of 200+ people."

Because these are academic courses, students receive formal grades (on progress reports and/or the end of each quarter, depending on the block) ensuring these subjects are valued with the same level of accountability as what we would consider core subjects.

The holistic team is deeply committed to partnering with classroom teachers and families more intentionally. We believe that when the lessons in the gym, the art studio, and in language-learning spaces connect with what is happening in the general classroom and at home, your child’s learning becomes even more powerful. We look forward to sharing more ways we can collaborate to support your child's IB education.

Rachel King, PK + 1-4 Art Teacher ~ raking5@cps.edu

Susana Perez, PK + 1-4 Spanish Language Acquisition Teacher ~ siperez10@cps.edu

Students in the grade 6-8 SAC group recently visited Steinmetz High School to attend the MYP Personal Project Showcase. This event highlights the culminating independent inquiry completed by sophomores during their final year of the Middle Years Programme. Our students engaged deeply with the presenters, offering valuable feedback and learning about the rigorous self-led process. Beyond the impressive academic displays, the group explored the Steinmetz STEAM lab for hands-on creativity. They experimented with 3D printers, built complex structures with legos, and designed custom hats and bracelets, getting an exciting preview of high school innovation and student life.

Our community recently came together for a balanced Wellness Night, finding the perfect harmony between high-energy fun and deep relaxation.

Locke staff and partner organizations facilitated small group sessions aim at supporting all aspects of wellness - physical, mental, and emotional. Some of the higher energy activities included dance workout class, a hilarious, oversized game of human Hungry Hungry Hippos, and a dance party. Those seeking a slower pace found sanctuary in our meditation room, emotions bingo, and expressive art sessions, fueled by nutrient-packed smoothies.

Throughout the event, participants collected mindful practices to create a booklet as a scavenger hunt. Raffle prizes were also distributed to those who demonstrated commitment to their well-being. Lucky winners walked away with a new bike, soccer balls, and gift cards, while many others received goody bags filled with wellness essentials.. By engaging in these diverse activities, our community reflected on the importance of being balanced and caring, ensuring everyone left with new strategies for a healthy lifestyle.

In Ms. Connelly and Ms. Gil's class (147), students have been exploring imagination and creativity through their IB unit, "How We Express Ourselves." After reading Not a Box and Harold and the Purple Crayon, students were challenged to create "something from nothing." Using a simple rectangle as a starting point, they transformed the shape into unique masterpieces. They also used their own "magic" purple crayons to illustrate imaginative stories, just like Harold! Throughout the unit, they have continued to foster this creativity through various types of purposeful play in the classroom.

During the "How We Express Ourselves" unit, students in Ms. Lauren and Ms. Morgan's class (150) investigated art as a powerful tool for emotional communication. The students specifically explored the work of Jackson Pollock, learning how his energetic, non-traditional methods translate feelings into visual form. The young artists experimented with watercolor "action painting," splattering and dripping paint onto various canvases and paper. This hands-on process allowed the children to embrace the joy of being messy while discovering that art is as much about the movement as the final product. By stepping outside traditional brushwork, the students found vibrant new ways to express their individuality and explore the connection between motion and emotion.

The Kindergarten students celebrated their 100th day of school by engaging in hands-on math and collaborative teamwork. To strengthen their number sense and problem-solving skills, students worked together to count, group, and build using collections of 100 objects, such as popsicle sticks, cups, cubes, and pipe cleaners. To add to the day's excitement, the students also dressed up as if they were 100 years old, bringing a sense of fun and spirit to this significant academic milestone.

Students in Ms. Mantai’s class (230) had a blast celebrating being 100 days smarter! The classroom buzzed with excitement as they tackled hands-on challenges to mark the milestone. Activities included writing about what they would do with $100, collaborating to build towers with 100 cups, and carefully setting up 100 dominoes for a grand chain reaction. It was a fantastic day filled with laughter, teamwork, and a whole lot of "centennial" pride!

In second grade, our students have been busy honing their research skills to explore the lives of Change Makers. In honor of Black History Month, students chose to study inspiring individuals who used their voices to shape our world and respond to the call for progress.

To bring their learning to life, each student wrote a detailed report and designed an original diorama to represent their chosen figure. We invite you to take a look at their hard work and be inspired by the legacies they’ve captured!

In honor of Black History Month, third graders in Ms. Lee's class (104) researched the brilliant Black Americans behind everyday innovations. From the three-light stoplight and automatic elevator doors to the Super Soaker and video game programming, students explored how these inventors changed the way we live and play. Take a look at their research to discover the incredible history behind the things we use every day!

Students in 1st through 4th grade in Ms. Reese's class (123) used both math and inquiry skills to make blankets to donate to the Iditarod Dog Sled races. The class used different forms of measurement to physically measure out the appropriate dimensions as required by the Iditarod donation program and then cut them to size after having learned extensively about the race and how it is an important part of the culture in the Pacific Northwest.

The fourth graders in Ms. Ocampo's Class (116)have been exploring the vibrant world of Alma Thomas, the pioneering African American painter celebrated for her mosaic-inspired technique and bold use of color. Drawing inspiration from her iconic style, students channeled their creativity into their own abstract mosaic masterpieces. These original works, now proudly lining our hallways, showcase each student’s unique interpretation of rhythm, pattern, and expression.

As part of Unit 5: Approaches to Conflict, students in Ms. Smith's class (120) designed professional-style infographics to explore the dynamics of disagreement and the power of resolution. By strategically using text features—such as bold headings, captions, and diagrams—our students translated complex research into clear, actionable advice. Their work highlights real-world examples of conflict while providing effective strategies to prevent and resolve issues with empathy and communication.

Students in Ms. Kraft's I&S class recently stepped back in time to the Revolutionary War, stepping into the roles of citizens advocating for a better future. Students combined historical research with persuasive writing to craft letters and original artwork intended to influence the leaders of our emerging nation. Through this project, they explored how the power of words and visual expression can help shape a country’s foundation.

Sixth graders recently traded the classroom for the arena, attending a Windy City Bulls game to explore the professional ecosystem of the NBA G-League. While the action on the court was thrilling, the real discovery happened behind the scenes.

Students met with professionals in marketing, broadcast engineering, and sports medicine, learning that it takes more than a jump shot to run a franchise. By highlighting diverse roles in the front office and on the sidelines, the trip proved that a passion for the game can lead to a successful career—no jersey required.

Prosser Career Academy hosted 40 seventh graders from immersive shadow day. The visit was specifically designed for students interested in continuing their International Baccalaureate (IB) journey, highlighting how Prosser’s academic pathways bridge the gap between the MYP and career success.The students explored Prosser’s comprehensive IB offerings, including the Diploma Programme (DP), known for its rigorous holistic curriculum, and the Career-related Programme (IBCP), which integrates IB coursework with a career-technical program (CTE).

The day featured hands-on workshops in one of 10 CTE labs, such as auto tech, culinary, Digital media, and welding. Led by student ambassadors, the 7th graders engaged in technical demonstrations and student-led workshops, providing a clear vision of how the DP and CP tracks prepare them for both university and specialized industries. This collaborative experience reinforced the value of a continuous IB education within a high-tech vocational environment and gave them a sense of where they might continue their path in as they begin the high school application process.

At the heart of an IB education is the belief that multilingualism is a vital tool for building empathy. By learning another language, students engage more deeply with the world. We teach our students that all cultures offer a unique perspective, which is why we foster a multilingual environment where every student at Locke is a second (or third!) language learner.

Whether through Spanish holistic classes, our PK–4 bilingual programs, or in EL language supports provided in grades 5–8, our students are constantly growing. We are incredibly proud of our families who speak Spanish, Arabic, Ukrainian, Polish, Czech, Vietnamese, Kazakh, Russia, and Sign Language. This diversity is our greatest strength.

We recently completed ACCESS testing, which measures how our English learners are growing in listening, speaking, reading, and writing. These scores are a roadmap toward becoming fully biliterate and are used to help guide individualized learning for our students.

In our 5-8 grade holistic classes, students are organized by their language proficiency levels in order to ensure they are receiving instruction to support their growth in Spanish. As a result, we also celebrate our students through the Pathway to the Seal of Biliteracy, an official recognition of language proficiency by CPS through the Office of Multilingual & Multicultural Education (OMME). Each year, 5th, 8th, and 12th grade students have the opportunity to achieve this honor, earning college credit with a seal on their diploma that validates their multilingual identity. Last year, we had 65 students 5th graders and 52 8th-graders successfully earn this distinction!

At-Home Connections to Deepen Our Superpower

For Families Growing in English:

• The Conceptual Bridge : Discuss complex school topics in your home language first. When a child understands a concept deeply at home, they can more easily apply the English word to it at school. This builds Cognitive Academic Language Proficiency.

• Narrate Your World: Speak often in your native language about your history and traditions. A high-level vocabulary in your home language provides the "scaffolding" your child needs to become a sophisticated communicator in English.

For Families Growing in Spanish:

• Low-Stakes Immersion : Try watching a familiar movie with the Spanish audio track turned on. Since the plot is already known, your child can practice by using subtitles to contextualize new vocabulary.

• Student as Teacher: Let your child take the lead. Ask them to teach you three new Spanish phrases they used in class. Encouraging them to "teach up" helps them become risk-takers who aren't afraid to use their new language in front of others.

To encourage reflection, discuss these prompts to help your child think about their growth as a global citizen, using the IB learner profile as a foundation:

• Caring: "How does it feel when you finally understand a word in another language? Does it change how you see the person speaking it?"

• Open-Mindedness: "Are there some feelings or ideas that are easier to describe in one language than another? Why do you think that is?"

• Reflective: "What was the hardest part about your language learning this month, and how did you push through it?"

Locke's Language Programme Team

• Jessika Maldonado, ELPT ~jmmaldonado1@cps.edu
• Pola Melendez, ELPT~ pmelendez1@cps.edu

• Susana Perez, PK + 1-4 Spanish Language Acquisition Teacher ~ siperez10@cps.edu
• Clara Solano, Kinder + 5-8 Spanish Language Acquisition Teacher ~ cgsolano@cps.edu
• Michele Garza, Bilingual/ESL Resource Teacher ~ mgarza1@cps.edu
• Sonia Solla, Bilingual/ESL Resource Teacher ~ ssolla@cps.edu
• Aya Ihmoud, Bilingual/ESL Resource Teacher ~ aihmoud1@cps.edu
• Adrianna Rodriguez-Jordan, PK Bilingual Teacher ~ arodriguez451@cps.edu
• Luisa Tabares-Betancur, Kinder Bilingual Teacher ~ lmtabaresbetancur@cps.edu
• Alicia Ramirez, 1st Bilingual Teacher ~ aramirez547@cps.edu
• Lourdes Ocasio , 2nd Bilingual Teacher ~ lrocasio@cps.edu
• Indhira Alday, 3rd Bilingual Teacher ~ ialday1@cps.edu
• Natalie Viveros, 4th Bilingual Teacher ~ nviveros2@cps.edu

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