Feburary 2025 IB Connection

• February 3-February 21 ~ ACCESS Testing
• February 11th ~ Valentine's Day Dance ~ 3rd-5th from 3:00-4:30 and 6th-8th from 5:00-6:30 (details forthcoming)
• February 14th ~ Valentine's Day
• February 14th ~ PAC/BAC Meeting ~ 8am in Library

• February 14th ~ Quarter 3 Progress Report Distribution
• February 17th ~ No School: President's Day
• February 25th ~ No School: Professional Development Day

As a school committed to the International Baccalaureate (IB) philosophy, we strive to nurture learners who are not only knowledgeable but also reflective, responsible, and capable of taking ownership of their learning. A key component of developing these "agentic learners" is fostering responsibility—a skill that will serve your child well both in and beyond the classroom.

What is an Agentic Learner?

An agentic learner is someone who actively takes charge of their education, sets personal goals, and seeks ways to achieve them. These students embrace challenges, view mistakes as opportunities for growth, and understand their role in their own success. Responsibility forms the foundation of agency, empowering students to make informed decisions, collaborate effectively, and contribute meaningfully to their community.

The Role of Responsibility in IB Learning

The IB framework emphasizes the development of ten learner profile traits, such as being principled, reflective, and caring. Responsibility ties into many of these traits, encouraging students to:

• Plan and manage their time effectively: Completing assignments, preparing for assessments, and balancing extracurricular activities are all practices that require self-discipline and responsibility.
• Reflect on their actions: Understanding the impact of their choices on themselves and others fosters a sense of accountability.
• Contribute to the global community: By recognizing their responsibility as global citizens, students can engage with real-world issues and take action to create positive change.
• Build resilience for risk-taking: Developing responsibility includes learning to face challenges head-on, take risks in learning, and bounce back from setbacks with renewed determination.

How Can Families Help Build Responsibility and Resilience?

Families play a crucial role in helping your child develop responsibility, resilience, and, in turn, agency. Here are some strategies to support this growth at home:

1. Encourage Goal Setting: Work with your child to set achievable short-term and long-term goals. Discuss what steps they can take to reach these goals and how they will measure success.

2. Promote Independence: Allow your child to take ownership of tasks like packing their school bag, managing their homework, or preparing for a project. While guidance is essential, stepping back helps them learn to manage their responsibilities.

3. Celebrate Effort, Not Just Outcomes: Acknowledge the effort your child puts into their work, regardless of the result. This reinforces the importance of perseverance and personal growth.

4. Model Responsibility: Children learn by observing the adults around them. Demonstrating responsibility in your daily life—whether through fulfilling commitments, being punctual, or owning up to mistakes—sets a powerful example.

5. Encourage Reflection: After completing a task or experiencing a challenge, ask your child reflective questions such as, “What went well?” or “What could you do differently next time?” This helps them develop a habit of thoughtful self-assessment.

6. Connect Actions to Consequences: Help your child understand how their choices impact themselves and others. For example, discuss how completing homework on time affects their learning or how being kind to peers builds stronger relationships.

7. Support Healthy Risk-Taking: Encourage your child to step outside their comfort zone, whether it’s speaking up in class, trying a new hobby, or tackling a challenging project. Let them know that mistakes are part of learning and growth.

8. Foster Ownership: Guide your child in taking ownership of their learning by allowing them to make decisions about how they approach tasks and projects. Ask open-ended questions that prompt them to think critically and problem-solve independently.

9. Validate Self-Worth Through Internal Reflection: Help your child move beyond seeking external validation by encouraging them to recognize their own accomplishments. Discuss moments when they felt proud of their work and why, reinforcing the value of self-validation.

Responsibility in Action: The IB Approach

At our school, we provide students with opportunities to take on meaningful responsibilities, both in academics and in the wider community. From leading group projects to participating in service-learning activities, your child is continuously practicing agency. By encouraging them to reflect on these experiences and connect them to their personal growth, we aim to help them become lifelong learners who take initiative and act with integrity.

Please join us for the next meeting on February 14th❤️ at 8am in the Library! This meeting will be followed by coffee with the principal. Attendees will receive an out-of-uniform passes for their students!

First-grade students in Ms. Mantai's 1st Grade Class (Room 230) teamed up with their 5th-grade reading buddies from Ms. Kraft's class (Room 205) for a meaningful reading experience with the book I Am Peace. After reading, partners brainstormed a variety of emotions and discussed coping strategies for each one. Their conversations naturally circled around important themes such as self-awareness, self-management, and practicing mindfulness throughout the day. This collaborative activity encouraged students to reflect on their feelings, develop emotional vocabulary, and share thoughtful strategies for staying calm and centered. The partnership between younger and older students fostered a supportive environment, reinforcing essential social-emotional skills that they can carry beyond the classroom.

Students in Mrs. Gil and Mrs. Connelly's class (147) have been introduction to feelings and emotions in a variety of ways. We have read the The Scribble Spot and discussed how are emotions impact how we think and feel. We have concentrated on happy, sad, angry, loved, excited, calm and scared. Students have identified a feeling and have been able to connect it to an experience from their lives. Next we will be creating different pieces of art and discussing how it makes us feel.

To celebrate Black History Month, kindergarteners in Ms. Staunton's class (Room 144) created a beautiful display showcasing how their words can inspire and change the world. The students explored the power of kindness, empathy, and respect through thoughtful messages and creative artwork. Their display serves as a reminder that even the youngest voices have the power to make a positive impact in their community. Each message reflects the students' growing understanding of how words can uplift others and spread positivity. We are so proud of their hard work and thoughtful contributions to this meaningful project for Black History Month.

In Mrs. Richard's class (Room 142), students worked together to build inventions that created a force of motion. Students got creative and designed ways to move a ping pong ball into a cup without using their hands as the force. Students used straws, rubberbands, popsicle sticks, tape, cupcake holders, etc. to create a force. We are having a ton of fun exploring in our Pushes & Pulls science unit!

Ms. Serrano's (Room 226) students recently engaged in a research project exploring how countries and cultures around the world celebrate the holidays. They created beautiful posters showcasing symbols, foods, and traditions unique to each culture. As part of the project, students gave oral presentations, sharing their findings with enthusiasm and confidence. Their peers asked thoughtful questions and showed great interest in the diverse traditions presented. Several students went above and beyond by bringing in props and artifacts, making the learning experience hands-on and interactive. The classroom came alive as items were passed around, allowing everyone to connect more deeply with the traditions being shared. This project was a wonderful opportunity for students to learn about global cultures, build presentation skills, and foster curiosity and respect for diversity.

Students in Ms. Alday's class (Room 110) are using research to investigate about a past event. In unit 3 of ela students are learning about how the past impacts the future and are writing an informative essay about a past event.

In Ms. Estrada's 4th grade class (Room 118), students are exploring the essential question: How can I prevent and resolve conflict? To begin exploring this topic, students created pre-unit infographics capturing their initial ideas about conflict and ways to address it. As they continue learning, students will conduct research using various sources, including videos, books, and online articles. For their final infographics, they will be challenged to incorporate a variety of non-fiction text features such as headings, images, captions, and illustrations. Through this engaging project, students are developing critical research and communication skills while learning strategies to prevent and resolve conflicts thoughtfully and respectfully in their everyday lives.

Here are student examples from Ms. Smith's 4th grade class (Room 120) exploration of the question: What do you see? Students are learning that perspective is shaped by their unique experiences, values, and beliefs. Through engaging discussions and reflective activities, they are discovering how different viewpoints can coexist and deepen their understanding of the world. By sharing their interpretations and listening to their peers, students are building empathy and developing a greater appreciation for diverse perspectives. This inquiry-based approach encourages thoughtful conversations and fosters a classroom culture of respect and curiosity, essential skills for becoming compassionate global citizens.

For their 3rd unit, 5th grader in Ms. Salen's ELA class focused on poetry and the essential question of: "What does poetry teach us about human experiences and emotions." At the end of the unit, we held a poetry slam where students created individual and team poems about their own experiences and emotions, and then presented them to their class and to 4th grade classrooms 118 and 112.

Students in Mrs. Garcia's science Class have been busy learning about chemical reactions. They have been learning how to make careful observations , record useful evidence and have been practicing their argumentative writing skills to answer our investigation question: "What is the reddish-brown substance?"

Here is a direct student response from Jazmin Gomez, Room 213:

I chose claim 3. Claim 3 states “The reddish-brown SUBSTANCE is not the same as either the fertilizer or the SUBSTANCE that makes up the pipes.” First, when I made careful observations of the three substances, I determined that they are all different because of the way they look. When we took observations we used MODELS of the SUBSTANCES so you can notice very clearly that they are different. The pipe SUBSTANCE looked more like pencil shavings and it was like a dark grey color. For the fertilizer it looked like salt or sugar and it was a white color. For the reddish brown SUBSTANCE it was very powdery and it was a dark red color. So this proves that by looks you can already tell that they are different SUBSTANCES. Second, according to the atomic structures you can already tell they are different. They all have different types of ATOMS and structure. All the SUBSTANCES have different amounts of ATOMS too. Since they all have something different then that means that they are all different from each other. For the pipe the ATOMS are Fe (iron). For the fertilizer the ATOMS are NaNO3 (sodium, oxygen, and nitrogen). For the reddish brown SUBSTANCE the ATOMS were Fe2O3 (iron and oxygen). Which proves that they aren't the same from each other and they all have different PROPERTIES. In conclusion, I would still choose claim 3 because it states that they are all different from each other.

In Mr. Bermudez' Individuals and Societies class, students completed a Black History Month project, each spotlighting a significant figure whose life and contributions have shaped history and culture. Students connected their research to IB Learner Profile traits such as being principled, open-minded, and courageous. Through thoughtful presentations and visual displays, they highlighted the enduring impact of pioneers in civil rights, arts, sciences, and leadership. Their work demonstrates an inspiring understanding of history and a commitment to global citizenship.

As we celebrate Black History Month, it's a great time for families to reflect on Who We Are and Identities and Relationships. These themes help us explore how our identities shape the way we connect with others and the world. A great example of this is Justice Ketanji Brown Jackson, the first African American woman appointed to the U.S. Supreme Court.

Justice Jackson’s journey shows the power of perseverance and the importance of representation. Her achievements remind us that diverse experiences and backgrounds strengthen our communities and inspire us to work toward a more just and inclusive society. Her story, along with many other African American leaders, helps us see how identity shapes relationships both locally and globally.

Black History Month is an opportunity for families to learn together about African American history and culture, celebrating figures like Martin Luther King Jr., Rosa Parks, and Ketanji Brown Jackson. These conversations can help us understand the value of diversity and encourage us to connect more deeply with each other’s experiences.

This month is also a chance to reflect on how our identities shape our relationships in our families and beyond. How can we encourage open discussions about these topics at home? How can we support our children in appreciating different perspectives and identities?

By having these conversations, we promote empathy, respect, and global citizenship. Let’s use this month to think about how we can create more inclusive and respectful relationships, helping to build a better world for everyone.

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