Race & Equity Announcements
Work at Peirce around Race & Equity continues!
- The Climate & Culture Committee is planning a series of activities for students to participate in from January - March with the theme "Diversity, Equity & Inclusion". This series will replace Anti-Bullying Month and Inclusive Schools Week.
- Peirce Teachers participated in a Professional Development workshop on Friday, November 8th - "Engagement, Justice and modeling Upstanding behaviors in the classroom and school community". This session is being sponsored through our partnership with the Gust Foundation and focused on identity, implicit bias and identifying microaggressions. We will have a follow up session on January 31st.
- We continue our partnership with Facing History - teachers and administration have access to curriculum materials and professional development.
- The Race & Equity Parent Resource Group will meet on December 12th from 8:15am - 9:45am in the Fieldhouse.
- The Race & Equity committee will meet in December for a retreat which will help define the work we are doing and set goals for the remainder of this year.
SY20-21 Enrollment
- Incoming Kindergarten student whose siblings attend Peirce but does not live within the attendance area MUST apply through the Options for Knowledge process.
- Current Peirce Pre-Kindergarten student who does not live within the attendance area MUST apply through the Options for Knowledge process.
Cold Weather Reminders
Developing critical and creative thinking skills in your children
The IB Learner Profile Thinker - We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Developing critical thinking allows students to analyze and evaluate issues and ideas and from decisions. At Peirce we do this by teaching students to observe carefully, consider meaning, synthesize new understandings, organize information, and draw conclusions and generalisations.
We develop creative thinking by teaching students to use discussion and play to generate new ideas and investigations, making connections, seek information, consider alternative solutions, and ask “what if” questions.
So how can you support the development of critical and creative thinking skills at home?
Provide opportunities for play
Pause and wait
Don't intervene immediately
Ask open-ended questions
Help children develop hypotheses
Encourage critical thinking in new and different ways
Here are two resources for additional information on how to develop your children’s critical and creative thinking skills.
https://www.brighthorizons.com/family-resources/developing-critical-thinking-skills-in-children
http://www.thelearningcommunity.us/resources-by-format/tips-for-parents/thinking-skills.aspx
A major component of our MYP Program here at Peirce is our partnership with Senn High School. In order to maintain this partnership, Peirce teachers meet with Senn teachers quarterly. The primary aims of our partnership this year will be observing instruction around the Approaches to Learning (ATL skills) in years 1-5 of our programme and developing a structure for implementing the IB objectives for Service on both campuses.
Through ATL students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning. (From ibo.org)
The focus of ATL in the MYP is on helping students to develop the self-knowledge and skills they need to enjoy a lifetime of learning. ATL skills empower students to succeed in meeting the challenging objectives of MYP subject groups and prepare them for further success in rigorous academic programmes. In the MYP, ATL encompasses both general and discipline-specific skills. Many ATL skills are applicable to all MYP subject groups; these general “tools for learning” can be tailored to meet the specific needs of students and schools. In order to develop ATL skills that facilitate effective and efficient learning, students need models, clear expectations, developmental benchmarks (or targets) and multiple opportunities to practise.
While ATL skills are not formally assessed in the MYP, they contribute to students’ achievement in all subject groups. Teachers should provide students with regular, specific feedback on the development of ATL skills through learning engagements and provide formative assessment.(From ibo.org)
The MYP learning outcomes for service are the core resource in guiding what Service as Action should look like in schools. With differences assumed for the different ages and learning styles of students and how much guidance they may require, MYP students are to reach these outcomes through their participation in service as action:
become more aware of their own strengths and areas for growth
undertake challenges that develop new skills
discuss, evaluate and plan student-initiated activities
persevere in action
work collaboratively with others
develop international-mindedness through global engagement, multilingualism and intercultural understanding
consider the ethical implications of their actions. (from ibo.org)
Have you heard about the Peirce Bilingual Advisory Council? This is a committee led by parents of bilingual students that provides recommendations to the school community about bilingual, ESL, and cultural education at Peirce. Most CPS schools have a Bilingual Advisory Council just like ours.
We are always looking to expand our outreach and meet new families. All are welcome! Our next meeting is Friday, December 6 at 8:15 am in the Field House. Light breakfast and coffee will be served.
School Graffiti Consequence - ☮
As our wonderful students and parents returned to school after the strike, we were met with very inappropriate terms and symbols spray painted on our building. This caused major concern and jarred many emotions from students, staff, parents, and community members. After reviewing the video, five (5) high school students were identified. We were able to reach out to their school administrative teams in hopes to work together and resolve this issue using Restorative Justice. Restorative Justice addresses the needs of all involved when harm is done: the victim(s), harm-doer(s), and the surrounding community, whereas the punitive system is primarily concerned with balancing the scales, so to speak, by punishing the offender to a degree deemed equal — as much as possible — to the offense committed.
Restorative Justice relies on an alternative logic as well. We suggested a talking/peace circle with the students/parents, and the administrative staff from the schools involved. During our circle, the students read apology letters and thanked the Peirce team for not pressing charges against them. They shared how this could have ruined their lives and that the love shown during this entire process really spoke to them about how this affected others. The restorative process allowed them to reflect on their choices, the harm they caused, and focus on how they can repair that harm. Prior to the circle, they didn't have the opportunity to see how such a minor act (to them) could harm so many people. It was a very powerful circle that empowered the students to make better LIFE choices moving forward. Through the positivity of staff shedding light on the leaders they have potential to be and the tears of their parents, we hope that the circle planted seeds that will soon bear courageous, upstanding adults! Agreements have been made and the students chose to complete community service projects as a consequence to repair the harm caused.
Helen C. Peirce School of International Studies
Email: lzaimi@cps.edu
Website: peirce.cps.edu
Location: 1423 W Bryn Mawr Chicago, IL
Phone: 773-534-2440
Facebook: facebook.com/peircecps