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the montessorian

2 | T H E M O n T E s s O r i A n

AtNearNorthMontessoritherehasalwaysbeenalotoftalkabout

diversityandcollaborationandexploration,butthere’sanewconcept

that’sstartingtobeheardmoreandmore.

STEAM—anacronymforScience,Technology,Engineering,Arts

andMathematics—hasriseninprominenceacrossthecountryas

educatorsandpolicy-makersplacealargeremphasisonskillsto

helpstudentscompeteinanincreasinglyhigh-tech,globalworld.

Despitebeingarelativelynewconcept,it’seasytoseewhySTEAM

isquicklygaininginpopularityamongelementaryeducators.Its

interdisciplinaryfocushelpsstudentstoworkonprojectsacross

multiplesubjectsinaformatthat’spredicatedonaskingquestions,

testinghypotheses,andworkingwithmaterialsinimaginativeways.

Asaresult,STEAMandMontessoriareclosely

alignedinprincipalandinpractice.

“There’sthisbuzzwithSTEAMbutthey’relessonsthathavebeen

inourschoolallalong,”saidNNMHeadofSchoolAudreyPerrott.

“Whenthesesubjectsaretaught,what’sreallyimportantistheway

they’representedandhowthatinformationisapplied.It’saboutthe

deliveryoftheinformationfromtheteachers.It’saboutsharingand

guidingstudentsinawaythathandsitovertothemsothatthey

internalizewhatthey’relearning.”

Aprimeexampleofstudentstakingchargeoftheireducationsand

workingacrossdisciplinesinvolvestheannual6-9performances,

forwhicheachclasschoosesatheme,writesascriptandproduces

anentireshow.OnerecentperformancebyJesseThompson’sclass

combinedhistory,engineering,art,andtechnologyasstudents

researchedandbuiltsomeoftheSevenWondersoftheWorldout

ofclay,thenusedtheminavideotheyproducedandintegratedwith

theirliveperformance.

TheinterdisciplinarynatureofSTEAMalsoworkstosynergize

studentgrowthbetweendifferentplanesofdevelopment.Although

fractionsanddecimalsarefirstintroducedin3-6asgoldenbeads,

thesameconceptisappliedinNNM’sgeneralmusicclasses,where

wholeandquarternotesarelikenedtoadollarandaquarter.

Whiletheconversiontodecimalsmaybetooabstractforyounger

studentsorhands-onlearners,musicinstructorJeffFortinrelates

theconcepttolessonsfirstlearnedin3-6,suchasthevolume

differencesbetweenacup,halfcup,andquartercup.Whenfractions

areintroducedin6-9,anddecimalconversionsin9-12,studentshave

alreadybeenexposedtoreallifeconceptsthataremeaningfuland

readilyapplied.

Althoughmathandsciencecanbesomewhatabstract,the

Montessorimethodensuresthey’reveryhands-on,especially

inyoungerclassrooms.As3-6teacherWendyToanpointsout,

“childrenatthislevelnaturallysortandclassify,”soalotofthis

workisalreadytailoredtothestudent’sinclination.Beginningin

3-6,studentsdivideobjectsintolivingornonlivingthingstohelp

distinguishbetweenplant/animalandliving/dead.Theexerciseforms

thebasisoffurther,morerefinedclassification,suchasvertebrates

orinvertebrates,whilesupportingmorepracticalwork,suchas

knowingthedifferencebetweenwastethatcanbecompostedand

whatcanberecycled.

AsWendypointsout,labelinglikethisisanimportantaspectof

learningbecauseitprovidesstudentswithanever-growinglexicon

totalkabouttheirdiscoveriesandaskmorequestions.Labelingalso

helpstoemphasizesimilarities,suchaslearningthatbothflowers

andthehumanbodyhavespecializedpartstohelpthemfunction.

STEAM in our school b y J E F F r E Y L E V i n E

HARRISONKL ASSMAN

s p r i n g 2 0 1 5 | 3

Otherscientifichands-onexamplesincludeexploringcentrifugal

forceusingbucketsofwaterandstructuralexperimentstotest

handmadebridgeswithdifferentweights.

“Wedon’tjustwantthestudentstotakeourwordforit.Wewant

themtobeabletotestontheirown,toseeforthemselves,”

ElementaryDirectorAnneMaternexplained.

“Weemphasizeadesign-thinkingmodeltoencourageanatmosphere

forinnovation.Youwantstudentstotakerisksandtotrydifferent

things,”Anneexplained.“Design-thinkingisn’talwaysanengineering

solution.Sometimesit’sawayoflookingataspecificsituationand

figuringoutwhatisgoingwrong.”

Tofosterthisenvironment,NNMclassroomsarefilledwithmaterials

forstudentstolearn,explore,andmasterbeforemovinguptomore

complexmaterialsinthesameclassroomoratthenextgradelevel.

Intheprocess,studentstakethefirstcriticalstepsfromimitation

towardsinnovation.

“STEAMisallaboutcreativityand,insteadofjustrepeatingallthese

experimentswherethekidsalreadyknowwhatisgoingtohappen,

they’reabletocreatetheirown,”9-12teacherSonjaFauskesaid.

“Montessoriwillneverbeoutofdatebecausewe’realwaysfocused

onthebiggerskills:howtoaccessinformation;howtoexpress

yourself;howtowrite;howtosolveproblems;howtocreatethings.

It’salwaysaboutthebiggerpicture,”Sonjasaid.“Everythinghasan

underlyingpurpose,notjustaboutmemorizinginformation.”

NNMisinvestigatingwaystomorefullyengageSTEAM-oriented

subjectsinthefuture.Inadditiontotraditionaltoolsinvolving

Montessorimaterialsandrelatedresources,ever-changing

technologywillplayanintegralroleasstudentsprepareforfields

theymayonedaypioneerorrevolutionize.

Jeffrey Levine is the Communications and Events Manager at Near North Montessori.

‘We don’t just want the students to take our word for it. We want them to be able to test on their own, to see for themselves.’

- A N N EM AT E R N , E L E M E N TA R YD I R E C T O R

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rOSE JOSHi

ana PariKH

4 | T H E M O n T E s s O r i A n

full STEAM aheadinnovation fair captures the essence of learningacross disciplines, one improvement at a time

b y M O n t E S S O r i a n S t a F F

NearNorthMontessori’sannual12-14InnovationFairmaylooklikea

bunchofcoolgadgetsthatJuniorHighstudentsbuiltbyhand,butit’s

actuallytheultimatesynthesisofSTEAMatworkwithintheschool.

“IntermsofSTEAM,IthinktheInnovationFairisthepinnacle.It’sthetop

levelfortheschoolasacombinationofscience,technology,engineering,

artandmath,”saidNNMscienceteacherBrianCorley,whohelpedthe

fairevolvefromabroaderscience-relatedfocusafewyearsago.

Heldinthespring,theInnovationFairinvolvesabouttwo-months

ofstudentresearchandconstruction,duringwhichtheyplanand

executeimprovementstoexistingobjects,suchasaddingheatingand

chillingelementstoapillow,refiningarecyclingbintomakeitmore

user-friendlyorrebuildingashelvingunittobetteraccommodate

electricaldevices.

Unlikean“InventionFair,”thechallengeofinnovationallowsstudents

toapplytheirSTEAM-relatedskillsindifferentwaysthanjustcoming

upwithanewproductoutofthinair,Brianexplained.

Studentsstarttheprocessbyisolatingaproblemthat’sidentifiedby

a“client,”typicallyateacher,thenworkindependentlyoraspartofa

four-personteamtoinnovateanimprovement.Aspartofthatprocess,

they’rerequiredtoprepareamarketingplan,allocatefundsfroman

InnovationFairfinancialkitty,acquirematerials,buildprototypes,and

demonstratetheireffectivenessduringformalpresentationstotheir

clientsandclasses.Theday-longInnovationFairshowcasestheresults

foryoungergrades,parentsandotheradmirers.

“Thefairrequiresstudentstofulfillaneedfortheschoolcommunity

byusingtheirowncreativityandotherskillsthey’veacquiredsince

they’vebeenhere,”Briansaid.“Itcanbereallyfrustratinganda

vulnerableexperienceforthem,notknowingiftheyhavetheability,

ornotknowingif

theirclientwouldlike

itornot.Butoncethey

getintotheprocess,

theylearntotakeownershipoftheir

innovationbydirectlyaddressingtheproblem,nottheclient.”

Eachteamhasspecificrole-playersthatinvolveaconstruction

leader,marketingleader,communicationsleaderandteamleader.

Eachmemberisgradedonhisorhercontributiontothegroup.

Studentsthatworkindependentlyareevaluatedusingthesamecore

responsibilities.Groupsandindividualsarealsoassessedontheir

abilitytodocumentandcommunicatetheinnovationprocessduring

afour-minutepresentationtotheclass.Knownasa“PechaKucha,”

eachpresentationinvolves24slidesthatstudentsdiscussforexactly

10secondseachwithoutlookingatthescreen.

Accordingtoseveralteachers,theentireInnovationFairprocesscan

takeparticipantswayoutoftheircomfortzoneswhileapplyingabroad

spectrumofSTEAM-relatedskills,especiallywithconstructiontools.

Kidsthataren’taccustomedtousingdrillsandhammersreceive

supervisedlessonsandareallowedtopracticebefore,during,orafter

classtodevelopproficiencypriortobuildingtheirprototypes.

“Thesesituations,wherestudentsstruggleormaybenotsucceed

rightaway,helpsthemtotakeownershipandbuildconfidence.It’s

somethingyoucan’tteachinatraditionalschool,”saidNNM9-12

teacherJessicaParman.“Failureisawordparentsdon’tliketohear

butit’ssomethingwecelebrate:Failofteninordertosucceedsooner.”

Anotherissueinvolvesfunding.12-14studentSofiaBelabbes

estimatedthathersolar-poweredchickencoopwouldcostmore

THEOREEVES

aVErY SELzSiMOn CartEr

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b y J E F F r E Y L E V i n E

Before Near North Montessori students sit down for their fi rst science or math class in junior high, they are exposed to more diverse instruction than many of their peers across the country. “To have two people of color teaching math and science is a great thing that I don’t know if they’d get elsewhere,” said Brian Corley, Junior High teacher and Diversity Director. “As an African-American male, I know that we represent about two percent of teachers. The chances they’d have another black teacher is slim.” While a STEAM-oriented curriculum like NNM’s stresses cross-disciplinary education involving science, technology, engineering, arts and mathematics, the school takes it a step further, ensuring the subject matter is taught by an increasingly appropriate cross-section of the broader community. NNM’s diversity goals are note-worthy, Brian said, because minority teachers are relatively rare nation-wide: African-American and Latino men and women have single-digit employment rates as teachers, despite representing 13.2% and 17.1% of the U.S. population respectively,

according to the most recent Department of Labor statistics. “It’s one more experience for our students that tears down a lot of stereotypes. It tears down walls and allows students to see teachers as individuals,” Brian said. The ramifi cations may be especially signifi cant for females, who are employed at a rate of 25.6% in computer and mathematical occupations and 15.4% in architecture and engineering, despite comprising more than half of the population. “Women who were brought up during my generation were not necessarily led or welcomedto take this path,” 6-9 teacher Marcela Gómez

Sixto recalled about her decision to teach. “It wasn’t just the women either. I recall many of my Latino

peers being guided towards the business realm.” As a result, Marcela makes special considerations when illustrating career-oriented images to her students. “Do I offer both female and male repre-sentation? Am I including scientists, the technology savvy or mathematicians who think in a way that is

not considered mainstream? Often times, my lesson planning takes longer because diverse examples of people in these fi elds are not easy to come by,” she said. Recent employment demographics indicate that STEAM-related professions are becoming increasingly diverse every day, but the overall impact is not always immediately felt. It can take a long time for someone to distinguish themselves in a given fi eld so examples of mi-norities or females in a chosen career may not always be available to serve as examples for the next generation, though the overall numbers are trending up. This is why it is even more crucial that the school provides a wealth of “windows and mirrors” with which students can gain a useful understanding of their current and future roles in society. That means students are exposed to an inclusive curriculum that doesn’t make distinc-tions by gender or race. In the context of diversity, NNM expects that all students, regardless of their back-grounds, challenge themselves and tackle projects that refl ect both a diverse economy and a diverse population.

Jeffrey Levine is the Communications and Events Manager at Near North Montessori.

teaming STEAM with diversity

than$200,butshewasonlyabletoraise$85.Asaresult,she

borrowedfromneighborsandsearchedEbayforcost-effectivedesign

alternatives.Shealsohadtolearnhowtosaw,drill,anddealwith

electricityinfinalizingherdesign.

“Thehardestpartwasprobablyconnectingalltheelectricalwiresaswell

asfindinginstructionsandfindingwheretostartout.IhadnoideawhatI

wasgoingtodointhebeginningandI’mnotgoodwithsharpsaws.Itwas

abitscary,”Sofiasaid.“TherewasapointwhereIhadtwodaystomake

thewholeprojectandIwaspanickingandthinkingIwouldn’tmakeitand

I’dgetanF.Thenyoujusthavetotakeadeepbreathandremember:You

needtotryyourbestandthatyourbestisenough.

“Themostimportantthingwastonevergiveup,”Sofiaadded.

InnovationFairparticipantswereofferedextracreditbyattending

asimilarInnovationFairatNorthwesternUniversity’sSegalDesign

Institute,whichaimstoeducate“peoplewhoareabletomoveacross

domainsandindustries,identifyconvergences,andcreateimpact

throughthelensofhuman-centereddesign.”

AccordingtoNNMparentSteveJackson,theSegalDesignInstitute’s

andNearNorth’sfairswerestrikinglysimilarinscopeandexecution,

despitethewideageandexperiencegapofparticipants.

“Segalrepresentativesnotedthatsomanyoftheirstudentscome

toNorthwesternwithstrongacademicabilities,butoftenlackthe

criticalexperienceofbeingabletolinkdisparateskillstogether

inusefulandinnovativewaystosolveproblems,aswellasto

communicateeffectivelyinordertounderstandtheproblemand

presentsolutions,”StevesaidfollowingatouroftheNorthwestern

fair.“ItwascleartomethatNearNorthstudentsarealready

learningthoseinvaluableskills,andinfactinmanywaysarealready

onparwithNorthwesterncollegestudents.

“Ifyouremovedtheschoolnames,youwouldbehardpressedto

discernthedifferencebetweentheobjectivesoftheNorthwestern

courseandthoseoftheNearNorthInnovationFair,”Steveadded.

“Theinnovativeness,creativity,organizationalskills,teamworkand

poiseoftheMontessoristudentswasremarkableandeverybitthe

equaloftheNorthwesternstudents.”

AskanystudentatNNMwherethetechnologylabislocatedandhe

orshewilldirectyoutothewestsideofthefourthfloor,probably

withasmileontheirface.

Thelabiscommandcentralforincredibleschoolprogramslike

keyboarding,coding,andLegorobotics,butit’sjustoneplaceinthe

schoolwheretechnologyisutilized.

Thedifferencebetweenscienceandtechnologyisthatscienceis

thestudyofhowthingsworkandtechnologyismakingsomething

thathasthepotentialtoimproveourlives,”saidNNMDirector

ofEducationalTechnologyJaneenCohen.“Myphone,mypencil,

anythingthatservesmankindistechnology.WhenyougotoWhole

Foodsandthecontaineryougetismadeoutofcorn,that’stechnology.

“Inotherwords,scienceisknowing,technologyisdoing,”shesaid.

Fromphotographyequipmenttocomputersoftwaretorobotics,every

classroomhasitsowntech-relatedresources.Theirimplementation

involvesamodelbasedonsubstitution,augmentation,modification,

andredefinition.Inyoungergrades,itmaybesomethingassimpleas

ateacherillustratingapointusingavideoinsteadofastaticimage

fromabook(substitution).Forolderstudents,itmayinvolveagroup

collaborationusingonlinetoolslikeGoogleDocs(augmentation),

addingmediatoalivepresentation(modification),orsubmittinga

computerizedFlashanimationinsteadofawrittenreport(redefinition).

Technologynotonlyenhancestheworkofstudentsbutalsochanges

thenatureanddeliveryoftheworktheydo,Janeensaid,addingthat

timingiseverything.

“Whenwepresenttechnologytochildren,theinsertionpointis

crucial,”shesaid.“Demonstratingtochildrenfromthebeginning

whatweusetechnologyforisthemostimportant…Wenurturethe

ideathatit’sthechildwhomakesthechoicetousethetechnology,

thatshe’stryingtoaccomplishsomethingandthatthistechwillhelp

herfulfillherowngoal.

“Wewanttogivestudentsaccesstocreativewaysofthinking.Ourgoal

istonurturethecompetency,perseveranceandoptimismnecessaryfor

themtosucceedintheirlifeobjectivesthroughcreativity,”sheadded.

Inearlyafterschoolprograms,bottle-capsizedrobotscalledOzobots

areusedtocombineproblemsolvingwithcodingandprogramming

skills.Therobotsarecapableofrecognizingsignalsonaflatsurface,

enablingstudentstocreatepathsforthemtofollow.Arecent

exerciserequiredstudentstonavigatetherobotsthroughatimeline

involvingPresidentsWashington,Adams,JeffersonandMadison.

Otherage-appropriateactivitieshavestudentsexploringprograming

ineducational-orientedcomputergameslikeCracktheCode,

expressingthemselveswithimagingprogramslikePhotoshop,

andexperimentingwithmechanicalexercisestoseehowsimple

machinessuchaspulleysandbeltsaffectmovement.

Additionalopportunitiesarebeingintroducedforolderstudents,

includinganew,onlinecourseofferedbyStanfordUniversitythat

NNMassociateteacherCourtneyPetersonisutilizing.Theprogram

providesopportunitiesforremotelearning,whichanincreasing

amountofhighereducationalinstitutionsareimplementingfor

students.Thecourseincludessubjectslike“NumberFlexibility,

MathematicalReasoningandConnections,”“NumberPatternsand

Representations”and“MathinLife,NatureandWork.”

Fromcamerastocomputers,technologyisevolvingeveryday.What

wasunaffordableorunthinkableonlyadecadeagoisnowseeing

widespreaduse.Asthetechnologycontinuestochange,NNMintends

tomatchitkeystrokeforkeystroke.

Jeffrey Levine is the Communications and Events Manager at Near North Montessori.

beyond the technology lab b y J E F F r E Y L E V i n E

6 | T H E M O n T E s s O r i A n

GidEOn BUrnEtt

riana GEHani

CaMErOn WHitE, HaLLE BErnard, FELiX rHEUdE, OLiVEr BrUCE

Ona Papageorgiou (’86) SincegraduatingfromNearNorthMontessori,Onahasspent20yearsworkingasanenvironmentalengineerinboththeprivateandpublicsectors.HercurrentpositionwiththeNewYorkStateDepartmentofEnvironmentalConservationhasmanyresponsibilitiesthatincludemonitoringairemissions,reportingonairquality,and

writingairregulations.Chemicalreactionsandatmosphericsciencearemajorcomponentsofmonitoringairemissions.Science,technology,engineering,artsandmathalsoplayamajorroleinOna’swork. ForOna,aMontessorieducationmadeallthedifferenceindecidingwhatshewantedtodowithherfuture.“Montessoriinstilledinmetheabilitytotakeresponsibilityformyselfandtheworldaroundme,sowhileIdidnotrealizeIwasanenvironmentalist,thevalueswhichtheyholdwereinmefromthebeginning.AsIworkedthroughmyeducationalpath,itsoonbecameclearthatIcouldtakemypassionforcaringabouttheworldandmySTEAMinterestsandminglethemintoone;environmentalengineer,”shesaid. Onadecidedtomajorinchemicalengineeringandtakeasmanyenvironmentalclasses

asshecouldtosupportsacareerpreventingandreducingairemissions.Shesaidpeopleareoftensurprisedtohearhowshelearnedlongdivisiononanabacusandmultiplicationoncubes,butitwasina6-9classroomthatsheacquiredherskills.ShestillcreditsMontessorimethodswhenitcomestoworkingoutcomplexprocessproblemsinherfield. ForOna,oneofthemostrewardingaspectsofbeinganenvironmentalengineerissimplybeingabletocleanuptheair.It’sataskshefindshugelyrewarding,especiallywhenreadingreportsaboutreductionsinchildhoodasthma,elderlyemphysemaandotherrespiratoryailments.

Cole Goldenberg (’04) AsapilotflyinganEmbraer175twin-enginepassengerjet,Coleutilizesdiversedisciplinessuchaspsychology,design,

managementandengineeringtopromotesafety.ColegraduatedfromtheUniversityofIllinoiswithadegreespecializinginaviationandhumanfactors,whichhelpshimbetterunderstandhowpeopleandmachinesinteract.HetheninternedinAmericanAirlines’flighttrainingandsafetydepartmentsbeforestartinga

careerwithMesaAirlines. Althoughaerodynamicsisconsideredascience,Coletendstoseeitasmoreofanartthatcanbeapproachedthroughmultipledirections.“IthinkMontessoriingrainedinmeanappreciationforpuzzles,art,scienceandthefactthatthereisnoonewaytodoanything,”hesaid.Inthisspirit,Colebelievesthat,inordertoadvancesafety,themachinemustfitthehuman.Hesaidthatwhilecertainhumanaspectsofaviationsuchastrainingandcompanyculturecanbechanged,anaircraftcanalwaysbebuilttobettersuitthehumanneed. Aswithanycareer,beingapilotcomeswithitsownsetofchallenges.Weathercanbeablessingoracurse,soknowingthescienceofhowweathersystemsoperate,beingabletopredicttheprogressofweatherfronts,andunderstandingtheeffectsofwind,temperature,pressure,cloudsandsystems,iscrucialtopromotingasafeflightenvironment. Whilethejourneytobecomingapilotandflyingacommercialairlinerwasarewardingexperienceinitself,Colesaidthemostsatisfyingpartofhisjobisknowingthatpeopledependonhimtoensuretheirownsafety.HelooksforwardtohisfutureandisgratefulforthefoundationhedevelopedatNearNorth.

Seth Stephens (’98) SethgraduatedEarlhamCollegeinIndianawithadegreeinbiochemistryand,afterastintasahighschoolscienceteacher,hejoinedtheIllinoisStatePoliceasaChicagopatrolofficer.Hethenbecameacrimescene

investigatorinGalesburg,IL,beforerelocatingbacktoChicago.Sethsaysthathe’salwaysbeeninterestedinproblemsolvingandinvestigationandisthrilledtohavefoundacareerthatindulgeshisinquisitivenatureandintegrateshispassionforequalityandjustice. SethsaidhisMontessoriexperienceenabledhimtodiscoverandpursuehisowninterestsandledhimtoinvestigatevariousscientificprinciplesatanearlystage.“IrememberlearningsomeatomictheoryandvertebrateanatomywhileatNearNorth.I’vealwaysbeenindependentlyfocusedandbeingallowedtofollowmypassionhelpedmediscoverthewondersofthenaturalworldthathavefascinatedmetothisday,”hesaid. Thetrademark,hands-onapproachofaMontessorieducationshowedhimthat,“scienceismorethanjustsomethingyoulearninabook.It’strulyasystemofrulesandtheoriesthatgovernallaction,”hesaid. Beingabletoprovidepeoplewithclosurefollowingacrimeiswhatmakeshiscareersofulfilling,hesaid.Inwhatmaybesomeone’smosttraumatizingexperience,Sethprovidesanswerstopotentiallydauntingquestionsbyremaininglevel-headedandkeepinganopenmind.

Liz Brandt is a Development Assistant at Near North Montessori.

s p r i n g 2 0 1 5 | 7

alumni news grads are achieving great things in diverse fields

b y L i z B r a n d t

i n s i d e t h i s i s s u e

2 sTEAM in OUr sCHOOL 6 BEYOnD THE TECHnOLOgY LAB

4 FULL sTEAM AHEAD 7 ALUMni nEWs

5 TEAMing sTEAM WiTH DiVErsiTY

Non Profit Org.

U.S. Postage

PaIDChicago, Illinois

Permit No. 8899

A PUBLICATION OF NEAR NORTH MONTESSORI

PRODUCED BY THE PARENTS, STUDENTS AND FRIENDS OF NNM

EDITOR: PETER STRAZZABOSCO | DESIGNER: GODFREY CARMONA

1434 W. Division St. | Chicago, IL | 60642-3778

moVing Up, moVing onThis spring, nnM eighth graders gained acceptance to the following high schools. Most students

were accepted to more than one school, giving them the opportunity to make a choice.

Amundsen international Baccalaureate

Beacon Academy

British school of Chicago

Chicago High school for the Arts

Chicago Waldorf school

Currie international Baccalaureate

Disney ii Magnet school

Francis W. parker school

george Westinghouse College prep

Jones College prep

Lake Forest Academy

Lane Tech College prep

Latin school of Chicago

Lincoln park international Baccalaureate, Double Honors & performing Arts

nicholas senn High school

northside College prep

Ogden international Baccalaureate

prosser Career Academy international Baccalaureate

schurz High school

senn international Baccalaureate

st. ignatius College prep

University of Chicago Lab school

Von steuben scholars program

Walter payton College prep

Whitney Young High school