Most Recent

Recent upper school graduates and faculty members had findings from their ISP fruit fly lab published. Take a look at the publication! 

What is Builder Day, you ask?  
The middle school held an event in '17, '18, and '19 called "Builder Day." On that day, all middle school students signed up for 3 "not typically offered in school" classes during the first 3 blocks of the day. During these classes, students experience school in a different way, explore topics they're interested in, and engage in hands-on activities. Some classes offered in the past were "Intro to DJ'ing," 'String Art," "Button Design," and more. Classes were taught by 8th graders, US students, and fellow faculty members.

There are so many aspects of the Portrait of a Latin Learner that Builder Day embodies. Statements like, "Develop resilience by taking on new challenges and using mistakes to further their learning", or, "Use a variety of methods to creatively express themself to others" perfectly embody the work of Builder Day. I hope that events like Builder Day give life to the Portrait of a Latin Learner. 

What did Builder Day look like this year? 
This year, Builder Day was held on Friday, February 10. Students choose 2 classes from 21 different courses offered this year! Take a look at the offerings & descriptions here: 

5th grade
6th grade
7th grade
8th grade

Curious explorers. Inclusive collaborators. Creative communicators. Critical thinkers. These four core competencies make up the pillars of what is called the Portrait of a Latin Learner. The project is a result of a multi-year process that involved teachers, administrators, students, parents and alumni. How did this project develop, what is its significance and how it will it be used in the future?

Every piece of data was examined and became part of the portrait
-Max Rouse

The History

The portrait was identified as a concept in the 2019 Latin Leads Strategic Design. That document laid out the mission, vision, values and strategy in order to create the best conditions for the growth, wellness, and achievement of every Latin learner. The project began pre-pandemic, when a group of Latin teachers began exploring how they could flesh out the strategic plan, according to Ash Hansberry, the Computer Science Department Chair. The project took a back seat during the pandemic but then was revitalized by the former Head of School, Randall Dunn, who asked Hansberry to be the point person and lead the team which would draft the portrait. Hansberry recruited faculty members, Fiona Deeney, Lower School Computer Science and Technology Integration Specialist, Adriana Durant, Upper School Dance, and Kelly Wyatt, Middle School French to join the Portrait team and the group set to work with ideas. 

Data Examined

The Portrait Team wanted their work to be informed by data. Max Rouse, Assistant Middle School Director, and leader of the Learn Team indicated that all constituencies (parents and families, students, alumni, faculty and staff) provided data. For example, parents were surveyed and asked what skills their students were learning that would prepare them for the future. Middle school students were invited to create a billboard indicating what made Latin special to them. “Every piece of data was examined and became part of the portrait,” said Rouse. “We were looking for themes.” Additionally, the team looked at other organizations including data from colleges, other K-12 schools and workplaces to be sure that the portrait compared well with what other organizations expect from young people. 

These themes eventually morphed into the competencies. In early summer of 2022, the Learn Team began drafting a prototype which provided descriptors and examples of ways that students demonstrate the competencies. After numerous drafts, the portrait was presented to teachers and staff in August of 2022.  

Portrait Value and Next Steps

The portrait is meant to be the cornerstone for any type of learning that takes place at Latin. “We are trying to unify the language we use with students,” said Rouse. “The document provides somewhat of a road map of how to construct and refine programming and learning.” Adds Hansberry, “Long term, we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.” Additionally, the portrait is meant to be applicable to all age groups, explained Rouse. “Students can be Latin learners anywhere along their experience.” 

The next step involves implementation. Hansberry indicated that certain departments and teachers are experimenting with the portrait already. For example, in the Upper School, the college counseling department analyzed their goals and then created a document that comports with the portrait. Professional development for faculty and staff is planned for the spring. 

...we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.
-Ash Hansberry

Given the multi-year development of the portrait, Hansberry points out that the portrait should not be viewed as one-and-done. “Instead, the way I think about it, is that this is an alignment, a reflection and a goal setting process.” Hansberry noted that as implementation occurs, faculty and staff may identify more needs. The portrait team is open to the resulting revisions that may occur.  

Rouse is eager to see how the portrait informs programming in the future. “For new programs, the portrait will help them become mission-aligned,” he said. He envisions that the portrait will help develop programs, and that the language of new programs will be tweaked to conform with the portrait. “It will become part of the process to get new programs off the ground.”

Each year, students in 1st through 4th grades explore different book awards in the Lower School Library. Readers learn how committees work together toward a common goal, how to analyze literature with a critical eye and how the voting process works. Award units culminate in the Latin Book Awards assembly where winners are announced to the entire Lower School. View the 2023 mock book awards list. 

First graders studied the Monarch Book Award, Illinois’ readers' choice award for students in grades K-3. The Monarch butterfly was chosen to “symbolize the growth, change and freedom that becoming a reader brings.” We read many selected books, challenging students to think critically and familiarize themselves with a variety of books and their creators, ultimately voting on the book they like the best. This year, we had a tie with Friday Night Wrestlefest by J.F. Fox and Micah Player and Lift by Minh Lê and Dan Santat both taking the award!

Second grade explored the Caldecott Award, given annually to the artist of the most distinguished American picture book for children. We read six contenders for the 2023 Caldecott Award and discussed ways in which the books are excellent in quality, distinct in their design, and a singular achievement by the artists to create a complete “Oh wow!” contribution to our bookshelves. Readers flex their critical muscles as they look beyond the surface, choosing not only the book they like the best but one that meets the parameters of the award most fully. This year students chose Knight Owl by Christopher Denise as their Caldecott winner!

Third grade celebrated the Coretta Scott King Award, presented to authors and illustrators of African American descent whose works promote an understanding and appreciation of the "true worth and value of all beings." We read 6 distinct fiction and/or nonfiction picture books highlighting African American culture or history looking for excellence, information and inspiration as our criteria for “Oh wow!” CSK Award winners. After reading, discussing, and debating, the Third Grade Committee chose Bessie the Motorcycle Queen by Charles R. Smith, Jr. and Charlot Kristensen as the winner of the Latin CSK Award.

Fourth grade dove deep into nonfiction books for the Sibert Award. Students read 6 books featuring distinguished writing and illustration with a clear and accurate presentation in both text and illustration. Readers look closely at the informational contenders and vote using criteria that make them say, “Oh wow!” Ultimately, the Fourth Grade Committee chose Blue: A History of the Color as Deep as the Sea and as Wide as the Sky by Nana Ekua Brew-Hammond and Daniel Minter as the winner. 

Curious explorers. Inclusive collaborators. Creative communicators. Critical thinkers. These four core competencies make up the pillars of what is called the Portrait of a Latin Learner. The project is a result of a multi-year process that involved teachers, administrators, students, parents and alumni. How did this project develop, what is its significance and how it will it be used in the future?

Every piece of data was examined and became part of the portrait
-Max Rouse

The History

The portrait was identified as a concept in the 2019 Latin Leads Strategic Design. That document laid out the mission, vision, values and strategy in order to create the best conditions for the growth, wellness, and achievement of every Latin learner. The project began pre-pandemic, when a group of Latin teachers began exploring how they could flesh out the strategic plan, according to Ash Hansberry, the Computer Science Department Chair. The project took a back seat during the pandemic but then was revitalized by the former Head of School, Randall Dunn, who asked Hansberry to be the point person and lead the team which would draft the portrait. Hansberry recruited faculty members, Fiona Deeney, Lower School Computer Science and Technology Integration Specialist, Adriana Durant, Upper School Dance, and Kelly Wyatt, Middle School French to join the Portrait team and the group set to work with ideas. 

Data Examined

The Portrait Team wanted their work to be informed by data. Max Rouse, Assistant Middle School Director, and leader of the Learn Team indicated that all constituencies (parents and families, students, alumni, faculty and staff) provided data. For example, parents were surveyed and asked what skills their students were learning that would prepare them for the future. Middle school students were invited to create a billboard indicating what made Latin special to them. “Every piece of data was examined and became part of the portrait,” said Rouse. “We were looking for themes.” Additionally, the team looked at other organizations including data from colleges, other K-12 schools and workplaces to be sure that the portrait compared well with what other organizations expect from young people. 

These themes eventually morphed into the competencies. In early summer of 2022, the Learn Team began drafting a prototype which provided descriptors and examples of ways that students demonstrate the competencies. After numerous drafts, the portrait was presented to teachers and staff in August of 2022.  

Portrait Value and Next Steps

The portrait is meant to be the cornerstone for any type of learning that takes place at Latin. “We are trying to unify the language we use with students,” said Rouse. “The document provides somewhat of a road map of how to construct and refine programming and learning.” Adds Hansberry, “Long term, we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.” Additionally, the portrait is meant to be applicable to all age groups, explained Rouse. “Students can be Latin learners anywhere along their experience.” 

The next step involves implementation. Hansberry indicated that certain departments and teachers are experimenting with the portrait already. For example, in the Upper School, the college counseling department analyzed their goals and then created a document that comports with the portrait. Professional development for faculty and staff is planned for the spring. 

...we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.
-Ash Hansberry

Given the multi-year development of the portrait, Hansberry points out that the portrait should not be viewed as one-and-done. “Instead, the way I think about it, is that this is an alignment, a reflection and a goal setting process.” Hansberry noted that as implementation occurs, faculty and staff may identify more needs. The portrait team is open to the resulting revisions that may occur.  

Rouse is eager to see how the portrait informs programming in the future. “For new programs, the portrait will help them become mission-aligned,” he said. He envisions that the portrait will help develop programs, and that the language of new programs will be tweaked to conform with the portrait. “It will become part of the process to get new programs off the ground.”

Each year, students in 1st through 4th grades explore different book awards in the Lower School Library. Readers learn how committees work together toward a common goal, how to analyze literature with a critical eye and how the voting process works. Award units culminate in the Latin Book Awards assembly where winners are announced to the entire Lower School. View the 2023 mock book awards list. 

First graders studied the Monarch Book Award, Illinois’ readers' choice award for students in grades K-3. The Monarch butterfly was chosen to “symbolize the growth, change and freedom that becoming a reader brings.” We read many selected books, challenging students to think critically and familiarize themselves with a variety of books and their creators, ultimately voting on the book they like the best. This year, we had a tie with Friday Night Wrestlefest by J.F. Fox and Micah Player and Lift by Minh Lê and Dan Santat both taking the award!

Second grade explored the Caldecott Award, given annually to the artist of the most distinguished American picture book for children. We read six contenders for the 2023 Caldecott Award and discussed ways in which the books are excellent in quality, distinct in their design, and a singular achievement by the artists to create a complete “Oh wow!” contribution to our bookshelves. Readers flex their critical muscles as they look beyond the surface, choosing not only the book they like the best but one that meets the parameters of the award most fully. This year students chose Knight Owl by Christopher Denise as their Caldecott winner!

Third grade celebrated the Coretta Scott King Award, presented to authors and illustrators of African American descent whose works promote an understanding and appreciation of the "true worth and value of all beings." We read 6 distinct fiction and/or nonfiction picture books highlighting African American culture or history looking for excellence, information and inspiration as our criteria for “Oh wow!” CSK Award winners. After reading, discussing, and debating, the Third Grade Committee chose Bessie the Motorcycle Queen by Charles R. Smith, Jr. and Charlot Kristensen as the winner of the Latin CSK Award.

Fourth grade dove deep into nonfiction books for the Sibert Award. Students read 6 books featuring distinguished writing and illustration with a clear and accurate presentation in both text and illustration. Readers look closely at the informational contenders and vote using criteria that make them say, “Oh wow!” Ultimately, the Fourth Grade Committee chose Blue: A History of the Color as Deep as the Sea and as Wide as the Sky by Nana Ekua Brew-Hammond and Daniel Minter as the winner. 

The 2023 Latin Math Contest: “Together we’ll be in 2023” was a success! 

For the first time in three years, Latin's math department hosted the Middle School Math Contest in person on Saturday, January 28. A total of eleven schools from across Chicago competed in the annual contest. Wrigley Theater was full of students, coaches, and families for the awards ceremony.

Latin's middle school students performed extremely well with five teams earning team awards across all four grades and four students earning individual awards. The top three individuals and top five teams per grade receive awards. Congratulations Romans! 

5th Grade Individual
1st Place Tie: Ivy
2nd Place Tie: Steven

6th Grade Individual
2nd Place Tie: Eli
2nd Place Tie: Ryan

5th Grade Team
4th Place: Math GOATs (Mia, Aarav, Ivy, Steven)

6th Grade Team
2nd Place: Root to Success (Ryan, Eli, Nivi, Sybella)
4th Place: Math Pi-Rates (Graham, Devan, Rudi, Nathan)

7th Grade Team
5th Place: Algebros (Kaitlyn, Sonya, Arlo, Milo)

8th Grade Team
2nd Place: Wait a secant (Jiaxin, James, Rohin, Ashym)

Watch and learn the different ways middle school students learn and explore in-depth topics in the Science Olympiad club. 

Recent upper school graduates and faculty members had findings from their ISP fruit fly lab published. Take a look at the publication! 

What is Builder Day, you ask?  
The middle school held an event in '17, '18, and '19 called "Builder Day." On that day, all middle school students signed up for 3 "not typically offered in school" classes during the first 3 blocks of the day. During these classes, students experience school in a different way, explore topics they're interested in, and engage in hands-on activities. Some classes offered in the past were "Intro to DJ'ing," 'String Art," "Button Design," and more. Classes were taught by 8th graders, US students, and fellow faculty members.

There are so many aspects of the Portrait of a Latin Learner that Builder Day embodies. Statements like, "Develop resilience by taking on new challenges and using mistakes to further their learning", or, "Use a variety of methods to creatively express themself to others" perfectly embody the work of Builder Day. I hope that events like Builder Day give life to the Portrait of a Latin Learner. 

What did Builder Day look like this year? 
This year, Builder Day was held on Friday, February 10. Students choose 2 classes from 21 different courses offered this year! Take a look at the offerings & descriptions here: 

5th grade
6th grade
7th grade
8th grade

Curious explorers. Inclusive collaborators. Creative communicators. Critical thinkers. These four core competencies make up the pillars of what is called the Portrait of a Latin Learner. The project is a result of a multi-year process that involved teachers, administrators, students, parents and alumni. How did this project develop, what is its significance and how it will it be used in the future?

Every piece of data was examined and became part of the portrait
-Max Rouse

The History

The portrait was identified as a concept in the 2019 Latin Leads Strategic Design. That document laid out the mission, vision, values and strategy in order to create the best conditions for the growth, wellness, and achievement of every Latin learner. The project began pre-pandemic, when a group of Latin teachers began exploring how they could flesh out the strategic plan, according to Ash Hansberry, the Computer Science Department Chair. The project took a back seat during the pandemic but then was revitalized by the former Head of School, Randall Dunn, who asked Hansberry to be the point person and lead the team which would draft the portrait. Hansberry recruited faculty members, Fiona Deeney, Lower School Computer Science and Technology Integration Specialist, Adriana Durant, Upper School Dance, and Kelly Wyatt, Middle School French to join the Portrait team and the group set to work with ideas. 

Data Examined

The Portrait Team wanted their work to be informed by data. Max Rouse, Assistant Middle School Director, and leader of the Learn Team indicated that all constituencies (parents and families, students, alumni, faculty and staff) provided data. For example, parents were surveyed and asked what skills their students were learning that would prepare them for the future. Middle school students were invited to create a billboard indicating what made Latin special to them. “Every piece of data was examined and became part of the portrait,” said Rouse. “We were looking for themes.” Additionally, the team looked at other organizations including data from colleges, other K-12 schools and workplaces to be sure that the portrait compared well with what other organizations expect from young people. 

These themes eventually morphed into the competencies. In early summer of 2022, the Learn Team began drafting a prototype which provided descriptors and examples of ways that students demonstrate the competencies. After numerous drafts, the portrait was presented to teachers and staff in August of 2022.  

Portrait Value and Next Steps

The portrait is meant to be the cornerstone for any type of learning that takes place at Latin. “We are trying to unify the language we use with students,” said Rouse. “The document provides somewhat of a road map of how to construct and refine programming and learning.” Adds Hansberry, “Long term, we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.” Additionally, the portrait is meant to be applicable to all age groups, explained Rouse. “Students can be Latin learners anywhere along their experience.” 

The next step involves implementation. Hansberry indicated that certain departments and teachers are experimenting with the portrait already. For example, in the Upper School, the college counseling department analyzed their goals and then created a document that comports with the portrait. Professional development for faculty and staff is planned for the spring. 

...we want to be able to use this portrait and competencies as a through-line between all of our programs and curriculum.
-Ash Hansberry

Given the multi-year development of the portrait, Hansberry points out that the portrait should not be viewed as one-and-done. “Instead, the way I think about it, is that this is an alignment, a reflection and a goal setting process.” Hansberry noted that as implementation occurs, faculty and staff may identify more needs. The portrait team is open to the resulting revisions that may occur.  

Rouse is eager to see how the portrait informs programming in the future. “For new programs, the portrait will help them become mission-aligned,” he said. He envisions that the portrait will help develop programs, and that the language of new programs will be tweaked to conform with the portrait. “It will become part of the process to get new programs off the ground.”

Each year, students in 1st through 4th grades explore different book awards in the Lower School Library. Readers learn how committees work together toward a common goal, how to analyze literature with a critical eye and how the voting process works. Award units culminate in the Latin Book Awards assembly where winners are announced to the entire Lower School. View the 2023 mock book awards list. 

First graders studied the Monarch Book Award, Illinois’ readers' choice award for students in grades K-3. The Monarch butterfly was chosen to “symbolize the growth, change and freedom that becoming a reader brings.” We read many selected books, challenging students to think critically and familiarize themselves with a variety of books and their creators, ultimately voting on the book they like the best. This year, we had a tie with Friday Night Wrestlefest by J.F. Fox and Micah Player and Lift by Minh Lê and Dan Santat both taking the award!

Second grade explored the Caldecott Award, given annually to the artist of the most distinguished American picture book for children. We read six contenders for the 2023 Caldecott Award and discussed ways in which the books are excellent in quality, distinct in their design, and a singular achievement by the artists to create a complete “Oh wow!” contribution to our bookshelves. Readers flex their critical muscles as they look beyond the surface, choosing not only the book they like the best but one that meets the parameters of the award most fully. This year students chose Knight Owl by Christopher Denise as their Caldecott winner!

Third grade celebrated the Coretta Scott King Award, presented to authors and illustrators of African American descent whose works promote an understanding and appreciation of the "true worth and value of all beings." We read 6 distinct fiction and/or nonfiction picture books highlighting African American culture or history looking for excellence, information and inspiration as our criteria for “Oh wow!” CSK Award winners. After reading, discussing, and debating, the Third Grade Committee chose Bessie the Motorcycle Queen by Charles R. Smith, Jr. and Charlot Kristensen as the winner of the Latin CSK Award.

Fourth grade dove deep into nonfiction books for the Sibert Award. Students read 6 books featuring distinguished writing and illustration with a clear and accurate presentation in both text and illustration. Readers look closely at the informational contenders and vote using criteria that make them say, “Oh wow!” Ultimately, the Fourth Grade Committee chose Blue: A History of the Color as Deep as the Sea and as Wide as the Sky by Nana Ekua Brew-Hammond and Daniel Minter as the winner. 

Eighth grade choir students, Stella Tate R. ’27 and Alexander S. ’27, were recently selected for the 2022 Illinois Music Education Association (ILMEA) District 1 Junior Chorus, an auditioned and highly selective honor choir. 

Students went through a rigorous and competitive audition process where they sang different prepared selections as well as demonstrated their tonal skills and overall vocal tone with other middle school students in Chicago and most of the south and west suburbs. 

This experience will culminate in a music festival that will take place on Saturday, November 5, at 3 p.m. at Lincoln Way Central High School in New Lenox, IL, where these two students will get to work with a fantastic collegiate choral clinician and sing with more than 250 talented students from over 60 surrounding schools. 

Talk about lifelong learning! At the age of 93, Claes Oldenburg '46 just unveiled his exciting new installation, “Plantoir, Blue,” in place this spring at the entrance to the Channel Gardens at Rockefeller Center. Learn more about this groundbreaking installation and Oldenburg's work.

This year’s middle school production, “Starry Messenger,” told the story of one of the world's greatest scientists, Galieo Galilei. Participating in the play is not only a fun after school activity for students, it also helps them build critical skills that will benefit them in high school, college and beyond. 

The drama program in middle school encourages collaboration with others as they create the production together. Students also gain proficiency in articulation, projection, and confidence to perform before an audience in the future.

See them in action!

Arts

The upper school AP Studio Art class provides students with the opportunity to synthesize the knowledge that they’ve gained from other art courses and focus on the skill of idea development. The class is centered around a review-critique-revise process in order to produce a more compelling piece of work. Learn more about this community of artists in Art Teacher Christine Holloway’s class.

Academics

Latin inducted the 2023 Hall of Fame athletes on Friday, January 27. The Athletic Hall of Fame recognizes and honors outstanding teams and individuals throughout Latin’s history.

View photos of the celebration. 

2023 Inductees:

Andrew Bail ’02
Soccer, Basketball, Baseball 

Javon Coney ’07
Basketball 

Catie Cronister ’16
Volleyball, Soccer

Nikki Dizon ’12
Volleyball, Basketball, Softball

Lilli Falconer Deering ’07
Swimming, Water Polo

Greg Baker*
Swimming Coach
1973-1993

*posthumous induction

Latin’s Athletics Department celebrated the following seniors who have committed to the next chapter of their athletic career: 

• Alice M. ˈ23 will be running track & field at Harvard University
• Carly W. ˈ23 will be playing field hockey at the University of New Hampshire 
• Akili P. ˈ23 will be running cross country and track & field at University of Michigan
• Megen S. ’23 will be playing basketball at University of Illinois at Chicago 
• Ago G. ˈ23 will be rowing at Yale University

Congrats and Go Romans!

Athletics

Join Latin’s Director of Athletics, Kirsten Richter, to learn about the mental approach to sports and how students can take these skills from basketball court to Wall Street.

TRANSCRIPT

I think athletics is such a powerful learning environment. It has the feeling of high stakes. Individuals can learn so much about themselves while also learning how to interact with their teammates.It feels high stakes. We want to win. We really want to achieve competitive excellence. But when we fall a little bit short of that, we can redouble our efforts and learn from that and get even better. A lot of times in sports will say we got to be resilient or be gritty. 100% agree. But how do we actually do that? We want the students who have learned these skills in this setting where we can take time and get better and learn and grow. And now we want that student to be able to take this forward with them when it is high stakes, high risk. Brain surgery, Wall Street trader, you name it. But they've developed this and they can use this to the benefit of their career and the benefit of those around them.

My name is Kirsten Richter, and I am the director of athletics here at Latin. The bulk of my professional background is in higher ed. I was fortunate to coach college basketball for 17-18 years. For seven years, I was an assistant at two different institutions. I spent ten years as a head coach and I got to do a lot of different administrative things and take on different administrative responsibilities, both in athletics and broader across campus, including some leadership development work.

I think athletics is such a powerful learning environment. It has the feeling of high stakes. Individuals can learn so much about themselves while also learning how to interact with their teammates. I could rattle off a whole list of things I think you can learn through competitive sports, but resiliency communication skills, giving and receiving feedback, the way in which you interact with someone, verbally, body language. There are so many nuances to it. And I think really what makes it special and unique is that it has the feeling of high stakes but with relatively low risk. So you get to practice all these skills and make mistakes and learn and do better and fail, really without too much on the line. So it feels high stakes. We want to win, we really want to achieve competitive excellence. But when we fall a little short of that, we can redouble our efforts and learn from that and get even better.

So I just think there's so much learning that can come from athletics participation. I think a big building block to the mental approach to sports, and that really fuels all that. Learning through sport is the approach outcome response cycle. So we all control how we approach a task. We don't always control the outcome, but then we always control how we respond to that outcome.

We want to win, we really want to achieve competitive excellence. But when we fall a little short of that, we can redouble our efforts and learn from that and get even better.So when you think about it through the lens of athletics, we want to think about it sort of in the smallest pieces. So not how I approach the game. Win, lose, how do I respond to winning or losing much smaller? So within a game, that cycle is happening dozens and dozens of times. So they start feeding each other. So how I approach something, the outcome doesn't go my way. Okay, now how am I going to respond? Because that's going to feed into the next approach to the next thing.

So in more tangible terms, a simple example is like a foul shot. So there's a thing called a foul shot routine. So everybody is the same thing before foul shot. That's controlling the approach outcome doesn't always go in, right? So in a big moment that's going to sting. But then what's the response? And then that feeds the next approach. So you can sort of play this out and see how this happens over and over and over. And then how a student can control that really then starts to affect their performance in a positive or negative way. And then think beyond that. I'm doing this for myself and my individual tasks. But now think about those around me. So how my approach and my response? If I'm doing that well, that's going to affect the approach and the response of the people around me.

So you start to see the team dynamics and how that's at play. And it's just a powerful concept because it can affect so much change. And I think that's important because a lot of times in sports will say how we got to be resilient or be gritty. 100% agree. But how do we actually do that, being resilient? How? So I think this is a great building block to that because this is how we can be resilient and how we can be gritty and how we can persevere. This mental approach I think has so many applications outside athletics.

So I think some of my proudest moments as a coach when I saw students really grow and learn in that mental approach, whether it was I can think of a student who sort of grew tremendously over four years and found her voice and gained confidence.Think about a student in an academic setting, the approach, how I'm studying for an exam or how I'm preparing to write a paper. The outcome. Maybe I fall a little short of my goal in that test or I didn't sort of nail that paper. How do I respond? Same concept, even smaller. Like within a class setting. I go to the board. I think I have this math problem figured out. I didn't quite get it. This happened to me all the time in high school, right? Okay, so now how do I respond? Am I embarrassed? How am I going to feel about doing the next problem? Right? There are so many applications of that. And then as students enter college and then the workforce, this certainly has applications professionally, professional, day to day setting, meetings, interactions with colleagues can go on and on. But you can see how this sort of building block of the approach outcome, response cycle can easily be put into effect in those settings as well.

And I think, again, going back to the learning environment, that's why this is such a special learning environment because as students can practice this in that setting and then 20 years from now be so well versed at it that they can take it into their professional setting. And really too, you can perform at a high level because of their ability to do this. When you're learning this in athletic setting, again, it feels high stakes, relatively low risk. So you really have the opportunity to build this and grow this skill and it translates into the workplace. So picture of student 20 years down the line now in brain surgery, super high stakes, super high risk, right? So we want the students who have learned these skills in this setting where we can take time and get better and learn and grow. And now we want that student to be able to take this forward with them when it is high stakes, high risk, brain surgery, wall street trader, you name it, but they've developed this and they can use this to the benefit of their career and the benefit of those around them.

A coach can have a profound role in teaching the mental approach to sports to students. Certainly coaches are adapted teaching sports specific skills to their students, but to really maximize students' ability to perform those skills, we want to have that parallel track of that mental approach.

So I think some of my proudest moments as a coach when I saw students really grow and learn in that mental approach, whether it was I can think of a student who sort of grew tremendously over four years and found her voice and gained confidence. And a lot of that was because of the mental approach that she developed. I can think of another student who is always confidence was not her, she was not lacking confidence, right? But it was her ability to sort of navigate team dynamics and communicate with teammates that had to grow in nuance. And she was able to do that tremendously by her senior year in the way that she knew how to sort of respond to some things one way, how to respond to something else a little bit differently, how she approach something with one teammate would be different from how she approached something with another teammate. And so much of that is just the mental approach to team dynamics in sport. And now they're young adults and they can take that with them into their professional careers. 

The upper school athletics teams had a successful spring season! Check out their highlights and accomplishments.

Boys Baseball

• Independent School League Champions
• Illinois High School Association Regional Champions
• All League: Sean Episcope '22, Ryan Kramer '22 (Player of the Year), Ben Flerlage '23, Patrick Shrake '23, Ashton Seymore '24

Girls Lacrosse

• All Sectional: Reese Benford '24

Girls Soccer

• Illinois High School Association Regional Champions
• All League: Ella Reese-Clauson '22 (1st Team), Zoe Weiss '22 (1st Team), Ava Falk '23 (Honorable Mention)
• All Sectional: Ella Reese-Clauson '22 (Honorable Mention), Zoe Weiss '22 (1st Team)

Girls Softball

• All League: Maggie Zeiger '24

Boys Tennis

• Independent School League Champions
• Illinois High School Association Sectional Champions
• Illinois High School Association State Champions
• All League: Will Benford '22, Sam Cutinho '22, Joseph Gorman '22, Preston Rutledge '22, Akshay Garapati '23, Kiran Garapati '23, Zuhair Alsikafi '24, Cole Silverman '24
• All Sectional: Will Benford '22, Sam Cutinho '22, Preston Rutledge '22, Akshay Garapati '23, Kiran Garapati '23, Zuhair Alsikafi '24
• All State: Will Benford '22 (Doubles State Champions), Sam Cutinho '22 (Doubles State Champions), Preston Rutledge '22, Akshay Garapati '23, Kiran Garapati '23, Zuhair Alsikafi '24

Boys Track & Field

• All League: Ryan Hardiman '22 (Athlete of the Year)
• All Sectional: Kai Lugo '22, Jackson Ballard '23, Akili Parekh '23, Alika Lugo '24, Charlie Steffen '24, Ben Gibson '25, Daniel Goodman '25
• All State: Ryan Hardiman '22 (2nd Place), Akili Parekh '23

Girls Track & Field

• Independent School League Champions
• Illinois High School Association Sectional Champions
• All League: Coaching Staff of the Year, Ava Parekh '22, McLaine Leik '23, Alice Mihas '23, Mia Kotler '25
• All Sectional: Ava Parekh '22, Alice Mihas '23, Tatum Kamin '25, Mia Kotler '25
• All State: Ava Parekh '22, Mia Kotler '25

Boys Water Polo

• All Sectional: Henry Rose '22 (2nd Team)

Girls Water Polo

• All Sectional: Lauren Valentin '22

Athletics