Kamenski Elementary highlights reading, writing gains and new student leadership routines

Kamenski Elementary Principal Leticia Valdez told the Berwyn South SD 100 Board of Education on the evening of the district meeting that the school’s two‑year improvement plan is producing measurable gains and that staff have prioritized early literacy, writing instruction and student leadership. "Our vision for learning fosters a safe community that provides authentic learning that is inclusive for all students to empower their identities, cultivate curiosity, develop creative solutions, and promote a sense of global responsibility," Valdez said.

Valdez said the school has focused on explicit instruction for constructed responses, systematic phonics in primary grades and use of common rubrics aligned to the Illinois Assessment of Readiness (IAR). She said FastBridge and MAP screening show early literacy growth: "67 percent of our students [are] considered to be at low risk in Spanish reading. In comparison, there's 42 percent," Valdez said, referring to English reading measures. She also reported stronger fall‑to‑winter MAP growth in math this year and singled out a roughly 10.8 percent fall‑to‑winter gain in one English math measure and a 15.61 percent gain in a Spanish math measure.

The presentation emphasized a schoolwide definition of written expression, teacher‑developed rubrics and regular professional learning community (PLC) review of student work. Valdez described use of the ACE strategy for constructed responses and said teachers had developed two scoring guides — one for reading and one for math — tied to IAR expectations. "We set the bar high for our teachers and students, and I am extremely proud to say that they have exceeded our expectations this year," she said.

Valdez also described family engagement activities, including an informational session on IAR for parents, and a new monthly recognition structure called the "Lion's Den" to showcase student work and leadership. The meeting included a short video and in-person recognition of students for academic growth and attributes aligned to the district’s portrait of a graduate.

The principal repeatedly framed the work as collaborative: teachers created action plans for student groups, instructional coaches supported PLCs and school leaders used a data warehouse to identify English learners who need additional support. Valdez said the school is still awaiting spring testing results but expressed optimism based on interim assessments.

The presentation concluded with applause from board members and a request that staff continue sharing classroom practices with the board. No formal board action was taken on the presentation; it was given as part of the meeting’s informational agenda.