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Freedom Middle highlights reading, writing gains and expands family engagement
Summary
Freedom Middle School leaders presented IAR and MAP data showing gains in reading and targeted improvements in math, described a schoolwide writing focus and new student-staff connection activities, and recognized PTSA growth and dual-language student achievements.
Freedom Middle School leaders told the Berwyn South School District 100 board on Tuesday that students made measurable gains last year in reading and that the school has launched new writing and family‑engagement efforts this year.
Principal Enrique Ojeda presented Illinois Assessment of Readiness and MAP data showing that the share of students meeting or exceeding expectations on IAR math rose modestly and that reading scores showed a larger gain — from about 16% meeting or exceeding to roughly 35.5% — between the prior year and last year. Ojeda also outlined a school improvement plan that added a writing emphasis across subject areas and targeted math subskills by grade.
"A big huge congratulations to our Patriots and all their hard work," Ojeda said, calling attention to the reading gains and to reductions in the share of students scoring in the lowest IAR category.
Nut graf: The presentation combined test‑score trends with classroom strategies and community outreach, saying school leaders will use the data to adjust instruction and interventions as the year continues.
Ojeda and assistant principal Brian Conant described specific changes the school made this year: teachers outside ELA are asking students to produce more writing, exploratory classes set short daily writing or word‑count targets, and math teachers add a written component to student discourse using a "decide and defend" routine so students write their reasoning before peer discussion. The school also amended its SIP goals to drill into MAP subcategories such as ratios, number systems and geometry for each grade.
The presentation highlighted extracurricular and culture efforts designed to strengthen student‑teacher connections: a schoolwide “FMS Olympics” on late‑start days, monthly staff‑vs‑student competitions, a fall block party, and new clubs supported by the PTSA including a cosmetics club and an outdoor club. PTSA members also ran fundraisers and a Valentine fundraiser that delivered cards to students in class.
A PTSA representative thanked Ojeda and Conant for their leadership, saying, "Your leadership, dedication, and unwavering commitment to our students, staff, and families do not go unnoticed." The PTSA representative also reported that parent participation in PTSA officer roles had more than doubled compared with last year and that four parents hold board positions this year.
Board members who questioned staff asked for more precise PTSA membership numbers (school staff said exact counts were not available but estimated membership had "more than doubled") and for details about how writing instruction is embedded across subjects. Ojeda and Conant described grade‑level practices, vocabulary work tied to writing and classroom rubrics being developed for exploratory classes.
The school recognized several dual‑language students and teachers (Miss Reyes and Miss Durocher were named) during the spotlight. Leaders said they hold weekly dual‑language parent meetings to build family connections.
Looking ahead, Ojeda reminded the board of upcoming state testing dates, with IAR scheduled for March 11–12. Board members praised the staff, families and PTSA for their roles in the work.
Ending: The spotlight concluded with certificates for students and an invitation for board members and families to continue supporting classroom and after‑school efforts that leaders say are improving literacy and student engagement.
