Bearcat Wrap-up Podcast

Happy Thursday!Thank you for the work you continue to do across Mena Public Schools as we move deeper into the final stretch of the school year. This time of year always brings both urgency and fatigue, but it also reveals the strength of a district. The steady effort taking place across our classrooms, offices, buses, cafeterias, and campuses is what keeps us moving toward our performance targets and keeps our mission in front of students each day. I am grateful for the consistency, care, and professionalism you continue to show.As we move toward the close of the year, I want to use this Wrap-up to provide a brief overview of our district performance targets, highlight a few encouraging indicators, and remind us that the final weeks of a school year matter greatly. The work done now has a lasting effect on student growth, student confidence, and the way we finish together as a district.Staying Focused on What Matters MostThroughout the year, we have aligned our efforts around clear district performance targets related to academic growth, attendance, and a positive school environment. These are not separate initiatives. They work together. When students are present, engaged, and supported in an orderly learning environment, achievement becomes more likely. When instruction is intentional and aligned to standards, growth becomes less accidental and more predictable.You can review our full district performance targets and progress here:Mena Public Schools District Performance TargetsThere are several reasons for us to be encouraged at this point in the year. Our current district attendance rate is 94.0%, which is above our target of 93.5%. That is worth recognizing. Daily attendance is one of the clearest conditions for success, and remaining above target reflects the effort our staff has made to build schools where students are welcomed, expected, and supported.We also have encouraging signs in school climate and behavior. Through Week 30, our district has recorded fewer discipline referrals than we had at this same point last year, decreasing by 14.28 %. That improvement reflects the intentional work being done by teachers, principals, support staff, and all employees who help create consistent expectations for students. A better learning environment does not happen by accident. It is built day by day through routines, relationships, and clear standards.There are bright spots across our campuses as well. Mena Middle School and Mena High School are both currently above 94 percent attendance, which reflects the strength of their routines, relationships, attendance policies, and shared expectations. Those results are encouraging because they show that consistent systems and daily effort are making a difference for students.Just as important, we continue to see evidence of stronger instructional focus across the district. Our emphasis on writing across the curriculum, attention to standards, and close monitoring of student progress are all helping to strengthen learning. Better writing supports better thinking, and better thinking supports better reading, understanding, and problem-solving in every content area. That work extends far beyond a test and strengthens the future functioning of our students in school, work, and community life.This is the part of the year when small, consistent actions matter most. A well-timed check for understanding, a strong review, a clear expectation, an encouraging word, or a corrected misconception can make a real difference for a student. Let us take encouragement from the progress we have made while remaining committed to the work still ahead. Cooperative Feedback OpportunityIt is also time again for the annual DMESC User Satisfaction Survey for 2026. This survey is for everyone in our district who uses DeQueen-Mena Educational Service Cooperative services in any capacity.Your feedback is important because it helps the cooperative evaluate its support and improve the services, resources, and professional learning opportunities provided to the districts it serves. Please take a few moments to complete the survey and encourage others in our district who utilize co-op services to do the same. The survey will remain open through May 31.DMESC User Satisfaction Survey - 2026Looking AheadWhile our focus remains on finishing this school year well, I also want to share something positive to look forward to next year. We have booked Jason Curry as the keynote speaker for our back-to-school convocation.Jason Curry is known for delivering messages about purpose, mindset, and commitment that challenge people to raise their expectations and take ownership of their growth. His message aligns well with who we are and what we are trying to build as a district.One of his recurring ideas is that excellence is not something that appears all at once. It is built through repeated choices, steady effort, and a willingness to grow. That is a message worth remembering now as much as it will be worth

Happy Friday!As we reach Spring Break, I want to thank each of you for the work you have done throughout the school year so far. Education is demanding work that requires patience, persistence, and a constant focus on the needs of our students. The break ahead provides an opportunity to pause for a few days, spend time with family and friends, and recharge for the final portion of the year.One thing that is always remarkable about the school calendar is how quickly the final weeks pass once Spring Break is behind us. When we return, we will soon find ourselves preparing for the many culminating moments of the school year, like student performances, competitions, end-of-year activities, and ultimately graduation. These moments remind us why the work we do throughout the year is so important.Even during Spring Break, many of our student-athletes will continue representing Mena Public Schools in competition. We appreciate the dedication of these students, as well as the coaches and staff who will continue supporting them during the break. Their commitment reflects the same determination and perseverance we hope to cultivate in all of our students.I hope each of you enjoys a safe and restful Spring Break. The work we do matters greatly, and taking time to rest allows us to return ready to finish the year strong for the students and community we serve.It was a good week of preparation at Mena Public Schools.At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident.Keep the #menareads posts and videos coming, and have a nice weekend! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit bearcatwrap.substack.com

Happy Friday!Thank you to everyone across our district for the work you continue to do each day for our students. As we move deeper into the spring semester, the instructional focus of our classrooms becomes even more important. This is the time of year when the adjustments teachers make in instruction can have a significant impact on student learning as we move toward the spring ATLAS assessment. One of our goals as a district has always been to avoid simply hoping that learning is happening. Instead, we want to know where our students stand and respond with the best instruction possible.This week, I would like to share several observations from our Winter ATLAS Interim assessments in English Language Arts, Mathematics, and Science. Interim assessments serve an important purpose. They provide evidence of student learning at this point in the school year and help us determine where additional instructional attention can help students move from approaching proficiency to being proficient. They also allow us to compare our performance with the state average so that we have a clearer understanding of where we stand and what our next steps should be.Achievement Level Descriptors and Strong ThinkingOne of the most important themes that continues to emerge from the interim results is the importance of helping students understand what strong thinking looks like. We have been talking about assessing student performance using Achievement Level Descriptors, or ALDs. These descriptors outline the level of thinking students must demonstrate to reach proficiency. A Level 3 response, which represents proficient performance, generally requires students to explain their reasoning, apply knowledge to unfamiliar situations, support ideas with evidence, and analyze information rather than simply recall it.During several of our leadership meetings this year, we have watched classroom videos that highlight instructional strategies designed to move students toward this level of thinking. One encouraging practice we have observed is that some of our teachers are explaining the Achievement Level Descriptors directly to their students so they understand the level of response that is expected. When students clearly understand what a strong response looks like, they are far more capable of producing it. They begin to see that success is not simply about arriving at the correct answer, but about demonstrating the reasoning and understanding behind that answer.This matters for every classroom, not only those in the core academic areas. Whether students are asked to explain a solution in mathematics, support an interpretation in English Language Arts, analyze evidence in science, justify a design choice in a CTE course, or explain a performance decision in the arts, the same principle applies. Students grow when they understand the quality of thinking that is being asked of them.English Language ArtsThe winter interim results in English Language Arts show encouraging progress in several areas of literacy development. In the early grades, our students performed ahead of the state in important foundational measures. Kindergarten posted 44% proficient compared to 32% statewide, while Grade 1 reached 56% proficient compared to 34% statewide, and Grade 2 posted 39% proficient compared to 33% statewide. Grade 3 also remained ahead of the state at 35% proficient compared to 31% statewide. These results suggest that the instructional emphasis placed on foundational literacy skills is continuing to produce positive results for our students.At the same time, the reports show that students face greater difficulty when standards require them to analyze texts and clearly explain their thinking in writing. Students are generally stronger when asked to demonstrate vocabulary knowledge and direct comprehension, but they experience more difficulty when asked to analyze how authors develop ideas and themes, compare information across texts, support interpretations with textual evidence, and explain their thinking clearly in written form. This pattern becomes especially important in the upper grades, where many students are clustered near proficiency rather than well below it. That tells us the work ahead is not to start over, but to sharpen and strengthen what we are already doing.This is one of the reasons our district has placed such a strong emphasis on writing across the curriculum. Writing requires students to organize their thoughts, explain their reasoning, and support their ideas with evidence. When students learn to explain their thinking clearly in writing, they also become stronger readers because they must interact more deeply with the text. Our interim results reinforce that point. If we want more students to move from approaching proficiency to being proficient in literacy, we must continue giving them opportunities to write, explain, support, and refine their thinking in every possible setting.MathematicsThe winter interim mathematics resu

Happy Friday!Thank you to everyone across Mena Public Schools for the hard work and dedication that continues to shape our district each day. As we move deeper into the spring semester, classrooms remain active with learning, extracurricular programs are in full swing, and students are preparing for the important milestones that come with the end of the school year. From literacy activities and academic competitions to career readiness events and community service projects, our staff and students continue to demonstrate the determination and perseverance that define our district.At this point in the year, with only 46 school days left, it is helpful to pause and consider the importance of finishing well.The early months of the school year are often filled with excitement, planning, and fresh momentum. By the time spring arrives, however, the work of teaching and learning has become more demanding. Students begin looking toward summer, teachers are balancing instruction with assessments and activities, and the pace of the year can begin to feel long. Yet the final portion of the school year is often where the most meaningful growth occurs.In many ways, the strength of a school system is revealed not in how it begins a year, but in how it finishes one.Great schools maintain focus, consistency, and purpose all the way to the final day. When classrooms remain structured, expectations stay clear, and instruction continues to challenge students, the cumulative effect of the entire year begins to show. Reading skills strengthen, writing becomes more precise, and students demonstrate the confidence that comes from sustained effort.This is also the time of year when we begin to see the results of the many initiatives we have worked toward together. Our focus on writing across the curriculum, our continued emphasis on reading and literacy, and our commitment to preparing students for real opportunities beyond high school are all examples of long-term work that produce results over time. These efforts require patience, consistency, and what we often describe as shared confidence in our collective ability to help students succeed.As we approach the final stretch of the school year, let us continue to support one another and maintain the level of focus that our students deserve. Every lesson, every conversation with a student, and every moment of encouragement contribute to the larger purpose of preparing our students for the future. The work we do each day continues to move our district closer to the vision we have set together.Service Leadership Opportunities for StudentsThis week, we received information from the Governor’s Advisory Commission on National Service and Volunteerism about several grant opportunities connected to the upcoming 2026 9/11 Day of Service. These programs are designed to help schools, students, and community organizations organize service projects that honor the spirit of unity and service that emerged across our country after the events of September 11, 2001.Several opportunities are available for schools and students. K–12 School Grants provide funding for service-learning projects that engage students, educators, and families in volunteer activities. Youth Service Grants support youth-led service initiatives organized by community or nonprofit organizations. In addition, Campus Grants are available for higher education institutions to organize volunteer projects connected to the Day of Remembrance.There is also an exciting Student Service Captains leadership opportunity for rising high school seniors. Students selected for this national program will design and lead a 9/11 Day service project in their school or community, and twenty students nationwide will receive $5,000 scholarships in recognition of their leadership. Based on the student-led service activities we have already seen take place across our district this year, I know we have students who are fully capable of earning this recognition. Our students continue to demonstrate initiative, compassion, and a willingness to serve others, and this program provides another opportunity for them to lead in a meaningful way.Applications for the grant programs are due April 1, and registrations for the Student Service Captain opportunity are due June 15. More information about these opportunities can be found at:https://911day.org/grants/https://911day.org/k12programs/Service to others is one of the values that defines our district, and opportunities such as these allow our students to practice leadership while strengthening the communities they serve.Closing CelebrationsOur seniors had an outstanding opportunity this week as they participated in the Career Connect Reverse Career Fair at UA Rich Mountain alongside students from neighboring districts. Instead of the traditional career fair format, our students hosted booths where they presented their career goals, postsecondary plans, résumés, and portfolios while employers and community leade

Happy Thursday!Thank you for another week of focused work on behalf of our students. Across classrooms, offices, buses, practice fields, cafeterias, and performance spaces, our staff continues to demonstrate professionalism, perseverance, and care. Each week we move closer to our performance targets, but more importantly, we continue the steady work of preparing students with the skills and habits that will serve them long after graduation.As we release this Wrap-Up one day early due to Friday’s closure, I want to center this message on the primary instructional topics that will guide our professional development meetings this coming Monday. Earlier today, administrators shared several instructional resources in preparation for those conversations. Monday is not about adding something new. It is about sharpening our focus using evidence from our ATLAS interim data and classroom observation trends. The goal is clarity and alignment, not overload.After reviewing assessment results and walkthrough data, five instructional priorities have emerged. These apply across science, social studies, mathematics, Career and Technical Education, fine arts, and every classroom where students are required to read, think, and communicate.Fluency: The Foundation for ComprehensionOur interim data continues to show that fluency is a leverage point across grade levels. When students read with accuracy, automaticity, and appropriate expression, they free cognitive space for analysis and reasoning. Fluency supports comprehension not only in English, but in science texts, historical documents, technical passages, and multi-step math problems.It is important to say clearly that strengthening fluency does not mean individually assessing every student every day. That would be unsustainable. Effective fluency instruction is short, structured, and embedded into existing lessons. Five to ten minutes of choral reading, echo reading, partner reading with feedback, or repeated reading of complex excerpts can build automaticity without overwhelming the teacher. When fluency becomes a routine rather than a separate task, it strengthens comprehension across disciplines.Shifting the Cognitive LoadOur data does not show collapse. It shows a large, movable middle band of students at level 2. The shift from Level 2 to Level 3 requires explanation, development, analysis, and sustained reasoning by our students.This does not mean abandoning the “I do, we do, you do” gradual release model. That framework remains sound. Modeling and guided practice are essential. However, our walkthrough data suggests that in some cases we may remain in the “I do” or “we do” phase longer than necessary. When that happens, students have fewer opportunities to carry the full weight of the thinking independently.Across content areas, we must ensure that lessons consistently move to meaningful “you do” opportunities where students read independently, attempt problems before full explanation, analyze primary sources, interpret data, and write their reasoning without immediate rescue. In mathematics, that may mean allowing students to attempt a multi-step problem before modeling the solution. In science, analyzing data before discussing conclusions. In social studies, interpreting a document before hearing the summary.Shifting the cognitive load, then, is not reversing our instructional model. It is completing it. It is ensuring that scaffolding leads to independence rather than dependence. When we gradually release responsibility and allow students to wrestle productively with tasks, reasoning deepens and confidence grows. That is what moves students from identification to analysis and from Level 2 to Level 3 performance.Intentional Independent ReadingIndependent reading must be instructional time, not free time. Students should know the purpose for reading and what they are expected to produce, whether that is analyzing structure, tracking claims and evidence, or identifying cause and effect.This does not require grading every annotation or response. Short written reflections, structured partner discussions, rotating conferences, and quick comprehension checks can provide accountability without creating a grading burden. Teachers are not expected to read every page. They are expected to build systems that make thinking visible.This structure applies in science, social studies, CTE, and technical coursework as much as in English. Independent processing builds stamina and prepares students for the demands of complex assessment tasks.Using Achievement Level Descriptors (ALDs)Standards tell us what students learn. Achievement Level Descriptors tell us how deeply they must think. If a standard requires analysis, comparison, justification, or evaluation, our tasks must require those actions.Level 3 and Level 4 instruction includes:* Grade-level complex text.* Evidence-based responses.* Writing that explains rather than summarizes.* Students defending and refining reasoning.Post

Happy Friday!It has been another steady and productive week at Mena Public Schools. I continue to see focused instruction, collaborative planning, thoughtful feedback to students, and disciplined attention to our performance targets. Growth does not occur by accident. It occurs because adults make intentional decisions every day that place students first. Thank you for that commitment.This week, I want to focus on a theme that is shaping education across our state, and that is choice. In many ways, the decisions families make during School Choice season reflect the kind of opportunity, challenge, and growth they want for their children.The School Choice Window Is OpenThe School Choice window is now open across Arkansas. Families are making decisions about where their children will attend school next year. That decision is not simply about geography. It is about opportunity.In today’s educational landscape, education is increasingly defined by choice. Families are evaluating programs, culture, academic rigor, extracurricular depth, and long-term outcomes. They are asking where their children will be challenged, supported, and prepared for life beyond graduation.In this environment, public schools do not assume enrollment. We earn it.Every day, families choose Mena Public Schools. They choose our teachers. They choose our programs. They choose our expectations. They choose a system that is accountable to the public, transparent in reporting, and aligned to state standards.When families choose a public school, they are choosing an institution that is open to all students, governed by an elected board, funded publicly, audited transparently, and measured consistently. That level of accountability is foundational.School Choice is ultimately not about paperwork or deadlines. It is about the kind of developmental environment families want for their children. When families choose a school, they are choosing the opportunities their children will experience, the level of challenge they will encounter, and the expectations that will shape their growth.Opportunity Is a ChoiceIf education today is shaped by choice, then the most important question becomes this: What kind of opportunity will that choice provide?Education, at its core, is about opportunity that leads to application. Public schools offer a breadth of opportunity that few institutions can match. Advanced coursework. Career and technical pathways. Fine arts. Athletics. Writing across the curriculum. Leadership organizations. Clubs are embedded within the school day. Service projects. Academic competitions. These experiences are structured developmental opportunities.Opportunity leads to exploration.Exploration leads to application.Application leads to self-efficacy.Self-efficacy leads to purpose.And purpose leads to success in life.The choice of school determines the range of opportunities that fuel that entire progression.Choosing Courage Over ComfortI often say, “Ideas are more valuable than degrees, and skills are more valuable than credits.”Degrees matter. Transcripts matter. Scholarships matter. But ideas drive innovation, and skills sustain opportunity. A student who can think clearly, write effectively, solve problems, collaborate with others, and persist through setbacks will always be positioned for long-term success.School Choice is also a choice about rigor. Students sometimes hesitate to enroll in challenging coursework because they fear that a lower grade may affect their GPA or scholarship opportunities. When numerical preservation becomes the primary goal, exploration narrows. Safety replaces courage.Public schools must be environments where students dare to fail. Failure, when guided properly, is formative. It strengthens resilience. It builds adaptability. It produces disciplined confidence. If we want students to develop purpose, we must encourage depth over appearance, mastery over protection, and courage over calculation.Opportunity without risk does not produce efficacy. Efficacy without challenge does not produce purpose. The right choice stretches students toward growth.Choosing Facts Over PerceptionSchool Choice season also invites conversation about school quality. Thanks to an analysis provided by Mr. Harvey Nichols, a retired superintendent from Arkansas, I learned some things about our academic position in the region and the nation.Arkansas education is often portrayed negatively. However, when context is applied to the data, the picture becomes more balanced.Arkansas tests nearly all graduating students on the ACT. When compared to other states with similar participation rates, Arkansas performs competitively. In reading performance on NAEP assessments, Arkansas compares favorably to surrounding states when examining statistically significant differences rather than surface averages.Mathematics remains an area of focus, and improvement is always our goal. But perception should be shaped by context, not headlines.Public schools ed

Happy Friday!As we continue through the semester, I want to thank you for the intentional work happening across our district each day. Our progress toward our performance targets, including sustained attendance, continued growth in literacy and writing, and improved student engagement, depends on consistent, focused instruction in every classroom. Improvement is rarely dramatic in a single moment. It is the result of steady refinement, shared belief, and disciplined habits over time. I see that work is taking place across our buildings.Building Strong Readers Through FluencyFluency is a critical, yet often misunderstood, part of reading development, and it is an area our district is intentionally examining as part of our ongoing work to strengthen instruction. Fluency is not about reading fast; it is about reading accurately, automatically, and with appropriate expression so that students can focus on meaning. When reading is effortful at the word level, comprehension suffers. Even students who read accurately may struggle to fully understand what they read if their reading is not automatic. Fluency serves as the bridge between learning how to read and using reading to learn, making it fundamental to student confidence, stamina, and success.Fluency develops over time and across grade levels, and it matters in every classroom. In the earliest grades, it begins with automatic recognition of letters, sounds, and high-frequency words. As students grow, fluency expands to include connected text, phrasing, and attention to meaning. This development continues well beyond elementary school. As texts become more complex in middle and high school, especially in science, social studies, and other content areas, students rely on fluency to manage complex vocabulary, longer sentences, and new ideas. When fluency is weak, students often disengage, depend on others to read for them, or struggle to sustain reading long enough to make sense of what they are learning.Because reading is central to learning in all subjects, fluency is a shared priority across our district. As we continue this work, our focus is on building shared understanding — among staff and the broader school community — about what fluency is, why it matters, and how it supports strong instruction across grade levels and content areas. This work will be approached thoughtfully and collaboratively, with time for learning, conversation, and support as we move forward together. These conversations are part of a deliberate effort to ensure all students have meaningful access to grade-level text and the opportunity to grow as confident, capable readers.Fluency and Writing: A Direct ConnectionResearch reinforces why this focus matters. LaBerge and Samuels’ theory of automaticity explains that when word recognition becomes automatic, cognitive resources are freed for higher-level thinking. If too much mental energy is spent decoding, little remains for analysis, reasoning, or writing. When students must fight through the words, they cannot fully engage with the ideas.This is why fluency is directly connected to our writing-across-the-curriculum efforts. Strong readers absorb sentence structure, vocabulary, and organization through repeated exposure to fluent text. That foundation transfers into clearer written expression. When fluency improves, writing clarity often follows.Reading and writing are reciprocal processes. Growth in one supports growth in the other. When students read fluently and then write in response — summarizing, analyzing, explaining, or defending — they strengthen both skills simultaneously.What This Means for UsFluency is not confined to elementary classrooms.Elementary core teachers continue structured fluency practice through repeated reading, modeling phrasing, and connecting reading directly to written response. Secondary core teachers support fluency by modeling complex text, pre-teaching academic vocabulary, breaking longer sentences into meaningful phrases, and requiring written analysis grounded in reading. Non-core teachers reinforce fluency by purposefully reading content such as directions, safety procedures, lyrics, technical texts, and scripts, followed by short written reflections or explanations.This is not an additional initiative. It is a refinement of what we already do well.We have written before about collective efficacy. That is the shared confidence that when we act together, student outcomes improve. Research consistently identifies collective efficacy as one of the strongest influences on achievement. When every teacher reinforces reading in small, consistent ways, the cumulative effect becomes significant. Fluency across classrooms is collective efficacy in practice.Supporting the Whole ChildRegistration is now open for Every Kid Healthy Week (April 20–24, 2026). If you already incorporate wellness activities like movement breaks, mental health check-ins, nutrition lessons, or family engagement, you can register what

Happy Friday!As we continue through the spring semester, I want to begin by thanking our staff for how quickly and effectively you helped our district regain momentum following an unexpected six-day closure due to winter weather. Returning to routine after that amount of disruption is not easy, yet classrooms, offices, and campuses across the district quickly refocused on teaching, learning, and serving students. I also want to specifically thank our maintenance and transportation teams for the work they put in on Monday to ensure campuses were safe and bus routes were operational so we could return to school on Tuesday. Their behind-the-scenes efforts were essential to making that transition possible. That collective ability to reset, re-establish expectations, and move forward with purpose reflects the professionalism and resilience of this organization.Even after interruptions, our work remains anchored in clear goals and shared expectations. The performance targets we have committed to as a district continue to guide decision-making, instructional focus, and the use of time and resources. Your efforts to align daily practice with those targets, while balancing flexibility, planning, and care for students, are what keep progress moving in the right direction. This week’s Wrap-Up includes an important update related to assessment timelines and next year’s academic calendar, along with an opportunity for students to engage in meaningful civic learning as our nation approaches its 250th anniversary.Academic Calendar Update and Assessment AlignmentAs we work toward finalizing next year’s academic calendar, I want to share an update on timing. The Arkansas Department of Education has adjusted statewide testing windows, and the preliminary assessment calendar for 2026–2027 reflects several important shifts.Next year, K–2 interim assessments will take place in October and January, and both interim windows for grades 3–10 and End-of-Course assessments will conclude by December 11, which is earlier than in the current year. In addition, the ATLAS summative testing window will not open until May 3. These changes require us to adjust the placement of instructional data days, so staff have timely access to interim results and can meaningfully use that data to guide instruction, while also accounting for a later summative window.Because these shifts affect instructional days, data use, and overall calendar alignment, we need additional time to finalize calendar options. As a result, the release of calendar choices for staff voting will be delayed by at least one additional week. Thank you for your patience as we work to ensure the calendar supports both compliance and instructional effectiveness.Arkansas Celebrates America250 | Presidential 1776 AwardAs part of Arkansas Celebrates America250 (#ACA250), the Arkansas Department of Education is sharing the Presidential 1776 Award, a national civics competition for high school students that recognizes exceptional understanding of America’s founding principles.The competition is launched by the U.S. Department of Education and independently developed and judged by the James Madison Memorial Fellowship Foundation. It challenges students to connect classroom learning to constitutional principles, civic responsibility, and informed citizenship as our nation approaches its 250th anniversary.The Presidential 1776 Award is open to students in grades 9–12 at no cost and includes an online state qualifying exam this month, followed by regional and national rounds. The national finals will be held in Washington, D.C., with scholarships totaling $250,000 awarded to top finishers.Please share this opportunity with students, families, and other teachers to reinforce relevant civics and U.S. history content already embedded in coursework. Registration information is available at presidential1776award.org, with additional details on the Arkansas Celebrates America250 website.Opportunities like this reflect the learning we value—learning that builds knowledge, responsibility, and confidence beyond the classroom.Mid-Year Leadership Reviews and Writing Across the CurriculumOver the past few weeks, we have been conducting mid-year reviews with our principals. These conversations are intended to be reflective and forward-looking, focusing on instructional priorities, leadership growth, and the conditions we are creating for student success. One area that consistently emerged across campuses was the intentional work being done to strengthen writing across the curriculum, and I want to recognize the collective effort behind that focus.Improving writing is not simply about preparing students for an assessment, although stronger writing will positively influence performance over time. Writing develops thinking. When students write, they must organize ideas, clarify meaning, evaluate evidence, and use language precisely. Those same processes are foundational to strong reading comprehension. Stud

Happy Friday!Before anything else, I want to express my sincere concern for the well-being of our staff and families following this prolonged stretch of winter weather. I hope that everyone has remained safe, warm, and has not experienced undue hardship as a result of the conditions or the extended school closures. Weeks like this remind us that school is only one part of a much larger community, and the safety of our people must always come first.As you know, our schools were closed all week due to ice-covered roads and unsafe travel conditions. These decisions are never made lightly. While missed school days are frustrating, the risk posed by deteriorating road conditions made closure the responsible choice. Most, if not all, districts across Arkansas found themselves in the same position this week and are now facing similar instructional and calendar challenges.At the same time, it is important to acknowledge the urgency that comes with a full week of missed learning. Instructional time is a finite resource, and extended disruptions place real pressure on the school calendar. We currently have one remaining weather-related closure day built into the calendar. If additional closures become necessary, the school year would extend beyond Memorial Day. We are hopeful that we will not need to use that final day, but we want to be transparent about the reality of the situation and the constraints we are working within.In last week’s Wrap-up, I shared that we would have calendar choices ready for staff consideration for next school year. Given this week’s closures, we are going to push that timeline back by one week to allow the Personnel Policies Committee adequate time to further narrow the options before they are shared with staff. This will help ensure the choices presented are clear, thoughtful, and aligned with the feedback we have received.In addition to the instructional impact, this stretch of severe winter weather caused some facilities-related issues across the district. We experienced weather-related damage to awnings and gutters at Louise Durham Elementary, the Hensley Activity Center, and Mena High School. In addition, a water supply line in the upstairs custodian closet at Rackley Gymnasium broke, resulting in minor water damage to the upstairs offices and the locker rooms below. Our maintenance team responded promptly and continues to assess and address these issues to ensure all facilities remain safe and operational.I appreciate the patience, flexibility, and professionalism shown by our staff and families during a week that was largely out of our control. As conditions improve, our focus will return quickly to instruction, continuity, and the work that matters most for our students.As we move into the weekend, forecasts indicate another arctic blast arriving tonight and persisting through the weekend. At this time, we do not know how those conditions may impact road safety or our ability to return to school on Monday. As always, we will continue to monitor weather and travel conditions closely and communicate any decisions as early and clearly as possible. Safety will remain the determining factor in any decision regarding school operations.This past week represented a lost week of learning, and there is no value in pretending otherwise. At the same time, perseverance in the face of adversity is part of who we are. Mena Public Schools exists to serve our community by instilling purpose, supporting growth, and responding to challenges with responsibility and resolve. Even when circumstances interrupt our plans, our commitment to preparing students, supporting staff, and maintaining community confidence remains unchanged.At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident.Keep the #menareads posts and videos coming, and have a safe, warm winter weekend! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit bearcatwrap.substack.com

Happy Friday!We have completed another week of the spring semester, and your work continues to bring positive results for our students and community. Thank you for your effort this week and for your continued dedication to our mission, vision, and goals. Our focus remains centered on the district performance targets we have set together, and with 74 school days remaining, each day represents an important opportunity to move students forward. That focus is especially important at this time of year, when school closures and schedule adjustments are more common due to winter weather, as we are experiencing now. Thank you for your flexibility and understanding as we pivoted to a partial day and prepare for whatever conditions next week may bring. Days like these highlight the importance of a well-designed school calendar, which is the focus of this week’s Wrap-up, along with new opportunities and celebrations of our students’ successes.School Calendar Feedback: What We HeardSeveral days ago, parents, staff, and community members participated in a ThoughtExchange focused on the school calendar. Participation was strong, and the feedback was thoughtful, balanced, and constructive. Overall, the results confirmed that many elements of our current calendar structure are working well for families and students. A clear majority of respondents indicated that the calendar works well with family schedules and supports student learning.Several themes emerged consistently. Monthly, predictable breaks that allow for appointments and reduce unplanned absences were widely valued, as were longer Thanksgiving and Christmas breaks, as well as alignment with typical work schedules. At the same time, respondents raised important considerations, including the impact of frequent Monday closures on working families and students with special needs, the length and timing of conference days, and interest from some stakeholders in alternative calendar models.This feedback gives us clarity. It shows us what to preserve, what to examine more closely, and where trade-offs must be weighed carefully.Calendar Questions and ClarificationsAs calendar discussions continue, certain questions naturally surface—particularly around instructional time, days off, professional development, and why some requests cannot be accommodated. To address these questions transparently, we have prepared a School Calendar Questions & Answers document that explains the legal requirements, contractual obligations, and instructional considerations that shape calendar decisions.While the document is too detailed to include in the Wrap-up itself, I strongly encourage staff and families to review it so calendar discussions and voting are grounded in shared information and understanding.Understanding the “why” behind the calendar does not mean everyone will agree on every detail, but it does ensure that feedback and decisions are informed and productive.Next Step: Calendar Options and VotingBased on the feedback received and operational requirements, staff will be asked to review specific calendar options and vote on their preference. This step moves us from broad listening to concrete decision-making. Voting links, instructions, and deadlines will be shared in next week’s Wrap-up. Your voice matters in shaping the recommendation that moves forward.Winter Weather Decisions and CommunicationThis week’s winter weather required us to adjust schedules and make timely operational decisions. Our process always begins with safety as the top priority. Decisions are informed by road conditions across the district, weather forecasts, transportation considerations, building safety, and communication with local authorities.Whenever possible, we aim to communicate early. However, winter weather is unpredictable, and some decisions must be made early in the morning as conditions change. When closures or adjustments are necessary, we use our established communication channels to ensure consistent information reaches staff and families. Thank you for your patience and understanding during these situations.Grant Opportunity: Environmental EducationThe U.S. Environmental Protection Agency is offering $3.2 million in Environmental Education Grant funding, with awards of $200,000–$250,000 for up to 16 projects nationwide. These grants support hands-on, locally focused environmental education initiatives, including projects that use modern tools such as artificial intelligence, water quality monitoring, and contamination prevention to build informed environmental stewardship. Applications are due March 3, 2026. Staff or school partners interested in learning more are encouraged to review the grant materials and consider alignment with instructional or community-based learning goals.Closing CelebrationsAs we close the week, I want to recognize several student accomplishments that reflect the strength of our career-focused and leadership programs. Students recently advanced from regional FCCLA

Happy Friday!As we continue moving through the spring semester, I want to begin by thanking each of you for the steady, professional work you do every day on behalf of our students and our community. The work taking place across classrooms, campuses, and support roles continues to matter, and it shows. Our focus remains centered on the performance targets we have set together—academic growth, strong attendance, safe and orderly schools, and consistent instructional practices that prepare students for future success. This week’s Wrap-up highlights what we are learning from classroom walkthroughs, opportunities for professional reflection, continued investment in our people, and several points of pride across the district.What We Are Seeing Through Classroom WalkthroughsThroughout the school year, our leadership team has conducted regular classroom walkthroughs across the district. These visits are not evaluative. Their purpose is to observe instructional patterns, monitor alignment to our District Improvement Plan, and better understand how our collective work is shaping student learning experiences.Several consistent strengths are evident. Strong relationships between students and staff continue to be a hallmark of our schools. Expectations for behavior and learning are generally clear, classroom routines are well established, and learning environments are orderly and respectful. In many classrooms, lessons are thoughtfully planned and aligned to standards, with clear instructional intent and purposeful activities.The walkthrough data also shows effective instructional practices such as the use of learning targets, structured lessons, and intentional teacher support during student work time. In classrooms where these elements are strongest, student engagement is higher, transitions are smoother, and learning time is maximized.At the same time, the data points to shared opportunities for growth across grade levels and buildings. One recurring theme is student ownership of learning. In some classrooms, students can clearly explain what they are learning, why it matters, and how they know they are successful. In others, this clarity is less consistent. Strengthening student understanding of learning goals, success criteria, and progress toward mastery remains an important area of focus.Another pattern involves instructional consistency. Many effective strategies already exist within our district, but they are not yet visible in every classroom. This indicates that our next phase of improvement is less about adding initiatives and more about refining, aligning, and strengthening what we already know works.Walkthrough data exists to inform support rather than judgment. These observations help guide professional learning, instructional conversations, and leadership decisions as we continue working toward consistent, high-quality learning experiences for all students.Reflective Questions for Instructional GrowthAs you reflect on your classroom practice, consider the following questions:* Can my students clearly explain what they are learning, why it matters, and what success looks like in today’s lesson?* How often do I check for understanding in ways that require all students to think and respond?* Are students given regular opportunities to talk about their learning, explain their thinking, or apply concepts meaningfully?* How intentional am I about aligning daily lessons and activities to the learning target or standard?* Do my instructional strategies promote student ownership, or do students rely primarily on me to drive the learning?* How consistent are my classroom routines and expectations in supporting effective use of instructional time?* What is one small adjustment I could make to increase clarity, engagement, or student ownership?These questions are intended to support reflection and professional growth, not evaluation.ARTA Grants Available for Certified and Classified StaffArkansas public-school employees are encouraged to apply for the 2026 Arkansas Retired Teachers Association (ARTA) Grants Program, which offers competitive $2,000 grants to support professional growth and pathways into teaching.Two grant opportunities are available:* Parsons-Burnett Grant – For certified staff pursuing an advanced degree, certification, or endorsement.* Mitchell-Fair Grant – For classified staff pursuing an Arkansas teaching license and meeting eligibility requirements related to service credit and college coursework.Applications are submitted online and accepted January 15 through March 31, 2026. Awards are determined through a competitive review process, and recipients are recognized within their home districts.Additional information and the application link are available at artanow.com/grants.Another Diamond Award for Our ALE ProgramOur Alternative Learning Environment program has earned another Diamond Award, an honor given to only six students statewide each year. Mena Public Schools has received this recognit

Happy Friday!I hope everyone was able to enjoy time with family, rest, and reflection over the holiday break. As we begin the spring semester, I want to thank you for the professionalism, persistence, and care you bring to your work each day. I am grateful for the work happening across Mena Public Schools, and I am excited to begin this semester together with clarity of purpose and a renewed focus on what matters most—student learning, growth, and opportunity.The spring semester is not simply a continuation of the fall. It is where momentum is built. It is where planning becomes precision, instruction sharpens, and the systems we have put in place begin to show their impact. As we return, we remain focused on our performance targets, including strong student attendance, academic growth, and maintaining safe, supportive learning environments. Progress toward these goals is built through consistent effort over time. While the results of that work are not always immediately visible, it matters, and it is noticed.As we begin this semester, it is important to re-center our work around our District Improvement Plan and the instructional priorities that guide it. The plan is not a compliance document. It is a roadmap that aligns curriculum, instruction, assessment, and support so that every student has a clear pathway to success. The spring semester is where that roadmap moves from intention to impact.When Intention Becomes ImpactAs we begin the spring semester, this is an appropriate moment to refresh our attention and re-anchor our work in what guides us. Our District Improvement Plan is intentionally designed to be practical, instructional, and forward-looking. It serves as the framework that aligns curriculum, instruction, assessment, and support across classrooms and campuses, ensuring consistency while allowing teachers to respond thoughtfully to student needs.At its core, the plan emphasizes high-quality, standards-aligned instruction; the purposeful use of formative and summative data to guide lesson planning; and targeted intervention and enrichment based on evidence of student learning. Growth is measured over time through multiple data points, not single moments, and instructional decisions are refined through regular PLC cycles, walkthrough feedback, and progress monitoring.Our improvement efforts remain focused on strengthening teaching and learning through consistent instructional practices, data-informed adjustments, and systems that support collaboration, clarity, and coherence for staff. Just as importantly, the plan reinforces shared expectations so that students experience strong instruction regardless of classroom or campus.The spring semester is a season of refinement rather than urgency. Growth is cumulative, and strong instruction compounds when it is consistent, reflective, and responsive. If it has been some time since you last reviewed the District Improvement Plan, I encourage you to revisit it with fresh eyes as you plan upcoming lessons and units. Every lesson aligned to standards, every instructional adjustment based on data, and every professional conversation grounded in our shared priorities helps move the work from intention to impact and continues to move our district forward.Instruction, Purpose, and Arkansas InnovatorsAs part of their instructional focus this month, the Arkansas Department of Education has launched Arkansas Celebrates America250, beginning with the January theme, Arkansas Innovators. This initiative highlights individuals from our state whose ideas, leadership, and persistence have shaped fields such as education, science, technology, agriculture, and public service. Check out the links above and this Commissioner’s Memo for numerous teacher resources. This theme aligns well with our belief that every student possesses unique and valuable talents. It also reinforces an important instructional message: learning is most powerful when students can connect knowledge to real people, real places, and real outcomes. As this theme is incorporated into lessons and discussions, students are encouraged to think beyond the content and toward making a contribution. Innovation begins with curiosity, perseverance, and problem-solving, which are skills we intentionally build every day in our classrooms.Planning for Next Year’s School CalendarAs we begin planning for the upcoming school year, we are seeking staff and community input on the 2026–2027 school calendar using ThoughtExchange. Your feedback is important and helps inform decisions that affect instruction, scheduling, and work–life balance across the district.If you have not already done so, please take a few minutes to participate using the link below:https://tejoin.com/participate/977375473This Exchange will close on Monday, January 12th, at 4 pm. Thank you in advance for your time and thoughtful input as we plan ahead.Closing CelebrationsWe begin our closing celebrations by recognizing the continued success of our B

Happy Friday!As we close the final week of the fall semester and prepare for the Christmas and New Year break, I want to thank every member of our staff for the consistency, professionalism, and care you have shown our students over the past eighteen weeks. The fall semester is always the heaviest lift. It is when expectations are established, systems are built, relationships are formed, and momentum is created. That work matters, and it shows.This Wrap-Up serves as a natural pause point. It allows us to reflect on where we stand at mid-year, review our performance targets, and enter the break with clarity about both our progress and our priorities as we prepare to return in January.A Mid-Year Snapshot: Direction, Data, and the Work Behind ItMid-year data should function as a mirror, not a judgment. It tells us whether we are moving in the right direction, where adjustments are needed, and where continued focus will produce the greatest return. At this point in the year, the goal is not to declare success or failure, but to understand our trajectory so that we can refine our work in the spring semester.Academic progress remains a central focus of our work, and the data we track publicly reflects the daily instructional decisions taking place in classrooms across the district. Teachers are examining student data consistently and using it to adjust instruction and provide targeted support, with particular attention given to our Level 1 and Level 2 students. While the district goal dashboard shows aggregated progress over time, the most important work happens each day as teachers respond to student needs in real time. That steady, intentional use of data is what drives academic growth and positions us well as we move into the spring semester.Our district performance target for the reduction in discipline referrals is tracking in the right direction. As of Week 18, total discipline referrals for the 2025–2026 school year stand at 703, compared to 774 at the same point last year. This represents a 9.17 percent decrease from last year at mid-year and continues a consistent downward trend in referrals. However, when tracking the average percentage decrease each week this semester, we have decreased by 17.29 percent. This reduction reflects intentional work across the district—clear expectations, proactive classroom management, relationship-building with students, and consistent follow-through. While discipline will always require attention and vigilance, the data indicate that our collective efforts are producing positive results.Attendance remains one of our most important leading indicators for student success. At mid-year, districtwide attendance stands at 94.51 percent, with an overall absence rate of 5.49 percent. By level, Mena High School is currently at 95.44 percent attendance, Mena Middle School at 95.10 percent, Holly Harshman Elementary at 93.72 percent, and Louise Durham Elementary at 93.66 percent. These numbers show that we are close to our attendance targets in several areas while also highlighting where continued communication with families and consistent expectations will matter most in the spring. Attendance improvement is rarely the result of a single initiative; it is built through steady messaging, strong relationships, and a shared belief that every day matters.While data provides clarity, it does not tell the whole story. This semester has included countless moments that do not show up on a dashboard, such as students rising to challenges, staff supporting one another, classrooms filled with meaningful learning, and community partnerships that continue to strengthen our schools. Those moments are the foundation beneath the metrics, and they are just as important.Rest, Reset, and ReturnAs we head into the Christmas and New Year break, I encourage everyone to truly rest. Reflection and recovery are not luxuries; they are part of professional excellence. When we return in January, we do so with a solid foundation already in place and a clear understanding that progress in the spring will come through refinement, consistency, and continued focus on what matters most.It was a good semester of learning at Mena Public Schools.At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident.Thank you for finishing the fall semester strong and with purpose! Have a wonderful Christmas Break! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit bearcatwrap.substack.com

Happy Friday!Good afternoon, and thank you for another strong week of work across Mena Public Schools. As we move deeper into the school year, I continue to appreciate the professionalism, persistence, and care shown by our staff every day. We remain focused on our performance targets, including student attendance, academic growth, and maintaining safe, supportive learning environments. The steady effort behind these goals does not always show itself immediately, but it matters, and it is noticed.This week’s Wrap-Up focuses on the recent release of teacher VAM scores (Value-Added Measures) and what those results tell us at the district level. I will also explain how VAM data connect to our local merit pay process, which was intentionally designed to align as closely as possible with the state’s approach, and share how our Personnel Policy Committee has been helping communicate this information across buildings. The purpose of this information is transparency, shared understanding, and continuous improvement.Teacher VAM Scores: What They Mean and What We Are LearningThis week, the Arkansas Teacher Growth Score Data and Trends module released updated teacher VAM scores. A VAM score estimates a teacher’s contribution to student academic growth over the course of a year. At the state level, a score of 80 represents expected growth. Scores above 80 indicate that students, on average, exceeded expected growth, while scores below 80 indicate that they grew less than expected.VAM scores are only generated when certain conditions are met. These include minimum student counts, student mobility thresholds, and the requirement that the educator is the teacher of record for a state-tested subject area. Currently, VAM scores are calculated only for teachers of record in ATLAS-tested subjects, including English Language Arts, mathematics, and science. Because of these requirements, not every educator receives a state VAM score each year, and comparisons are most meaningful when viewed over multiple years rather than as a single data point.When reviewing our district’s data without identifying any individual educator, several system-level patterns are worth noting. Across the most recent composite scores, just under half of the educators who received a score met or exceeded the expected growth benchmark of 80. When looking at student-weighted three-year averages, a stronger picture emerges, with a clear majority of those averages at or above expected growth. Among educators with multiple years of data, the overall trend shows more upward movement than downward movement, though year-to-year variability remains present.This reinforces an important point. VAM scores are not a measure of effort, professionalism, or commitment. They are a technical estimate influenced by curriculum alignment, assessment literacy, student attendance, instructional consistency, and cohort effects. Used appropriately, they help us ask better questions about our system and where targeted support can make the greatest difference.Why Three-Year Averages MatterAt the state level, student-weighted three-year average VAM scores are used when determining eligibility for merit incentives in the outstanding growth category. State guidance emphasizes sustained performance over time rather than reliance on a single year of results.For that reason, we will continue to emphasize multi-year trends when discussing data locally. This approach provides a more stable, fair, and informative picture of instructional impact and helps prevent over-interpretation of short-term fluctuations.How VAM Scores Connect to Our Local Merit Pay ProcessAs we share information about teacher VAM scores, it is also important to explain how these data connect to our local merit pay structure. Mena Public Schools intentionally designed its local merit pay process to mirror the state’s approach as closely as possible, using VAM scores as one component within a broader, responsible framework.In addition, we are expanding the use of VAM-aligned measures to include teachers who do not receive a VAM score directly from the state. While these educators are not the teacher of record for ATLAS-tested subjects, their work still contributes meaningfully to student performance in English Language Arts, mathematics, and science. Our local process uses ATLAS results as the anchor, paired with evidence of intentional lesson design and instructional strategies in these other classes that strengthen students’ reading, writing, reasoning, and problem-solving skills.This approach reflects an important belief. Improving student performance in tested areas is a shared responsibility, not limited to a single content area or grade level. By aligning expectations and incentives across roles, we reinforce the idea that strong instruction in every classroom contributes to overall academic growth.Members of our Personnel Policy Committee (PPC) have been actively sharing this information with staff in their resp

Happy Friday!Welcome back from Thanksgiving Break. I want to thank everyone for the steady work and professionalism shown as we returned to school this week. The weeks between now and Christmas can feel fast, but your focus and commitment continue to make an impact on our students. As always, our performance targets remain in full view: strong attendance, reduced discipline referrals, and continued academic growth across all grade levels. Thank you for the effort you bring to each of these goals.This week’s Wrap-up highlights two important areas of focus for our district. First, I want to share the opportunities emerging from our visit to NIDEC, formerly US Motors, and how their expansion creates meaningful career pathways for our students. Second, I want to bring attention to the federal funding proposals now moving through Congress and what they may mean for Polk County. Both of these topics speak directly to our mission of preparing students, supporting staff, and building community confidence.A Visit with NIDEC – Opportunity in Our Own BackyardThis week, we were invited to tour NIDEC, formerly US Motors, one of Mena’s most important corporate partners and a long-standing contributor to the economic strength of Polk County. Their facility manufactures industrial electrical motors used around the world for moving fluids and air, supporting industries such as mining, petroleum, natural gas, agricultural irrigation, and water utilities. The precision and craftsmanship we observed reflect a level of technical skill and pride that aligns with the values we teach our students every day.NIDEC leaders shared that they are in a period of expansion and will soon need fifteen to twenty-five additional employees, with nearly that many vacancies available right now. What stood out the most was how accessible these careers are for our graduates. Most positions require only a high school diploma, yet offer highly competitive starting wages, opportunities for advancement, and tuition assistance programs for those who want to continue their education while working.Their encouragement for Mena students to apply, along with their open invitation for teachers and classes to tour the facility, demonstrates the power of a strong corporate presence in a rural community. It also reinforces the message shared in earlier Wrap-ups: that meaningful, high-wage work is available to students who develop their skills, understand their purpose, and are willing to put in the effort to grow. When students see advanced manufacturing up close and understand the skill sets required, they begin to recognize that prosperity is not distant. It is here, attainable, and within reach through determination, perseverance, and personal growth.Federal Funding for FY26: What Teachers Should Know Right NowEarlier this school year, we entered August with the same uncertainty felt by districts across Arkansas when federal Title I, II, and III dollars were temporarily withheld during budget negotiations in Washington. Although most of the funding was ultimately released once the federal fiscal year began on October 1, the delay revealed how fragile the system becomes when rural schools cannot rely on predictable federal support at the start of the year. Many of you saw the worry firsthand as we planned literacy interventions, scheduled professional development, and prepared services for multilingual learners without firm confirmation of the federal programs that make those efforts possible.Congress is now considering two very different plans for FY26, and the consequences for Polk County classrooms could not be more significant. The House proposal cuts nearly four billion dollars from Title I and eliminates Title II and Title III entirely. For districts like ours, this would reduce the trained paraprofessionals and early-literacy interventionists who work with our youngest students each day. It would end federal support for Science of Reading-aligned professional development and disrupt the targeted language instruction Polk County multilingual learners depend on. These reductions strike directly at the instructional progress our students are making and create barriers for teachers who count on these supports to provide high-quality learning experiences.By contrast, the Senate’s bipartisan plan maintains funding for all three programs and strengthens expectations for timely, predictable federal disbursement. For rural districts, that predictability is essential. Staffing decisions are made months before the federal fiscal year begins, and intervention plans must begin long before October. Stability allows us to prepare students, support staff, and maintain the instructional momentum we have built together.Because these decisions will shape what is possible in Polk County classrooms next fall, your voice matters. Teachers provide the firsthand knowledge that policymakers rarely see. If you feel called to advocate for stable, student-centered funding, the ed