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

Happy Friday!As we close out the week before Thanksgiving Break, I want to pause and express my appreciation for the people who give our district its strength. Throughout this semester, we have talked about purpose, preparation, day-to-day improvement, shared confidence, and the steady work that leads to real progress. Every one of those themes only matters because of the people who show up each day to carry them forward.I am thankful for our staff, who continue to support students through the challenges and opportunities of this year. You have kept your focus on learning, you have pushed through the busy fall semester, and you have shown the perseverance that we value as a district. Your work is visible in classrooms, hallways, buses, offices, fields, and stages. You help prepare our students for their future, and you help our community remain confident in our mission.I am thankful for our students, who rise to expectations, overcome setbacks, and remind us why our vision matters. From early literacy to career pathways, they are demonstrating growth that comes from daily effort. Their progress is the clearest evidence that our shared purpose is moving forward.I am thankful for our community, which continues to support our schools through volunteerism, events, and partnerships. The strength of Mena Public Schools has always been found in the bond between school and community, and this semester has proven once again that we do not work alone.As we enter Thanksgiving Week, I want to encourage everyone to make time for rest, family, and reflection. When we return, we will continue our work with renewed energy, strengthened by what we have already accomplished this semester.From Thanksgiving lunches to the Book Character Parade, the Career Expo, and a memorable performance of The Hobbit, it was a strong week of commitment 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 safe and restful Thanksgiving 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!Thank you for your hard work this week and for your continued dedication to our mission. We have kept a steady focus on our district performance targets in attendance, discipline, and academic growth, and it is encouraging to see progress in all three areas. Each building has maintained strong attendance as we enter November, discipline referrals remain below last year’s levels, and teachers continue to work with precision and purpose toward improved student outcomes. Your consistency and care are the foundation for our students’ success, and I want to thank you for that commitment.This week, we reviewed the ATLAS Interim Assessment results for English Language Arts, Mathematics, and Science. These midyear assessments help us gauge alignment to standards, adjust pacing, and ensure that all students are progressing toward mastery. The data provides both affirmation of what is working and direction for where our attention is needed next. We will use Monday’s professional development day to study these results more closely, identify priority needs in each building, and plan the next phase of instruction. It should be a productive and purposeful day of preparation for the weeks ahead. Now, we will discuss our results.District ResultsDistrictwide, Mena Public Schools continues to perform above the state average across tested subjects. Although only about 45 percent of standards have been taught so far, our students are already showing deep understanding of key concepts and growing confidence in their learning.Compared with state averages, Mena students are outperforming peers statewide in every tested subject, particularly in Science and English Language Arts.These outcomes confirm that our focus on aligned instruction, data-informed teaching, and consistent pacing is working. Students are not only meeting expectations, but they are also learning how to reason, apply knowledge, and communicate their thinking.Comparing This Year to Last YearWhen compared with Fall 2024, districtwide results show meaningful improvement in every tested area.Bright SpotsThese gains represent meaningful movement for our students. Approximately 120 more students reached proficiency in English Language Arts, about 85 more students did so in Mathematics, and around 60 additional students met or exceeded expectations in Science. This upward shift shows clear evidence that our instructional efforts are helping more learners reach the next level.ELA: Level 1 dropped by seven points, and Level 4 (advanced) rose from 4 percent to 6 percent. This shows that Science of Reading strategies and shared writing efforts are producing consistent gains across grade levels.Math: Students continue to progress through the performance levels, especially in multi-step reasoning and real-world problem-solving. Foundational numeracy in elementary grades is translating into success in middle school and high school coursework.Science: Advanced performance (Level 4) grew from 7 percent to 10 percent, a significant increase in students demonstrating deep conceptual understanding. Despite fewer students testing last year, the upward pattern remains strong.Areas of EmphasisOur next area of focus will be helping every student move to the next level of achievement, especially supporting those at Level 2 (basic understanding) in reaching Level 3 (proficient understanding). Growth at every level matters, and progress begins when students see themselves as capable learners who can influence their own outcomes.Teachers will continue to use item-level reports in PLCs to identify which standards and skills need reinforcement. However, our emphasis extends beyond instruction. It is about motivation, mindset, and momentum.Research from John Hattie’s Visible Learning identifies the strategies with the highest impact on student growth:* Timely, specific feedback (effect size 0.70): Students improve fastest when they understand what they did well and what their next step should be.* Goal setting and success criteria (0.68): Students who can articulate their learning targets are more likely to persist and self-correct.* Teacher–student relationships (0.52): Belonging and trust create a climate where students take academic risks.* Collective efficacy (1.57): When teachers and students share the belief that effort leads to achievement, classrooms become engines of upward movement.Motivation grows when learning feels visible and success feels personal. Teachers can foster this by:* Displaying growth trackers or classroom progress visuals that celebrate upward movement.* Encouraging student-led reflections where learners describe what they have mastered and what they aim to master next.* Using “next level” language in conversation and feedback to emphasize that growth, not perfection, defines success.* Providing choice and voice in assignments and projects so students can connect learning to their interests and strengths.Every student can advance when instruction is in

Happy Friday!As we move deeper into the fall semester, I want to thank everyone for the steady, day-by-day effort that defines Mena Public Schools. Whether you are teaching, driving, feeding, cleaning, supporting, or leading, the work you do matters. It matters to the children who look forward to seeing you each day, to the families who trust us, and to the community that counts on us to help shape its future.This has been a week of reflection and recognition, and there is much to celebrate. Our district’s progress is evident in both the data and the daily examples of professionalism I see across our campuses. We have also received more state accountability results, and they tell a story of progress, perseverance, and opportunity for continued growth.District Report Card Results – A “B” for MenaThis week, the Arkansas Department of Education released the 2024–2025 District Report Cards, and I am pleased to share that Mena Public Schools earned a “B” rating. Only thirty-six percent of districts statewide reached that level, which reflects the strong, sustained effort of our teachers, support staff, and leaders in every building.This system was created through Act 474 of 2025, legislation passed in the most recent General Assembly that now requires all public school districts and education service cooperatives to receive an A–F letter grade based on student achievement, growth, graduation and readiness, and equity. The change aligns with the LEARNS Act and provides a more complete picture of each district’s performance.Mena’s results reflect steady, measurable improvement. In Achievement, our students scored above the state average in all tested areas—35 percent in English Language Arts, 43 percent in Math, and 44 percent in Science. In Growth, which measures individual student progress, 65 percent of students met math targets and 49 percent met science targets, both above the state average. Our Success-Ready Graduate indicator, combining graduation and postsecondary readiness, reached 56 percent, slightly above the state’s 55 percent average.To remind you, our two elementary schools, Louise Durham and Holly Harshman, each earned B ratings, while Mena Middle and Mena High School earned C ratings—placing our district in the upper range across Arkansas. There were no D’s or F’s anywhere in our system.While we celebrate these results, we also recognize where our work continues. Our achievement rates, though higher than state averages, still mean that fewer than half of students are performing at or above grade-level expectations. That is the challenge before us—to turn strong growth into mastery. Growth shows that our instruction is moving students forward; achievement shows how many have reached the goal. The connection between the two is the purposeful, daily instruction that sharpens focus, builds confidence, and leads every student to success.Letter grades and full data for every district and school in Arkansas are publicly available at https://myschoolinfo.arkansas.gov.The site provides detailed information on student demographics, academic performance, growth trends, graduation rates, and readiness indicators. I encourage staff and community members to explore it and join us in celebrating how far we have come, and in understanding where our continued attention can make the greatest impact.This “B” is both a mark of achievement and an invitation to keep improving. It confirms that our foundation is strong and our direction is right, but also that our purpose is unfinished. With steady focus, collaboration, and determination, we will continue to move from good to great.Opportunities and EngagementNovember brings several exciting opportunities that align with our mission to prepare students for success through purpose-driven learning.Arkansas Applied Campaign (AAC)The Arkansas Applied Campaign continues through December, supporting high-school seniors as they complete college, career, and military applications. This statewide initiative especially helps first-generation, low-income, and rural students take their next steps beyond graduation. Teachers and counselors play an essential role by encouraging participation in #WhyApply Day, FAFSA Frenzy, and College Signing Day events. You can learn more in this link.#ARinNOV8STEM Outdoor STEM Exploration ChallengeIn recognition of National STEM Day (November 8), the Arkansas Department of Education and the Arkansas Game and Fish Commission invite classrooms to take part in the #ARinNOV8STEM Social Media Challenge. Teachers can post photos of students exploring nature and applying STEM principles in outdoor learning. Submissions are due by 3 PM on November 12, and selected classes may receive a visit from the Game and Fish Commission’s Cave Simulation experience. To participate, click here.Presidential AI ChallengeThe Presidential AI Challenge, part of the national AI.gov initiative, recognizes innovative school-based AI projects that promote problem-solving, creat

Happy Halloween Friday!Thank you for the continued effort and energy you bring to your work each day. The fall semester is moving quickly, and with just over a month until the holiday break, your commitment continues to move our district toward its performance targets—steady academic growth, attendance at or above 93.5 percent, and consistent improvement in school climate and behavior. Each week brings new signs of progress, and that progress is the result of your focus, consistency, and care.This week’s Wrap-up connects several important themes. We will look at new insights into how sleep and rest influence both learning and leadership, explore rising trends in teen anxiety and what the latest research reveals about the balance between rest and resilience, and highlight opportunities from the Arkansas Historical Association that recognize excellence in teaching and student engagement. Finally, as Halloween brings joy and creativity to our elementary schools, we are reminded that wellness and celebration are both vital parts of a healthy learning culture.Eye-opening Data About Eye-closing (Sleep)This week’s theme grew from a Zoom presentation I attended by Dr. Eric Saunders, who now serves with the Arkansas Activities Association and previously worked for the Arkansas Department of Elementary and Secondary Education as Assistant Secretary. Dr. Saunders shared compelling research on the connection between sleep, performance, and mental health—not only for students but also for educators. His presentation was a reminder that some of the most powerful interventions for well-being and achievement are also the simplest.The data on sleep are eye-opening. Studies show that students who get fewer than seven hours of sleep a night are twice as likely to experience poor grades, difficulty focusing, and increased behavioral issues. For adults, the effects are equally strong: educators who regularly sleep fewer than six hours a night report higher levels of stress, reduced patience, and diminished ability to concentrate on complex tasks.Sleep is not simply rest; it is recovery. During deep sleep, the brain consolidates new learning, processes emotion, and restores energy to the systems that help us think, problem-solve, and show empathy. For students, this means that the lessons we teach today are strengthened not only through review and practice but also through a good night’s sleep. For teachers, it means that our best ideas and most compassionate moments are often born from the hours we spend recharging.Recent studies also show a concerning rise in teen anxiety and disrupted sleep. According to the Centers for Disease Control and Prevention, approximately 11 percent of U.S. children ages 3–17 have a diagnosed anxiety disorder, and nearly one-third of teens report symptoms of severe anxiety. Research continues to confirm that poor sleep and excessive nighttime screen use are central contributors.In The Anxious Generation, social psychologist Jonathan Haidt describes what he calls a “rewiring of childhood.” He explains that today’s young people face overprotection in the real world and underprotection in the virtual world, a combination that has left many students restless, overstimulated, and under-rested. He writes,“People do not get depressed when they face threats collectively; they get depressed when they feel isolated, lonely, or useless.”This insight connects directly to what we see in classrooms. Many students live in a state of near-constant digital stimulation yet experience fewer opportunities for connection, reflection, and rest. The same environment that floods their attention often robs them of sleep.As educators, we can model balance. Well-rested teachers project calm, patience, and optimism. Well-rested students are more alert, more resilient, and more capable of learning. Our mission calls for prepared students, staff who are supported, and a confident community. Preparedness and confidence both depend on renewal.When we close our eyes, our bodies and minds recover. When we open our eyes to what the data show, we recognize that the path to higher achievement includes rest as much as rigor.The Sleep-Anxiety ConnectionThe following summary highlights recent research connecting the quality of sleep with rising levels of anxiety among children and adolescents. These findings help us better understand how rest, screen habits, and emotional health influence classroom performance and overall well-being. The goal is to encourage both educators and families to view healthy sleep not as a luxury, but as an essential factor in learning, behavior, and personal growth.KEY FINDINGS* 1 in 3 teens report experiencing symptoms of anxiety each year, and 1 in 10 children (ages 3–17) have a diagnosed anxiety disorder. (CDC, 2024)* Adolescents who sleep less than 7 hours per night are twice as likely to show signs of poor academic performance and emotional dysregulation. (National Sleep Foundation, 2024)* Increased nightt

Happy Friday!Thank you for the consistency and professionalism you continue to demonstrate each week. There were no major events on the calendar. Still, the steady rhythm of teaching, learning, and leading has continued uninterrupted, and that is often where the most significant progress takes place. Every attendance reminder, every reteaching moment, and every calm response to a student’s frustration contributes to the stability our students depend on. Together, we are proving that slow, deliberate effort produces lasting results.Our district continues to stay focused on the same three performance targets that define our mission: academic growth, attendance at or above 93.5 percent, and continued improvement in student behavior and school climate. These goals provide the framework for how we measure our collective progress and guide the adjustments we make each week. As we close this first full quarter of the school year, it is clear that steady commitment from our staff is building lasting improvement across every school.The Science of SteadyThe Science of Steady reminds us that growth is rarely dramatic or immediate. Like any long-term experiment, our work requires patience, precise observation, and a willingness to refine rather than reinvent. Teachers are scientists in this sense—testing ideas, adjusting variables, and collecting evidence in the form of student understanding. The power of this method lies not in speed but in fidelity. When we hold steady through the process, the results compound. A class that reads daily, a grade level that collaborates weekly, or a school that analyzes data consistently will always outperform one that moves in spurts of intensity.Across the district, our work this semester shows the effectiveness of this approach. Attendance has held near our target despite the season’s illnesses. Behavior incidents remain manageable, with most students responding positively to our plans and expectations. Instructional pacing and formative checks are helping identify needs before they become gaps. These are not small achievements; they are signs of a system learning to self-correct through steady leadership at every level.Steadiness is also about balance, holding firm to what works while remaining open to what can improve. Our students and staff continue to show that progress is made not through sudden leaps, but through intentional, day-to-day practice. That is the science behind lasting success, and it is evident in every classroom across Mena Public Schools.Closing CelebrationsSteady connection remains one of our greatest strengths. At Holly Harshman Elementary, students continue their regular visits to the Green House Cottages of Homewood to play games and spend time with residents. These moments bridge generations and bring joy to both age groups, reminding us that patience, kindness, and presence are learned by doing. That same spirit shows up across campuses as high school and middle school student organizations serve in our elementary buildings, reading with younger students, assisting teachers, and modeling leadership through quiet, consistent help.Classrooms stayed active and hands-on this week. First graders learned about government with a visit from our Sheriff and our Mayor, connecting civics to daily life and public service. Fourth-grade scientists put new stream tables to work from a recent STEM grant, modeling river erosion and testing how small changes in flow create big changes in the landscape. Our future educators represented Mena at the Educators Rising Fall Leadership Conference in Little Rock, sharpening skills in leadership, professionalism, and community service.October is also Economics Education Month, a time to recognize the importance of financial literacy and economic understanding in every grade level. Mena Public Schools is fortunate to have Mrs. Tracy Floyd serving as an Economics Arkansas Ambassador, representing our district in statewide efforts to bring real-world economics into the classroom. Many of our teachers use Economics Arkansas resources for professional development, lesson planning, and student contests, helping students connect classroom learning to the choices they make every day. These lessons in decision-making, entrepreneurship, and resource management prepare our students not only for academic success but for life.Our students also continue to serve others. Bearcats Supporting Bearcats used donations from this year’s Powder Puff game to purchase hygiene products for students in every building. Thank you to everyone who contributed to this thoughtful project and helped ensure that all students have what they need to feel confident and cared for.Our #menareads effort continues to grow, and it has been encouraging to see so many posts celebrating students who are reading, writing, and sharing their progress. The steady stream of photos and videos across our schools shows that reading is becoming part of our culture, not just a classroom

Happy Friday!Thank you for the energy, effort, and commitment you continue to bring each day. As we move beyond the first quarter of the school year, it is a meaningful time to pause, reflect, and align our work with the goals we set at the beginning of the year: academic growth, strong attendance, and a positive school culture.Throughout this week and next, I have been meeting with each building’s leadership to review first-quarter progress and discuss strategies for continued growth. These conversations are centered on reflection and improvement—how we can apply what we have learned during the first nine weeks to finish the year as strong as possible. Across all schools, there is a clear sense of purpose and teamwork. Leaders and teachers are examining data, sharing effective practices, and aligning their plans to support stronger outcomes in learning, attendance, and behavior.These discussions are also helping us focus on the practical work ahead—maintaining pacing in both literacy and math, strengthening reading stamina across all grade levels, expanding interventions for students who need additional support, and ensuring that our professional learning communities are using formative data to guide daily instruction. We are also emphasizing consistent communication with parents, purposeful use of assessment tools, and renewed attention to engagement strategies that keep students motivated and connected to their learning. This level of collaboration and reflection demonstrates our shared commitment to finishing the year with excellence and unity of purpose.Phones in Focus: Angela Duckworth’s Research and Our ResultsMany of you are familiar with Dr. Angela Duckworth, psychologist, researcher, and author of the bestselling book Grit: The Power of Passion and Perseverance. Her TED Talk, now viewed more than 30 million times, explores the link between perseverance and long-term success, a theme that has guided her research into self-control and achievement across schools, workplaces, and communities.Dr. Duckworth is now applying that same scientific lens to cell phone use in schools through her national Phones in Focus study. She recently spoke to superintendents across Arkansas to share how this research is unfolding and invited teachers to participate in a nationwide survey available at phonesinfocus.org. In her short video message, she explains how teachers’ voices are shaping this study and announced that she will personally visit schools with high participation rates to highlight their impact.The Arkansas data already show compelling patterns:* Schools with stricter phone policies report higher educator satisfaction and fewer classroom distractions.* Students demonstrate greater self-control and higher GPAs when they modify their environment to reduce phone temptations.* Arkansas ranks #4 in the nation for participation, with 1,316 educators from 26 percent of schools contributing.Dr. Duckworth and her team have promised district-specific reports for schools with strong participation, allowing us to see how our own policy compares statewide.Here at Mena Public Schools, we are already seeing a reduction in discipline incidents, and I would like to understand how much of that improvement may be linked to the cell phone law and our consistent enforcement of policy. Please take a few minutes to complete the Phones in Focus survey. It is open to all staff and takes less than five minutes.Your input helps place Mena among the schools shaping national research on learning, focus, and self-control. It also positions us for the possibility of a visit from Dr. Duckworth herself—a powerful opportunity to showcase the progress we are making together.View the Arkansas data presentation here: Phones in Focus – Arkansas Findings (Canva)Closing CelebrationsIt has been a full and exciting week across Mena Public Schools.Louise Durham Elementary was recognized by the Office for Education Policy (OEP) at the University of Arkansas as a Beating the Odds school for High Overall Growth and High ELA Growth in the Southwest region—an outstanding accomplishment that reflects the dedication of teachers and students alike. This recognition highlights the positive impact that high-quality instruction and consistent expectations are having on student learning.Holly Harshman Elementary received a thoughtful visit from the James K. Polk Chapter of the DAR, who presented gift baskets and supplies to teachers as part of their annual service project. Their kindness and generosity were a welcome encouragement to our teachers as we move deeper into the semester.Mena Middle School students in Project Lead The Way and FBLA traveled to the Arkansas Air & Military Museum in Fayetteville, where they connected classroom learning to real-world applications in aviation, STEM, and leadership. The Beginning Choir also delivered a fine performance of Jukebox Time Machine last night—watch the concert here—showcasing their progress, confidence, and joy

Happy Friday!Strong attendance, steady behavior, and meaningful engagement across our schools have made this a successful close to the first quarter. Thank you for the energy, effort, and commitment you continue to bring each day. The pace of the year reminds us how quickly progress builds when focus and consistency are shared. Together, we have reached this first milestone with clear evidence of growth across every building.Our performance targets—academic growth, attendance at or above 93.5%, and steady improvement in behavior and climate—continue to guide our daily work and measure our collective progress. The District Performance Targets page has been updated this week in preparation for the first round of ATLAS interim assessments, which will take place across the district during the remainder of October. These assessments will help us monitor growth, adjust strategies, and identify supports needed to keep every student on pace for success.Attendance on the RiseOne of the strongest indicators of progress this quarter is attendance. Each on-site building has surpassed the district goal of 93.5%, and all have improved upon last year’s first-quarter rates.* Louise Durham Elementary rose from 93.42% to 95.00% (+1.58%).* Holly Harshman Elementary increased from 93.41% to 94.20% (+0.79%).* Mena Middle School climbed from 93.85% to 95.41% (+1.57%).* Mena High School advanced from 93.86% to 95.00% (+1.14%).These gains reflect intentional work at every level—teachers reaching out early, staff reinforcing expectations, and parents making sure their children are at school each day. Attendance is both a habit and a reflection of trust. The partnership between school and home is the foundation that keeps our students engaged and learning. Maintaining this momentum as we move into the colder months when illness increases will be key to continued academic growth.Discipline Data Shows Positive Climate TrendsOur discipline comparison for the first nine weeks shows continued improvement in student behavior and climate. Total incidents have decreased from 397 last year to 346 this year, a reduction of 12.8%.The most significant declines occurred in:* Fighting and Altercations (–25)* Technology and Device Violations (–27)* Tobacco and Vaping Incidents (–15)* Vandalism (–10)* Harassment and Bullying (–12)These trends indicate stronger relationships, clearer expectations, and a more stable learning environment across our campuses. Areas for continued focus include bus behavior and disorderly conduct, both of which increased this quarter. Ongoing attention to consistency, supervision, and communication will help bring those areas in line with our overall positive trend.Closing Celebrations and RecognitionsThe first quarter closed with outstanding achievements across every campus and program.At the state level, Louise Durham Elementary, Holly Harshman Elementary, and Mena Middle School were each recognized by the University of Arkansas Office for Education Policy for exceptional academic growth on the ATLAS assessment. These awards reflect the daily commitment of teachers, students, and staff who continue to push forward with purpose and perseverance.At Louise Durham Elementary, our second grade teachers received the Bessie B. Moore Teaching Award from Economics Arkansas for creating innovative projects that integrate financial literacy into the classroom. This is an accomplishment that speaks to the creativity and dedication of our staff.Mena Middle School’s FCCLA chapter also earned recognition this week for service and leadership, winning the spirit stick for the most trash collected during the Region 5 Operation Trash Cleanup at Lake DeGray State Park.In athletics, Bearcat Golf players represented Mena strongly at the 4A State Tournament in Bella Vista, finishing near the top of the field. Ladycat Volleyball finished as tournament runners-up in Paris and earned straight-set victories yesterday at home against Camden Fairview. The Mena Tennis Team wrapped up its season at the 7-4A District Tournament in Arkadelphia with strong play and exceptional sportsmanship, closing the year with senior leadership that laid the foundation for future success. Meanwhile, FFA members have been competing at the Arkansas State Fair with high placements, including class and division winners in several livestock shows, with more to come next week.This week also featured Homecoming 2025, a spirited celebration of school pride and community connection. The pep rally this morning was high energy, loud, and a lot of fun—so much so that it was perfectly timed with the Natural Hearing Center’s on-site screenings today. After that pep rally, a few of us had to visit their trailer.We invite everyone to join us tonight for the Homecoming Ceremony at 6:30 p.m. at Bob Carver Bearcat Stadium, followed by the Bearcats taking on the Ozark Hillbillies at 7:00 p.m. Come out, support our students, and help make this Homecoming a memorable night for the entire

Happy Friday!Thank you for the energy, effort, and commitment you continue to bring each day. The year is moving quickly, and we are already approaching the end of the first quarter with 135 instructional days remaining. This is a good moment to pause, take stock, and align our daily work with our performance targets—strong academic growth, attendance at or above 93.5%, and steady improvement in behavior and climate.I also want to recognize the way many of you are carefully monitoring your own professional growth goals. Just as our district targets are trending in a positive direction, so too are the personal goals you are pursuing in your classrooms. Your dedication to both student progress and professional growth is what keeps us moving forward together.This week’s Wrap-up focuses on two areas tied directly to that progress: the connections our teachers are creating that shape students’ future opportunities, and the importance of strengthening reading stamina across grade levels.Building Futures Through ConnectionsYoung people begin to form their vision of the future through the experiences and encouragement they receive in school. Consistent with Social Cognitive Career Theory, students’ aspirations grow from three factors: belief in their abilities, observing relatable role models, and receiving encouragement from others. Every time a teacher affirms a student’s potential, introduces a new opportunity, or models persistence, we shape that student’s belief in what is possible.Teachers across the district are creating these moments in both real and virtual ways. Some opportunities are in-person: field trips, guest speakers, community professionals visiting classrooms, and hands-on programs such as CTE or robotics. Others are virtual: connecting with mentors through video, exploring careers on digital platforms, or experimenting with AI-powered tools that open new doors to learning. These connections widen horizons, help students see themselves in future roles, and build the confidence needed to pursue goals with purpose.This work reflects our mission at Mena Public Schools: no dream is diminished or demeaned by another. Every student’s path matters, and it is our responsibility to prepare them by strengthening skills, encouraging confidence, and expanding their vision for the future. Whether their dream is college, trade, military service, or a career here in Polk County, the bridge to that future is built through the connections and habits we help them form today, while staying accountable to our performance targets.Just as these real and virtual connections open doors for students to see themselves in new futures, they also point us back to one of the most essential skills needed for success in every pathway: reading stamina.Reading StaminaAt our recent district leadership meeting, we identified a clear need for students to build greater reading stamina. In other words, the ability to sustain focus, comprehension, and effort over longer periods of reading. Many students can manage short passages, but struggle when texts require extended attention. Stamina is essential for success on state assessments, in higher education, and in the workplace, and it directly supports our literacy and growth targets.Reading stamina develops through intentional practice. Just as athletes train to increase endurance, readers must gradually extend their capacity with support and encouragement. Teachers play a vital role by modeling persistence, scaffolding comprehension, and creating environments where sustained reading is expected and celebrated.One research-based approach is close reading, which asks students to revisit the same complex text multiple times, each with a different purpose. For example, a first read may focus on general comprehension, while a second read draws attention to vocabulary, structure, or key details. A third read may then shift to analysis of themes, the author’s purpose, or evidence to support an argument. Close-reading activities strengthen stamina because they require students to remain with a text longer, to push deeper into meaning, and to practice persistence when the material becomes challenging. Over time, students learn that comprehension is not always immediate, but can grow richer with multiple, deliberate passes through the same text. Many of our teachers already understand and use these methods effectively; we encourage you to share your practices and help others apply them in their lessons so that students across the district can benefit.Other strategies also support stamina:* Sustained Silent Reading (SSR) with teacher modeling encourages daily, uninterrupted reading and builds engagement.* Gradual time extension, starting small and lengthening reading periods over time, helps students develop endurance without becoming overwhelmed.There are many other methods to explore, but the essential step is to make stamina a daily priority so every student grows into a confident, capable rea

Happy Friday!Thank you for the energy, effort, and commitment you continue to bring each day. From the classroom to the bus routes, from the ballfields to the offices, the work being done across our district is making a difference. It has been another week of steady progress toward our goals, and I am grateful for the dedication you show to our students and community.This week’s Wrap-up includes two important topics. First, we want to share an update on the progress we are making with our local Value-Added Measure (VAM) system. This work is key to ensuring we fairly recognize the impact of teachers who do not already receive state-calculated scores. Second, we would like to highlight an exciting opportunity recently announced by the Arkansas Department of Education, the Presidential AI Challenge. This initiative opens the door for our students and staff to showcase innovation on a national stage.Value-Added Measure (VAM) Progress UpdateOver the past several weeks, we have been developing our own district VAM system to measure student growth for teachers who do not already receive a state-calculated VAM score. This system will allow us to recognize the impact of these teachers on student learning and use that evidence to enhance salaries in a fair and meaningful way.The district model is built on student growth as reflected in ATLAS results. Because reading growth influences every subject, we are using ELA growth as the baseline measure for all teachers in this group. Where math and science results are available, those content-specific scores will be included as well. In order to ensure stability, teachers’ salary indexes tied to VAM will be calculated as a three-year average, just as the state does for core teachers.As with any system, there are still important questions to resolve. We need to clarify how to account for highly mobile students in a way consistent with the state’s approach. We are also studying how best to measure growth in K–2, where ATLAS testlets do not count toward accountability, and what assessments should be used in grades 11–12, since ATLAS testing ends after 10th grade. These questions will be addressed in the coming weeks, and a complete proposal will be presented to the PPC before the end of October.As you begin shaping your Professional Growth Plans, remember that our collective focus is on literacy. Every teacher should include evidence of how their practices support reading growth, regardless of the subject taught. Principals will provide additional guidance as you move through your PGP meetings.This is both an opportunity and a challenge. It is an opportunity to demonstrate the impact of your daily work in the classroom, and a challenge to capture that growth in a way that is consistent, fair, and meaningful across the district.Presidential AI ChallengeThe Arkansas Department of Education has announced the Presidential AI Challenge, a national event designed to engage students, educators, and communities in shaping the future with artificial intelligence. This challenge is both an opportunity and a call to action. Teams may enter at the elementary, middle, high school, or educator level, with options ranging from proposal design to technical solutions. The challenge connects imagination with real-world problem solving and highlights how Arkansas schools can lead in innovation while celebrating 250 years of American independence.More information, including the full participation guidebook, may be found here.Closing CelebrationsIt has been another great week of accomplishments and activities at Mena Public Schools. Our golf team finished strong at the district tournament with individuals qualifying for state, while the Ladycats earned a solid finish as well. Tennis and volleyball teams both had impressive performances this week, and our Quiz Bowl students represented us with determination at the local tournament.In our classrooms, students at Holly Harshman Elementary explored science through hands-on experiments and brought books to life by practicing their reading skills in creative ways. Middle school art students collaborated on a Van Gogh–inspired sunflower mural, and high school students worked with a guest artist in pottery while preparing for upcoming theatre productions. FFA members reached important milestones in their leadership development, and many Mena students gathered together in a strong turnout for See You at the Pole.These celebrations show the wide range of opportunities our students are engaging in—from academics to the arts, athletics, and leadership. We are proud of their efforts and accomplishments. Do not forget that tonight we have a home football game against Pottsville. Come out, show your support, and cheer on the Bearcats. It was a good week of progress 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 long weeke

Happy Friday!Thank you all for the dedication you have shown as we move into the middle of September. This time of year, the days can begin to feel heavier, and both students and adults sometimes show the strain through shorter tempers, impatience, or discouragement. Yet in these moments, we continue to see patience, encouragement, and empathy shining through in classrooms and hallways. Those small daily choices are what keep our schools strong and our community moving forward.This week, we also received our state letter grades, which closely relate to our performance targets for the year. In this Wrap-up, we want to highlight what those results mean for each building, the areas that are holding us back from an A, and the mindset we need to carry into the rest of the year, with only 144 instructional days left to make the greatest impact that we can for our students.School District Letter GradesThe Arkansas Department of Education released 2025 school letter grades for the 2024–2025 year:* Louise Durham Elementary — B (511.28 points), within 12 points of an A* Holly Harshman Elementary — B (511.28 points), officially a B with last year’s grade being preliminary and unofficial, which is a point of celebration of hard work and progress* Mena Middle School — C (441.82 points), just 3.7 points away from a B* Mena High School — C (400.07 points), with more ground to cover, but every step of growth mattersLouise Durham Elementary’s grade is unique. Although K–2 students at LDES do take summative assessments, the state has not yet developed a reliable way to incorporate those results into the school rating system. Because ATLAS testing does not begin until 3rd grade, the performance of our 3rd graders, who are enrolled at Holly Harshman, feeds back into Louise Durham’s rating. In other words, Louise Durham’s letter grade depends heavily on Holly Harshman’s tested students. This reinforces why early literacy, numeracy, and readiness in K–2 matter so much—they set the stage for what happens in grades 3–5 and beyond.How School Ratings Are CalculatedThe chart below shows how Arkansas calculates school letter grades. Each building is scored across multiple indicators, and the total points determine whether a school earns an A, B, C, D, or F.* Achievement: How many students score at Level 3 (Proficient) or Level 4 (Advanced) on state assessments in ELA, Math, and Science.* Growth of All Students: Whether students are meeting their individualized growth targets, regardless of their starting point.* Growth of the Lowest Quarter: Whether the students who start the furthest behind are catching up to their peers.* Success Ready Graduate (High School only): Whether students are graduating on time and demonstrating readiness through merit or distinction (such as AP, concurrent credit, CTE concentrators, or the Seal of Biliteracy).For elementary and middle schools, the formula is built entirely on achievement and growth. For the high school, the formula also weighs graduation rates and readiness measures.This breakdown helps explain why our district’s biggest challenge right now is ELA performance and growth at the elementary and middle levels, and readiness measures at the high school. It also reinforces the message that every student matters because growth at any level contributes to the total, and those points can impact an entire building’s grade.What Is Keeping Us from an A?* Louise Durham Elementary (B, 12 points from an A): Math and science are above the state average. ELA proficiency and growth, particularly in the lowest quartile, remain a barrier. Roughly 14–15 students moving from Level 1 to Level 2 in ELA would be enough to reach an A.* Holly Harshman Elementary (B, 12 points from an A): Growth and achievement improved enough to move from a C to a B. Like Louise Durham, ELA is the central challenge. About 14–15 more students moving up would push HHES into the A range.* Mena Middle School (C, 3.7 points from a B): Very close to a B. ELA growth and proficiency are the key levers, especially for the lowest quartile. Only 4–5 students moving levels would make the difference.* Mena High School (C, 57 points from a B): The largest challenge. Readiness measures are the single biggest factor holding us back. The keys to succes are:* Graduation rate, and* Graduating with merit or distinction (via concurrent credit, AP, CTE concentrators, or Seal of Biliteracy).Combined with weak ELA results at the 9th and 10th-grade levels, this is what keeps the high school furthest from a B. Increasing readiness is the clearest path forward.As we focus on moving Level 1 students upward, it is also important to recognize that moving students from Level 2 to 3, or higher, adds points as well. A student who meets growth expectations while moving up a level contributes not only to achievement but also possibly to growth points. In other words, every level matters, and progress at any point on the scale helps lift your entire school.The MacGuff

Happy Friday!Thank you all for the steady work you have given as we move through September. This is the time of year when routines are set, expectations are clear, and we begin to see patterns in attendance, discipline, and student engagement. These patterns reveal a great deal about our performance, and they remind us that consistency is crucial. They also tie directly into the performance targets we have set as a district, keeping us focused on daily actions that lead to long-term growth.In this week’s Wrap-up, I would like to highlight our progress and challenges with attendance and engagement, remind everyone of the importance of professional development, share the results from our Open House parent survey, reflect on a successful Grandparents’ Day, and conclude with celebrations of academic and athletic achievements across the district.Attendance and EngagementThis week, the Office for Education Policy at the University of Arkansas released the state’s Chronic Absenteeism Report, which includes data for Mena Public Schools. You can read the full report here: Chronic Absenteeism Report 2025.While our overall attendance rate compares well with the state, our chronic absenteeism rate is several points higher. This means too many of our students are missing more than ten percent of school days, regardless of whether those absences are excused or unexcused. The result is the same—lost instructional time and lost growth opportunities.Part of the concern comes from how chronic absenteeism is calculated. Excused absences count the same as unexcused, which means a student may appear in this category even when legitimate reasons are involved, other than school activities, which are not absences. In addition, incorrectly marked exemptions in eSchool may be inflating the numbers further, which is something we will continue to correct. Regardless of the cause, the impact is the same: students missing too much school.As a district, we must make this a point of focus. Attendance progress has been made in the district, but chronic absenteeism is still a district-wide challenge. The key is the early action of catching attendance issues before they become chronic. This means reaching out to families as soon as patterns emerge, not just after thresholds are crossed. Every contact matters. A quick call from a teacher saying, “We missed your child today,” can make a lasting difference. Identifying students who struggled with attendance last year and checking in early this year is another important step.Addressing chronic absenteeism is not about statistics; it is about student success. Students who are present every day are far more likely to achieve academically, feel connected, and graduate with confidence. Every day matters, and together we can help our students build the consistency they need to thrive.Professional RenewalSeptember is also the time when our own energy can begin to level off. That is why this is the right moment to focus on professional renewal. Please make sure you are completing your required professional development and trainings in PowerSchool, logging your PD hours in the Shoebox on ESC Works, and staying ahead of any license renewals. For those with licenses expiring in December, please do not wait until the deadline is upon you. If you need assistance, Mrs. Newman or Mrs. Buckley can help with license renewals, and Mrs. Buckley is also available to answer questions about paperwork or professional development. These steps are not just compliance; they are investments in your professional identity and the students you serve.Parent Feedback on Open HouseThank you to all of the parents who participated in our Open House and the follow-up survey. An impressive 98% of respondents attended this year, which speaks to the strong partnership between home and school. Parents especially valued the early release of forms, the welcoming atmosphere created by staff, and the efficiency of exploring classrooms and schedules. You can review the overall results of the survey here.What is encouraging is how closely these themes match the feedback we have already heard from staff members. Both groups agree that the preparation, organization, and welcoming environment are major strengths of our events. At the same time, parents emphasized areas that sometimes feel less visible to us from the inside, such as crowding, unclear signage, and the need for more time with teachers. These differences are helpful because they remind us that a parent’s perspective walking into the building may not always match the view of those running the event.To address some of the challenges raised during Open House, our elementary schools have already begun hosting grade-level parent meetings since the start of the year. These smaller, more focused gatherings provide opportunities for parents to connect directly with teachers, receive detailed information about curriculum and expectations, and ask questions in a setting that allows for mor

Happy Friday!This morning began with an unexpected challenge when three of our four campuses were without power. The first estimated restoration time was 7:00 a.m., then extended to 9:00 a.m., but thankfully, the lights came back on around 7:30, still thirty minutes before students arrived. While this caused some understandable concern, the crews from SWEPCO worked quickly to restore power, and I want to express my gratitude to them for their rapid response. I also want to thank our staff and parents for their adjustments, patience, and understanding in what was truly an uncontrollable situation.I also want to thank all of our staff for the steady effort and commitment you have shown throughout this week. Your daily work is what moves us closer to the performance targets we have set for this year.This week’s Wrap-up will focus on the importance of feedback and the use of data. Whether we are looking at attendance, discipline, or academic performance, the information we collect gives us a clearer picture of where we are and what steps we must take next. Feedback is not just about measurement; it is about learning, adjusting, and improving together as a district.Discipline TrendsWhen looking at discipline over the past three years, it is important to understand why the numbers appear higher. Our efforts to fully implement THRIVE and BX3 have led to more accurate reporting, which naturally increases the totals. This reflects better tracking and accountability rather than a decline in student behavior. The more complete our data, the more effectively we can respond to patterns and prevent problems before they grow.It is encouraging to see the way this year has started compared to last year. At this same point in 2024–2025, we had 53 referrals in Week 2, 90 in Week 3, and 151 in Week 4. This year, the totals for those weeks are significantly lower at 23, 38, and 54, respectively. That is a reduction of nearly two-thirds in early incidents.Several specific areas of discipline have also shown improvement. Bullying referrals dropped from 28 in 2023-2024 to 22 last year, a positive sign of early intervention taking hold. Bus incidents declined from 378 in 2022–2023 to 283 in 2023–2024, showing long-term improvement, though last year sits at 327 and will need continued attention as this year progresses. While altercations rose from 61 to 78 last year, they remain far below the levels of other categories and serve as a reminder to maintain focus on conflict resolution skills. These figures remind us that discipline data not only identifies challenges but also confirms when strategies are working.One reason for these improvements is the back-to-school communication with parents about expectations and our commitment to consistency. When schools and families reinforce the same standards, students are set up for success. This early evidence shows that our collective effort—staff, students, and parents—is leading to a stronger start in 2025–2026.Here is the 3-year trend analysis of selected discipline violations from 2022–2025:* Attendance Violations* 2022–23: 34* 2023–24: 62* 2024–25: 30* Clear decline in 2025, now the lowest of the 3 years.* Bullying* 2022–23: 18* 2023–24: 28* 2024–25: 22* Peaked in 2024, decreased again in 2025.* Bus Incidents* 2022–23: 378* 2023–24: 283* 2024–25: 327* Sharp drop in 2024, followed by a partial rebound in 2025 (still below 2023 levels).* Class Disruption* 2022–23: 68* 2023–24: 131* 2024–25: 127* Jumped in 2024, leveled but still higher than the 2023 baseline.* Harassment* 2022–23: 10* 2023–24: 47* 2024–25: 32* Significant spike in 2024, declining but still elevated.* Vandalism* 2022–23: 8* 2023–24: 6* 2024–25: 30* Decreased briefly, then rose sharply in 2025.Attendance TrendsAttendance is one of the clearest predictors of student success, which is why we set an ambitious goal of 93.5% daily attendance. Looking at the past several years, the trend tells an important story. From 2017 through 2021, attendance stayed strong in the mid-90s, with a spike in 2021 caused by COVID adjustments when online students were counted present. After that, rates declined here as they did across the state and nation, reaching just above 92% in 2023 and 92.34% in 2024–2025, which was below our district goal.The good news is that attendance has been climbing again. The last three years show a steady increase, and so far in 2025–2026, we are averaging 95.3% across all campuses. This is not only above the goal, but also a return to the level of consistency we saw before the pandemic. Every percentage point matters, with each one reflecting thousands of days of instruction gained for our students.With a clear focus on daily presence and continued communication with families, we are on track to make attendance a defining strength of Mena Public Schools again this year.Source: My School Info. Attendance rates for all students, 2017–2025. The spike in 2021 reflects COVID adjustments when online students were counte

Happy Friday!As we close out another week, I want to thank each of you for the energy, creativity, and commitment you bring to our schools. Whether you are teaching in the classroom, supporting students in their daily needs, maintaining our facilities, or ensuring operations run smoothly, your work matters. Together, you create the environment where students can thrive, and that collective effort is what drives us toward meeting our district performance targets.This week’s Wrap-up will focus on one of the most important measures of our progress: student growth. The ATLAS scores we received reflect not only how our students performed at a single point in time, but also how much they advanced over the course of the year. These results give us insight into what is working, where progress is being made, and where we need to focus our energy moving forward as we continue working toward our goals.Growth ResultsAt the state level, Arkansas saw modest but steady gains in year two of ATLAS for students achieving proficiency. ELA scores improved by +0.8%, math by +2.7%, and science by +2.4%. Along with achievement, across the state, growth is becoming the story, as schools and communities adjust to a new system and find ways to rise.It is important to remember the difference between achievement and growth as measured by ATLAS. Achievement reflects a student’s performance on grade-level standards at a single point in time, showing whether they reached mastery on the test. Growth, on the other hand, measures how much progress a student made compared to where they started, regardless of whether they reached proficiency. Achievement tells us where students are, but growth tells us how far they have come, and growth is the focus of this Wrap-up.Here in Mena, our results show a similar story, but with our own points of pride and challenge:* ELA: Our chart shows that Mena has climbed steadily from 2023 to 2025, moving from negative growth into positive territory. The state line remained flat during that time, which means our students are beginning to separate from the state average in a positive direction. This is encouraging evidence that our focus on literacy is taking root.* Math: This chart reflects the most striking difference. While the state line has remained nearly flat, our district’s line has risen sharply each year. By 2025, our students will have more than doubled the state’s gains, showing clear evidence that persistence, strong instruction, and readiness to be challenged are paying off. This is a progress point that we can take pride in and must continue to build upon.* Science: Our chart reveals a peak in 2024 followed by a drop in 2025. Even though we remain above the state average, this downward trend is a concern. It tells us that students are capable of growth in science, but consistency will require more deliberate strategies and sustained support.Our goal must always be that 100% of our students can master grade-level work, and these results remind us that there is still much to do, but we are heading in the right direction overall.What Our Teachers Are SayingAt the heart of this data are classrooms. We spoke with some of our teachers whose students showed the highest growth, and a common theme stood out: students are doing the work. These teachers emphasized that the key was keeping the effort where it belongs—on the students. The students are working harder than the teachers. Teachers are then using that work to check for understanding, uncover misconceptions, and directly address deficiencies, while keeping expectations high.This is a powerful reminder: growth happens when students take ownership of their learning, and when teachers act as guides who push, question, and respond to what they see in the work.Looking at Our Most At-Risk StudentsWe also examined how our lowest 25% of students are doing. While these students remain behind, there is encouraging movement in several areas. Algebra I showed the biggest improvement, moving significantly closer to positive growth. Math (3–8) and Science also made meaningful gains, suggesting that the right supports are beginning to take hold. ELA improved only slightly, which tells us there is still much work to be done. The most concerning area is Biology, where growth for our most at-risk students declined.This shows us two things: first, that steady effort is helping many of our most vulnerable students climb upward; second, that we cannot lose focus on the areas where gaps persist. Our mission calls us to ensure that every student has a path forward, especially those who need us most.Digging Deeper into the DataWhen we look beyond averages, the growth data tells us more about how learning is distributed across our students. The strongest gains this year came from students in the middle quartiles, who are steadily moving upward and contributing to our overall progress. This shows that consistent classroom practices—ensuring students do the work, checking for

Happy Friday!Thank you to every teacher, bus driver, custodian, food service worker, office staff member, paraprofessional, maintenance worker, administrator, tech team member, and volunteer for the dedication you showed throughout this first full week. Your steady effort and positive spirit ensured that our students were not only welcomed back but also engaged in meaningful learning from the very start.This first full week of the school year gave us the chance to move beyond the introductions and routines of the opening days. Our classrooms are now alive with hands-on lessons, our athletic teams are stepping onto the field and court for real competition, and teachers are beginning to see the unique strengths of each student. These are the moments when the purpose we spoke about last week, instilling confidence and growth, begins to take shape.Preliminary assessments will soon be taking place so that we can track our academic goals for the year, just as we will continue to monitor attendance and discipline as important indicators of student success. These measures, along with the engaging teaching and learning we are already seeing, will help us keep a clear view of where we are and where we need to go.Opportunities for TeachersThis year brings several valuable professional learning opportunities for our staff. The Writing Revolution will once again be available to connect the Science of Reading to writing, with cohorts forming now for teachers in all grade levels. In science, OpenSciEd has released new K-5 units that are expected to become high-quality instructional materials. Teachers of grades 3-6 also have the chance to apply for STEM Coalition grants of up to $10,000 to support classroom kits and professional learning. For our new educators, the updated Foundations of Reading test now includes the “Free After Three” policy, making retakes more accessible. Each of these opportunities is designed to invest in you and to support your work with students.Assessment and LiteracyAccording to the August TCC Update from the DeQueen-Mena Educational Co-op, we are now entering the third year of our own ATLAS state assessment. Educators are being recruited to participate in item review, bias review, and data review, which is an important opportunity for those with strong knowledge of standards and testing. Andria Miller stated that this is one of the best professional development opportunities for teachers, but they have to know their content standards very well. On the literacy side, the Division of Elementary and Secondary Education is continuing its partnership with The Writing Revolution to form new cohorts this year. These courses connect the Science of Reading to writing instruction and are open to K-12 content teachers at no cost to districts.STEM and ScienceThe August TCC Update also highlights promising developments in science and STEM. OpenSciEd has released the first of four new units for K-5, which are expected to become high-quality instructional materials in the near future. In addition, the Arkansas STEM Coalition is offering grants of up to $10,000 for grades 3-6. These grants can be used for classroom kits and professional learning to support STEM instruction. Applications are open now and will close on September 19, 2025. Several Mena teachers have successfully earned these and other grants in past years, and I encourage you to continue pursuing them so that our classrooms remain filled with innovative opportunities for students.Praxis and Novice TeachersAnother update from the August TCC Update involves licensure testing and support for new teachers. Arkansas is transitioning from the Foundations of Reading 190 test to the Foundations of Reading 890. The new test code allows teachers to take advantage of the “Free After Three” retake policy, which provides no-cost retakes after three attempts. In addition, principals are reminded that all novice teachers in years one through three must be assigned a support person this school year.Crystal Bridges Learning ExperiencesThe Arkansas Department of Education has shared a Commissioner’s Memo, announcing that Crystal Bridges Museum of American Art will once again offer completely free experiential learning opportunities for students this fall. These programs include free admission to galleries and exhibitions, free lunch for students and chaperones, transportation reimbursement, and substitute coverage. Highlights include “Get in the Game: Sports, Art, and Culture,” “Careers at Crystal Bridges,” “Art in Nature” outdoor experiences, and guided mindfulness tours at the new Heartland Whole Health Institute. Optional hands-on workshops are also available to deepen classroom connections.ClosingAs we close Week 2, let us celebrate the way classrooms have quickly shifted from introductions into meaningful, hands-on learning. Teachers are building strong connections, and students are beginning to discover the rhythm of a new school year.It was also an exciting

Happy Friday!The first Friday of the school year is here, and just like every August, it seems as though summer passed in a blink. I want to sincerely thank all of our teachers, bus drivers, custodians, food service workers, office staff, paraprofessionals, maintenance staff, administrators, tech team, volunteers, and all other school employees for the work you have done leading up to this week. Your preparation ensured that our year started on the right foot. Well done.On the first day, Mrs. Buckley and I visited all of our campuses and were encouraged by the overall smooth start. We saw engaged classrooms, helpful student leaders, and welcoming environments for our new and returning Bearcats. Our new breakfast procedures in the elementary cafeterias went well for a first run. While there are a few wrinkles to iron out, the process worked, students were served efficiently, and they were ready to begin their day of learning.These moments—the first bell, the first breakfast, the first lessons—might look like the “main event” of Week 1, but they are not the whole story. As I shared in our back-to-school remarks, these visible milestones are like the MacGuffin in a great story: important for moving the plot along, but not the true purpose of the story itself. The deeper meaning is what happens behind the scenes—how we work together, how we support one another, how we shape students’ lives in ways that last well beyond this school year, and how we respond to challenges. Another part of the story that really matters is that the issues we have now, or those that may emerge in the future, are being addressed with the goal of continuous improvement.Shared ConfidenceThe real story of a strong school year is told through “shared confidence”—that belief that each member of the team is committed, capable, and moving toward the same goal. It is knowing that while I do my part, you are doing yours. It is trusting that we are all pulling in the same direction, no matter what role we play.When shared confidence is strong, the plot of our year is not defined by setbacks, but by how we overcome them together. Just like in a good story, the audience may never see every struggle, every early morning, or every small act of service—but those details are what give the story depth and meaning.A Warm WelcomeThis year’s cast has grown, and we are better for it. I want to extend a special thank you to our new bus drivers who have already shown reliability and care in getting students to school safely. We welcome our new maintenance staff who are keeping our facilities in excellent condition, our new office staff who are already providing vital support to students, parents, and staff, and our new teachers and paraprofessionals who are already making a difference in classrooms. Your arrival adds new strengths to our story, and I am excited to see how your contributions will shape this year’s chapters.ClosingAs we close Week 1, remember that the visible markers like smooth campus openings, engaged students, and first-week energy are only the MacGuffins that carry the plot forward. The real story is the purpose behind them: living our mission, modeling our values, leaving a lasting impact on our students and community, and continuously improving along the way. That is the story worth telling.Our First Day Pics post on the district Facebook page received 206 responses, and there were many more first day photos shared directly from teacher classrooms. These images captured joy, excitement, and the pride of being a Bearcat. If you have not yet shared your first day picture, I encourage you to do so. Every photo helps tell the story of how this year began and preserves memories that will mean even more in the years ahead.As our early-season athletics are underway, including tennis and golf matches, volleyball games, and the first football competitions, let us continue showing our Bearcat pride in the stands, on the sidelines, and in our words. These events, along with our many other programs in the arts, academics, and activities, thrive when they are supported by our community. Your encouragement and presence make a difference for our students and remind them that they are part of something bigger than themselves.Finally, I would like your input on the days leading up to the start of school so we can make the beginning of each year as smooth and successful as possible. Please take a few minutes to share your thoughts through our Thought Exchange survey. Your feedback will help us make informed adjustments and build an even stronger start next year.It was a good week of beginnings at Mena Public Schools. At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident. Get the 2025-2026 #menareads posts and videos coming and have a good 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!As the final week of the 2024–2025 school year draws to a close, I want to thank each of you for the focus, care, and effort you have shown throughout this week. You have managed final exams, field days, farewells, and everything in between with poise and professionalism. This year’s performance targets data is now complete, and the results affirm the direction shared in the Week 35 Wrap-up. We did not hit the mark for attendance and discipline, but there was good progress through intentional work. Though our academic data collections are encouraging, we will not see the full picture until ATLAS results are released in late July or early August. Still, what we can already see is a testament to how much has been accomplished, one steady step at a time.This week's message is a reflection and a heartfelt thank you for the power of quiet consistency, the value of everyday effort, and the truth that great achievement is built by many hands working in harmony.Collective AccomplishmentThroughout this school year, each of you has contributed in ways that mattered deeply, whether seen or unseen. From classroom instruction to hallway supervision, from mentoring students to supporting your colleagues, from driving buses to maintaining safe and clean facilities, from preparing meals to preparing practice plans, your actions made a difference. Some moments were celebrated publicly, others happened quietly. But together, they shaped a year defined by progress, perseverance, and pride.We honor our students who showed determination, curiosity, and growth. We commend our staff—especially those who completed their first year, reached a career milestone, or are stepping away after years of meaningful service. And we thank our families and community partners who stood beside us with trust and support. Every person in our district—whether leading, teaching, serving, or supporting—played a role in this year's success.There is a saying I have come to rely on: "To move fast, you have to go slow." At first, learning new methods, examining results, and living through mistakes may feel like trudging through deep sand. But when we commit to this process consistently, something remarkable happens—we get better and better, faster and faster. And then, one day, we look back and realize how fast the year has gone and that we are moving with real momentum. This year reflects that truth. The careful, deliberate steps we took are now propelling us forward at a pace that brings our long-term goals within reach.As we now shift into summer, I encourage each of you to rest and reflect. Take time to restore your energy and renew your sense of purpose. Growth does not always come through motion, it can also happen in stillness. If during your rest you are drawn to something that sharpens your thinking or reawakens your passion for learning, welcome it. Renewal comes in many forms.August will be here soon, and the school days will return with new challenges and new opportunities. But for now, we close this year with thankfulness for the steady, faithful work that brought us here.It was a good year of accomplishment 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 good summer! 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 Final Friday of the School Year!As we close out Week 36, I want to take a moment to thank each of you, not just for the work you have done this week, but for the work you have done across the years. The students who will walk across the stage this weekend have been shaped by hundreds of hands and hearts—by lessons taught, behaviors guided, and encouragement offered from Pre-K to 12th grade. Whether you were their first teacher or someone who simply smiled at them in the hallways, your presence mattered. And so, before we turn our eyes to the graduates, I would like to direct our attention to where the story truly began—with you.The Work Leading to the WalkAs our seniors prepare to cross the stage this week, I want to pause and direct your attention not to them, but to you.Every graduate in this class carries with them the lessons that you gave. Whether you taught them to read in the elementary grades, challenged them in a science lab, corrected their behavior in the hallway, or offered a word of encouragement on a hard day, you are in their story. Their caps may rise on Saturday, but the work that got them there was done in classrooms and cafeterias, in bus routes and practice fields, in moments you may not even remember, but they will not forget.Some of that work was uncomfortable. You assigned consequences. You made them revise their work. You held them to a higher standard than they thought they could meet. You kept them engaged so they would not quit. And you did it all not to make life harder, but to make their future brighter. That kind of discipline—the kind rooted in care and conviction—is the foundation of every meaningful accomplishment. Thank you for not letting them off the hook. Thank you for loving them enough to expect more.If you have a moment this weekend, I encourage you to think back to your own graduation—what it felt like to hear your name called, to feel the weight of both completion and possibility. That is the same promise our seniors are stepping into now. You helped build that bridge. And as they walk across it, they carry your voice with them—maybe not your name, but your imprint.To the Class of 2025, if we could speak to you as one voice, we would say this:You are prepared. Not because everything will go perfectly, but because you have been prepared to face whatever comes. You have been taught, challenged, supported, and believed in. The adversities you experienced here in our schools taught you how to persevere and gave you some tools to overcome the adversities of the future. Wherever you go from here—college, career, military, or straight into the workforce—do not forget what you carry with you: values shaped in classrooms, character forged through struggle, and a community that is proud of you and confident in you. Always remember, once a Bearcat, always a Bearcat.ClosingAs a reminder, Wednesday, May 22nd, is the final day of school for students, and Thursday, May 23rd, is our last in-service day of the year. As in years past, we will gather at approximately 10:00 a.m. in the PAC to celebrate staff achievements, recognize career milestones, and honor this year’s retirees. This ceremony is a special time to reflect on the incredible impact of your work and to close the year together as one district family.If you are reaching a years-of-service milestone (1, 5, 10, 15, etc.) or have achieved a significant accomplishment this year, please take a moment to complete this form so we can include you in our recognitions. Your response helps ensure that your contributions are acknowledged in front of your colleagues.We are also grateful to Christ’s Community Fellowship, which will once again be providing a barbecue lunch immediately following the ceremony. Their continued support and generosity are deeply appreciated.Henderson State University is accepting applications for its Summer 2024 Educational Leadership programs, which prepare future leaders for the Principalship, Superintendency, SPED Supervisorship, and Curriculum Leadership. An MSE in Teacher Leadership is also available, leading to a Lead Teacher designation. If you are considering your next step in leadership, there is still time to apply. Click here to view the flyer and program links.Our Ladycat Soccer Team wrapped up a strong season with a first-round appearance in the state playoffs. While their run ended earlier than hoped, the growth, grit, and determination they showed all year are something to be proud of. On the boys’ side, our Bearcat Soccer Team won their first-round match and continue their journey in the state playoffs today. We wish them continued success and are proud of how both teams have represented Mena this season—with passion, perseverance, and Bearcat pride.This is a reminder of an invitation to share your ideas, concerns, and solutions to help us improve student behavior across all campuses by participating in this Thought Exchange. Your insight will help guide our next steps and shape a stron

Happy Friday!As we wrap up Teacher Appreciation Week, I want to take a moment to recognize and celebrate the incredible dedication, passion, and resilience of our staff. Throughout the year, you have gone above and beyond to create positive learning experiences for our students, and this week, it has been heartening to see so many businesses, families, and community members step up to show their appreciation. Your work matters, not just this week but every single day, and the impact you have on the lives of our students is both profound and lasting. Thank you for everything you do.Now, as we turn our attention to Week 35 and our Performance Target Review, we have much to reflect upon. While our goal of reducing discipline referrals by 10% proved to be a challenge, and our attendance is slightly less than what we were shooting for, the information we have gathered throughout the year provides valuable insights into our practices and areas for growth. By examining these results closely, we can better understand the impact of our efforts, refine our strategies, and identify opportunities to further strengthen the culture of accountability and support across our schools. The progress we did see this year is a testament to your commitment to maintaining high expectations and investing in the success of every student. We will carry these lessons forward as we plan for a stronger and more focused year ahead.Discipline ReferralsOne of our district goals for this school year was to reduce discipline referrals by 10% from the previous year. After reviewing the data, we recognize that we will not reach that goal. In FY24, there were a total of 1,205 discipline incidents reported. In FY25, that number rose to 1,444—an increase of approximately 20%, rather than the desired decrease.While this outcome may initially seem discouraging, several key factors and points of progress should be acknowledged:* Implementation of the No Cell Phone Policy: This year marked the first time we fully enforced a no cell phone policy, a proactive step that aligns with what will become state law next year. While the transition brought a notable increase in Personal Electronic Device (PED) violations (from 15 in FY24 to 116 in FY25), this increase reflects our consistent enforcement of an entirely new behavioral expectation, which is one that ultimately protects instructional time and supports student focus.* Improved Clarity and Reporting: The rise in total referrals is likely influenced by increased staff consistency in reporting, particularly in categories like Tardies (99 in FY25 vs. 10 in FY24) and PEDs. These numbers do not necessarily signal worse behavior but rather better alignment to policy enforcement and a stronger culture of accountability.* Reduction in Major Incidents: Some of the more serious infractions showed improvement. Fighting incidents decreased from 36 in FY24 to 30 in FY25, and harassment-related reports dropped from 42 to 32. These are meaningful steps forward and likely reflect the positive effects of our early interventions and behavior support frameworks.* Consistency in Key Areas: Despite the overall increase, other categories remained stable. Tobacco/e-cigarette violations stayed nearly the same (62 vs. 61), and bus-related incidents increased only slightly from 278 to 318, despite the growth in ridership and route coverage. The same goes for overall assignments of ISS and OSS consequences.While the raw totals did not meet our reduction goal, our data shows we are moving toward a more structured, intentional, and proactive discipline system. Our next steps will include refining supports for Tier I and Tier II behaviors, continuing restorative practices, and reinforcing student ownership and understanding of expectations.What Next?While the raw totals did not meet our reduction goal, our data shows we are moving toward a more structured, intentional, and proactive discipline system. Our next steps will include refining supports for Tier I and Tier II behaviors, continuing restorative practices, and reinforcing student ownership and understanding of expectations.As we look ahead to setting a new goal for next year, we encourage all staff to begin considering strategies such as:* Establishing grade-level or building-wide “reset weeks” focused on reteaching behavioral expectations after breaks or periods of transition.* Expanding the use of positive behavior reinforcement systems, such as point-based incentives, positive behavior recognition, or classroom goal tracking.* Embedding executive functioning and personal growth learning into daily instruction, especially during advisory, intervention, or other meeting times.* Continued use of behavior intervention teams at each building, composed of counselors, administrators, and lead teachers, to identify at-risk students early and provide layered support.* Enhancing student voice and agency, allowing students to help co-create norms, participate in peer mediation, or

Happy Friday!As we move into the final stretch of the school year, I want to take a moment to thank you for your continued focus, your commitment to our students, and the resilience you show each day. May is a time when we begin to see the full shape of the year’s work—lessons that have taken root, relationships that have grown, and outcomes that will carry forward into what comes next.This week, I want to focus on exactly that: what comes next for our students, and how we can align our work to support their future prosperity.Pathways to ProsperityWe are living in a time when the choices we make in curriculum and instruction have never been more consequential. While many of us dedicate our days to ensuring students grasp the content we teach, we may be unaware of how that content fits into a larger design, one that ultimately determines whether students achieve prosperity. That is why I want to shine a light this week on something we all need to be thinking about: the return on investment (ROI) of education, and how our schools are being reshaped to prioritize pathways that deliver real opportunity.The ROI 2025 Report issued by the Arkansas Department of Higher Education (ADHE) analyzes which degrees produce the most economic value for Arkansas students. In simple terms, it asks: how long does it take before a college graduate earns enough to surpass what they spent on their degree, and begin outpacing someone with just a high school diploma? The answer, unsurprisingly, varies significantly based on the field of study. Degrees in engineering, computer science, health professions, business, and advanced manufacturing offer the highest returns, while others, though not without value, tend to have lower or slower returns.This evidence is shaping policy. Under the LEARNS Act, Arkansas is prioritizing alignment between K–12 content and post-secondary opportunity, ensuring that students are not just graduating—but doing so with momentum toward economic security. Similarly, the ACCESS Act emphasizes expanding options for students through early college and career exposure, increasing their access to degrees with the strongest ROI.You are not expected to be an economist or workforce analyst. But we all must become more informed educators. We must embed relevant content and context into our existing instruction, showing students how the skills they are learning can lead to careers in cybersecurity, advanced health sciences, robotics, or business management. The 2025 Career and Technical Education (CTE) Pathway Revision Guide outlines a redesigned system that merges, refines, and introduces new pathways in high-wage, high-demand fields. The document makes it clear: these pathways are no longer side programs. They are becoming the backbone of how Arkansas prepares its students for enlistment, enrollment, or employment.Perhaps most exciting is the inclusion of entrepreneurship in these revised pathways. No matter the field—agriculture, health care, education, or computer science—students are now being given the tools to build something of their own. This shift opens the door for a new generation of business leaders, innovators, and problem-solvers to emerge from within our community. For educators looking to integrate entrepreneurship and financial literacy into their classrooms, Economics Arkansas offers outstanding resources and support to inspire the next wave of creators and change-makers.So what does this mean for us? It means our work must begin with the end in mind. Every teacher, in every subject, should be asking: What comes next for my students? And how can what I teach today help shape that future?When we align our instruction with high-return pathways, when we weave in purpose and relevance, and when we empower students with not just knowledge, but vision, we do more than educate. We build a foundation for prosperity. Not just for our students, but for our entire community.They Mirror What We ModelAs we talk about preparing students for prosperity, we should pause and consider how much of their future is shaped by what they see in us. Research tells us—particularly through Bandura’s Social Cognitive Theory—that students learn by observing. What they see in the adults around them becomes the blueprint for how they respond to challenges, how they treat others, and how they envision their own potential.Our tone, our professionalism, our curiosity, and the way we carry ourselves during difficulty—these are all lessons in motion. We can teach content, but we also teach composure. We can build a schedule, but we also build a culture. When we model grace under pressure, respect in the face of frustration, or joy in discovery, we are not just reacting to the moment—we are shaping their framework for the future.Transformational leadership research also reinforces this idea: cultures do not grow from policies—they grow from practice. Students are constantly watching how we speak about each other, how we handle conflic

Happy Friday!As we approach the final weeks of the school year, I want to take a moment to thank each of you for your steady focus and hard work. This time of year always brings excitement, reflection, and anticipation. Whether it is preparing students for end-of-year assessments, planning celebrations of growth, or supporting the many daily needs of our students, your efforts continue to make a lasting impact. I am grateful for your professionalism, patience, and commitment to helping us finish strong. In this week’s Wrap-up, I will also share important updates about cybersecurity measures and training that will be implemented for the next school year to help protect our students, staff, and systems.You May Have Missed ThisLast week, I shared information about a new communication platform called Rooms that will soon be launched in our district. However, based on the number of people who opened last week’s Wrap-up, I can tell that many may have missed this update. Frankly, if I had seen the title about new laws impacting education, I probably would have skipped it, too. That being said, this information is important enough to share again.Over the next several weeks, we will begin a soft launch of Rooms, a communication platform integrated into our existing Thrillshare system from Apptegy. This tool will become the unified platform for students, parents, and staff beginning this fall. While we are not asking anyone to stop using Remind, Seesaw, ClassDojo, or other classroom apps just yet, we do ask that you participate in training sessions when they are offered so we can transition together smoothly.Rooms includes all of the familiar features you use daily: messaging, file sharing, updates, announcements, and parent-teacher communication, all within a secure, school-managed system. It also syncs with Google Classroom and supports many other tools already in use in your classrooms. Our goal is to reduce confusion and streamline communication, especially for families who currently juggle several apps because they have students in multiple schools.This conversion is driven by two important needs: first, to allow the district to oversee and support all communication, ensuring consistency and professionalism; and second, because families have directly requested a single app for all school-related messages.We will continue the gradual rollout through the spring and summer, giving everyone time to become familiar and comfortable before full adoption this fall. I appreciate your flexibility and professionalism as we make this positive change. If you would like to learn more about Rooms, you can visit: https://www.apptegy.com/rooms/Safety is Inconvenient, Getting Hacked Is DevastatingWhen talking about safety, one of the things I have said several times over the years is: "Safety is inconvenient." Whether it is waiting for buses to unload one at a time, requiring double-checks on field trip lists, or wearing those itchy orange vests at car duty, safety slows us down, gets in our way, and complicates what could otherwise be simple. But we do it because not doing it costs too much.That same truth now applies to a new and growing domain of cybersecurity.Two recent laws — HB1369 (Act 504) and HB1780 (Act 846) — require Arkansas public schools to tighten the digital borders of our operations. These are not issues for the IT department alone. They are now part of how we protect students, staff, and systems. And like any real safety effort, they will feel inconvenient. But the alternative is much worse.~What These Laws Mean for Schools~HB1369 (Act 504) requires us, as a school district, to:* Adopt and enforce a Technology Resources Policy that defines appropriate use of school-provided devices, networks, and accounts.* Develop a Cybersecurity Policy that meets the standards issued by the State Cybersecurity Office.* Provide mandatory training for every employee.* Establish and follow disciplinary procedures for misuse, including sharing passwords, using school email for personal political messages, installing unauthorized software, or bypassing security protocols.HB1780 (Act 846) creates the Arkansas Self-Funded Cyber Response Program, which:* Offers coverage of up to $100,000 for damages from cyberattacks if minimum security standards are met.* Requires annual audits of our technology systems.* Reduces or withholds reimbursement if the district has not followed required standards or fails to respond properly to known threats.These laws exist because public institutions, including schools, are increasingly being targeted by cybercriminals. We manage large amounts of sensitive data and rely heavily on digital systems. In that sense, our district's digital infrastructure is every bit as important as its physical security.~When Convenience Becomes Costly~To be clear, this is not just about checking compliance boxes. This is about prevention and protection. Here are several real examples of how digital carelessness has created

Happy Friday on a Thursday!As we head into a well-deserved long weekend, I want to thank each of you for another strong week at Mena Public Schools. We continue to see real progress toward our academic goals and performance targets, a reflection of your daily commitment and professional excellence. In this week’s update, I want to share exciting news about the launch of Rooms, our unified communication platform, and outline key legislative changes that will impact our schools in the months ahead. You will also find reminders about upcoming surveys and celebrations of student success in academics, athletics, STEM, and eSports. There is much to be proud of—and much to look forward to—as we close out another productive week together.One ROOM for All CommunicationOver the next several weeks, we will begin a soft launch of Rooms, a new communication platform integrated into our existing Thrillshare system from Apptegy. This tool will become the single, unified communication platform for students, parents, and staff starting this fall. While we are not asking anyone to stop using Remind, Seesaw, ClassDojo, or other classroom apps just yet, we do ask that you participate in training sessions when they are offered so that we can transition together.Rooms offers all the familiar features you are used to—messaging, file sharing, updates, announcements, and parent-teacher communication—within one secure, school-managed system. It also syncs with Google Classroom and supports other tools commonly used in your daily instruction. The goal is to reduce confusion and streamline communication, especially for families who have children in multiple schools and are currently juggling several apps.There are two primary reasons for this conversion:* District oversight and support for all communication, ensuring consistency and professionalism.* Direct feedback from families requesting one app for all school-related messages.We will continue rolling out Rooms through the spring and summer, offering time for everyone to become comfortable before full adoption in the fall. Thank you for your flexibility and professionalism as we make this positive change.To learn more about Rooms, visit: https://www.apptegy.com/rooms/Educational Acts Impacting Our Day-to-DayBelow is a summarized list of educational acts from the 2025 Arkansas legislative session, each with a brief statement of its impact on teachers and school staff. These bills must still go through the rule-making process along with model policy development. To read the full text of the bill, use this link and search by bill number:* HB 1007 (Act 248): Liability protections for shooting sports; minimal direct classroom impact, primarily affecting event organizers.* HB 1060 (Act 134): Requires instruction on the dangers of communism and autocracy; a significant curriculum addition for social studies teachers.* HB 1062 (Act 565): Teacher and Student Protection Act; impacts discipline policies and protections for staff and students.* HB 1074: Higher voting threshold for Property Tax Relief Fund; primarily administrative, minimal classroom impact.* HB 1117 (Act 229): Firearm safety instruction requirement; necessitates curriculum adjustments.* HB 1151 (Act 186), HB 1152 (Act 544): Appropriations for career and technical education, facilities, and transportation; budgetary implications for administrators.* HB 1154 (Act 222), HB 1155 (Act 223), HB 1156 (Act 224), HB 1157 (Act 225), HB 1158 (Act 226), HB 1160 (Act 227), HB 1161 (Act 228): Various adjustments in Teacher Retirement System; affects retirement planning for teachers and administrators.* HB 1166 (Act 245): Clarifies use of epinephrine in schools; requires training and policy adjustments.* HB 1189 (Act 135): Changes novice teacher mentoring; alters mentoring practices for veteran teachers.* HB 1199 (Act 118): Allows certain student transfers; administrative policy adjustments required.* HB 1215 (Act 119): Permits opposite-sex athletic staff to supervise students in restrooms; impacts athletic personnel specifically.* HB 1236 (Act 53): Facilitates contract release for teachers; administrative implications.* HB 1245 (Act 432): Establishes Behavior Analyst Registration; affects teachers involved with student behavior interventions.* HB 1254 (Act 433): Enables licensed psychological practitioners' independent practice; impacts school mental health services and collaboration.* HB 1317 (Act 112): Addresses fraud in retirement systems; administrative oversight required.* HB 1327 (Act 451): Alters eligibility for retirees’ health insurance; impacts administrators handling staff benefits.* HB 1344 (Act 598), HB 1347 (Act 363): Retirement system amendments; administrative implications.* HB 1398 (Act 352): Cardiac emergency response plans required; significant impact on training and safety protocols.* HB 1451 (Act 353): Updates concurrent enrollment eligibility; affects counseling and administration staff.* HB 1477 (Act 303): Charter sch

Happy Friday!As we close another full and fast-paced week, I want to thank each of you for your continued focus, effort, and resilience. This time of year requires much from all of us, and I am grateful for how you continue to show up for our students and one another. Our district vision—preparing students, supporting staff, and building community confidence—is not just words on a page. It is seen daily in classrooms, hallways, and offices throughout Mena Public Schools. This week, we also have reason to celebrate. The Arkansas Department of Education released our school grades, and I am proud to say that your hard work is creating academic growth, as indicated by our state’s measures. This recognition affirms what we already know: progress is being made. With that in mind, this week’s Wrap-up is titled Progress, Not Panic—a reminder that while the pace may be demanding, we must not let it diminish our purpose or our belief in what we are building together.A Reason to CelebrateWhile the Arkansas Department of Education will not issue official school letter grades for the 2023-2024 school year, we have received simulated outcomes aligned to the new statewide accountability model. These results are part of a transition period outlined in House Bill 1598, which pauses official grading to allow schools time to acclimate to changes in how performance is measured. The revised system focuses on three key priorities: Achievement, Growth, and Readiness, to ensure that every student is prepared for what comes next.Although these ratings are not final or official, we are encouraged by what they suggest about the direction of our schools. Louise Durham Elementary remains a B, Mena Middle School remains a C, and Mena High School remains a C. Most exciting, however, is that Holly Harshman Elementary has improved from a C to a B in this simulation. That upward movement is a testament to the focused efforts of staff, the hard work of students, and the intentional leadership within the building. It is also a reminder that growth takes time, and small steps forward often reflect major efforts behind the scenes.As we continue to align our work to this new accountability system, let us celebrate progress without confusion—this is not a final scorecard, but it is a strong signal that we are headed in the right direction.Progress, Not PanicSpring brings a new kind of pressure—one filled with final assessments, growing to-do lists, shifting roles, and the weight of what is next. It can feel like we are racing a clock that never quite slows down. However, I want to remind you: the presence of pressure does not mean the absence of progress. We are not behind—we are moving forward. The whirlwind of this season is not a sign of failure or disorganization; it is evidence that what we do matters deeply. When you feel the push, remember it is because you are carrying something valuable.We saw that value affirmed this week in the encouraging news from the state about Holly Harshman Elementary. While the ratings are not official, the improvement signals something important—our efforts are beginning to bear fruit. Growth does not always come with fanfare or instant recognition, but it builds quietly, day by day, in classrooms, conversations, and careful choices. Let this be a reminder: do not let the pace of spring diminish your purpose. When one part of our district moves forward, it strengthens us all.This is the time of year when fatigue tempts us to retreat into survival mode. However, our influence is greatest when we push through with purpose. Instead of focusing on what is left to do, focus on what has already been done—how far your students have come, the culture you have helped shape, and the consistency you have brought day after day. Every hallway conversation, each classroom routine, and the steady presence you provide continue to shape lives. Stamina is not just about energy—it is about endurance of belief. Keep believing in the difference you make, even when the days blur together.As we cross into the final stretch, let us trade panic for perspective. Slow down enough to see the small victories and recognize that progress is happening, even in the mess. Hold onto your enthusiasm—it still fuels others. Protect your commitment—not because the work is easy, but because it is worth it. What we do now echoes into next year and beyond. Let us finish strong, not because we are not tired, but because we know why we started.ClosingMena Middle School and Mena High School FCCLA members represented our district with excellence at the State FCCLA Leadership Conference and Competitive Events this week. Students earned multiple bronze, silver, and gold medals across a variety of categories, showcasing their skills in areas such as interior design, hospitality, professional presentation, and more. Several teams and individuals have advanced to the National Leadership Conference in Orlando, where they will compete on a national stage. We are

Happy Friday!Welcome back! I hope spring break provided you with time to rest, recharge, and reconnect with the people and things that matter most. As we return, we do so with renewed focus and purpose, knowing that the final weeks of the school year hold both opportunity and impact.As we enter the final stretch of the school year, I want to begin by expressing my gratitude for your daily commitment to instruction, student relationships, and professional growth. All of this continues to affirm that our district's strength is found in the hearts and minds of those who serve. You have carried the load this year, and I am deeply proud of the work we are doing together for the performance targets we are striving to reach.This week, I want to take time to explain something that is both relevant and important: the method used by the Arkansas Department of Elementary and Secondary Education (DESE) to determine merit pay, and how our local end-of-year evaluations factor into that process. Clarity on this topic ensures everyone understands both the opportunity and the path forward.Understanding Merit Pay: Who and What QualifiesAs part of the Arkansas Merit Incentive Fund Program, eligible teachers may receive additional compensation based on specific, measurable criteria set by the Division of Elementary and Secondary Education (DESE). There are three primary pathways through which a teacher may qualify for merit pay:* Classroom Teachers with a Value-Added Measure ScoreTeachers with a three-year average growth score of 80 or higher, based on state assessment data, may be eligible for merit pay under the category of demonstrating outstanding student growth. These growth scores reflect whether students assigned to a teacher made expected—or greater than expected—academic progress. A score above 80 indicates student performance exceeded typical growth expectations. In the coming days, your principal will provide this data for teachers in grades 3 through 10. To be considered a “teacher” for merit pay purposes, an individual must spend at least 70% of their time directly teaching students. This category also includes librarians and counselors, who must be rated “Highly Effective” and submit supporting artifacts. Additionally, teachers must have at least 10 non-highly mobile students in a single tested subject and possess three years of value-added model (VAM) data, ranking in the top 25% statewide, to fully qualify. We are happy to report that five of our teachers hit that mark for last year’s growth!* Teachers in High-Need AreasTeachers employed in critical shortage areas, including certain subjects, geographic regions, or other high-need designations, are also eligible for merit incentives. These assignments address ongoing workforce shortages across the state. Teachers serving in these roles not only fill essential gaps but also demonstrate a willingness to lead in areas that are often underserved or difficult to staff. The final rating of these teachers in EES would have to be “Effective or Highly Effective”.* Mentors for Yearlong Residency CandidatesEducators who serve as mentors to aspiring teachers participating in yearlong teacher residency programs may also qualify. These mentors play a vital role in shaping the next generation of educators by providing guidance, modeling effective practices, and helping new teachers build confidence and skill before entering the profession independently. There are many ways to gain the credentials needed to qualify for this category, but the no-cost method is through the Arkansas Leadership Academy, which is taking applications now.Kindergarten through 2nd grade teachers are not eligible for merit pay based on student growth scores because state assessments used to calculate growth begin in 3rd grade, leaving K–2 without the standardized data required for that category. However, K–2 teachers may still qualify for merit pay if they teach in a designated critical shortage area or serve as mentors to aspiring teachers in yearlong residency programs. We value the foundational work our early elementary teachers do, and these alternative pathways ensure their impact can still be recognized.There are additional details within each merit pay category that impact eligibility, many of which are too specific to cover fully in this Wrap-up. However, one key point applies to everyone: no teacher will qualify for merit pay without a completed end-of-year or summative rating in the Educator Effectiveness System (EES). This is why your principals are actively scheduling evaluation meetings and collecting artifacts with you. If you would like to explore the requirements further, please refer to the links provided in this section, including the Teacher Merit Pay link. As administrators, we will continue to share what we know and provide specific guidance upon request. While this program is still in its early stages and continues to evolve, we are committed to helping you navigate it as clearly

Happy Spring Break Friday!As we close out the final week before Spring Break, I want to thank you for the energy, attention, and care you have given during these past few moths. It is not lost on me how fast and full the calendar has been—academically, athletically, and emotionally. You have shown up for students, for your colleagues, and for this community with consistency, grace, and a deep commitment to our mission.Next week, I hope you will allow yourself some time to rest. Not just physical recovery, but the kind of rest that allows you to return with clarity and purpose. Take the walk, read the book, sleep in, laugh with your family, sit in the quiet—whatever it is that fills your cup, I hope you find it because the weeks after Spring Break are also fast and full and much is at stake.When we return, we begin the final stretch. The state testing window opens on April 14 and continues through May 16. That stretch will require the best version of us—not perfection, but presence. Not urgency, but intentionality. Our students will look to us for confidence and calm, and we must be ready to offer it.Remember, this is not about one test or one week. This is about everything you have built day by day—skills, relationships, routines, and expectations that make real learning possible. You have already done the hard work. The next step is to help students walk into the room believing that they have too and they are ready to demonstrate it.Enjoy your break. Protect your peace. And come back ready to finish the year with strength, unity, and purpose.Calendar BillThis week, House Bill 1864 was introduced in the Arkansas General Assembly and has been referred to the House Education Committee for review. The bill proposes a standardized yet flexible school calendar model for all public schools beginning with the 2026-2027 school year. It outlines requirements for a minimum of 178 student attendance days, 1,068 instructional hours, and 190 teacher contract days, along with 30 make-up hours for emergency closures. It also maintains flexibility for districts by setting a school start date no earlier than July 1 and the end of the school year no later than June 30. Interestingly, some of our calendar options that were voted on for next year already reflect the intent and structure of this bill, showing that what we were thinking might happen was correct. We will continue to follow the bill's progress and communicate any updates that may impact future planning.ClosingCongratulations to our Mena High School students and computer science teachers for advancing to the ninth annual All-State Coding Competition in April 2025! Out of 146 teams that participated in the regional event, only 25 were selected to move on, and our team earned a spot among them. This accomplishment reflects both the talent of our students and the quality of instruction in our computer science program. We are proud of their hard work and look forward to cheering them on at the state competition!Our outstanding chess players made a clean sweep at the Cossatot River Chess Tournament this week! Mena claimed 1st, 2nd, and 3rd place, showcasing not only individual talent but also the depth of skill in our program. Their strategic thinking, focus, and composure at the board are a reflection of hard work and dedication. We are proud of their performance and how well they represented our school.Throughout this week—and really, throughout the year—our students have continued to model what it means to serve others. From picking up trash along our roadsides, to volunteering at the Chamber of Commerce banquet, to painting faces and bringing joy to our youngest learners, their acts of volunteerism reflect the kind of character we hope to develop in every graduate. These moments are more than just good deeds—they are experiences that plant seeds of empathy, leadership, and even career direction. When students give of themselves, they begin to discover what truly gives them purpose. That is education in its highest form. I also want to thank the teachers and sponsors who facilitate these opportunities and make service a visible part of our school culture. Your example is shaping lives in ways that will echo long after the school year ends.It was a good week at Mena Public Schools.At Mena Public Schools our students are prepared, our staff is supported, and our community is confident.Enjoy Spring 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!As we come to the end of another busy and productive week, I want to take a moment to express my appreciation for the dedication and hard work of our teachers, staff, and students. Every effort we make is in pursuit of our district performance targets, ensuring that we are providing the best possible education for our students while continuously striving for growth and improvement. One of the key elements of this process is learning from experience—especially from mistakes. All of the positive accomplishments noted at the end of this Wrap-up were precluded by a long series of mistakes but the determination and expertise of teachers and coaches is what led to the results.Lessons From MistakesHave you ever noticed that there is no true opposite of the word mistake? We can call something correct, successful, or accurate, but none of those words really mean the opposite of making an error. A mistake is something we can point to, something we recognize the moment it happens or in the clarity of hindsight. But what do we call the choice that leads to the best outcome?Maybe there is no word for it because the results of our choices—especially in education—are never fully known at the moment. Every lesson plan, every instructional strategy, and every classroom decision is made with the best information available at the time. We do not have the luxury of certainty. We only have the opportunity to act, reflect, and refine.One of the most encouraging things I have seen in our classroom observation data is that our teachers are actively trying new things. We are experimenting with strategies to increase student engagement, adjusting our instructional approaches, and refining our methods to better align with what we now know about learning. This is exactly what we should be doing. Growth does not come from standing still. It comes from testing, learning, and adjusting.I know firsthand how nerve-wracking it can be to step outside of a routine and try something unfamiliar. I remember when I introduced collaborative learning as a new instructional approach. In the beginning, I thought I had made a mistake but I persisted and adjusted with a new strategy—I was open with my students telling them that I was experimenting with different ways to help them learn better. That transparency had a psychological impact—rather than resisting the change, my students seemed more willing to cooperate. They recognized that we were in this learning process together, and instead of skepticism, they approached the new strategy with curiosity and patience.At first, there were moments of uncertainty, both for them and for me and it never became perfect. But as each day passed, we all became more confident in the approach. Students became more engaged in discussions, more willing to help each other, and more comfortable sharing their thoughts. I, too, gained confidence as I saw the benefits unfold in real-time. What started as an experiment turned into a meaningful shift in how we worked together in the classroom.Mistakes made in the service of our mission and vision are not failures—they are part of the process. When we try something with the intention of helping students grow, and it does not go as planned, we do not abandon the effort. We adjust. We learn. We become wiser. That is what we ask of our students—to take risks, to persist, and to learn from missteps. We should be asking the same thing from ourselves knowing that with no true antonym for “mistake”, correctness is more of a spectrum of results.The leadership our classrooms need is not about perfection—it is about presence, reflection, and resilience. It is about making the best decision we can in the moment, with the understanding that we will continue to learn alongside our students. Our job is not to get everything right the first time; it is to create an environment where learning—ours and theirs—is ongoing.So, as we move forward, do not fear mistakes. Embrace the learning they bring. If we stay focused on our purpose, keep refining our practice, and support one another in the process, we will always be moving in the right direction.Legislative UpdateThe following new bills could significantly impact teachers and staff through curriculum changes, governance and retirement policies, and school finance and facilities. This is not an exhaustive list but just a few that may interest you.Curriculum & InstructionSeveral bills directly affect curriculum and classroom instruction. HB 1283 requires the Division of Elementary and Secondary Education to establish K-12 digital media standards by the 2026-2027 school year, integrating instruction on digital literacy, media wellness, and artificial intelligence into English Language Arts and library media curricula. Meanwhile, HB 1705 mandates that the beliefs of the Founding Fathers be embedded in social studies standards for grades 6-12, ensuring an emphasis on natural rights and the origins of American government. Additionally

This Bearcat Wrap-up Deep Dive covers a variety of topics relevant to the Mena Public Schools community. It includes updates on the school calendar, such as closures due to winter weather. A significant focus is on the District Climate Survey, which gathers insights from students, parents, staff, and community members to identify areas of strength and opportunities for improvement. The podcast also addresses areas needing improvement, like bullying prevention and communication. Legislative updates such as the Arkansas ACCESS Act, which aims to enhance postsecondary education and create a more seamless transition for students, are also covered. Additionally, the podcast highlights achievements and events such as the celebration of National FFA Week and the successes of the Bearcat Basketball team, as well as the hosting of the men's 5A South Regional Wrestling Tournament. 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 for another week of dedication and hard work. The commitment and passion I see from our instructional staff each day are making a real impact, and it does not go unnoticed. Across classrooms, teachers are refining their lessons, fostering deeper engagement, and implementing strategies that are strengthening student learning. Your efforts are creating meaningful progress, and as we enter the final stretch of the school year, I want to take a moment to acknowledge the incredible work being done to support both student success and professional growth.The work you do each day requires focus, adaptability, and an unwavering dedication to improvement. It is inspiring to know that teachers are embracing new strategies, analyzing student progress, and making adjustments that ensure all learners have the opportunity to thrive. Your professional goals align with our district’s goals, and together, we are building a stronger foundation for student achievement. With 120 days behind us and 46 to go, we are at a pivotal moment—one where perseverance and commitment will shape the success of this year’s journey. Let us continue forward with the same energy and determination that have brought us this far.Hoping for the Home RunI love old movies and was watching Pride of the Yankees on Turner Classic Movies the other night, the story of Lou Gehrig. There was a particular piece of the story that grabbed my attention. Gehrig’s career was legendary, but what stood out to me this time was not just his triumphs but the sheer number of times he stepped up to the plate, knowing that failure was always a possibility. Baseball, at its core, is a game of failure. Even the greats miss more than they succeed, but they keep swinging because they know that when they do connect, it changes everything.There was a scene in the movie that showed a trophy like this one, and it made me think of our jobs as educators. It struck me that just like in baseball, our daily work is filled with countless swings—some hits, some misses—but every effort builds toward something greater. I thought it would be good content for this Wrap-up.There is a moment in baseball when the batter swings, makes solid contact, and just knows. The crack of the bat tells the story before the ball even leaves the infield. The follow-through is effortless. The batter watches—not to see if it is a hit, but to see how far it will go.That is the moment captured in the trophy above. The bat is down, the follow-through is complete, and the hitter is locked on the ball’s flight. It is a moment of both satisfaction and anticipation—knowing the effort was right and waiting to see the full impact.However, this moment does not happen without its fair share of misses. Baseball is a game of failure. I once had a conversation with Coach Tommy Johnson, and he told me that baseball is a game of failures, but those failures teach and encourage with the right mindset and overall purpose. It is a game where even the greatest hitters miss more than they succeed. Strikeouts are common. There are just as many swings that result in pop-ups, ground balls, or missed opportunities as there are those that lead to a big hit. A batter who succeeds three out of ten times is considered exceptional. Yet, despite the failures, players keep stepping up to the plate because they know the feeling of a solid hit. They know the exhilaration of a well-placed swing, the rush of watching the ball soar, and ultimately, the joy of a win.Of course, the game is never played in silence. The crowd reacts. Fans cheer for a home run, but they also boo when a batter strikes out. Their emotions rise and fall with the success or failure of the players on the field. The same is true in our profession. With parent-teacher conferences approaching, it is important to remember that parents, like fans, are deeply invested in the game. Their emotions, whether cheers or boos, stem from their desire to see their children succeed. They may not fully understand the strategies, the adjustments, or the long-term development we are working toward, but their reactions are not about us personally. They live vicariously through their children, just as a fan does through a favorite team.We must remain empathetic to their position. Just as players should not despise the fans for their reactions, we should not be discouraged by emotional responses from parents. Instead, we recognize their passion and do our best to guide them in understanding the game. We play hard for the team, for the town, and for the organization as a whole. This is how we strengthen our school community and build a program that everyone is proud of.At this point in the school year, we are deep into the game. If we look at the school year in terms of weeks, we are finishing Week 27 out of 36, placing us just past the 7th inning stretch. This is the part of the game where endurance, smart plays, and teamwork matter most. We have put in the effort, and n

Happy Friday!As we close out another week, I want to take a moment to express my gratitude for your dedication and commitment to our students. Every day, your efforts to engage, support, and challenge our learners reinforce our mission and move us closer to our performance targets. The work you do matters, and I appreciate the way you consistently rise to meet the challenges before us.I also want to clarify an error in the week 24 discipline data. While reviewing the reports, I realized that I had mistakenly entered a number incorrectly, which caused a spike in this year’s discipline referral bar on the graph. That error has now been corrected, and the updated data more accurately reflects our trends. Thank you for your patience and for continuing to use this information to guide our efforts in maintaining a positive learning environment.This week’s Wrap-up will focus on two important topics: chronic absenteeism and professional development. As we enter the second half of the year, absenteeism becomes a growing concern, but there is still time to intervene and support students who are struggling with attendance. Additionally, we will start planning next year’s professional development opportunities and use your input to equip us with the tools and strategies needed to keep growing as educators.Much Success comes from Just Showing UpAs we move into the latter half of the school year, one challenge begins creeping up gradually before arriving all at once—chronic absenteeism. The occasional absences that seemed inconsequential in the fall begin to accumulate, and as we approach the final stretch of the year, the full impact of missed instruction becomes undeniable. Students who have fallen behind due to repeated absences begin to disengage further, finding it increasingly difficult to catch up. While this pattern is familiar, it is not irreversible. With deliberate action, we can still reengage these students and set them back on the path to academic success. After all, part of our vision is ensuring that our students are prepared—and that starts with being present.Chronic absenteeism—typically defined as missing 10% or more of the school year—has become a widespread concern in Arkansas and across the nation. The Arkansas Department of Education reports that approximately 20% of students statewide are chronically absent, aligning with national trends that have worsened post-pandemic. The consequences of these missed days are significant: research consistently shows that chronic absenteeism leads to lower achievement, increased dropout rates, and long-term economic challenges. Yet, among all school-based factors, classroom teachers have the greatest influence on reversing this trend. Studies highlight that when students have a positive relationship with their teachers and feel their presence is valued, they are more likely to attend school regularly. Teachers can take proactive steps such as personal outreach—calling home when absences begin to accumulate, fostering a sense of belonging through classroom culture and connecting lessons to student interests to increase engagement. Additionally, small gestures like greeting students at the door and celebrating attendance improvements have been shown to increase student participation. While we cannot control every factor influencing attendance, our daily interactions and consistent messaging that “every day counts” can make a meaningful difference in keeping students in the classroom and on track for success.Professional Development Focus for the Upcoming YearAs we plan for the upcoming year, we are working to determine the best areas of focus for professional development based on our data and needs assessment. While we know that literacy—reading, and writing across the curriculum—will be a key area of emphasis, we are also assessing additional professional learning needs to ensure that our efforts align with the greatest areas of impact for our students and staff.Our goal is to provide purposeful and relevant professional development that supports instructional effectiveness and student success. As we analyze our data and gather input, we will refine our focus to ensure that professional learning opportunities are meaningful and aligned with our district’s goals.We appreciate your active engagement in this process and ask that you take the time to answer five questions in the linked ThoughtExchange Professional Development Survey.ClosingCongratulations to Mena Middle School for being recognized by the Office for Education Policy (OEP) at the University of Arkansas as a school where students demonstrated high growth on the ATLAS assessment. The school received the High Math Growth award for its number-one ranking in the Southwest region, a testament to the dedication of our students, teachers, and staff. This achievement highlights the commitment to academic progress and student success at Mena Middle School—well done!Congratulations to our Bearcat Men’s Basketball

Happy Friday on a Thursday!Thank you all for your hard work and adaptability this week, particularly as we navigated the unexpected school closure due to winter weather. It certainly has been an unusual week, especially with the upcoming long weekend. Given the shortened week, our performance target data has not seen significant changes. It is reassuring to know that we still have two additional built-in days remaining on our calendar to accommodate any future weather-related closings, should they become necessary. Let us hope we do not have to use any more of those days or have disrupted weeks like this one for the rest of the school year.In this week’s Wrap-up, I would like to share with you the results of our recent climate survey, which will serve as our needs assessment. This information is essential for guiding the development of our school improvement plan. Below, you will find detailed insights from the survey along with links to graphs illustrating the data.District Climate Survey ResultsThe recent district-wide climate survey provided valuable insights from students, parents, staff, and community members, revealing areas of strength and opportunities for improvement across our campuses. Overall satisfaction with the district remains robust, with approximately 85% of respondents indicating a positive perception of the district’s overall climate. High levels of satisfaction were also noted in key categories such as safety (over 90% agreement among respondents), teacher support and engagement (approximately 88%), and the quality of school facilities (around 80%). Additionally, academic support was highly rated, with roughly 92% of staff affirming that students receive the necessary academic assistance to succeed.However, the survey also identified two critical areas requiring attention: bullying prevention and communication. Bullying emerged as a significant concern district-wide, with many students reporting witnessing bullying and feeling that staff interventions could be improved. There was notable disagreement between teachers and students regarding how effectively bullying is being addressed. Teachers generally felt confident in their response to bullying incidents, while many students expressed that interventions were inconsistent or ineffective. Possible reasons for this disagreement include differing perceptions of what constitutes effective intervention, potential gaps in students reporting incidents to staff, and perhaps a lack of visible follow-up on reported incidents. As district leadership, we recognize the importance of exploring these differences in perception further to ensure that our approach to bullying prevention and intervention is effective and responsive to the needs of all stakeholders.Communication was another area highlighted for improvement across the district, particularly concerning transparency from school leadership and consistent, effective communication with parents and staff. While we can always improve communication and will actively work to enhance it, we must also acknowledge the importance of maintaining privacy and confidentiality, especially regarding sensitive information such as student academic records and personnel matters. It is vital that every individual in our school community can trust that their personal information will remain protected and private. We commit to striking a balance between transparent, timely communication and safeguarding the privacy rights of our students, families, and staff.This comprehensive feedback will be instrumental in shaping our upcoming district improvement plan and informing policy strategies in the months ahead. By addressing these critical areas, we aim to further strengthen our district’s culture, creating a safer, more inclusive, and transparent environment for all members of our school community.A total of 1,544 students, teachers, parents, and community members responded to 13 separate surveys distributed district-wide. The bar graph results for each survey may be seen in this linked Google Folder.ACCESS Arkansas ActThe bills to create the Arkansas ACCESS Act were introduced this week in the 2025 Regular Session as House Bill 1512 and Senate Bill 246, primarily focusing on enhancing postsecondary education within the state. Notably, the Act includes provisions that impact K-12 education, aiming to create a more seamless transition for students advancing to higher education. These provisions may involve curriculum alignment, early college credit opportunities, or collaborative programs between K-12 schools and postsecondary institutions. For a comprehensive understanding of the bills’ content and their implications for both postsecondary and K-12 education, you can access the full text of both bills in the links.ClosingThis week, we have proudly celebrated National FFA Week, recognizing the incredible contributions of our Mena FFA members and advisors. The FFA organization is instrumental in preparing our students