Bearcat Wrap-up Podcast

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 Open

The 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 Choice

If 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 Comfort

I 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 Perception

School 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 educate all students. We test broadly. We report publicly. We hold ourselves accountable.

Families deserve accurate information when making their choice. Public schools in Arkansas, especially Mena Public Schools, are a great choice!

Closing Celebrations

Our Ladycat and Bearcat basketball teams concluded their seasons this week at the 4-4A District Tournament. We are grateful for the dedication and representation shown throughout the season and thank our coaches and sponsors for investing in these student-athletes.

Our wrestling program represented Mena with strength at the Arkansas State Wrestling Tournament, earning multiple podium finishes and finishing fourth as a team out of twenty-three schools. That is a significant accomplishment and a testament to preparation and perseverance.

Track and field athletes recently received All-State recognition from last outdoor season, and we look forward to an exciting spring ahead.

Our 3rd and 4th-grade Gifted and Talented chess teams competed in the DMESC Chess Tournament, demonstrating sportsmanship and strategic growth while gaining valuable competitive experience.

This week, our principals, teachers, testing coordinators, and support staff also successfully administered ATLAS interim assessments across the district. Thank you for the professionalism and organization that made the process smooth. These interim results help us adjust instruction before the upcoming summative assessment, which carries important weight for accountability and school performance. As we move toward that window, our focus remains clear: preparation, discipline, and helping students demonstrate what they have learned.

Thank you to all of the principals, teachers, coaches, sponsors, and support staff who make these aforementioned opportunities possible.

It was a good week of choices 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!

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 Fluency

Fluency 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 Connection

Research 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 Us

Fluency 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 Child

Registration 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 you are already doing. All registered schools are automatically entered into a random drawing for one of three $1,000 mini-grants to support future wellness efforts. Participation does not require a large event. Even small, intentional activities count.

Strong literacy, effective writing, and student wellness are not separate efforts. They are connected elements of preparing students to think clearly, communicate effectively, and engage confidently in our community.

Closing Celebrations

It has been another strong week across Mena Public Schools, and we are proud of the meaningful moments taking place in our buildings.

One of the most powerful traditions of this season has been the Senior Jersey Dedications, where graduating seniors select influential staff members who have made a lasting impact on their lives. These moments represent years of mentorship, accountability, encouragement, and belief. When a student publicly honors a teacher, coach, or staff member, it is a visible reminder that relationships matter. Thank you to the educators who have invested deeply in our seniors and helped shape who they are becoming.

We also celebrate the professional accomplishment of a staff member, Alicia Farringer, who completed Certified Academic Language Therapist (CALT) training, strengthening our district’s capacity to support students in reading and language development. This aligns directly with our continued focus on literacy and structured reading instruction.

Our Mena Middle School students brought home an impressive collection of honors from the DeQueen/Mena Co-Op Reading Fair. Students earned multiple placements across grade levels in both fiction board and fiction technology categories. Their creativity, preparation, and presentation skills reflect strong literacy work happening in our classrooms. We appreciate the teachers and library staff who guided and supported these projects.

Math Night at Holly Harshman Elementary was a tremendous success, bringing students and families together for an evening of learning and engagement. Events like this strengthen the partnership between school and home while making academic skills both meaningful and enjoyable. Thank you to the teachers and staff members who organized and hosted this event.

Yesterday, our Bearcat wrestlers departed for the State Tournament. We wish them the very best as they compete and represent our district. Their preparation, discipline, and commitment reflect the hard work invested throughout the season, and we are proud of them.

Our Senior Ladycats and Bearcats celebrated their final home basketball game of the season on Senior Night in the Union Bank Center. Both teams earned strong victories, and the evening provided an opportunity to recognize the seniors who have represented Mena Public Schools with dedication and pride over the years. We congratulate them on their commitment, perseverance, and the example they have set for younger students. We thank them for the way they have worn the Bearcat uniform.

It was a good week of action 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 Valentine's 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 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 Alignment

As 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 Award

As 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 Curriculum

Over 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. Students who write more frequently become more attentive readers because they better understand the structure, vocabulary, and purpose of texts.

Beyond academics, writing builds functional skills that matter in everyday life. Clear written communication helps students advocate for themselves, participate productively in the workplace, engage in civic life, and contribute meaningfully to our community. Whether students are completing applications, communicating with employers, or expressing ideas in collaborative settings, writing is a skill that strengthens independence, confidence, and opportunity.

I appreciate the work our teachers and leaders are doing to embed writing meaningfully across subject areas. This is the kind of instructional focus that improves outcomes not only on assessments, but in the long-term success of our students as learners, workers, and citizens.

Closing Celebrations

Students at Louise Durham Elementary represented their school with pride in the Battle of the Books, a literacy competition that promotes reading comprehension, teamwork, and a genuine love for reading. These students demonstrated dedication and enthusiasm, and we are proud of the preparation and effort that went into representing their school and community.

We also celebrate students who recently competed in academic and leadership events, including the District I Spring FBLA Leadership Conference and the Polk County Spelling Bee. Students represented Mena well through strong preparation, professionalism, and perseverance, earning advancement opportunities and recognition across multiple grade levels and competitive areas. Thank you to the teachers, sponsors, and families who support this work behind the scenes.

This week was National School Counseling Week, and we extend our sincere appreciation to our counselors—Kaela Mendoza, Tonya Thacker, Leilani Rose, Ashlyn Watts, and Shannon Lyle—for the essential role they play in supporting students academically, socially, and emotionally. Their daily work helps students navigate challenges, plan for the future, and remain connected to school in meaningful ways.

In athletics, our Bearcats and Ladycats continued to compete with effort and determination across basketball and wrestling. The Junior Ladycats’ win over Clarksville came down to the final seconds, creating an exciting moment that showcased grit and composure under pressure. Our wrestling program also competed at the regional level with strong team and individual performances, and senior team members were recognized during a ceremony Tuesday night for their commitment and leadership. Thank you to our coaches and athletes for representing Mena with pride.

It was a good week of momentum 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!

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 Heard

Several 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 Clarifications

As 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 Voting

Based 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 Communication

This 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 Education

The 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 Celebrations

As 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 STAR Events to the state level, demonstrating preparation, professionalism, and real-world skill development. Thank you to the FCCLA teachers and advisors whose guidance made these successes possible.

We also celebrate recognition of students involved in FFA and 4-H, who were honored for leadership and excellence in agriculture, culinary arts, and livestock projects. These achievements reflect sustained effort and responsibility beyond the classroom. Thank you to our agriculture teachers, FFA advisors, 4-H leaders, and community partners who invest their time and expertise in our students.

These moments remind us that student success is rarely accidental. It is built through mentorship, preparation, and adults who believe in what students can become.

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 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!

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 Walkthroughs

Throughout 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 Growth

As 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 Staff

Arkansas 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 Program

Our 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 recognition multiple times, reflecting the strength and consistency of our ALE program.

This award recognizes a student who demonstrated perseverance, accountability, and personal growth by using challenges as a turning point rather than a stopping point. The student showed academic progress, reduced discipline incidents, and emerged as a positive leader among peers.

To read the full story and learn more about the student recognized, please visit this link.

This achievement also reflects the exceptional work of our ALE staff, whose commitment to relationships, high expectations, and belief in student potential continues to change lives.

Celebrations and Highlights

Tonight, we invite our staff, families, and community to help Pack the Rack as Senior Bearcat Basketball takes on Waldron at 4:30 p.m. in Rackley Gym at Mena Middle School. This event is a throwback to years past, when Rackley Gym served as the home of Bearcat basketball and helped establish the legacy of the program we know today. Before that era, Bearcat teams competed in the gym that now serves as The Crossing Church. These spaces hold an important place in our history, and tonight is an opportunity to celebrate that tradition together.

We are proud to recognize the academic accomplishments of our student-athletes and fine arts students. The Senior High Ladycat Basketball team earned a team GPA of 3.96, the Senior High Bearcat Basketball team posted a 3.815 GPA, the Senior High Ladycat Volleyball team finished with a 3.825 GPA, and the Mena High School Spotlight Singers earned a combined 3.78 GPA. These results reflect dedication, discipline, and a commitment to excellence beyond competition.

Congratulations to our Mena band students who earned placement in the Region VIII All-Region Band, as well as those who advanced as All-State Band qualifiers. These honors represent the highest levels of musical achievement and reflect both student dedication and outstanding instruction.

We also congratulate our Bearcat and Ladycat basketball teams on recent victories against Battiest, Oklahoma, and Clarksville. These wins reflect the hard work, preparation, and teamwork of our student-athletes and coaches as they represent Mena Public Schools with pride. The same recognition goes out to our Bearcat and Ladycat wrestlers who continue to mount victories this season.

Finally, we appreciate the continued support of our community partners. Thank you to Donald Muns, Manager of KFC/Taco Bell, for supporting Holly Harshman Elementary through student incentives. Partnerships like this strengthen the connection between our schools and community and reinforce the shared responsibility of supporting students.

Remember, we will be closed on Monday in observance of MLK Day.

It was a good week of learning 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 long 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!

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 Impact

As 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 Innovators

As 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 Calendar

As 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/977375473

This 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 Celebrations

We begin our closing celebrations by recognizing the continued success of our Bearcat wrestling program. This past week, our Mena boys wrestling team earned multiple team victories, while our Ladycats also posted strong results in recent meets. These performances reflect consistent preparation, discipline, and effort from our student-athletes and coaching staff as the winter season continues.

Students from Mena High School and Mena Middle School also participated in a Capture the Flag cybersecurity competition hosted by the DeQueen-Mena Education Service Cooperative. The event challenged students in areas such as web security, cryptography, and problem-solving, highlighting the strength of our computer science programs and the analytical skills our students are developing.

At Mena High School, students had the opportunity to interact with a Marine Corps recruiter who visited campus and provided a hands-on opportunity to test strength and stamina. Experiences like this help students explore postsecondary pathways and better understand expectations beyond high school.

During the Christmas Break, our Bearcat and Ladycat basketball teams were also in action, earning tournament success at the Cossatot River Holiday Tournament and competing in the Ledel Thomas Classic. We appreciate the commitment shown by our student-athletes who represented Mena Public Schools with determination and pride during the break.

Finally, January is School Board Member Appreciation Month. We are grateful for the service, leadership, and time commitment of our Board of Education members. Their guidance and decision-making are critical to supporting our students, staff, and community. With thier efforts often going unhearalded, we use this month to spotlight their role in our community and communities across the state.

It was a good week of reengagement 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 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 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 It

Mid-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 Return

As 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 Learning

This 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 Matter

At 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 Process

As 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 respective buildings, helping explain how VAM scores and VAM-aligned measures are used, what they represent, and what they do not represent. PPC members and district leadership will meet again next week to review feedback, questions, and suggestions that have surfaced from those conversations.

This process reflects our commitment to transparency and collaboration. Merit pay and VAM-based measures are not static policies. They require continued dialogue, refinement, and shared understanding to ensure they support professional growth and student success.

Virtual Social Security Retirement Presentations

We are pleased to share an opportunity from the Social Security Administration that may be helpful to many in our district and community. Tonya Cater, Public Affairs Specialist with the Social Security Administration, will host two virtual Social Security Retirement presentations on December 16. These sessions are designed for school administrators, teachers, and staff in Arkansas and Oklahoma, but all interested community members are welcome to attend.

Each session is limited to 100 participants to allow time for questions and answers. Registration is required. Here are the registration links:

* December 16, 2025 | 10:00 AM – 11:30 AM

* December 16, 2025 | 6:00 PM – 7:30 PM

Closing Celebrations

We will begin our closing celebrations by recognizing the Mena Bands for their 2025 Christmas Concert, performed last night at the Performing Arts Center. I was in attendance and was very impressed with the quality of musicianship, preparation, and professionalism displayed by our students at every level. The concert reflected countless hours of intentional practice and strong instructional leadership, and it was a performance our school and community can be proud of.

We would also like to recognize the MHS Spotlight Singers for spreading Christmas cheer throughout our community through their annual caroling fundraiser. Their visits to local businesses, senior living facilities, and community partners brought joy to many and highlighted the positive presence our students have beyond the classroom. In addition, students at Mena Middle School participated in a virtual author visit with award-winning writers Kwame Alexander and Alan Gratz, providing an engaging and meaningful literacy experience. We appreciate the teachers and administrators who helped make this opportunity possible.

In athletics, it was another active week for Bearcat and Ladycat programs as our winter seasons continue to take shape. Our wrestling season is getting underway, and our basketball teams have continued competing with energy and effort in recent matchups. We want to wish good luck to our wrestling and basketball teams as they compete in tournaments today and throughout this weekend. We are proud of the way our student-athletes represent Mena Public Schools with determination, sportsmanship, and pride.

It was a good week of service 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 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!

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 Backyard

This 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 Now

Earlier 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 education staff for our federal delegation are available to hear from you:

Representative Bruce Westerman’s office: Charlie Louree ([email protected])Senator John Boozman’s office: Kathleen Bochow ([email protected])Senator Tom Cotton’s office: Madison Erstine ([email protected]) and Riley Larson ([email protected])

A short, respectful message sharing what these programs make possible in your classroom can help ensure that Washington understands the practical impact of its decisions. Our students deserve stability, not surprises.

Closing Celebrations

Before Thanksgiving Break, Mena was proudly represented at the Special Olympics Fall Games. Our athletes returned with outstanding results, earning two Gold-medal finishes, three Silver-medal finishes, and two Bronze-medal finishes. These accomplishments reflect the commitment, teamwork, and spirit our students bring to every opportunity. I appreciate everyone who helped make this experience possible for our athletes.

We also celebrated an important milestone this week at UA Rich Mountain with the “topping off” ceremony for the new Allied Health Science Building, scheduled to open in Fall 2026. I was honored to attend as the final beam was placed and signed, marking significant progress on a facility that will soon house early health professionals gaining real clinical experience right here in Polk County. The construction company leading this project, Clark Contractors, is partnering with Mena Public Schools to provide apprentices with on-the-job training and high school course credit, giving our students a direct connection between classroom learning and real-world career pathways in the construction trades. This is another example of how strong local partnerships create meaningful opportunities for our students and strengthen the future workforce of our community.

Nothing ushers in the holidays like our choir and band concerts, and we began the season last night with a wonderful performance from our Mena Middle School and Mena High School Choirs in the Performing Arts Center. This annual event always brings out the spirit of the season, and our students delivered a heartfelt and impressive program that showcased their talent, discipline, and joy in making music together. I appreciate the work of our choir directors and the dedication of our students who make this tradition such a meaningful part of our school community.

We will continue the tradition next week as our Mena Bands present their Christmas Concert on Thursday, December 11. This performance is always a highlight of the season, and our band students have been working with focus and determination to prepare a program that reflects both their growing skill and the pride they take in representing our school. I look forward to seeing our community come together again to support these students and enjoy an evening of music that truly captures the spirit of the holidays.

Our 5th Grade Winter Program earlier this week brought a full audience to the Performing Arts Center and showcased the energy, excitement, and talent of our youngest performers. Congratulations also to our 5th and 6th-grade Quiz Bowl Team for earning 2nd place at the Ashdown Invitational. Their preparation, teamwork, and poise were evident throughout the competition. At Louise Durham, several of our preschool students reached the impressive milestone of reading 500 Books Before Kindergarten. These achievements reflect the joy of early learning and the strong partnership between families and our schools.

Our basketball teams continue to represent Mena well. The Ladycats and Bearcats earned strong wins earlier in the week against Western Yell County, and our junior high teams competed hard in their matchups at Booneville. The senior high teams are now on the road at the Redwater, Texas, Invitational Tournament, and we look forward to seeing their continued growth as the season progresses.

It was a good week of dedication 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 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