Bearcat Wrap-up Podcast

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 Communication

Over 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-Day

Below 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 schools eligible for Teacher of the Year nominations; minimal direct impact.

* HB 1496 (Act 304): Mandates teacher qualifications; affects hiring and professional development.

* HB 1512/SB 246 (Acts 340/341): Arkansas ACCESS Act; significantly affects curriculum and concurrent enrollment approaches.

* HB 1545 (Act 501): Military child school transitions; administrative impact, primarily for counselors.

* HB 1571 (Act 502): Modifies Adult Diploma Program; impacts adult education educators.

* HB 1598 (Act 474): New school accountability system; administrative reporting and rating changes.

* HB 1601 (Act 354): Higher education career counseling; indirect impacts for K-12 counseling departments.

* HB 1633 (Act 475): Extracurricular transfer eligibility amendments; impacts coaches and activity sponsors.

* HB 1640 (Act 476): Administrator ethics guideline changes; primarily administrative implications.

* HB 1643 (Act 369): Disclosure of abuse allegations allowed; affects employment verification procedures.

* HB 1689 (Act 355): Military recruiter access to schools; administrative policy impact.

* HB 1705 (Act 478): Requires teaching of founders' religious and moral beliefs; impacts social studies instruction significantly.

* HB 1724 (Act 503): Adjusts school board election dates; administrative implications.

* HB 1733 (Act 504): Updates the Arkansas Better Chance Program; administrative and preschool staff adjustments.

* HB 1821 (Act 560): School property insurance reform; administrative and financial management adjustments.

* SB 3 (Act 116): Prohibits discrimination in public entities; administrative policies impacted.

* SB 59 (Act 123): No-cost student breakfast; affects morning routines and food service administration.

* SB 64 (Act 532), SB 66 (Act 61): Educational appropriations; administrative budgeting implications.

* SB 89 (Act 120): School board electronic information updates; administrative communication changes.

* SB 134 (Act 143): Employee Health Benefits Advisory amendments; administrative oversight required.

* SB 135 (Act 399): School tax rate election adjustments; administrative fiscal planning impact.

* SB 142 (Act 122): "Bell to Bell, No Cell Act"; significant classroom management policy changes required.

* SB 148 (Act 587): Teacher Retirement System membership details; minimal direct impact.

* SB 167 (Act 563): School transfer submission dates amended; administrative implications.

* SB 172 (Act 165): Technical corrections in education code; minimal classroom impacts.

* SB 200 (Act 329): Tax exemption for leased textbooks; financial implications for administration.

* SB 206 (Act 195): Updates Right to Read Act literacy grants; impacts reading interventions and professional development.

* SB 223 (Act 400): Religious rights at public schools; policy adjustments required administratively.

* SB 226 (Act 247): Professional development required for cardiac arrest prevention; significant training implications.

* SB 227 (Act 505): Freedom of Information Act amendments; administrative meeting and documentation practices impacted.

* SB 228 (Act 197): Background check waiver for nonlicensed staff; administrative employment processes impacted.

* SB 232 (Act 429): Scholarship Lottery Act adjustments; minimal administrative oversight needed.

* SB 252 (Act 590): Public information on vapor products; health curriculum updates required.

* SB 263 (Act 330): Homestead property tax credit increase; financial management impact for districts.

* SB 270 (Act 360), SB 271 (Act 460): School board candidate filing amendments; administrative implications.

* SB 332 (Act 536), SB 359 (Act 613): Funding for educational programs; administrative budget adjustments.

* SB 391 (Act 472): Robotics Competition Grant established; impacts STEM extracurricular activities.

* SB 413 (Act 401): Certification of school board oaths; administrative documentation adjustments.

* SB 433 (Act 573): Requires display of the National Motto and Ten Commandments; environmental and curriculum adjustments.

There are yet other bills on the Governor’s desk awaiting signature to become law. Here are some education bills among that number that will have further impact on our day-to-day:

* HB 1017: Establishes a maternity leave program allowing educators up to 12 weeks leave with 100% cost reimbursement; addresses foster care scenarios and clarifies non-contract days and duration limits; significant implications for administrative staffing plans and budget management.

* HB 1866 (Eli's Law): Mandates installation of recording equipment in locker rooms starting the 2027-2028 school year; involves substantial adjustments in facility management, student privacy policies, and administrative oversight responsibilities.

* HB 1646: Requires schools to create designated storage areas for materials classified as inappropriate; affects administrative oversight, library management policies, and compliance protocols.

* HB 1672: Modifies or phases out the Schools of Innovation program, implementing timelines and letter-grade accountability requirements; necessitates strategic administrative planning and potential curriculum adjustments in schools currently participating.

Feedback on Policy

Educators are invited to share their insights in the national Phones in Focus survey about cell phone use in schools. Your feedback will help inform future policies and highlight how mobile devices affect teaching and learning. The survey takes about 10 minutes and is open to all staff.

DMESC Satisfaction Survey

This is a reminder to complete the DMESC User Satisfaction Survey if you have interacted with the co-op in any capacity this year. The survey is a valuable tool for DMESC to gather feedback and improve the services they provide to our district and others in the region. The deadline to submit your response is May 31st, and your input truly makes a difference.

Closing

For the first time in our eSports program, Mena High School has advanced to the final four of a statewide competition. Our team will compete in Madden NFL 25 at Fort Smith Northside on May 1st, with the top two moving on to the championship round and a chance to earn scholarships. This is an exciting milestone for our growing eSports program and a proud moment for our school.

Students from Mena recently competed in the Destination Science STEM Challenge, hosted by the DeQueen-Mena Education Service Cooperative, and brought home an impressive number of awards across a wide range of events. From engineering challenges like balloon cars, catapults, and earthquake simulations to creative problem-solving in the Mystery Challenge and technology competitions in web design and video production, our students demonstrated innovation, collaboration, and technical skill. Both middle and high school teams excelled in robotics, earning top honors in LEGO, VEX, and Sphero divisions. This strong showing highlights the talent and dedication of our students and the strength of our STEM programs.

Our spring sports teams have experienced a season filled with success, showcasing the hard work, determination, and team spirit that define Mena athletics. From the track to the diamond, the soccer field, and every event in between, our student-athletes have represented our school with pride and perseverance. Their accomplishments are a reflection not only of their talent and dedication but also of the strong support from coaches, families, and the community. We look forward to cheering them on as the season competitions continue.

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 lovely Easter 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 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 Celebrate

While 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 Panic

Spring 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.

Closing

Mena 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 proud of their dedication, preparation, and the way they continue to demonstrate the strength of our Career and Technical Education programs.

FBLA members from Mena Middle School and Mena High School have recently achieved outstanding results at both district and state competitions. Middle school students earned first-place finishes in timed events and recognition in career research, while high school students competed at the State Leadership Conference in Little Rock, showcasing months of preparation in presentations, speaking events, and testing. Several high school competitors placed in the top three in their events and have qualified for the FBLA National Leadership Conference in Anaheim, California this summer. Their performance reflects not only individual talent but also the strength and growth of our business education programs across campuses. Congratulations to all participants for representing Mena Public Schools with excellence!

Mena FFA recently traveled to Fayetteville to compete in the State FFA Career Development Events, bringing seven qualified teams that had earned their spot through strong district performances. The teams represented a range of areas including Agriculture Mechanics, Horse and Livestock Evaluation, Food Science, Veterinary Science, Wildlife Management, and Nursery Landscape. Several teams placed in the top five at the state level, with individual members also earning high-ranking scores. Their hard work, preparation, and professionalism made a strong impression and reflected well on Bearcat Nation. A special thank you goes to all staff and administrators who continue to support these valuable opportunities for students to develop real-world skills and pursue future careers in agriculture.

This week brought outstanding success across Mena Public Schools. Ladycat Softball earned two big conference wins, and Bearcat Baseball shut out Ozark. On the track, junior high and seventh-grade athletes brought home top finishes, with the Bearcats winning the 7th grade meet and both teams placing third in the junior high division. The Mena High School Band earned Sweepstakes honors with superior ratings in concert and sightreading, and the Spotlight Singers received a Division 1 rating at State Choral Performance Assessment. Our students continue to make us proud with their talent, determination, and Bearcat spirit.

This week, we also proudly celebrated Assistant Principals Week and recognized the incredible leadership and dedication of our assistant principals at Mena Public Schools. Thank you to Celeste Ashcraft, Levi Norris, Rachel Carter, and Pete Rose for the vital role you play in supporting students, staff, and school success. Your commitment helps ensure that our students are prepared, our staff is supported, and our community remains confident.

It was a good week of learning at Mena Public Schools.

Keep the #menareads posts and videos coming and have a lovely 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! 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 Qualifies

As 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 and accurately as possible.

Another important factor in the merit pay system is Roster Verification. Roster Verification is a critical process that ensures teachers are accurately linked to the students they have taught, which directly impacts eligibility for merit pay based on student growth. This process begins next week, and it is essential for teachers who may qualify through growth scores. Your building principals will be in training next week to provide support and guidance throughout the process. Accurate rosters help ensure your impact is recognized and properly reflected in state data.

DMEC User Survey

It is time once again for the DMESC User Satisfaction Survey. This survey is an important tool for our co-op to gather feedback from all who use their services. If you have interacted with DMESC in any capacity this year, please take a few minutes to complete the survey and share your experience. The deadline is May 31st, and your input helps ensure continued improvement and support for our district and others in the region.

Closing

Today is School Librarian Appreciation Day, and we are proud to recognize the outstanding librarians who serve our students and staff each day: Tiffany Williams at Louise Durham Elementary, Paula Cox at Holly Harshman Elementary, Sheli Chaney at Mena Middle School, and Holly Plunkett at Mena High School. These four professionals do more than manage books—they open doors to curiosity, discovery, and lifelong learning. This year, they have also led the charge on our #MenaReads initiative, a collaborative effort that has helped foster a love for reading across all grade levels. We are grateful for their innovation, encouragement, and unwavering belief in the power of a good story.

Yesterday was Paraprofessional Appreciation Day, and I want to take a moment to express our sincere gratitude to the many individuals who serve in these vital roles across our district. Paraprofessionals are often the quiet strength behind student success—providing academic support, offering patience and care, assisting with behavior interventions, and helping classrooms run smoothly. Their work is hands-on, heart-first, and mission-driven. Whether they are working one-on-one, assisting in small groups, or helping to maintain a positive learning environment, our paraprofessionals make a lasting impact every single day. We thank you for your dedication, your compassion, and your role in building the kind of schools we are proud of.

This week, 100 Mena High School seniors participated in the Career Connect Event at UA Rich Mountain’s Ouachita Center, joining with students from Acorn, Cossatot River, and Oden to engage with 30 area businesses and 55 business representatives. Our Bearcats delivered professional elevator pitches and resumes, showcasing their readiness and confidence while practicing vital skills like interviewing and communication. We are grateful to our counselors and career coaches for organizing this event and to the many district and community volunteers who helped make it a success. Thank you to all staff who played a role in preparing, transporting, supporting, and encouraging our students as they take bold steps toward their NEXT.

This week marked a milestone for Mena High School as we participated in the Technology Student Association (TSA) State Competition for the very first time. Three teams and two non-competing members represented MHS with excellence, showcasing innovation, creativity, and professionalism. We are proud that two of our teams placed in the top three—an outstanding achievement for our first year in the program. Congratulations to all who competed, and thank you to Mrs. Titsworth and the MHS staff and supporters who helped make this opportunity possible.

Thank you to all of the Mena science teachers and staff for a week filled with meaningful science experiences. From hosting a successful Family Fun Science Night on Tuesday to taking students to the UA Rich Mountain Science Fair today, you have created powerful opportunities for students to explore, apply, and present scientific thinking. The hands-on activities at Family Night sparked curiosity and brought families together around learning, while today’s Science Fair allowed students to showcase their skills and knowledge in front of a larger audience. We appreciate your time, creativity, and dedication to making science engaging and relevant for our Bearcats.

Despite the wet and stormy weather, 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.

Keep the #menareads posts and videos coming, stay safe, 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 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 Bill

This 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.

Closing

Congratulations 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 Mistakes

Have 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 Update

The 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 & Instruction

Several 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, HB 1542 aims to require private schools that receive state funding to administer the same statewide assessments as public schools, aligning accountability across sectors. On a broader level, HB 1305 sought to allow non-traditionally licensed individuals to obtain teaching licenses under specific conditions, but it has since been withdrawn after concerns over special education requirements and professional teaching standards.

Governance & Retirement

Regarding governance and retirement, HB 1154, HB 1155, and HB 1156 introduce technical corrections and eligibility updates to the Arkansas Teacher Retirement System (ATRS), ensuring no reduction in benefits but allowing minor administrative changes such as adjusting disability retirement qualifications and survivor annuities. HB 1160 provides teachers with a way to purchase partial service credit for gap years, benefiting those who missed time due to medical leave, pregnancy, or other personal reasons. Meanwhile, SB 90 would require public comment at school board meetings, ensuring increased transparency in district decision-making, though concerns exist over its implementation.

Finance & Facilities

Financially, multiple bills aim to adjust funding mechanisms for public schools. HB 1190 seeks to exempt the first $50,000 of a teacher's salary from state income tax, offering potential tax relief for educators, though its fiscal impact remains under discussion. HB 1239 proposes an increase in special education funding, allocating $3,862 per student with an Individualized Education Plan (IEP). SB 59 would provide all students with a free breakfast, regardless of income status, ensuring broader access to school nutrition. This was signed by the Governor and is now Act 123. HB 1021 introduces a tax credit for early childhood educators, incentivizing retention in an essential field. Additionally, SB 200 seeks to exempt leased instructional materials and textbooks from sales tax, reducing costs for schools that rely on leasing agreements. These bills collectively aim to improve financial support for teachers, students, and school operations.

Acts

Several bills have now officially become Acts, meaning they are now part of state law and will impact education moving forward. Act 134 requires public schools to teach about communism and autocratic governments, with the Department of Elementary and Secondary Education (DESE) updating social studies standards accordingly. Act 135 amends the definition of a novice teacher, aligning it with new residency models and year-long internships for educators. Act 116 establishes non-discrimination policies for public schools, ensuring compliance with state and federal hiring and education laws.

On the financial side, Act 121 strengthens protections for school funding by requiring a higher voting threshold before Property Tax Relief Trust Fund money can be used for non-tax relief purposes. Act 123 now mandates that all students have access to a free breakfast upon request, with state funding to reimburse school districts. For teacher retirement, Act 61 adjusts the Arkansas Teacher Retirement System budget, maintaining benefits while making minor funding reductions. Additionally, Act 186 increases funding for Career and Technical Education programs, supporting vocational training and workforce readiness for students.

Finally, Act 248 grants liability protection to schools and property owners hosting shooting sports events, as long as they do not charge for facility use. This change is intended to encourage youth participation in shooting sports while limiting legal risks. As these Acts take effect, schools should begin preparing for curriculum updates, funding adjustments, and policy compliance. More updates will follow as implementation details become available.

With about a month left in the legislative session, we will continue to monitor these bills and any new developments that could impact our schools. As decisions are finalized, we encourage everyone to stay informed and engaged in the process to ensure the best outcomes for our students, staff, and community. More updates will follow as the session progresses.

Closing

It was a successful week for Mena students in both FFA competitions and band performances. Mena FFA traveled to Southern Arkansas University to compete in the Southern District CDE Contest, where they had an outstanding day, qualifying all six teams for the State Contest on April 3rd-4th. The teams earned top finishes in Agricultural Mechanics, Horse Judging, Livestock Judging, Nursery & Landscape, Veterinary Science, and Wildlife Management, demonstrating the hard work and dedication they have put into preparing for this competition. Meanwhile, the Mena Middle School Band traveled to Van Buren to compete in the Region 8 Concert & Sightreading Assessment, earning an excellent second-division rating in Concert Performance and a superior first-division rating in Sightreading. Congratulations to all of these students on their impressive accomplishments and the hard work they continue to put into their programs!

A huge thank you to Mrs. Dickison and the Louise Durham Elementary 2nd Grade students for their performance of "Jungle Party Tonight" at the MHS Performing Arts Center. It was a fantastic show enjoyed by a packed house, and the students did an amazing job bringing energy and excitement to the stage.

It was also a successful week for Mena athletics, with strong performances across multiple sports. At the 6A Springdale Invitational, our track and field athletes competed at a high level, with a first-place finish in the high jump and strong showings in the long jump and mile run. The Mena Junior High Track team also represented well at the Booneville Relays, highlighted by a first-place finish in the girls' pole vault. On the soccer field, the Ladycats secured a 3-0 victory over Cossatot and played to a 1-1 draw against Heavener, OK, while the Bearcats tied 5-5 with Cossatot and fell to Heavener. Baseball had a dominant win over Acorn, 20-2. We also want to recognize our Bearcat Basketball players earning All-State, All-Star, and All-Conference honors. Congratulations to all our athletes on a fantastic week—your hard work continues to make us proud!

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.

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

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 Run

I 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 now we push forward, staying focused and committed to finishing strong.

Like the batter in the image, we do not always see where the ball will land right away. The results might show up in the next test, the next school year, or even years down the road. But when we have done our jobs well, we know. The impact is already in motion.

This week, take a moment to step back and recognize the swings that landed just right. Reflect on the moments when you knew you reached a student. The results may not be immediate, but trust the work. The ball is flying, and soon enough, we will see just how far it will go.

Keep stepping up to the plate. Keep swinging. The home runs will come.

PD Thought Exchange Results

Your feedback is essential in shaping professional development that meets your needs, and guiding how we prioritize and plan future learning opportunities. In June, core content staff will participate in dedicated training with Andria Miller and the DMESC Team at the Co-op for Elevating Rigor: Deep Diving into Standards with DOK and AI-Enhanced Questioning. This training addresses several of the areas identified in the survey data. Summer flex days will also be available, allowing staff to choose professional development aligned with their instructional needs. As we begin the school year, Back-to-School professional learning will include dedicated workdays focused on writing and data, ensuring teachers have the time and support needed to implement these strategies effectively. View the detailed 2025-2026 Employee Training Plan.

Closing

Speaking of home runs, congratulations to Louise Durham Elementary for being recognized by the Office for Education Policy (OEP) at the University of Arkansas with the Beating the Odds award for Southwest Arkansas! This honor is given to schools where students demonstrate exceptional growth despite economic challenges, and Louise Durham stands among the top five schools in the region. This achievement is a testament to the dedication of our students, teachers, and staff, who work tirelessly to ensure that every child receives the support and instruction needed to thrive. Your commitment to student success is inspiring—well done!

Congratulations to our Bearcat Choir and Spotlight Singers for their outstanding performances this week! The Bearcat Chorus delivered an amazing performance at the Choral Performance Assessment, showing beautiful vocals and tremendous growth from last year, while the Spotlight Singers earned a Division I rating and will advance to the State Choral Performance Assessment in April. These achievements are a testament to the hard work, talent, and dedication of our choir students and directors. We are incredibly proud of you—congratulations!

This week, Mena Theatre Arts students took the stage to bring literature to life for their peers through two outstanding performances. Theatre Arts II students entertained and engaged 6th-grade English classes with their production of 10 Reasons You Should Have Stayed Home Sick, showcasing their creativity and talent in a fun and relatable way. Later in the week, Mena Theatre students delivered a compelling performance of 12 Incompetent Jurors for high school English and Business Law classes, demonstrating their acting skills and bringing humor and drama to the courtroom setting. These performances not only highlighted the hard work and dedication of our theatre students but also provided a unique and immersive learning experience for their audiences. Congratulations to all involved on a job well done!

Postseason honors have been announced for Mena Ladycat Basketball, recognizing several athletes for their outstanding performances this season. Multiple players earned All-Conference and Honorable Mention honors, highlighting their hard work, skill, and dedication on the court. Additionally, Isabel Cross received a nomination for the prestigious All-Star Team, a testament to her excellence in the game. Congratulations to all of our Ladycat Basketball players on these well-deserved accolades—your commitment and perseverance continue to make us proud!

This week, Mena Public Schools celebrated Read Across America with a variety of special activities that encouraged a love of reading across our campuses. A heartfelt thank you to all the staff who organized opportunities for students to be read to by older students and athletes from Mena High School and U of A Rich Mountain—it was a meaningful way to connect our learners through literacy. Our elementary students participated in a March Madness Book Bracket Challenge, with books advancing based on student preferences, while others showcased their comprehension skills by competing in The Battle of the Books at the DeQueen-Mena Educational Service Cooperative. Teachers across the district designed creative and engaging activities to promote reading throughout the week, sharing these moments on social media.

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.

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 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 Up

As 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 Year

As 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.

Closing

Congratulations 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 team on an outstanding season! Their determination, grit, and teamwork were on full display throughout the year, and that tenacity carried them deep into postseason play. Though their state tournament run ended with a hard-fought three-point loss to top-seeded Shiloh Christian, their effort and resilience were undeniable. They represented Mena with pride, competing at the highest level and leaving it all on the court. Thank you, players and coaches, for an incredible season—you have made our school and community proud!

Bearcat Baseball is off to a strong start, securing a victory in their season opener against Subiaco Academy. It was a great way to set the tone for the season. Meanwhile, Ladycat Softball is preparing for its season opener this Tuesday at home against Lavaca. Let us show our support and cheer them on as they take the field for what promises to be an exciting season.

Bearcat and Ladycat Soccer begin their seasons today in Poteau, and track season will soon be underway. Best of luck to all our athletes as they compete and represent Mena with pride!

Speaking of track, Mena competed in the State Indoor Track Meet in Fayetteville on Saturday, with athletes putting in a strong performance. The Ladycats team scored more points than they have since the program’s return in 2023, showing great progress. The Bearcat and Ladycat teams continue to work hard and represent Mena well, with several athletes earning top-eight finishes, including first-place victories in the High Jump and Pole Vault. As a young and determined group, they have set a solid foundation, and we look forward to seeing them compete in the upcoming outdoor season.

Good luck to our Bearcat and Ladycat wrestlers as they compete in the state tournament today! We are proud of their hard work and dedication to show them what Mena is made of!

The Board has officially adopted Choice One of the modified calendars for the next school year, which closely mirrors our current calendar. This model was designed with intentional breaks to support both student and staff well-being while also addressing absenteeism. As we move forward, we encourage everyone to take advantage of these scheduled days off by planning appointments and personal matters during those times whenever possible. This approach helps minimize disruptions to learning and ensures that both students and staff can be present and engaged when school is in session. We have also set dates for open houses and parent-teacher conferences. They are noted on the calendar. A more traditional calendar format will come out next week.

Thank you to the teachers, librarians, and volunteers who have worked hard to organize meaningful events for our students. From coordinating the Special Olympics Basketball Skills Competition, where students and community members came together to support and encourage athletes, to planning engaging activities for Read Across America Week, your efforts make a difference. Celebrating the joy of reading and fostering a spirit of inclusion takes dedication, and we appreciate all who help create these enriching experiences for our students.

This week, we witnessed a wonderful example of generosity and community spirit. A parent, whose student’s meal balance was previously covered through donations, chose to pay it forward by providing funds to help another family in need. Acts like this remind us of the kindness and support that make our community special. Thank you to those who continue to give—your generosity makes a real difference in the lives of our students and families.

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.

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 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 Results

The 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 Act

The 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.

Closing

This 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 for leadership, personal growth, and career success in agriculture and beyond. We honor their dedication, enthusiasm, and the positive impact they make in our schools and community. Thank you to everyone involved in FFA for embodying the spirit of service and excellence.

Congratulations to our Bearcat Basketball team on their impressive victory in the first round of the district tournament! Their hard work and determination have not only secured them a spot in the semifinals but also earned them a well-deserved berth in the upcoming conference tournament. We are incredibly proud of their accomplishment and look forward to supporting them as they continue to compete.

Additionally, we are excited to host the men's 5A South Regional Wrestling Tournament this Saturday. We extend our heartfelt thanks to all the coaches and volunteers whose efforts have made this event possible. Best of luck to all our wrestlers—go out there and make us proud!

It was a cold, short, but 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 nice 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 Valentine’s Friday!

First, I want to thank each of you for your hard work and dedication. Your commitment to our students and our shared mission continues to drive us forward. I also want to acknowledge your efforts in working toward our performance targets, which are essential markers of our progress and growth as a district.

I have updated our performance target page with the latest data from the ATLAS interim exams. The results show encouraging signs—especially in science and math—where we are seeing an increase in students scoring at levels 3 and 4, our highest performance levels, and fewer students scoring at level 1, which indicates being below grade level. This is a direct reflection of your dedication and instructional excellence, and it should give all of us a well-deserved boost of confidence. We must use this momentum to keep pushing forward.

Our attendance has suffered due to the rash of flu that continues to plague us, and a combination of factors has contributed to an increase in disciplinary referrals, though primarily for minor infractions. While these challenges are real, they are also temporary. By continuing to support one another and maintaining a positive, student-centered focus, we will help restore stability and keep our classrooms thriving.

Our Growth

I just mentioned our students’ academic growth, but their success is a direct result of our growth—and I want to encourage even more. Back in Week 13's Wrap-up, The Tools to Be Perfect, I discussed the importance of using the tools available to us with skill and precision, like a farmer with a seed drill who carefully calibrates the machine for the best results. But having the right tools is only part of the journey. Knowing how to use them—and having the humility to admit when we do not—is what separates progress from stagnation.

The hardest tool to pick up is often a mirror. Self-reflection requires us to face uncomfortable truths about our abilities and limitations. Sometimes, we cling to the belief that we should already know how to use the tools we have been given—whether those tools are instructional strategies, leadership frameworks, or new technologies. Pride can whisper that asking for help makes us look weak, but the opposite is true: admitting that we can grow is an act of strength.

Early in my career as a teacher, I found myself frustrated when my lessons did not produce the results I hoped for. I believed I was working hard, but something was missing. Then I came across Proverbs 15:32: "Whoever ignores instruction despises himself, but he who listens to reproof gains intelligence." That verse caused me to reflect. I realized that I had been hearing advice from experienced teachers and administrators, but I was not truly listening. I was too busy defending my methods to consider theirs.

So, I made a change. I started observing my successful peers more closely, not just watching their methods but trying to understand why they worked. I began seeking and trying new strategies through books and professional development. At first, I felt like I did not have the time or energy to change, but I pushed forward and tried anyway. What I discovered surprised me: the improved methods actually took less energy because my students were more engaged and did more of the work themselves, making classroom management far less taxing. Slowly, I incorporated new techniques into my own classroom. It was not easy to admit I had room to grow, but it was necessary. And the results were undeniable—my students' engagement improved, and so did my confidence.

Growth requires two things: humility and action. Be humble enough to learn—recognize that every expert was once a beginner. Accept that not knowing something is temporary, but refusing to learn is permanent. Observe others with curiosity—some of the best lessons come from watching colleagues in action. Listen when they share what has worked for them. Ask questions—when something works well for someone else, find out why. When something does not work for you, seek feedback. Practice without fear—trying new methods may feel awkward at first, but mastery only comes through practice.

Our district thrives when we all embrace this mindset. We have incredible educators and leaders among us—let us learn from each other. Sharing what works, asking for guidance, and offering constructive feedback strengthens us collectively.

What tools do you have but struggle to use effectively? Who around you might be a model worth observing? Are you willing to admit that growth requires help from others?

We are in this together, and together we will be better. The tools are here—let us learn to use them well.

Value Added Measure (VAM) and Educator Effectiveness System (EES) Update

Soon, the Department of Secondary and Elementary Education (DESE) will release Value Added Measure (VAM) scores, which determine individual teacher impact on student academic growth. VAM scores are also a primary factor in teacher merit pay. Since last year, DESE has been adjusting merit pay rules to include more teachers who do not receive VAM scores. To help with this, one of the key components for ALL educators, not just those who have VAM scores, will be uploading artifacts into the Educator Effectiveness System (EES) to demonstrate their students' growth.

Next week, principals will schedule an artifact—or set of artifacts—to be uploaded into EES by April 1st. We understand that artifacts will vary due to the diverse subjects taught across Mena Public Schools. Each educator will determine the artifacts that best represent their students' growth. Be on the lookout for an email notification from EES. We will also provide technical guidance for uploading artifacts in the coming days. For further details, please reach out to your building principal.

Closing

Mena High School FBLA recently attended the District Spring Leadership Conference in Fort Smith, where several students earned awards in their competitions and qualified to compete at the State Conference in April. Their achievements span a wide range of categories, from business management and cybersecurity to graphic design, marketing, and impromptu speaking. Additionally, several students will compete in events that advance directly to the state level, including broadcast journalism, business planning, client service, coding and programming, digital video production, and international business. Congratulations to all participants on their outstanding performances, and best of luck at the state competition!

Congratulations to the Mena High School Choir for having three students earn spots in the All-State Choir. Their hard work and talent have brought pride to our district, and they will represent Mena at the All-State Music Conference in two weeks. This is a remarkable achievement and a testament to their dedication and musical excellence. Best wishes to them as they perform on this prestigious stage.

Congratulations to our junior Bearcat basketball teams on a successful season! Best of luck to our senior high teams as they begin district tournament play next Monday in Ozark. Additionally, we extend our best wishes to our Ladycat wrestlers competing in the southern regional tournament tomorrow in El Dorado. Our junior high Quiz Bowl team will be competing in their state contest tomorrow, as well, and we wish them the best.

There is a possibility of winter weather next week. We will keep you updated on any potential school closures through our standard communication channels, including social media and local radio stations.

This is a reminder that Notice of Intent forms have been sent out and are due to be completed by the end of this month. Click here for the form.

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.

Keep the #menareads posts and videos coming and have a nice weekend!

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