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!

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