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!

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Week 20: Seeing the Work, Supporting the Work