Executive Summary - Mena School District

Executive Summary
Mena School District is committed to providing a quality education to each
of its students to prepare them for the world they enter as they leave our
boundaries. That preparation includes academic, social, emotional, and
physical enhancements. Our students should be ready for careers or higher
education upon graduating with acceptable coursework and performance in
the curriculum and activities. The vision statement is "Each child learns to his
fullest potential, a positive self-esteem, maintains peace of mind, and is
accepted by peers, teachers and the community. All people are productive
and participate in educational, social, and community life activities. The
community is responsible, with families and schools, to provide a safe
environment to educate, to enrich, and to assist with resources and
opportunities for all children. Families participate in the child's learning and
social education by knowing what the system is teaching and incorporating it
in everyday life. Communication unifies and coordinates curriculum and
enhances daily life skills, work atmosphere, and overall growth." The
system's vision is summarized by "Teachers, students, community: Together
we can make great things happen." The goals include improving the
academic performance of all students, especially in mathematics and literacy,
to prepare them to be competitive in the world they will enter; involving
parents in the education of their children at home and in the school
environment; and increasing the health and wellness of each student to be
prepared for a healthy life. With these goals in mind, the district provides
quality learning environments and resources which promote academic
success. Parents are invited into the schools either by their physical presence
or by receiving information about the educational processes and opportunities
for their children. Not only does the school provide quality academic
instruction in health and physical education, but it also provides quality
health services and nutritional meals. Extracurricular activities also promote
physical growth and teamwork.
Quality begins at the elementary level--Louise Durham Elementary, K-2, and
Holly Harshman Elementary, 3-5-- provide a quality counseling, technology,
and media services. They set the tone for future years through the emphasis
on mathematics and literacy growth. Mena Middle School hosts 6-8 grade
students and transitions them to a secondary environment that demonstrates

academic focus in a nurturing, respectful environment. Mena High School
offers a full curriculum to 9-12 grade students in a new, technology rich
environment that promotes a culture of readiness for higher education.
The district provides quality programs to reach its goals through the core
content, art, music, physical education, technology instruction and
experiences, and the use of quality library/media centers. Programs which
support gifted education and special education address the academic and
social needs of children with diverse needs who qualify for these services.
More recently, the district has offered services for students with English as a
second language. A variety of opportunities for students to demonstrate skill
and special abilities begin at the elementary level and continue through
secondary schools through participation in drama, choir, bands, art,
extracurricular activities, sports, academic clubs, and leadership development
opportunities. Opportunities to explore career possibilities range from
vocational programs on campus to concurrent offerings at the community
college and academic offerings there as well. Advanced placement
opportunities exist, and the number of students who take the ACT continues
to grow annually with scores continuing to be above the national average.
The graduation rate remains high, and more than 81% of last year's class
received scholarships or other financial assistance to attend higher education
after graduation.
Last year's test data showed that Holly Harshman's combined population
scored 95% advanced/proficient in math as compared to the state average of
85% and literacy 83% compacted to 76% statewide. Fourth grade scored
advanced/proficient at 92%/82% in math and 90%/82% in literacy. Fifth
grade math advanced/proficient compared to the state was 91%/78% in math,
83%/77% in literacy, and 68%/56% in science. Sixth grade showed similar
gains in advanced/proficient compared to the state at 82%/77% in math and
77%/71% in literacy. Seventh grade was 79%/74% in math, 69%/67% in
literacy, and 52%/39% in science. Eighth grade was at 76%/63% in math,
89%/77% in literacy, and 100%/78% in algebra. EOC Algebra was
76%/78%, EOC Geometry 85%/73%, EOC Biology 46%/41%, and 11th
Grade Literacy was 68%/65%. While Mena students scored higher than the
state average in almost every area, the AYP level continues to be a challenge
for the district since it continues to rise each year until the reauthorization of
ESEA occurs.

Mena is a community of about 6000, but the school serves outlying areas that
add about 3000 additional residents. The commerce base is about 15,000.
According to the recent census, data for communities of similar size show
Mena with a smaller percentage of families with children under the age of 5
and greater numbers of families over 65. This is a trend that is reflected in the
past three years' enrollment at the elementary level. Data reflect that nearly
20% of adults have a baccalaureate degree which is probably due to the
school and community college being large employers. Other businesses in the
area are manufacturing, poultry farming, small businesses, and timber. The
community has a sound hospital and continues to attract new doctors. Two
issues continue to hold the community back--the completion of the proposed
I 49 interstate through Mena and the lack of sufficient broad band to serve
business growth for the new economy.
Mena Schools has a K-2, 3-5, 6-8, and 9-12 school configuration. Pre-school
students also attend the K-2 school in cooperation with the educational
cooperative. The alternative learning environment is located at MHS and
serves 40 students in grades 7-12. Two other school districts are in the
county--Acorn is about four miles away and has 400 students; Cossatot River
is about 18 miles south and has around 1000 students. The district works
closely with Rich Mountain Community College for concurrent credit classes
and to encourage students who do not want to graduate from our school to
seek a GED through the college adult education program.
The demographics of Mena are different from those of neighboring districts
and communities. Our district is about 95% Caucasian, 2% Hispanic, .5%
Native American, .5% African-American, and .3% Asian. Few homeless are
enrolled in the district. Most students do speak English when they enroll in
our schools, but ESL services are provided to those that qualify. School free
and reduced lunch figures range from 58% to 68% based on the National
School Lunch Assistance guidelines with the district average remaining at
about 66% over the past three years.
Strengths of Mena School District are varied. As we prepare students for the
world they will face, we take our role of career and college preparedness
seriously. We involve our community in many decisions through advisory
councils, parent organizations, and an active Board of Directors. We examine
our student performance data closely and make necessary modifications to

the curriculum, schedules, and support services to meet the needs of the rural,
predominately low-income students that are served by the district. With our
population in mind, it is a positive indicator that our graduation rate is more
than 95% and more than 65% of our students attend college after graduation.
Another strength of our system is the quality of teachers and staff members
that are working with our students and their commitment to the students, their
work, and the district. We have a very high teacher retention rate and have a
good balance between teachers with more than 25 years experience with
those who have fewer than 10 years experience. We believe that this balance
between experience and energy and innovation is a positive one. Our staff
members readily participate in more professional development than is
required, work as a team to implement new practices in the classroom, and
maintain a concerned focus on students with whom they teach each day. A
challenge that faces us is maintaining and attracting quality staff in a climate
of declining enrollment and loss of funding which directly impacts salary
levels. Another challenge before our district is change in major processes that
directly impact teachers in our district and state. The Common Core State
Standards require a major shift in instructional practices, assessments, and
student responsibility in their learning. The implementation of these changes
will occur simultaneously with the change to a new teacher/principal
evaluation system which will include student achievement scores as a portion
of the teachers' evaluation rating. The scope of change will affect teachers
and administrators in every area and will alter all aspects of the school in
which there now exists a higher level of security.
Standard 1. Vision & Purpose
STANDARD: The system establishes and communicates a shared purpose
and direction for improving the performance of students and the effectiveness
of the system.
Impact Statement: A system is successful in meeting this standard when it
commits to a purpose and direction that is shared system-wide. The
leadership establishes expectations for student learning aligned with the
system's vision that is supported by system and school personnel and external
stakeholders. These expectations serve as the focus for assessing student

performance and district effectiveness. The system's vision guides allocations
of time and human, material, and fiscal resources.
Focus Questions:
1. What is the process for establishing and building understanding of and
commitment to the vision statement among the school system and its
stakeholders?
The vision--Together we can make great things happen--is displayed in the
board room, district web-site, policy manual and many other locations. It has
not been revised in more than four years but is being reviewed currently. The
vision is referenced in every presentation by the superintendent. It is
discussed as the basis of decisions by the Board of Directors, and it is
referred to during administrative council meetings with the superintendent.
The vision is also in the tagline of the Bearcat Tales that is emailed to the
community. It forms the basis for including fathers and father-figures in
WatchDOG dads for Louise Durham, Holly Harshman, and Mena Middle
School. The vision guides the development of ACSIP by each building team
and the district team, therefore, it guides all school improvement efforts on
the individual, building, and district levels.
2. What is the system's process for maintaining and using information that
describes the school system, its programs, services, and schools and their
performance?
The district compiles an Annual Report to the Public each fall to acquaint the
community with the progress of the district, actions of our staff and students,
and to analyze assessment information and interpret it to the community. It is
used as a recruitment tool by local businesses and is used for programs to
civic groups to keep the community informed of the district's progress.
The process used in compiling the information is sometimes different, but the
same process has been employed by the administrators in the district during
the past two years. The Assistant Superintendent compiles and reports on the
current assessment data that determines our Annual Yearly Progress (AYP)
status. Building level leaders include information about the changes for the
school year and important information about students and staff in the
buildings. The Federal Programs Coordinator, Gifted/Talented Coordinator,

Special Education Supervisor, and School Improvement Director also
contribute information related to their work with students and staff. The
document is presented to the Board of Directors and the public in a public
meeting, normally in October of each year.
The information is used by the Board of Directors to communicate progress
to their constituents and the community at large. The information also is used
to compare district performance with that of high performing districts in the
state.
3. How does the leadership ensure that the system's vision, purpose, and
goals guide the work of the school system and its schools?
The leadership reflects on the intent of the vision as decisions are being made
to determine whether policies, budgets, the physical plant, and instructional
resources further the vision. Unfortunately, significant strategic planning has
not occurred with extended stakeholders in the district due to the impact of
the tornado on the district two years ago. The work of the district includes
direction from building level stakeholders involved in ACSIP development.
Many times the goals are determined by the superintendent as a result of data
analysis, input from ACSIP teams, and state/federal initiatives and approved
by the Board of Directors in planning meetings. The goals do guide the work
and are based on the vision as it is used as the check point when discussion
occurs.
4. What process is used to ensure that the vision and purpose of the school
system remain current and aligned with the system's expectations in
support of student learning and the effectiveness of the school system and
its schools?
Annual board retreats focus decision-making on needs of the district in
relation to the vision. The administrative council also has at least two work
days in the summer focused on its direction for the coming year. Most of that
work is based on the results indicated by test data, the direction of the state
and nation in curriculum, new research-based instructional/assessment
strategies or teacher/principal evaluation strategies. The ACSIP teams meet
each summer and several times throughout the year, with the Federal
Programs Coordinator to review progress from the prior year, analyze current
data, and begin the process of identifying goals based on the district priorities

of Literacy and Writing, Mathematics, Parent Involvement, and Wellness of
Students and Staff. The goals and actions identified in ACSIP guide the
expenditure of all federal and state designated funds for student learning and
staff professional growth.
Overall Assessment:
Emerging: The school system has begun the process of engaging its
stakeholders to commit to a shared purpose and direction. The system is
developing expectations for student learning aligned with the system's vision
that is supported by system and school personnel and external stakeholders.
These expectations will serve as the focus for assessing student performance,
system and school effectiveness but the process is not fully in place. The
vision has some influence on allocations of time and human, material, and
fiscal resources.
Standard 2. Governance &
Leadership
STANDARD: The system provides governance and leadership that promote
student performance and system effectiveness.
Impact Statement: A system is successful in meeting this standard when it
has leaders who are advocates for the system's vision and improvement
efforts. The leaders provide direction and allocate resources to implement
curricular and co-curricular programs that enable students to achieve
expectations for their learning. Leaders function with clearly defined
authority and responsibility and encourage collaboration and shared
responsibility for system and school improvement among stakeholders. The
system's policies, procedures, and organizational conditions ensure equity of
learning opportunities and support for innovation.
Focus Questions:
1. What is the process for establishing, communicating, and implementing
policies and procedures for the effective operation of the school system and
its schools?

The Mena School District is governed by a seven member Board of Directors
who serve staggered three-year terms. It is their primary responsibility to
develop and approve policies which directly impact the operation of the
school district. The Board of Directors strongly considers the work on policy
updates or revisions by the Personnel Policies Committee and Classified
Personnel Policies Committee with input from the Assistant Superintendent
and Superintendent. The most recent review of policies was a two-year
process that was adopted in June of 2011. These policies resulted from
teamwork of all staff through their PPC/CPPC representatives, Assistant
Superintendent, Superintendent and Board.
The communication of policies is important to their implementation. A copy
is given to each board member for reference throughout the year as they
make decisions which impact staff, students, fiscal affairs, and curriculum
directions. The policies are also posted on the district website for staff to
utilize. Multiple copies are maintained in the central office for anyone to use
who would like to verify a practice. New staff members are acquainted with
the policies in their orientation prior to their assuming their work
responsibilities. Student Handbooks at each building are developed by a team
which utilizes district policy as the base for the student guidelines. The
Handbooks are approved by the Board of Directors in June-July and become
policy upon their approval. A Handbook is distributed to each child in the
district and parents/guardians verify their review of policies contained in the
Handbooks by a signed document returned to the school and filed. This
practice promotes an understanding of policies which govern the district by
several important stakeholder groups including parents, students, teachers,
administrators, and staff.
2. What process does the system's leadership use to evaluate system
effectiveness and its impact on student performance?
The superintendent and Board of Directors of the district realize that one of
their primary responsibilities is to ensure district effectiveness and that
student learning is the primary goal of the Mena School District. As a result
of this realization, the Board regularly expects reports from the
superintendent or other members of the leadership team related to the
accomplishments of students on local, state, and national measures of student
growth. As a result of training by district leaders and the Arkansas School

Boards Association, the Board understands that it has the responsibility to
request information regularly from the superintendent, but it does not involve
itself in work that it has employed administrators, teachers, and staff to
accomplish. Since each member of the team clearly understands its roles-open
communication, interest, celebration of growth, understanding the need
for change, and the importance of professional development in the process
has evolved.
3. In what ways are stakeholders, including system and school staff, given
opportunities to provide leadership and to contribute to the decisionmaking
process?
Many stakeholders are involved in the growth of Mena School District
through their input into most aspects of the district. Prior to each year's
election, the superintendent provides prospective candidates for the Board
with an orientation about the roles and responsibilities of being a board
member. Following the election, a policy manual is reviewed and a more indepth
orientation occurs with newly elected board members. In addition, the
Board is responsible for acquiring six hours of professional development
each year. This is accomplished through attendance at state Arkansas School
Boards Association training and meetings. The DeQueen-Mena Education
Cooperative and the Arkansas Public Schools Resource Network also provide
training addressing critical topics for the board in person and via interactive
distance learning opportunities. The topics range from new laws passed by
the legislature to finance to curriculum changes to leadership responsibilities.
Several board members have received awards from ASBA ranging from
Honor to Master Board Member based on their participation in training
during their tenure as board members.
The Mena Education Association is on the board agenda on alternating
months. This allows the board to understand issues of importance to members
of the teacher's organization (also classified staff) and to hear their concerns
or positive comments regularly rather than in a confrontational setting.
Community members were active in passing the millage in 2008 which
resulted in construction of a new high school that is nearing completion. They
took an active role in communicating the need to civic organizations, family,
and friends. Community members also conducted a telephone campaign to

help voters understand the impact of the millage increase on their taxes. As a
result of these efforts in the spring of 2008, the millage passed following its
defeat in the fall of 2007. The community also generated a successful effort
to improve the football/soccer stadium. This facility improvement ($450,000
in cash and pledges) allowed students the opportunity to practice and play on
artificial turf year round without the concern of a muddy, unusable field.
Teachers are actively involved in the development of Arkansas
Comprehensive School Improvement Plan (ACSIP) to provide direction to
each building and the district efforts in improving literacy/writing,
mathematics, parent involvement, and wellness. Teachers elected from each
building compose the Personnel Policies Committee which brings concerns to
the assistant superintendent and superintendent for review. Many expressed
concerns result in policy changes, salary modifications, and curriculum
changes that are subsequently presented to the Board of Directors for
discussion and approval. Each building has a leadership team whose
responsibility is to provide input to the building leader about the actions of
the school.
The two elementary schools have an active parent/teacher organization whose
officers meet regularly and the organizations meet on a scheduled basis to
provide input and assistance to the schools. The two elementary schools and
middle school also have WatchDOG dad organizations that provide class
presentations, assistance on campus, and an understanding of what a school
day is really like for staff and students. Parent and community volunteers are
in classrooms each week to directly assist students and to acquire an
understanding of the school itself. Foster Grandparents impact students but
also assist in the retirement community when they explain the important work
that occurs in schools each day. Vocational programs have Advisory
Councils that provide valuable feedback to program leaders as they revise
curriculum and service projects. Band and Athletic Boosters and FFA Alumni
continue to enhance these programs through hard work, improved equipment,
and input about methods of strengthening each program.
Each stakeholder knows that his/her voice is heard and conveyed to
appropriate individuals as decisions are made about instructional changes of
Mena School District. Further, staff analyzes and review student performance
data to determine the effectiveness of schools, the curriculum, and

instructional practices. The district provides this analysis to the public at the
Public Meeting, during board meetings, and through building level
communications.
The superintendent includes progress of schools, groups of students, and
building accomplishments in the Superintendent's Report each month. Many
staff and students are invited to present their programs and accomplishments
to the board and public during regular board meetings. The district website is
used for parents to find information about the schools' achievement record,
their children's grades via the Pinnacle system, and current information
through the call system. The superintendent and the transportation secretary
produce a weekly email Bearcat Tales that highlight accomplishments of
students and staff to the community.
As internal and external stakeholders are involved in the decision-making
process, the district grows in its understanding of cultural differences, needs
and concerns of the community, and develops ownership in decisions which
impact student learning. Annual surveys enhance understanding and have
resulted in changes at Holly Harshman in the structure of the
departmentalized approach at each grade level. Understanding of community
ideas was evidenced recently through a series of public meetings to acquaint
the public on the possibility of the high school moving to charter school
status and becoming a New Tech High School to promote problem-based
learning. Tremendous levels of emotion and misunderstanding existed at
early meetings but changed to one of support by the final meeting. The board
chose to postpone support of both concepts until next year when technology
access/bandwidth is more stable.
The district is actively revising the teacher and principal evaluation system.
The approach is to take each component of the system based on Charlotte
Danielson's Enhancing Professional Practice and thoroughly understand it
by studying the components for nine weeks in a low risk setting, reviewing
the forms and processes through PPC, and initiating the process next year
when a level of comfort exists. Several recommendations have resulted in
improved forms and a greater understanding by principals who will conduct
the evaluations and teachers who will utilize the results from the evaluations
to grow professionally and to increase student learning. Additionally, the
approach to implementing Common Core State Standards is one which

includes high levels of principal and teacher involvement in understanding
the curriculum and instructional approaches. Three buildings will begin a
pilot group in January to receive intensive instruction and support in
problem/project-based instructional strategies and resources. The design is to
bring additional teachers into the process next year in grades 3-8 and all of 3-
8 by 2013-14. Grades K-2 are working toward full implementation now.
Grades 9-12 are being their exploration, are utilizing technology in a one-toone
setting with laptops for students, and are being their transformation to a
student engagement model rather than a teacher-focused model of instruction.
In an age when change occurs more rapidly in education than in the past, it is
important for Mena School District to seek and incorporate ideas, following
opportunities for information to be shared with stakeholders, into the
education of the students in which our district is entrusted. The challenges
which face the district will be understood more completely when the Board
of Directors, administrative team, staff, and community realize the
importance of their roles in moving the district forward for the benefit of
students. "Together we can make great things happen" becomes more
powerful when we realize the vision is vital in making changes understood
and continuous improvement for student learning the core of our actions.
4. What policies and processes are in place to ensure equity of learning
opportunities and support for innovation?
Mena School District promotes equity through a variety of programs and
services. Special education of students with disabilities is approached in a
variety of ways which reflect the district's commitment to educating students
with disabilities. A classroom for students with more severe needs is housed
and fully equipped in each building. A sensory room also is available as an
extension to the classroom in both elementary schools. A pre-school program
serving students with identified disabilities is housed at Louise Durham
Elementary School and is a partnership between the district and DeQueen-
Mena Education Cooperative Arkansas Better Chance Program. It provides a
more seamless transition for students with special needs into the school
system since they and their parents are familiar with the school. The MMS
special needs classroom was totally remodeled this summer and begins
incorporating independent living, academic, and social skills into the
curriculum. The Independent Living classroom at MHS is one to be envied--

the complex has three classrooms with interactive technology, a large outer
room with kitchen, dining, and social areas, an exercise room, an office, two
handicapped restrooms with handicapped shower and washer/dryer facilities,
and a treatment room for medications and health procedures to be performed
in private. Each of these classrooms have certified special education teachers,
paraprofessionals, speech therapists, occupational therapists, physical
therapists, vision specialists, and deaf services. In addition, each building has
resource rooms. Most are involved in co-teaching to encourage students to
remain in the classroom to receive instruction on grade level with support
from resource teachers. Two special needs buses assist in the transportation
of students with more intense physical or emotional needs.
Gifted services are provided at each school in a manner which is appropriate
to that age group. The services range from direct instruction by a certified
gifted-talented teacher to Advance Placement or concurrent enrollment in
college courses at Rich Mountain Community College. The district also
receives guidance from the DeQueen-Mena Education Cooperative GT
Specialist and meets regularly with other district gifted program leaders.
Teachers are encouraged to utilize technology in their lesson planning and to
actively engage students in their learning. Professional development
opportunities are designed to enrich pedagogy as well as content knowledge
and the use of technology by learners. Grant writing is encouraged and has
generated several innovative programs and opportunities for all students to
enhance their experiences and knowledge level. NSLA funds are used to
provide after school tutoring for students in need of assistance.
Extracurricular opportunities are promoted and include diverse opportunities
to grow. At the elementary level, clubs are available to promote different
opportunities and responsibilities. BEYOND is offered to 5-8th graders
before and after school and on Saturdays to assist with homework, provide
enrichment in a problem-based environment, and to participate in field trips
outside the area which include visits to college campuses to open doors to
greater ideas for their futures. Holly Harshman Elementary was awarded
$100,000 from State Farm Insurance (largest grant awarded to an Arkansas
school in State Farm's history) to develop an outdoor classroom, enhance
science equipment, provide a science camp in the summer, and encourage
service learning from high school students as they became role models in

science for 3-5 grade students. Middle and high school students participate in
Education Talent Search and Upward Bound at RMCC to encourage the
belief that they are college material and to receive support to accomplish their
goals. Seniors also have the opportunity to go to RMCC for academic
concurrent credit to earn as much as 12 hours. Others can take vocational
offerings in five areas in addition to vocational programs in agriculture,
business, and Family-Consumer Science at MHS. Every student at MHS was
issued a Dell laptop this year that they could take home. The school has
textbooks downloaded on the computers, and more teachers are incorporating
technology-based assignments into their content assignments. Another
teacher received a grant to enhance economics education, while his colleague
received a beef grant to utilize beef in foods instruction. The district has a
Fresh Fruit and Vegetable grant for students in grades K-8. It encourages
students to try fresh foods that they might not have experienced in their
homes.
The Alternative Learning Environment (CATS) is housed at Mena High
School and serves up to 40 students--10 from MMS and 30 from MHS. A
director, three full-time teachers, four part-time teachers, a paraprofessional,
and a police officer compose the staff. Counseling services are also provided.
The students have their own choir. The wing housing the CATS program has
four classrooms, two restrooms, an office, a computer lab, and a library.
During the past three years the program has graduated 11, 13, and 9 seniors
that might not have succeeded in the traditional setting.
The district has policies which promote the education of all students served in
the district. They include equal opportunity for students with special needs,
gifted/talented students, extra-curricular support, and the encouragement of
teachers to explore innovative ideas to assist them in providing experiences
for their students.
Overall Assessment:
Emerging: The school system has leaders who have established processes to
develop the system's vision and improvement efforts. The leaders allocate
resources to implement curricular and co-curricular programs that enable
students to achieve expectations for their learning. Leaders allow
collaboration and shared responsibility for system and school improvement

among stakeholders. The system's policies, procedures, and organizational
conditions attempt to create equity of learning opportunities and support for
innovation, but implementation of these processes and conditions is sporadic,
and results are varied.
Standard 3. Teaching & Learning
STANDARD: The system provides research-based curriculum and
instructional methods that facilitate achievement for all students.
Impact Statement: Impact Statement: A system is successful in meeting this
standard when it implements a curriculum based on clear and measurable
expectations for student learning that provides opportunities for all students
to acquire requisite knowledge, skills, and attitudes. The system ensures that
teachers use proven instructional practices that actively engage students in
the learning process; provide opportunities for students to apply their
knowledge and skills to real world situations; and give students feedback to
improve their performance.
Focus Questions:
1. How does the system ensure the alignment and articulation of
curriculum, instructional strategies, and assessments in support of the
expectations for student learning?
The top priority for Mena School District is student learning. With the
organization of the schools, more effort to coordinate the curriculum is
critical to meeting the goal of each student achieving to his/her greatest
potential. A school improvement specialist coordinates the work of one and a
half math specialists and one and a half literacy specialists to work with K-12
teachers in the core content areas that are currently based on the Arkansas
Curriculum Frameworks but are moving to the Common Core State
Standards. The specialists coordinate the work of classroom teachers to align
the curriculum using the Lisa Carter Total Curriculum Alignment process.
Principals, specialists, department chairs, and teachers are trained in the
Teachscape Classroom Walkthrough method of classroom observation. The
superintendent trained all staff in the Education Testing Service Pathwise
model, which enhances the vocabulary of each teacher in learning to plan

more effectively, enhance the environment for learning, model effective
teaching strategies, and professionalism in working with parents and
colleagues to enrich instruction in a manner which promotes learning for all
students. Schedules are arranged to allow more professional learning
community time, grade level planning, or content area planning. All of these
approaches encourage a focus on using data and research-based strategies to
improve student performance. In addition, the professional development
committee reviewed the opportunities needed to provide the common
language and base for each teacher to provide quality instruction at each
grade level. By using these research- based approaches to curriculum
development and instruction, teachers understand how teaching students with
approaches which elicit responses on higher levels of thinking brings them
closer to future directions that Common Core State Standards are outlining.
Target Testing is used as an interim assessment tool in grades 2-8 and in
EOC subjects to prepare students for the Benchmark exams each spring.
Target Tests also tie with the pacing guides and curriculum documents used
by teachers to organize instruction. More focus is sought by specialists and
principals to ensure rigor. By focusing on rigor and relevance, a differentiated
approach is promoted that addresses learning styles, diversity, and the
importance of connecting learning to life experiences.
2. In what ways does the system promote and support the implementation of
research-based instructional strategies, innovations, and activities that
facilitate achievement for all students?
Each building studies current practices through book studies, article studies,
conference attendance, professional development, and building action
research. The instructional specialists assist in providing current ideas and
practices and provide the support for its implementation on each campus. The
two elementary schools have established a ‘Den’ which houses resources and
provides a location for team meetings. The middle and high school utilize
departmental chairs to model effective strategies and to convey information
during professional learning community meetings. Current best-practices are
shared through Faculty Focus meetings at each building at least once each
month. Email is used to share current information on CCSS, instructional
techniques, technology and web sites, and reminders about good instructional
practice. Prior to the beginning of school each year, each building sets its

direction for the coming year that is line with district goals and directions.
Print and audio-visual resources are provided by the district and through the
education co-op for teachers to utilize in their personal enrichment and that of
their colleagues. A mentoring program is supported by the district for new
teachers which has definite parameters to ensure quality. Arkansas IDEAS is
utilized for additional professional development on-line or to reinforce
concepts learned through other venues. Several teachers and administrators
serve as regional and state officers in professional organizations and bring
new resources to the district as a result of their affiliations.
Instructional time is guarded during the day by avoiding interruptions and
announcements. Those are scheduled at MMS and MHS and those class
periods are scheduled to be longer. The instructional day is so important to
the district that during the two years 7th and 8th grade students were
transported to Hatfield as a result of the tornado in 2009, the remainder of the
district willingly added 15 minutes in the morning and 15 minutes in the
afternoon to accommodate the transportation schedule. The instructional day
has returned to the normal time this year. Master schedules are reviewed
closely during the summer planning times to ensure maximum instruction
time while maintaining extracurricular activities and sharing teachers
between buildings. While attendance at conferences and meetings are
important to keep teachers informed, the administration is narrowing that
participation during the school year to ensure that quality instruction occurs
from the highly qualified teachers that the district employs. A continued
focus on the importance of student learning keeps staff centered on the
importance of utilizing all time for quality instruction.
3. What processes are implemented to ensure that all staff members are
well-prepared to support and implement the district's expectations for
student learning?
Curriculum is reviewed annually. Professional development each year and
each summer focuses on particular aspects of math or literacy enrichment or
strategies. The district utilizes the DeQueen-Mena Education Co-op for
additional professional development in other content areas, strategies,
technology approaches, and future directions. All professional development
is outlined in the Professional Development Plan developed internally.
Recently, the district focus is on Classroom Instruction that Works, High

Yield Strategies with Technology, Pathwise, Academic Vocabulary, and
technology use by students and teachers on all grade levels. Job-embedded
professional development occurs in each building throughout the year. The
math and literacy specialists provide direct classroom assistance and input
during PLC meetings as well as during Faculty Focus meetings at each
building. Principals work with their teachers through observations and
feedback from Classroom Walkthroughs and formal evaluations. A district
focus of active student engagement, the use of higher order thinking skills,
and implementation of problem-based learning to engage students in relevant
application of essential learning to real world problems continues to
challenge teachers, administrators, students, and specialists.
Elementary teachers are given an allocation of $400 per teacher to provide
extra resources needed to enhance the curriculum and instructional process.
Other teachers work with their principals to secure resources needed to
enhance their instruction.
Curriculum is continually evolving in the district due to Common Core State
Standards and current research. While content areas reviewed their
curriculum each year and utilized test data to make modifications, now the
whole system is being revised to teach fewer standards in more depth and to
prepare for a different approach to assessment. The use of vertical teams is
vital to this evolution of curriculum since many skill sets and difficulty levels
are moving to earlier grades. This means that teachers will need to be retrained
and content will be revised to meet the new standards. Materials,
practices, and beliefs are being reexamined.
Research and test data are being explored in more depth. The data are
gathered from Target Tests quarterly and are used to assess student
performance, change classroom instruction, and improve instruction. The
final assessment occurs with Benchmarks and End of Course exams in the
spring. Revisions are critical after reviewing the results of student
performance on these exams. Tutoring is offered before and after school
based on the results of these assessments. Supplemental Educational Services
are offered after school to students who did not score at the Proficient level
on Benchmarks. The district employs paraprofessionals to assist students who
need additional assistance during the school day. Foster Grandparent and
school volunteers also provide focused assistance to students who need

additional enrichment or remediation. Student participation in BEYOND in
grades 5-8 provides a wider scope of experiences for those who have not
benefitted from families who have recourses to enhance the scope of
students’ understanding in a wider frame of topics and experiences. Each
building provides art and music teachers for student enrichment at each grade
level. Gifted and Talented programs enrich students who have been identified
in K-8 while Advance Placement and concurrent credit are offered to high
school students. In a small town, extracurricular activities are very important.
They reinforce social, emotional, intellectual, and physical development that
prepares all students for adulthood. These include athletics, drama, musicchoral
and instrumental, vocational competitions, intellectual competitions,
and school clubs for enrichment of the school and community.
4. How does the system ensure that all students and staff have access to
comprehensive information, instructional technology, and media services?
Each building maintains a well-equipped library/media center lead by a
certified library media specialist. The libraries house collections of books,
periodicals, and audio-visual resources catalogued in an automated check-out
system. They also have computers and internet connectivity for individual or
group use. In addition, each classroom has internet access, a document
camera, projector, and interactive whiteboard. Many have audio systems for
teachers to ensure the projection of teachers’ voices while students are
working or listening. Due to the district’s focus on a comprehensive literacy
approach, most classrooms have extensive libraries to interest students in
reading and discussion with their teachers, who have been trained in this
approach. The district utilizes Accelerated Reader (AR) and has it on
classroom machines so that students can take their quizzes quickly and more
efficiently. Each building has Neo IIs available which can further the AR
process. Each building has mobile labs (COWs) that are accessible for
classroom use, computer labs, and mini computer labs. Grades 9-12 have
Dell laptops which were issued in September of 2011 that have textbooks,
internet when accessible, and can be taken home in the backpacks that were
issued by the school. This resource evens the instructional field when all
students regardless of income have the opportunity to utilize a computer in
their homes. Additional broadband is being installed at MHS since it is the
hub for the district internet. Further efforts are being made to install an
ethernet cable for one to two buildings. MHS and MMS have wireless

systems which successfully accommodate the number of computers which
access the internet (the broadband has continued to be a problem however).
The two elementary schools have open mesh systems which need to be
updated. Calculators are furnished in each math class regardless of grade
level. Additional science equipment enhances the lab process of students.
Vocational classes have current hardware and software and instructional
resources. The district has an EAST Lab at MMS and MHS with equipment
that encourages exploration in a broad range of topics focused on the use of
technology.
Due to the district’s focus on literacy, many ACSIPs focus their expenditures
on classroom library enhancements, professional development of teachers
and administrators, and the enrichment of the building through book studies
in Faculty Focus meetings or professional learning communities. In addition,
grants are written each year to enhance the curriculum through additional
resources. In the past, textbook review committees were well versed in the
curriculum and what would be needed in the future. During the past few
years, each building has moved away for textbooks in literacy. The
committees are still important for math, social studies, vocational areas, and
sciences. The Technology Committee reviews staff and student policies,
makes recommendations about future needs, and ensures district compliance
with current laws and practices. The Professional Development Committee
ensures that offerings by the district and other approved activities are
congruent with the goals and directions of Mena School District. The
importance of faculty serving on these committees with administrators is
reflected in the growth of the district and the understanding of teachers in the
importance of being well-informed about current directions in curriculum,
assessment, student involvement in learning, and use of technology for
interest and enrichment.
Overall Assessment:
Emerging: The school system implements a curriculum based on
expectations for student learning that provides opportunities for most students
to acquire requisite knowledge, skills, and attitudes. The system demonstrates
some evidence of alignment between the curriculum and instructional
practices, but implementation is not systematic across the system. Teachers
use instructional practices that actively engage some students in the learning

process. Teachers provide limited opportunities for students to apply their
knowledge and skills to real world situations. Teachers give students random
or periodic feedback to improve their performance.
Standard 4. Documenting & Using
Results
STANDARD: The system enacts a comprehensive assessment system that
monitors and documents performance and uses these results to improve
student performance and system effectiveness.
Impact Statement: A school system is successful in meeting this standard
when it uses a comprehensive assessment system based on clearly-defined
performance measures. The assessment system is used to assess student
performance on expectations for student learning, identify gaps between
expectations for student learning and student performance, evaluate the
effectiveness of curriculum and instruction, and determine interventions to
improve student performance. The assessment system yields timely and
accurate information that is meaningful and useful to system and school
leaders, teachers, and other stakeholders in understanding student
performance, system and school effectiveness, and the results of
improvement efforts.
Focus Questions:
1. How is the assessment system currently used throughout the school
system and its schools to guide analysis of changes in student
performance?
Mena School District recognizes the connection between curriculum,
professional development, instruction, and assessment. By using the results
of assessment to inform instruction and to shape curriculum, the district has
seen a growth in performance at all grade levels and subject areas. During the
past six years, teachers and administrators have grown in understanding of
the importance of utilizing pacing guides based on quarterly assessments and
curriculum guides. The importance of curriculum and assessment practices is
communicated to students and parents in class, at parent meetings, during

parent-teacher conferences, and via newsletters. The community is very
aware of the district’s performance and the importance of these elements in
the measurement of instruction and student performance. The instructional
specialists also ensure continuity of instruction and assessment. They
reinforce identified instructional methods that are research-based and lead to
enhanced learning. The district has moved to a common assessment calendar
that is on the website and distributed to all staff. It contains interim,
formative, and summative assessments to ensure that other schedules are
centered on these dates. Teachers in math and literacy from all buildings meet
during the summer to identify gaps which emerge from examining test
results. These group discussions lead to corrections in the curriculum, pacing,
and instructional approaches to assist teachers as they guide students toward
proficiency.
The district focuses on enhancing student learning through the
comprehensive ACSIP that is developed in cooperation with building level
co-chairs, staff, administrators, and the board. This plan focuses on the
district mission and building missions. It is based on state and local data as
each grade level or content area and seeks to meet goals that are federallymandated.
Every teacher and staff member has the opportunity for input
when school begins each fall once the draft is developed during the summer.
Since the buildings have developed and approved the plan based on data and
input, it becomes a school improvement document that has more validity than
most which are developed by an administrator in isolation.
Assessment cannot be a one-time event. It must include multiple measures
and involve teachers and students as they develop an understanding of the
importance of utilizing each of these components to shape the design of the
curriculum and instruction approaches. Literacy teachers use the
Developmental Reading Assessment (DRA) and Developmental Spelling
Assessment (DSA) at each level. DIBELS is utilized on elementary grades
for a baseline and to monitor improvement during the year. Accelerated
Reader STAR assessment also contributes valuable information, especially in
the Response to Intervention process. Target Tests provide valuable
information quarterly in literacy, math, and science to determine if the
curriculum for the quarter was appropriately taught and learned. Teachers can
use HIVE and TRIAND to see results and to acquire additional test questions
for their individual use. Teachers can more fully target individuals and

groups when they have resources such as these provided by the district, coop,
and state. The Assistant Superintendent provides guidance to building
level leaders and test coordinators to ensure ethical practices are in place
throughout the year in the assessment process. The instructional specialists
assist math and literacy teachers in creating assessment walls of data. At
Holly Harshman Elementary School this year, students are maintaining their
own data folders so that they know how they are performing throughout the
year. It has proven to be highly effective with students, parents, and teachers.
2. What are you doing to ensure that assessment results are timely,
relevant, and communicated in a way that can be used by the system, its
schools, and stakeholders to aid the performance of individual students?
One area of concern in student performance is with the identified subpopulation
of special education. As a result of focused data analysis, the
district focused its attention on research-based improvements to increase the
performance of students identified with disabilities. One innovation was coteaching
with the resource teacher working with students and teachers in the
regular education setting. This followed professional development and
conferences with parents as we moved in this direction. We increased our
efforts in Response to Intervention to ensure that we were appropriately
following the levels before moving to testing for special education services.
We have incorporated more technology in both special education and regular
education classes to involve students more directly in their learning. We have
seen a steady increase in performance, but our schools know that this is a
high priority that cannot be ignored.
The use of Target Test results is vital to growth. The results are charted on
data walls to help teachers focus on students who are having particular
problems and to assist them in their remediation efforts. Reviewing
information graphically presented assists all personnel in determining the
types of interventions that are needed for each student. This relevant and
timely data assists teachers as they design instruction to meet the growth
needs of each student. The district has also employed an outside statistician to
organize data in understandable formats for principals and teachers. We are
also using HIVE and the question bank in TRIAND. Another tool which
assists teachers in math, literacy, and science in the elementary grades is a
web based tool--learning.com. It provides instructional support, technology

ideas for more relevant presentations and student engagement ideas, and
direct standards based student learning processes. Mena High School is using
Odyssey software for remediation and credit recovery with good results.
Professional development emphasizes the importance of student engagement
and problem/project based learning. Principals utilize the data from CWTs to
remind teachers of effective instructional practices in Faculty Focus meetings
and through individual conferences. Literacy and math specialists are
consistently modeling, observing, and reinforcing concepts and teachers as
new processes are becoming institutionalized.
3. How are data used to understand and improve overall effectiveness of the
school system and its schools?
By focusing on the district mission and building level missions and goals,
teachers know the importance of designing instruction to meet learning needs
of all students. Part of that goal is accomplished through the involvement of
parents in the learning of their children and assisting at home to ensure
attention to areas needed for identified growth. Student-led conferences at
MHS helped parents understand the impact of effort in student growth. The
student-maintained data folders at Holly Harshman have helped students,
teachers, and parents comprehend what students need to do to improve and
have lead to celebrations when that improvement is being accomplished.
Professional development directions are determined from data, perceptual
surveys, and district goals. Professional development is individualized to the
teacher and aligns with requirements from the district. By focusing on five
areas to be accomplished during the past four years, teachers and principals
speak the same language, know the direction they should be going in
instruction and the use of technology, understand the implications of data,
and can focus instruction based on data of individual classes.
Through an effort to more fully equip classrooms with instructional
technology, interactive whiteboards, document cameras, and projectors will
soon be installed in each classroom. They are already fully operational at
three schools, but classrooms at Louise Durham only have projectors and
document cameras installed at this time due to renovation needs for electrical
enhancements at Louise Durham. The focus now is getting students more
involved in the use of technology rather than just the teachers.

Changing faculty meetings to Faculty Focus meetings has brought about a
marked increase in the buildings’ focus on relevant data, appropriate
instructional approaches, and effective practices being utilized by peers in
their buildings. Grade level/departmental planning meetings and professional
learning communities have increased the relationships within the buildings.
They have also focused instruction on identified standards, have improved
the consistency of using pacing guides, have helped grade level teachers align
their instruction to be more compatible with each other--thus reassuring
parents that all teachers are teaching the same skills, and have reinforced the
use of data to modify instruction based on identified needs.
4. How are staff members across the system and its schools trained to
understand and use data to impact teaching and learning in the classroom?
Because Mena School District has around 1880 students housed in four
buildings, it is easier to provide for their instructional needs. The
administrative council meets weekly to discuss instructional needs, data
implications, results of CWTs and the implementation of the new evaluation
process, for studies of relevant books or articles, and to coordinate actions
with the special education supervision, technology coordinator, federal
programs coordinator, assistant superintendent, transportation and and
facilities director, and school improvement specialist. A facilities master plan
is reviewed each year and approved by the board. The media directors meet
with the federal programs coordinator several times each year to coordinate
directions for future growth and needed changes for curriculum support. The
technology director, superintendent, and/or federal programs coordinator
meet weekly to gauge the progress of new equipment installation and needs
for future professional development. The technology director meets with the
assistant superintendent to coordinate testing needs. Information is shared in
an environment which promotes growth, equity, and access because our focus
is “Together we can make great things happen.” We believe that it takes us
all to accomplish this mission.
Each building principal has an email distribution list for needed staff
information, and the superintendent uses “All Personnel” often to acquaint
staff with relevant information of interest to all employees. Since students at
MHS have laptops, teachers have class distribution lists that are used to
inform students of relevant assignments, deadlines, or other resources. The

district website is used to publish information, but it needs to be revised.
Building level websites are used more by parents and students. The Pinnacle
Information System is used by parents to determine their children’s grades
through-out the grading period. Community members receive a weekly
BearCat Tales from the superintendent highlighting single happenings at the
various schools each week. Parents receive newsletters from the various
grades or schools. The call system lets parents know of important information
that affects them and their children ranging from school closures due to
weather or holidays to test preparation to individual information associated
with that building. Announcements are presented each day to students.
Elementary classes utilize “Friday Folders” as a consistent information
sending and receiving mechanism. Parent organizations are active and
provide valuable insight into methods that are helpful to them in
understanding the needs of their children and in knowing when to expect
what from the school.
Overall Assessment:
Operational: The school system uses a comprehensive assessment system
based on clearly defined performance measures that yield valid and reliable
results. The assessment system is used to assess student performance on
expectations for student learning, evaluate the effectiveness of curriculum
and instruction, and determine interventions to improve student performance.
The assessment system yields timely and accurate information that is
meaningful and useful to system/school leaders, teachers, and other
stakeholders in understanding student performance, school and system
effectiveness, and the results of improvement efforts.
Standard 5. Resource & Support
Systems
STANDARD: The system has the resources and services necessary to
support its vision and purpose and to ensure achievement for all students.
Impact Statement: A system is successful in meeting this standard when it
has sufficient human, material, and fiscal resources to implement a

curriculum that: enables students to achieve expectations for student learning,
meets special needs, and complies with applicable regulations. The system
employs and allocates staff well- qualified for their assignments. The system
provides ongoing learning opportunities for all staff to improve their
effectiveness. The system ensures compliance with applicable local, state,
and federal regulations.
Focus Questions:
1. What is the school system's process for recruitment, induction,
placement, development, evaluation, and retention of qualified professional
and support staff across the system and its schools?
Mena School District is an equal opportunity employer. The employees of the
district directly affect the performance of our students. We advertise for
teaching positions (teachers, coaches, administrators, media specialists,
nurses, counselors, etc.) through Teachers-Teachers, the AAEA site, and via
the Arkansas Democrat Gazette as well as local papers and the district
website. Committees are formed for the interview committee and
recommendations are made to the superintendent who finalizes the process of
hiring and submits recommendations to the Board of Directors. The person
recommended by the superintendent is done so with intense focus on the
impact that that person will have on students in the district for years to come.
The district seeks staff that has an interest in Mena and will have a long-term
commitment to our students and their learning.
The building principal works with the new teacher to ensure a smooth
transition in the new position. If the new teacher does not have teaching
experience, a mentor is assigned to that teacher for the one to two year
induction process outlined by the state. If the teacher does have experience,
the principal involves them in grade level/content area/professional learning
community meetings. Principals seek to conduct CWTs more frequently in
new teachers’ classrooms to identify areas of need early so that they or other
relevant staff can assist the new teachers. Specialists are also encouraged to
assist new staff frequently to acquaint them with practices that are essential to
the growth of students via data analysis, lesson/unit planning, using
technology, and knowing of other relevant services within the district. New
teachers are evaluated three times each year for three years. The district is

piloting a new evaluation system that promises to enhance student learning
more directly than the system currently in place. By involving teachers in the
decision-making process, they should understand the importance of their
ideas and concerns and should reflect a greater sense of ownership in the
processes, decisions, and school as a whole. National Board Certification is
encouraged, and a small stipend is provided by the district in addition to that
from the state. Professional development is provided to assist teachers in both
areas of need and identified areas in which they want to grow.
The professional development committee is representative of all buildings
and seeks to design, implement, and evaluate the offerings to ensure that the
goal of enhancing student achievement through the enrichment of staff. The
ACSIPs reflect the direction of the buildings and district on research-based
instruction strategies and professional development. Data (achievement,
CWT, perceptual) are analyzed to determine if the goals are being achieved.
Professional development events are evaluated using both formative and
summative approaches. The formative is accomplished through the
participants’ written reflection on its tie to curriculum, specific identified
student needs, or goals of the district. Through CWTs and observations by
specialists, additional insight is gathered reflecting implementation in
classroom practice.
Professional development plans are developed in the spring by certified
personnel. Professional growth plans are also developed by certified staff and
administrators. A secretary in the central office compiles all professional
development data to ensure that the requirement of at least 60 hours by May
is fulfilled. If it is not, contract implications occur. Reports are given to staff
at least two times each year.
Support staff (tech support, paraprofessionals, secretaries, custodians,
cafeteria workers, maintenance, and bus drivers) are generally sought through
advertisements in local papers and via the district website. The interview
process is similar to that of teachers. They have a supervisor who guides
them through their initial duties and helps them learn the district. Most of
these positions also have professional development to enhance their skill
level. They are more loosely evaluated than is certified staff. Both classified
and certified employees are allowed to apply for other positions within the
district as they become available.

2. How does the leadership ensure that the allocation of financial resources
is supportive of the school system's vision, programs, services, and its plans
for continuous improvement?
Annual budgets are prepared and presented to the superintendent each spring.
They include resources for all educational programs including supporting
activities of those programs. The salary portion of the budget is completed by
the business manager based on the adopted salary schedules. The budget is
developed by the superintendent based on this input and is revised by the
superintendent and business manager for presentation to the Board of
Directors at the September board meeting for presentation to the state by
September 31. The facilities master plan is submitted to the state in February.
The annual audit is normally conducted in the fall by the Legislative Audit
Division of the State of Arkansas and follows guidelines established by
schools and entities who receive state, local, and federal funds. Following the
audit submission, the results are reviewed by the board. The district has
received audits which commend the district for sound fiscal practices. Those
practices are based on the use of state approved accounting and student
records software, an experienced, responsible staff, and effective separation
of duties practices. The board and public are presented reports at the monthly
meetings showing financial transactions, budget standing, and legal balances.
These reports are available for public review at any time. Staff are involved
in the purchasing process through completion of purchase requests, approval
by their supervisor/principal, and final approval by the superintendent. The
superintendent also signs the record of every payment in the district and
reviews and signs every bank and investment reconciliation. Due to the high
level of construction and purchasing in the district since spring of 2009
(tornado repairs and replacements, new high school construction, new
support services building construction, new field house, new turf, new roads,
and ARRA expenditures), this responsibility has risen. The importance of
maintaining accurate records has become even more apparent as the district
has dealt with insurance, FEMA, and ARRA requirements.
3. How does the school system ensure, support, and monitor the provision
of resource and support services that meet the needs of all students?
District physical resources are maintained and enhanced through the district
budget to ensure a safe learning and working environment. The School Dude

system is used by staff to request repairs and improvements. Principals
compile an annual list of major repairs which are addressed during summer
months or during vacation periods. The district employs a maintenance
director and maintenance supervisor who work closely with the
superintendent and building principals to ensure that safety codes are met.
The kitchen equipment, fire extinguishers, sprinkler systems, and other
relevant areas are reviewed by outside inspectors annually to ensure
compliance to law and standards. Repairs are made to buildings and
equipment as needed. Some items are discarded and replaced when they
cannot be repaired. A cycle for major repairs and large equipment
replacement is included in the master plan submitted to the state Facilities
Division or is included on the master list reviewed by the board and
superintendent in their planning meeting prior to the adoption of the budget.
Technology enhancement is a priority of our district due to our isolated
location. We want to ensure that our students have every resource possible
while living in a beautiful, remote area. The Department of Information
Services and local technology department work to ensure adequate
connectivity. APSCN is available to each building through the network. A
Syrus wireless system is installed at MMS and MHS to accommodate the
increased need from student computers. The board band needs are being
stretched by the increased student use. As a result, additional broadband is
being purchased through the local cable company with the possibility of a
gigabit being added this summer through the telephone company. MMS,
MHS, and HH are interconnected as a result of the new system installed
during summer 2011. It includes the intercom system, telephone for each
room, and the bell systems. The system is fibre-based and is fully switched
and high speed routed using HP switches and connectors. All classrooms in
the district have multiple internet connections. Wireless is available
throughout the middle and high schools. Open-mesh systems are used at the
two elementary schools and are adequate at this time. The system is protected
by firewalls, spam/worm/viral filters, DeepFreeze, and equipment to
determine inappropriate use. This department is constantly upgrading
hardware and software according to its cycles in the district technology plan.
The plan is developed through input from teachers in each building, media
specialists, and administrators. The district also has a continuity of operations

plan that is modified annually. Technology repair requests are completed and
submitted to the technology department for immediate attention.
The importance of a crisis management plan became very apparent to our
district in April, 2009 when we received a direct hit from a tornado that
destroyed our middle school and severely impacted the entire community.
Due to the level of dedication and resourcefulness of staff, students only
missed three school days. The middle school was divided with sixth grade
meeting in a local church the remainder of the year and seventh and eighth
grades transported to a campus 14 miles south of town. The current plan,
which addresses fires, tornado, earthquake, suicide prevention, bus accidents,
bombing, hostages, national crisis, terrorism, and hazardous materials, has
input from important stakeholders in addition to building level team
members. Crisis plans are posted in most rooms, and support staff are equally
as familiar with the plans as teachers and administrators. Employees
understand who fills the various roles--media contact, building monitoring,
coordinating emergency services, administering first aid, and communicating
with parents. Annual reviews of the plan with staff are conducted. Regular
exercises are conducted for fire and tornado drills, and reports are submitted
by the assistant superintendent to the state. Security doors are installed in
three buildings and greater attention to the security of other doors is in place.
Three safe rooms are under construction for use by staff, students, and
community during tornadoes.
The district has one registered nurse and three licensed practical nurses which
is one and one half more than is mandated. They are responsible for hearing,
vision and scoliosis screenings. They monitor prescription drug
administration and compile Body Mass Index data. They review
immunization records and address deficiencies that they find with parents.
One of the nurses conducts CPR/First Aid training each year to ensure that
those holding a certificate are current. They conduct classes for students on
hygiene, tobacco/drug/alcohol use prevention, and other areas needed by
teachers. They coordinate the dental sealant program for second and sixth
grade students, coordinate flu clinics with the Department of Health, and
work with the Department of Health by pregnancy prevention information. In
addition to nurses, seventh/eighth grade students receive one semester of
health instruction as well as physical education by certified teachers. High
school students are required to take one semester of health prior to graduation

and also have physical education requirements. Special emphasis is placed on
drug free schools throughout the district. Community members are involved
in providing activities after the prom to provide safe alternatives for students.
Counseling services are another priority of the district. Three counselors
serve the two elementary schools, one for middle school, and two for high
school. They provide guidance, career, and counseling services while serving
as parent coordinators and test coordinators. They are active in the data
analysis and interpretation process and are involved in many IEP
conferences. The elementary and middle counselors coordinate the
WatchDOG program to involve fathers in the eduction of their children. They
also work with Foster Grandparents and school volunteers. The middle and
high school counselors are also leaders in the CAP (Coordinated Academic
Plan) Conferences each spring that focus students and parents on the
requirements of the state and district in relation to 8-12 grade students and on
the specific interests and abilities of that student in relation to his/her future
career or higher education plans. The secondary counselors conduct group
and individual counseling, provide information to students and parents on
programs and services outside the school day and school year for academic
enhancement opportunities, and coordinate scholarship offerings and
applications. Many times secondary counselors serve as mediators to
encourage communication between and among students, staff, parents, and
the community. They also ensure information dissemination about test dates
and requirements for college and career readiness. They work with students
in the alternative learning environment to address many of the social and
emotional needs exhibited by students in this setting.
The district has a contract with Western Arkansas Guidance and Counseling
to allow them to counsel with students at every building. Many times, parents
and police/probation authorities are also involved in these counseling
sessions.
Nutritious meals contribute to healthy students, their ability to focus on
instruction, and their attendance at school. The district employees a cafeteria
director who ensures that meals are prepared according to federal school
lunch program guidelines and state regulations. Each building has a cafeteria
manager and appropriate staff to ensure nutritious breakfasts and lunches are
prepared and served in a timely fashion and that the facility is maintained in a

healthy manner. A wellness committee reviews the results of statewide
surveys on tobacco and alcohol use, local BMI data, attendance data, and
other relevant information to inform district practice. As a result of
recommendations from this committee, the district applied and received three
Fresh Fruit and Vegetable Grants to encourage students to try nutrition foods.
The district also received the PE4Life grant for two buildings that encourage
more directed physical activity before school, at activity period and during
the regular physical education time. Much of this is based on the research of
the SPARK approach to physical education. Teachers have access to
healthteacher.com for information and lesson plans. All campuses follow the
regulations related to foods of minimal nutritional value with access limited
to after school. Food science classes are offered at middle and high school to
better educate students on healthy preparation of food. Physical education is
offered at each campus by certified physical education teachers. Students at
most campuses are allowed to bring water bottles to class to ensure adequate
hydration.
Mena Schools believe that an integral part of the curriculum is interscholastic
athletics and activities. Athletics, music, and sprit groups contribute to the
mission of the school and bring positive experiences to students who
participate in extracurricular activities. Junior and senior high students
participate in football, volleyball, basketball, cheerleading, and track. In
addition, senior high students also have golf, tennis, baseball, softball,
bowling, soccer, and cross country. These are lead by qualified coaches who
understand and instill the importance of their actions as a reflection on the
school and community. Music programs through choral and instrumental
opportunities promote working in a performance group and individual ability.
Each of these groups requires a high standard in academics, sportsmanship,
citizenship, and adherence to rules. They encourage those with ability, a team
spirit, and those who are willing to represent their school positively.
Membership in the Arkansas Activities Association indicates our adherence
to its rules, guidelines, and regulations.
These programs, FFA, FCCLA, FBLA, Student Council, National Honor
Society, Drama, and many other academic and service organizations offer
students opportunities to develop personally, as a team, and as representatives
of our school. They promote good citizenship while developing students’
emotional, physical, and mental abilities. Community is involved in these

programs through advisory committees, Band Boosters, and Bearcat
Foundation. They provide guidance, financial assistance, and human
resources which promote the growth of these programs.
Special education services are provided in compliance with IDEA regulations
and the needs of students in our district. Some services include: speech
therapy, occupational therapy, physical therapy, deaf services, service for
severely visually impaired, residential placement, resource room services,
and self-contained environments. Every building has resource rooms whose
teachers also function in the co-teaching environment. Self-contained
classrooms at each building provide services to students with more severe
needs ranging from assistive devices to independent living. Paraprofessionals
also provide more individualized services to students in traditional
classrooms. The district has added two sensory classrooms at the two
elementary schools for students who learn more fully through movement and
textures. Adaptive physical education is offered at each building. Parent
involvement is critical to the growth of students with special needs and is
necessary for successful implementation of students’ IEPs. Professional
development is provided to all teachers annually about special education
requirements, especially related to academic performance and discipline
regulations.
The Alternative Learning Environment (CATS) is one that has evolved
during the past ten years. It is housed at MHS and hosts 10 MMS students
and 30 MHS students. It has a director, three full time teachers, one
paraprofessional, and three part-time teachers. An off-duty policeman also
works with the staff and students. It is designed for students who do not
successfully function in the traditional setting due to attendance issues,
disruptive behavior, pregnancy, prior drug or alcohol use, social issues, or
being behind in academic performance. The facility has four classrooms, a
computer lab, and a library. The students also utilize the gym for physical
education, have a choir, and eat in the cafeteria when other students are not
present. A close working relationship exists between the director, students,
and parents. As a result, many success stories are being seen through
graduations, changes in peer groups, and changes in attitudes at school and at
home.

Transportation services assist parents in getting students to school. The
district is 433 square miles with many gravel, mountainous roads that suffer
from extreme weather conditions and inadequate county budgets. The fleet
includes two special education and 18 regular routes which travel more than
1085 miles daily or 5425 weekly. The athletic, music, and other special
programs also utilize the buses each week in addition to that of the regular
school day. Drivers are trained annually, and the district mechanic provides
new driver training and testing to drivers in other districts. The transportation
coordinator works with area schools to provide training each summer at the
community college. It is attended by all area drivers. The district prefers that
coaches and band directors also have their licenses. They relieve the strain of
securing route drivers for trips. The bus garage maintains accurate records
and has a reservation system for bus and driver needs for special events. The
transportation director works directly with principals on discipline issues and
scheduling concerns. This service is an important facet of a large, sparsely
populated, low income district.
Overall Assessment:
Operational: The school system has human, material, and fiscal resources to
implement a curriculum that enables students to achieve expectations for
student learning, to meet special needs, and to comply with applicable
regulations. The system employs and allocates staff members who are well
qualified for their assignments. The system provides ongoing learning
opportunities for all staff to improve their effectiveness, including both
professional and support staff. The system ensures compliance with
applicable local, state, and federal regulations.
Standard 6. Stakeholder
Communications & Relationships
STANDARD: The system fosters effective communications and
relationships with and among its stakeholders.
Focus Questions:

1. How does the school system's leadership ensure that the system and its
schools are responsive to community expectations and stakeholder
satisfaction?
A school in a rural community is integral to its growth, social activities, and
continued well-being. A tradition and reputation of excellence is one of the
foundations of Mena School District. The community, staff, and students
expect students to be prepared for higher education or careers when they
graduate. Many groups within the community place a high value on
education and the experiences associated with it as citizens of the future are
developed. To ensure that expectations are being met, the buildings conduct
surveys annually and utilize the results to make changes or to modify the
method that is used to convey information about changes. An example is the
modification of Holly Harshman to a departmentalized approach to
instruction. Following the first year of implementation, many parents were
unhappy with the third grade organization since this year represented a
change in buildings, a shift to more responsibility in their learning, and a
sense that students were lost in the process of changing so many classes. The
result of this input yielded a modification of the third grade schedule the
following year. As a result, the surveys this year were overwhelmingly
positive about the organization and processes of the school. Public meetings
are held when new ideas are being proposed (a millage campaign, proposed
changes to high school organization). An annual public meeting is held each
fall to share information about test results, changes at schools, the
curriculum, etc. A document is distributed outlining information shared at the
meeting. Newsletters are published at each building and an electronic
highlight of staff and students is sent by the superintendent to community
members. The two local newspapers and radio station are involved in all
activities of the school and do a good job highlighting successes and areas of
concern expressed by citizens. Of course, media is apprised of every board
meeting, and the district follows the guidelines of FOI. The superintendent’s
office is actively involved in community organizations, business recruitment
efforts, and city planning meetings. The superintendent hosts local business
leaders to discuss directions of the school and community. This is a listening
session as well as an information sharing session. The mayor and county
judge meet often with the superintendent and transportation director to
discuss topics of mutual interest like streets, roads, bridges, safety concerns,

and progress of the area. The city police department provides free traffic
assistance each morning and afternoon of the school year at key intersections.
The county sheriff allows his off-duty officers to work with our ALE
program, thus developing a trusting relationship with students at school. The
community college and district work well together to provide concurrent
classes for high school students in academic and career areas. We also work
together on committees to enhance a culture of learning in the community.
We provide training for our secretarial staff to ensure that parents and
community members are greeted by phone or in person in a cordial manner
that communicates that we do believe in our mission of working together to
make great things happen for our students. We communicate to our staff,
certified and classified, that their actions convey more clearly the expectation
of excellence than any publication that can be produced by the district. As a
result of this expectation of excellence in education and programs, our
community continues to grow and its reputation is one of providing quality
education in a safe environment where all students are valued and challenged
to accomplish to the best of their abilities.
2. What avenues are used to communicate information to stakeholders
about the effectiveness of the school system and its schools, including the
sharing of student performance results?
The primary method used to communicate performance results is through
public meetings each fall in which the information is shared, included in the
Annual Report to the Public, and implications for change are explained. The
student achievement results are also included in an ad in the local newspapers
and news stories are submitted to the radio for community news. All staff are
involved in professional development in which data are shared and strategies
are development to continue progress or address areas of concern. The
effectiveness of our schools is shared every day with the radio and every
week with the two newspapers who are committed to truthfully reporting
school news in an unbiased manner. A method that we do not like to use, but
one which is mandated, is letters to parents of students who are in our schools
that are not meeting Annual Yearly Progress as defined by No Child Left
Behind. The content of these letters is specified by the Arkansas Department
of Education and cannot be modified to explain exactly what this means. The
positive element is that many parents follow up with the school to learn what
the letters mean and how the school is changing to meet the needs of the

identified sub- populations in which we are not meeting our goals. We also
communicate this information to parents during open house, parent-teacher
conferences, and parent-teacher organization meeting. All of this information
is available on the school and district websites. The information is discussed
in several board meetings each year. Civic organization programs are also
presented to educate those who may not have children in school but who are
interested in maintaining the quality of the district.
Overall Assessment:
Emerging: The school system has begun the process to gain the
understanding, commitment, and support of stakeholders. System personnel
are seeking opportunities for collaboration and shared leadership among
stakeholders to help students learn and advance improvement efforts and can
demonstrate some participation by stakeholder groups.
Standard 7. Commitment to
Continuous Improvement
STANDARD: The system establishes, implements, and monitors a
continuous process of improvement that focuses on student performance.
Impact Statement: A system is successful in meeting this standard when it
implements a collaborative and ongoing process for improvement that aligns
the functions of the system with the expectations for student learning.
Improvement efforts are sustained and the system and its schools demonstrate
progress in improving student performance. New improvement efforts are
informed by the results of earlier efforts through analysis of student
performance, system effectiveness, and assessment of the improvement
process.
Focus Questions:
1. Describe the process for continuous improvement used by the school
system and its schools and the impact of this process on student learning
and system effectiveness.

Each building and the district has engaged in developing ACSIPs during the
past few years. The process has evolved from one of necessity to one in
which the building level committees utilize test data and perceptual data to
develop research-based strategies to improve student performance on a
standards-based assessments. These plans are aligned with the district
mission and are approved by the Board of Directors and superintendent of the
district. They reflect a focus on the vision, individual school profiles, action
plans for improvement goals, and measurements for school improvement
efforts. The plans are supported by the professional development committee
and the instructional specialists. Data from Benchmark, End-of-Course
exams, and norm-referenced assessments are analyzed and provided to the
committees in a collaborative, discussion format and forms the basis for the
improvement efforts. The federal programs coordinator works closely with
these teams, the specialists, and the technology coordinator to ensure that
processes are being adhered to and that supplies and processes are in place
for each school to be successful.
Professional development is on-going and focused on individual needs as
well as those of the district. As the new evaluation system becomes fully
implemented, the professional develop plan and professional growth plans
will be a result of the summative conference for the year between the
principal and teacher. Administrators also are involved in a variety of training
to ensure that they focus on high standards of performance for teachers and
students in their buildings. New teachers are provided with a mentor and
specific training in instructional strategies and classroom management. New
administrators also have a mentor to assist them in their growth efforts.
2. What process is used to ensure that the improvement goals reflect student
learning needs and are aligned with the vision and purpose of the school
system and its schools?
Lead by the federal programs coordinator, principals, and specialists, teachers
engage in vertical and horizontal content area meetings, grade level meetings,
and professional learning communities which are moving from an in- depth
understanding of the Arkansas Curriculum Frameworks to the Common Core
State Standards. This process is distressing to teachers because their students
will continue to be measured this year by assessments which focus on
Frameworks. Each teacher has state-mandated planning time to ensure some

time during the day to plan individually or with collaborative partners. Many
ideas are shared building-wide through faculty focus meetings and other staff
meetings. Leadership teams provide insight into processes and actions at the
school level. The administrative council meets weekly to discuss issues,
current research, effective practice, concerns reflected from CWTs, and
future directions for curriculum and assessment. The administrative council
participates in two dedicated planning opportunities during the summer--one
at the co-op retreat and another at the district. Each administrator
communicates with ACSIP team leaders and the federal programs
coordinator about directions and possibilities for improvement. The assistant
superintendent works with principals and counselors on testing training and
administration and in maintaining policies and records for submission in state
reports.
3. What process is used to ensure that system and school personnel are
provided professional development and technical assistance to implement
interventions and achieve improvement goals?
Professional development is provided in a variety of ways. Some days are
hosted at the district and focus on areas of need reflected in the data. Other
opportunities exist through the education cooperative, state and national
conferences, graduate courses, and in job embedded opportunities. The
district avoids one shot events but encourages opportunities that lead to
significant differences in instructional practice. The specialists assist with
coaching, modeling, and discussion to promote fidelity to the instructional
models. Student performance guides district and building efforts in all aspects
of the learning process. The data indicate whether more of the same type of
instruction should be continued or if significant changes in content or
delivery are indicated. The professional development committee seriously
reviews anecdotal data from previous training opportunities, student
achievement data, and district or state directives for the future and researches
possible training offerings and where they can be obtained. The committee
publishes local offerings, acceptable co-op training, and other training
supported by district funds. Certified teaching staff has 190 day contracts
which supports most of the time during the summer used to acquire the
approved training. Principals and specialists follow-up with teachers through
coaching and modeling. Team meetings are conducted to determine areas
which need additional focus or further training.

4. How does the leadership ensure that the improvement plan is
implemented, monitored, achieved, and communicated to stakeholders?
Data are maintained at the building and district level which include
professional development reflection sheets, student performance data,
perceptual surveys from parents, and staff surveys. These data are analyzed to
locate gaps, successes, and trends. At the beginning of each school year and
at least twice during the year, the ACSIP is reviewed with staff during
meetings. It is reviewed with principals more often. Building level team
members meet regularly with the federal programs coordinator to determine
additional work that needs to be completed or communicated to staff. Results
of the year’s work is communicated to the board and the public to assist them
in understanding why many actions are taken, continued, or discontinued to
ensure student learning progress.
Overall Assessment:
Operational: The school system implements a collaborative and ongoing
process for improvement that aligns most functions of the system and its
schools with the expectations for student learning. Improvement efforts are
sustained and the system demonstrates progress in improving student
performance, system and school effectiveness. New improvement efforts are
informed by the results of earlier efforts through reflection and assessment of
the improvement process.
QA Methods
1. What processes does the district use to monitor and document
improvement?
Mena School District uses a variety of approaches to document improvement.
Student interim achievement data are analyzed quarterly so that changes can
be made to instructional content and approaches. The Benchmark and End of
Course Exams serve as the summative assessment. Comparisons are made to
prior years, to the students' growth, and to the performance of the state.
Modifications to instruction and content are incorporated into lesson plans,
professional development offerings, and district plans for the following year.
ACT results are compared to prior year’s performance and to that of the state

and nation. Teachers review the results to determine methods of addressing
the ACT needs as they balance End of Course needs. End of Course exams
are administered in most vocational programs and the results are used to
modify the curriculum especially as vocational teachers incorporate
academics into vocational content. Areas that contribute to the overall
program of the school are also examined, i.e., band contest results, numbers
of students who make all-region and all-state, choir contest performance and
that of individual students, athletic team performance and that of individual
students, vocational program achievements and awards, and membership and
service through the variety of clubs and organizations on campus. Graduation
rates and scholarships awarded are reviewed annually, discipline reports are
reviewed monthly and annually, ISS referrals are examined, Accelerated
Reader achievement by grade level and schools is maintained and goals are
set from prior history, and the performance of students on fitness tests are
maintained and celebrated.
The number of teachers who earn advanced degrees or add teaching
endorsements to their certifications is compared along with the increase in
teachers who hold National Board Certification. The current evaluation
system does not provide valid information about teacher growth, but the new
one that is being piloted with provide significant information to measure
teacher growth and the growth in various areas in the district.
The district examines enrollment patterns, budget numbers, cost of operation,
and salary levels to determine directions for the future. All data and other
identified performance indicators are used for planning, are reported to the
board and public, and are incorporated into the opening message of the
superintendent to the staff.
2. How does the district provide meaningful feedback and support to its
schools and across the district?
Student performance data are reported to staff each year in opening activities,
but they are shared with school improvement committees during the summer.
Principals plan celebration events to reinforce the accomplishments of the
faculty team. The improvement data are also included in the Report to the
Public and to the Board of Directors. Teachers are commended individually
and as a group for their work in improving student performance. Schools are

einforced for their efforts through additional instructional resources,
opportunities to attend conferences, and other ways to let them know how
much the district is improving due to their efforts.
3. How does the district ensure that the AdvancED standards are met by all
the schools and the district as a whole?
The AdvancED Standards are interwoven into all aspects of a quality school
and district. When teachers began to work more closely with the Standards,
they realized that they were very familiar with each because they were
addressed in all work that occurs within the classroom, the school, and the
district. We honestly understood areas which needed attention and
strengthening within our district. We realized that our district is generally
good and has pockets of excellence, but in some areas we do not exhibit
excellence in every classroom or every building when the specific criteria are
applied. A heightened awareness of the Standards has made all staff more
eager to demonstrate growth to more from emerging to operational or even to
highly functional.
The responsibility for all schools is shared between central office leaders,
principals, and teachers. As we continue in the journey toward highly
functional, the instructional leaders will develop methods to keep the
Standards before the staff to remind us all of our goal to ensure great things
are happening for all students, employees, and communities associated with
Mena School District.
4. How does the district regularly collect, use, and communicate results?
The district collects a variety of results that provide information to the
schools for our growth. The data range from census data that is collected
every 10 years to quarterly interim assessment data to annual assessments of
educational progress. These important elements are reviewed by the
administrative council, building level committees, grade level teams, content
area representatives, individual teachers, the public through group meetings
or by individual requests, and the Board of Directors. Many elements of
information are utilized internally, while other data and combinations of data
are highlighted publicly in the Report to the Public, newspaper ads
highlighting district achievement, and through conferences with parents about
the growth of the school and of their children in particular. Results are used

to plan professional development, to allocate resources, to assign staff, and to
design new construction. Mena School District seeks to be inclusive and
transparent in its operations, performance, and flaws. We believe that by
involving everyone in the community through significant, meaningful input
and responsibility, the district will continue its growth and experience
educational success as a future is opened for each student that is served by
our efforts.
Conclusion
Focus Questions
As you review your responses to the standards, what major trends, themes,
or areas of focus emerge that cut across the seven standards?
A common theme which emerges as the district reviews the standards is the
importance of a focus on the vision, mission, and goals of the district. These
elements keep actions of the district focused on its priorities and the specific
needs of students.
A theme that threads throughout the findings is the importance of quality
professional development that is research-based and centers on data,
especially assessment results. Without continued growth of all staff, practices
do not change to address the needs of students--emotional, social, academic,
and physical. Staff reflect that by knowing specific directions that are needed
to increase student performance, they are able to select training that helps
them improve and that allows them to more fully reach all students.
Based on your review of these cross-cutting themes/trends and each of the
seven standards, what would you consider to be your school system's
greatest strengths?
Resources and support systems are strengths of our district. While small, our
actions to improve student achievement and to enhance instructional practice
are reflective of a larger organization. The resources and support systems
have yielded results in areas that needed growth. Teaching and learning have
also shown growth during the past five years. Staff understand the

importance of utilizing their pacing guides to guide instruction focused on
standards. Performance data growth reflects the impact of this change in
practice and shows that students understand the importance of performing
well on these assessments.
What would you consider to be your school system's greatest challenges?
A major challenge for the district is to provide quality offerings to students in
an environment which shows declining enrollment and loss of funding due to
economic downturns. The increase in students from low income families
continues to focus resources on needs for increasing their learning
opportunities to close the achievement gap. The other needs of the district-whether
technology, instructional resources, salaries to retain quality
teachers, or enrichment resources--are sometimes placed on hold to ensure
the learning needs of all students receive the attention that is indicated from
data.
Another challenge is to effectively communicate the changing curriculum to
parents and community stakeholders while learning to teach in a very
different environment that focuses on a depth of understanding rather than a
broad range of discreet elements in a content area.
How will you use the insights gained from this self-assessment to inform
and enhance your quality assurance and continuous improvement efforts?
The self-assessment process has helped us focus on actual concerns that
impact student learning rather than being distracted by daily issues. The
teams will continue to review information with the standards of this
document as a filter and will incorporate the observations and suggestions
from the Review Team in future planning documents. Having an independent
team review our district is a valuable resource that will provide a different
perspective on our actions and need for further action.