Week 14: Interim ATLAS Results

Happy Friday!

Thank you for your hard work this week and for your continued dedication to our mission. We have kept a steady focus on our district performance targets in attendance, discipline, and academic growth, and it is encouraging to see progress in all three areas. Each building has maintained strong attendance as we enter November, discipline referrals remain below last year’s levels, and teachers continue to work with precision and purpose toward improved student outcomes. Your consistency and care are the foundation for our students’ success, and I want to thank you for that commitment.

This week, we reviewed the ATLAS Interim Assessment results for English Language Arts, Mathematics, and Science. These midyear assessments help us gauge alignment to standards, adjust pacing, and ensure that all students are progressing toward mastery. The data provides both affirmation of what is working and direction for where our attention is needed next. We will use Monday’s professional development day to study these results more closely, identify priority needs in each building, and plan the next phase of instruction. It should be a productive and purposeful day of preparation for the weeks ahead. Now, we will discuss our results.

District Results

Districtwide, Mena Public Schools continues to perform above the state average across tested subjects. Although only about 45 percent of standards have been taught so far, our students are already showing deep understanding of key concepts and growing confidence in their learning.

Compared with state averages, Mena students are outperforming peers statewide in every tested subject, particularly in Science and English Language Arts.

These outcomes confirm that our focus on aligned instruction, data-informed teaching, and consistent pacing is working. Students are not only meeting expectations, but they are also learning how to reason, apply knowledge, and communicate their thinking.

Comparing This Year to Last Year

When compared with Fall 2024, districtwide results show meaningful improvement in every tested area.

Bright Spots

These gains represent meaningful movement for our students. Approximately 120 more students reached proficiency in English Language Arts, about 85 more students did so in Mathematics, and around 60 additional students met or exceeded expectations in Science. This upward shift shows clear evidence that our instructional efforts are helping more learners reach the next level.

ELA: Level 1 dropped by seven points, and Level 4 (advanced) rose from 4 percent to 6 percent. This shows that Science of Reading strategies and shared writing efforts are producing consistent gains across grade levels.

Math: Students continue to progress through the performance levels, especially in multi-step reasoning and real-world problem-solving. Foundational numeracy in elementary grades is translating into success in middle school and high school coursework.

Science: Advanced performance (Level 4) grew from 7 percent to 10 percent, a significant increase in students demonstrating deep conceptual understanding. Despite fewer students testing last year, the upward pattern remains strong.

Areas of Emphasis

Our next area of focus will be helping every student move to the next level of achievement, especially supporting those at Level 2 (basic understanding) in reaching Level 3 (proficient understanding). Growth at every level matters, and progress begins when students see themselves as capable learners who can influence their own outcomes.

Teachers will continue to use item-level reports in PLCs to identify which standards and skills need reinforcement. However, our emphasis extends beyond instruction. It is about motivation, mindset, and momentum.

Research from John Hattie’s Visible Learning identifies the strategies with the highest impact on student growth:

* Timely, specific feedback (effect size 0.70): Students improve fastest when they understand what they did well and what their next step should be.

* Goal setting and success criteria (0.68): Students who can articulate their learning targets are more likely to persist and self-correct.

* Teacher–student relationships (0.52): Belonging and trust create a climate where students take academic risks.

* Collective efficacy (1.57): When teachers and students share the belief that effort leads to achievement, classrooms become engines of upward movement.

Motivation grows when learning feels visible and success feels personal. Teachers can foster this by:

* Displaying growth trackers or classroom progress visuals that celebrate upward movement.

* Encouraging student-led reflections where learners describe what they have mastered and what they aim to master next.

* Using “next level” language in conversation and feedback to emphasize that growth, not perfection, defines success.

* Providing choice and voice in assignments and projects so students can connect learning to their interests and strengths.

Every student can advance when instruction is intentional, feedback is actionable, and success feels attainable. When we make progress visible and personal, we cultivate perseverance and pride in learning.

Connecting to Our Mission

These strategies align with who we are as a district. Our students are prepared when they understand their goals and how to reach them. Our staff is supported when collaboration and feedback guide instructional decisions. Our community is confident when it sees students growing not only in scores, but also in determination, self-belief, and purpose.

By focusing on moving every student up, we reinforce our mission to help each learner develop the skills, confidence, and character to contribute meaningfully to their future and to our community.

Pacing and Progress

At this point in the school year, approximately 45 percent of annual standards have been taught across core subjects. This slower fall pacing is usual, but it allows time for building foundational understanding before spring acceleration. As we enter the second semester, pacing will increase across all grades to cover the remaining standards in time for state testing.

ELA: Reading and writing units will continue to spiral, allowing students to apply previously learned comprehension and grammar skills to increasingly complex texts.

Math: The spring semester introduces heavier integration of algebraic reasoning and geometry applications. Students will shift from skill acquisition to mastery through practice, modeling, and problem-solving.

Science: Instruction transitions from concept exploration to application. Students will engage more frequently in labs, modeling tasks, and cross-domain investigations that align with DOK 3 and DOK 4 expectations.

This pacing model ensures that students not only reach content coverage but also develop a deeper, more durable understanding. It balances the need for mastery with readiness for the ATLAS and state summative assessments in April.

Looking Ahead

The ATLAS interim data provides a clear midyear checkpoint to celebrate progress and plan our next steps. Every subject area and every building shows growth from last year, which means our work is unified and effective. As spring instruction accelerates, we will maintain our commitment to purposeful pacing, responsive teaching, and shared accountability for learning outcomes.

Mena Public Schools is performing with purpose because of the dedication of our educators and the perseverance of our students. Together, we are ensuring that every student continues to grow in confidence and capability.

Closing Celebrations

We enjoyed a strong community sendoff for our Bearcat football team as they headed to Hamburg for the first round of the 4A State Playoffs. Thank you to everyone who stepped outside, lined the walkways, and gathered in the stadium lot to show support. The team takes the field tonight, and we look forward to another great game.

Our high school Theatre and Art Departments have been preparing for this weekend’s production of The Hobbit, working together to bring Middle-earth to life. While the art students craft sets and props, the actors have been putting in long hours to learn lines, refine scenes, and develop their characters. Their teamwork, creativity, and commitment to the story are evident in every part of the production, and we hope families will join us to support their work.

Journalism and broadcast students attended a sports media workshop at Ouachita Baptist University, gaining insight from professionals across collegiate and national platforms. These opportunities help students see future pathways and deepen skills they are developing in class.

We also appreciate the many volunteers from our community who supported our schools this week, including those who contributed donations to FCCLA for students served by regional foster-care partners. Acts of service like these strengthen the partnership between our schools and the families we serve and remind our students that they are supported by an entire community that cares about their success.

Our choir students represented Mena well at the Junior High and Senior High All-Region clinics, performing with discipline and pride. Their hard work reflects the commitment we see in all of our fine arts programs.

Basketball season is underway, and our teams have already posted several early wins. We encourage everyone to come out and support our athletes as they continue their seasons.

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

At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident.

Keep the #menareads posts and videos coming, and have a safe and restful weekend!

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