Bearcat Wrap-up Podcast - Week 28: Close to the Mark

Episode Date: March 13, 2026

Happy Friday!Thank you to everyone across our district for the work you continue to do each day for our students. As we move deeper into the spring semester, the instructional focus of our classrooms becomes even more important. This is the time of year when the adjustments teachers make in instruction can have a significant impact on student learning as we move toward the spring ATLAS assessment. One of our goals as a district has always been to avoid simply hoping that learning is happening. Instead, we want to know where our students stand and respond with the best instruction possible.This week, I would like to share several observations from our Winter ATLAS Interim assessments in English Language Arts, Mathematics, and Science. Interim assessments serve an important purpose. They provide evidence of student learning at this point in the school year and help us determine where additional instructional attention can help students move from approaching proficiency to being proficient. They also allow us to compare our performance with the state average so that we have a clearer understanding of where we stand and what our next steps should be.Achievement Level Descriptors and Strong ThinkingOne of the most important themes that continues to emerge from the interim results is the importance of helping students understand what strong thinking looks like. We have been talking about assessing student performance using Achievement Level Descriptors, or ALDs. These descriptors outline the level of thinking students must demonstrate to reach proficiency. A Level 3 response, which represents proficient performance, generally requires students to explain their reasoning, apply knowledge to unfamiliar situations, support ideas with evidence, and analyze information rather than simply recall it.During several of our leadership meetings this year, we have watched classroom videos that highlight instructional strategies designed to move students toward this level of thinking. One encouraging practice we have observed is that some of our teachers are explaining the Achievement Level Descriptors directly to their students so they understand the level of response that is expected. When students clearly understand what a strong response looks like, they are far more capable of producing it. They begin to see that success is not simply about arriving at the correct answer, but about demonstrating the reasoning and understanding behind that answer.This matters for every classroom, not only those in the core academic areas. Whether students are asked to explain a solution in mathematics, support an interpretation in English Language Arts, analyze evidence in science, justify a design choice in a CTE course, or explain a performance decision in the arts, the same principle applies. Students grow when they understand the quality of thinking that is being asked of them.English Language ArtsThe winter interim results in English Language Arts show encouraging progress in several areas of literacy development. In the early grades, our students performed ahead of the state in important foundational measures. Kindergarten posted 44% proficient compared to 32% statewide, while Grade 1 reached 56% proficient compared to 34% statewide, and Grade 2 posted 39% proficient compared to 33% statewide. Grade 3 also remained ahead of the state at 35% proficient compared to 31% statewide. These results suggest that the instructional emphasis placed on foundational literacy skills is continuing to produce positive results for our students.At the same time, the reports show that students face greater difficulty when standards require them to analyze texts and clearly explain their thinking in writing. Students are generally stronger when asked to demonstrate vocabulary knowledge and direct comprehension, but they experience more difficulty when asked to analyze how authors develop ideas and themes, compare information across texts, support interpretations with textual evidence, and explain their thinking clearly in written form. This pattern becomes especially important in the upper grades, where many students are clustered near proficiency rather than well below it. That tells us the work ahead is not to start over, but to sharpen and strengthen what we are already doing.This is one of the reasons our district has placed such a strong emphasis on writing across the curriculum. Writing requires students to organize their thoughts, explain their reasoning, and support their ideas with evidence. When students learn to explain their thinking clearly in writing, they also become stronger readers because they must interact more deeply with the text. Our interim results reinforce that point. If we want more students to move from approaching proficiency to being proficient in literacy, we must continue giving them opportunities to write, explain, support, and refine their thinking in every possible setting.MathematicsThe winter interim mathematics results also provide encouraging evidence of progress. In several grade levels, district performance in foundational mathematics concepts was comparable to or stronger than the state average. Grade 1 mathematics reached 54% proficient compared to 27% statewide, Grade 2 reached 47% compared to 32% statewide, Grade 7 reached 54% compared to 35% statewide, and Grade 8 reached 52% compared to 21% statewide. These results suggest that in several areas, our students are building a stronger understanding of the fundamental structures that support later mathematical reasoning.However, the reports also show that students experience greater difficulty when mathematics requires them to analyze a situation, determine an appropriate strategy, and explain the reasoning behind their solution. Many of the most challenging problems require students to solve real-world situations that involve multiple steps, careful interpretation, and explanation of why the strategy they chose makes sense. Students tend to perform better when the task requires recall or direct computation, but they face greater difficulty when the task requires strategic thinking, modeling, and explanation.This type of thinking aligns closely with the expectations described in the Achievement Level Descriptors for proficient performance. In mathematics, a strong response is not only a correct answer. It is an answer supported by reasoning. When students explain the thinking behind their work, draw models, compare solution strategies, or justify how they know their answer is reasonable, they move beyond procedure and begin developing the analytical thinking mathematics is designed to cultivate. That expectation is important not only in a math classroom. It is a way of thinking that supports learning across the district.ScienceOur winter interim science results also provide encouraging evidence of progress across multiple grade levels. District performance generally met or exceeded state averages in several tested grades, showing that students are building a solid foundation in important scientific ideas. Biology proficiency was a terrific 67% compared to the state’s 38%, and 8th-grade Science posted 50% to the state’s 40%. All other tested grades were an average of six percentage points higher, as well. The broad pattern in the science reports suggests that students are developing conceptual understanding in life science, Earth and space science, and scientific systems, and that many are positioned within reach of proficiency as instruction continues.At the same time, the reports show that students face greater difficulty when questions require them to analyze evidence and explain scientific processes. Students are more successful when identifying concepts and recognizing scientific relationships, but they struggle more when asked to interpret models and diagrams, analyze data from investigations, explain cause-and-effect relationships, and apply scientific understanding to unfamiliar situations. These expectations closely reflect the Achievement Level Descriptors for proficient performance, where students must demonstrate reasoning and analysis rather than simply recalling information.Science instruction becomes most powerful when students are not simply memorizing facts but are learning to think like scientists. When students examine evidence, interpret findings, explain what they observe, and connect that evidence to larger systems, they are developing the very habits of thinking that science education is designed to promote. This is another place where the classroom videos we have been watching are helpful. They remind us that strong teaching does not only deliver content. Strong teaching makes the level of thinking visible to students.What the Interim Data Tells UsWhen we look across English Language Arts, Mathematics, and Science together, a consistent pattern emerges from the winter interim results. Many of our students are very close to reaching proficiency. In many cases, the difference between approaching proficiency and achieving proficiency lies in the ability to explain reasoning, support ideas with evidence, and demonstrate deeper levels of thinking.That is why the Achievement Level Descriptors matter so much. They help us define for students what a strong response looks like, and they help us align instruction with the actual level of thinking that is expected. This is also where collective efficacy becomes so important. When teachers across all grade levels and content areas work together to help students develop strong explanations, thoughtful writing, careful reasoning, and evidence-based responses, the impact spreads across the entire district.The progress reflected in these interim results is the result of the work taking place every day in classrooms across Mena Public Schools. I appreciate the commitment and professionalism our teachers and staff bring to this work. Together, we are helping students understand what strong thinking looks like, and that lesson will serve them well far beyond the classroom.Closing CelebrationsCongratulations to our Mena High School Band Director, Mr. Charles Morgan, who was named Educator of the Year by the Mena/Polk County Chamber of Commerce at the annual Chamber Banquet this week. We are proud of the leadership he provides to our band program and the positive example he sets for our students and community. We also want to recognize the other outstanding nominees from Mena Public Schools who were honored at the event, Savannah Todd and Colby Singleton. In addition to the recognition, members of our Mena High School Student Council, FCCLA, and FFA organizations volunteered at the Chamber Banquet, serving guests and helping make the evening successful. Thank you to the Chamber of Commerce for providing our students with opportunities to serve the community and earn valuable service hours.Our Career and Technical Education students also completed an excellent real-world learning experience this week through the “Get Real, Here’s the Deal” financial literacy simulation hosted in partnership with the Polk County Extension Office. Students worked through real-life budgeting scenarios, visited community-run financial stations, and learned how choices about housing, transportation, groceries, childcare, and credit affect long-term financial stability. Experiences like this help prepare our students for responsible adulthood, and we appreciate the Polk County Extension Service and the many community volunteers who made the simulation possible.Another exciting development came through the Mena High School Yearbook program, which partnered with the University of Arkansas Rich Mountain to help preserve our district’s history. Students have begun scanning historic yearbooks to build a growing digital archive, beginning with the 1930 Bearcat yearbook. This project will help preserve long-forgotten memories, traditions, and stories from past generations of Bearcats while allowing our current students to contribute to preserving our community’s history.Our Bearcat and Ladycat athletic teams continue their spring seasons with strong effort and determination. Our junior high and seventh-grade track teams delivered an impressive performance at the Booneville Relays with multiple first-place finishes and a high-point performance. Bearcat and Ladycat soccer also competed this week at Bob Carver Bearcat Stadium, representing our district well on the field. Our baseball and softball teams are early in their seasons and continue to compete hard each game while representing Mena Public Schools with pride, sportsmanship, and determination.It was a good week of discovery at Mena Public Schools.At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident.Keep the #menareads posts and videos coming, and have a nice weekend! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit bearcatwrap.substack.com

Good afternoon, welcome to the week 28 wrap up entitled Close to the Mark. The winter Atlas interim results reveal that many of our students are within reach of proficiency as we continue strengthening writing, reasoning, and evidence-based thinking across classrooms. Happy Friday. Thank you to everyone across our district for the work you continue to do each day for our students. As we move deeper into the spring semester, the instructional focus of our classrooms becomes even more. important. This is the time of year when the adjustments teachers make in instruction can have a significant impact on student learning as we move toward the spring Atlas assessment. One of our goals as a district has always been to avoid simply hoping that learning is happening. Instead we

want to know where our students stand and respond with the best instruction possible. This week I would like to share several observations from our winter Atlas interim assessments in the English language arts, mathematics, and science. Interim assessments serve an important purpose. They provide evidence of student learning at this point in the school year and help us determine where additional instructional attention can help students move from approaching proficiency to being proficient. They also allow us to compare our performance with the state average so that we have a clear understanding of where we stand and what our next steps should be.

B. Achievement level descriptors and strong thinking. One of the most important themes that continues to emerge from the interim results is the importance of helping students understand what strong thinking looks like. We've been talking about assessing student performance using achievement level descriptors or ALDs. These descriptors outline the level of thinking students must demonstrate to reach proficiency. A level three response, which represents the level. proficient performance generally requires students to explain their reasoning, apply knowledge

to unfamiliar situations, support ideas with evidence, and analyze information rather than simply recall it. During several of our leadership meetings this year, we have watched classroom videos that highlight instructional strategies designed to move students towards this level of thinking. One encouraging practice we have observed is that some of our teachers are explaining the achievement level descriptors directly to their students so they understand the level level of response that is expected. When students clearly understand what a strong response looks like they are far more capable of producing it. They begin to see that success is not simply about arriving at the correct answer but about

demonstrating the reasoning and understanding behind that answer. This matters for every classroom, not only those in core academic areas, where their students are asked to explain this solution in mathematics, support and interpretation in English language arts, analyze evidence and science, justified design choice in a CTE course, or explain a performance decision in the arts, the same principle applies. Students grow when they understand the quality of thinking that is being asked of them. English language arts. The winner interim results for or in English language arts show encouraging you.

encouraging progress in several areas of literacy development. In the early grades, our students performed ahead of the state in important foundational measures. Kindergarten posted 44% proficient compared to 32% statewide, while grade 1 reached 56% proficient compared to 34% statewide, and grade 2 posted 39% proficient compared to 33% statewide. Grade 3 also remained ahead of the state at 35% proficient compared to 31% statewide. These results suggest that the instructional emphasis placed on foundational literacy skills is continuing to produce positive results for our students. At the same time, the reports show that students face greater difficulty when standards require

them to analyze text and clearly explain their thinking in writing. Students are generally stronger when asked to demonstrate vocabulary knowledge and direct comprehension but they experience more difficulty when asked to analyze how authors develop ideas and themes compare information across texts support interpretations with textual evidence and explain their thinking clearly in written form this pattern becomes especially important in the upper grades where many students are clustered near proficiency rather than well below it that tells us the work ahead is not to start over but to sharpen and

strengthen what we are already doing This is one of the reasons our district has placed such a strong emphasis on writing across the curriculum. Writing requires students to organize their thoughts, explain the reasoning, and support their ideas with evidence. When students learn to explain their thinking clearly in writing, they also become stronger readers because they must interact more deeply with the text. Our interim results reinforce that point. If we want more students to move from approaching proficiency to being proficient in literacy, we must continue to give them opportunities to write, explain, support, and refine their thinking in every possible setting. Mathematics

The winner interim mathematics results also provide encouraging evidence of progress. In several grade levels, district performance in foundational mathematics concepts was comparable to or stronger than the state average. Grade 1 mathematics reached 54% compared to 27% statewide. Grade 2 reached 47% compared to 32% statewide. Grade 7 reached 54% compared to 35% statewide. And grade 8 reached 52% compared to 21% statewide. These results suggest that in several areas our students are building a stronger understanding of the fundamental structures that support later mathematical reasoning. However, the reports also show that students experience greater difficulty when mathematics requires them to analyze a situation,

determine an appropriate strategy, and explain the reasoning behind their solution. Many of the most challenging problems require students to solve real-world situations that involve multiple steps, careful interpretation, and explain explanation of why the strategy they chose makes sense. Students tend to perform better when the task requires recall or direct computation but they face greater difficulty when the task requires strategic thinking, modeling, and explanation. This type of thinking aligns closely with the expectations described in the achievement level descriptors for proficient performance. In mathematics, a strong

response is not only a correct answer. It is an answer supported by reasoning. When students explain the thinking behind their work, draw models, compare solution strategies, or justify how they know the answer is reasonable. They move beyond procedure and begin developing the analytical thinking mathematics is designed to cultivate. That expectation is important not only in the math in a math classroom is a way of thinking that supports learning across the district. Science. Our winter interim science results also provided encouraging evidence of progress across multiple

grade levels. District performance generally met or exceeded state averages in several tested grades showing that students are building a solid foundation in important scientific ideas. Biology proficiency was a terrific 67% compared to the states 38% and eighth grade science posted 50% to the states 40%. All other tested grades were an average of six percentage points higher as well. The The broad pattern in the science reports suggest that students are developing conceptual understanding in life science, earth science, earth and space science, and scientific systems, and that many are positioned within reach of proficiency as instruction continues.

At the same time, the reports show that students face greater difficulty when questions require them to analyze evidence and explain scientific processes. are more successful when identifying concepts and recognizing scientific relationships, but they struggle more when asked to interpret models and diagrams, analyze data from investigations, explain cause and effect relationships, and apply scientific understanding to unfamiliar situations. These expectations closely reflect our ALDs for proficient performance, where students must demonstrate reasoning and analysis rather than simply recalling information. Science instruction becomes most powerful when

students are not simply memorizing facts but are learning to think like scientists. When students examine evidence interpret findings and explain what they observe and connect that evidence to larger systems they are developing the very habits of thinking that science education is designed to promote. This is another place where classroom videos we have been watching are helpful. They remind us that strong teaching does not only deliver content. Strong teaching makes the level of thinking visible to students. What the interim data tells us, when we look across English language arts, math, and science together,

a consistent pattern emerges from the wing. Many of our students are very close to reaching proficiency. In many cases, the difference between approaching proficiency and achieving proficiency lies in the ability to explain reasoning, support ideas, with evidence and demonstrate deeper levels of thinking. That is why the ALDs matter so much. They help us define for students what strong response looks like, and they help us align instruction with the actual level of thinking that is expected. This is also where collective efficacy becomes so important. Teachers across all grade levels and content areas work together to help students develop

strong explanations, thoughtful writing, careful reasoning, and evidence based responses, the impact spreads across the entire district. The progress reflected in these interim results is the result of the work taking place every day in classrooms across MENA Public Schools. I appreciate the commitment and professionalism our teachers and staff bring to this work. Together we are helping students understand what strong thinking looks like and that lesson will serve them well far beyond the classroom.

celebrations. Congratulations to our MENA High School band director, Mr. Charles Morgan, who was named Educator of the Year by the Mina Polk County Chamber of Commerce at the annual chamber banquet last night. We are proud of the leadership he provides to our band program and the positive example he sets for our students and community. We also want to recognize the other outstanding nominees for Mena Public Schools who were honored at the event, Savannah Todd and Colby Singleton. In addition to the recognition, members of our MENA High School Student Council, FCCLA, and FFA organizations volunteered at the Chamber banquet, serving guests and helping make the event the evening successful.

Thank you to the Chamber of Commerce for providing our students with opportunities to serve the community and our invaluable service hours. Our career and technical education students also completed an excellent real-world learning experience this week through the Get Real Here's the the deal financial literacy simulation hosted in partnership with the Polk County Extension Office. Students worked through real-life budgeting scenarios, visited community-run financial stations, and learned how choices about housing, transportation, and groceries, and childcare, and credit affect long-term financial stability.

Experiences like this help our students, help our students for responsible adulthood, and we appreciate the Polk County Extension Service and the many community volunteers who made the simulation possible. Another exciting development that came through the MENA High School Yearbook program which partnered with the University of Arkansas Rich Mountain to help preserve our district's history. Students have begun scamming historic yearbooks to build a growing digital archive beginning with the 1930 Bearcat Yearbook. This project will help preserve long-forgotten memories, traditions, and stories from past generations of Bearcats while allowing our current students to

contribute to preserving our community's history. Our Bearcat and Lady Cat athletic programs, athletic teams continue their spring season with strong effort determination. Our junior high and seventh grade track teams delivered in an impressive performance at the Boonville Relays with multiple first place finishes and high point performance. Bearcat and Lady Cat soccer also competed this week at Bob Carver Bearcat Stadium representing our district well on the field. Our baseball and softball teams are early in their seasons and continue to compete hard each game while representing Mena Public Schools with pride, sportsmanship, and determination.

It was a good week of discovery at Mena Public Schools. At Mena Public Schools, our students are prepared, our staff is supported, and our community is confident. Keep the hashtag Nina Reid's posts and videos coming, and have a nice weekend. Thank you.