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Week 11: The Science of Steady
Happy Friday!
Thank you for the consistency and professionalism you continue to demonstrate each week. There were no major events on the calendar. Still, the steady rhythm of teaching, learning, and leading has continued uninterrupted, and that is often where the most significant progress takes place. Every attendance reminder, every reteaching moment, and every calm response to a student’s frustration contributes to the stability our students depend on. Together, we are proving that slow, deliberate effort produces lasting results.
Our district continues to stay focused on the same three performance targets that define our mission: academic growth, attendance at or above 93.5 percent, and continued improvement in student behavior and school climate. These goals provide the framework for how we measure our collective progress and guide the adjustments we make each week. As we close this first full quarter of the school year, it is clear that steady commitment from our staff is building lasting improvement across every school.
The Science of Steady
The Science of Steady reminds us that growth is rarely dramatic or immediate. Like any long-term experiment, our work requires patience, precise observation, and a willingness to refine rather than reinvent. Teachers are scientists in this sense—testing ideas, adjusting variables, and collecting evidence in the form of student understanding. The power of this method lies not in speed but in fidelity. When we hold steady through the process, the results compound. A class that reads daily, a grade level that collaborates weekly, or a school that analyzes data consistently will always outperform one that moves in spurts of intensity.
Across the district, our work this semester shows the effectiveness of this approach. Attendance has held near our target despite the season’s illnesses. Behavior incidents remain manageable, with most students responding positively to our plans and expectations. Instructional pacing and formative checks are helping identify needs before they become gaps. These are not small achievements; they are signs of a system learning to self-correct through steady leadership at every level.
Steadiness is also about balance, holding firm to what works while remaining open to what can improve. Our students and staff continue to show that progress is made not through sudden leaps, but through intentional, day-to-day practice. That is the science behind lasting success, and it is evident in every classroom across Mena Public Schools.
Closing Celebrations
Steady connection remains one of our greatest strengths. At Holly Harshman Elementary, students continue their regular visits to the Green House Cottages of Homewood to play games and spend time with residents. These moments bridge generations and bring joy to both age groups, reminding us that patience, kindness, and presence are learned by doing. That same spirit shows up across campuses as high school and middle school student organizations serve in our elementary buildings, reading with younger students, assisting teachers, and modeling leadership through quiet, consistent help.
Classrooms stayed active and hands-on this week. First graders learned about government with a visit from our Sheriff and our Mayor, connecting civics to daily life and public service. Fourth-grade scientists put new stream tables to work from a recent STEM grant, modeling river erosion and testing how small changes in flow create big changes in the landscape. Our future educators represented Mena at the Educators Rising Fall Leadership Conference in Little Rock, sharpening skills in leadership, professionalism, and community service.
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