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  • annual report

    20 18

    conway public school district

  • table of contents conway schools at a glance

    students first

    athletics

    staff committed to excellence

    value and respect diversity

    by the numbers

    innovative educational opportunities

    cultivating community relationships

    safe and caring environment

  • conway schools 2018

    Total Enrollment= 9,975 Enrollment by Grade: K-777 1-790 2-792 3-778 4-784 5-824 6-794

    Special program enrollment: Gifted and Talented: 889 (8.89%) Special Education: 1, 260 (12.6%) ESL: 513 (5.13%) Pre-School: 280

    Free/Reduced Lunch

    Percentage:

    49.17%

    Certified Staff=778 Classified Staff=407 Total staff=1185

    7-736 8-739 9-761 10-750 11-751 12-699

    school configuration: Pre-school: 1 (pk) elementary: 9 (k-4) middle school: 4 (5-7) conway jr high: 1 (8-9) conway high school: 1 (10-12)

    DISTRICT DEMOGRAPHICS:

    DISTRICT EXPENDITURES:

  • students first

    Gail Oudekerk Perfect Score on both the ACT (36) and SAT (1600) National Merit Scholar Member of CHS Orchestra Model United Nations

    Archer Murray Perfect Score on the ACT (36) National Merit Scholar Member of State Champion Quiz Bowl Team Governor’s Coding Cup Champion

    Kate Freyaldenhoven Perfect Score on the ACT (36) National Merit Scholar CHS Cross Country Runner Key Club Secretary CHS BETA CLUB

    national merit scholars

    govERnor’s coding champions

    state champion quiz bowl team

    in the last 4 years, conway has had 9 students make a perfect 36 on the act

    class of 2018 ap stats 628 graduates 200 honor graduates $12.1 million in scholarships

    748 students 1454 exams 863 with a 3+ 60.2% with a 3+

  • move it! Act 1062 of 2017 created an opportu- nity for Arkansas schools to double their recess time. Marguerite Vann El- ementary was chosen, along with 23 other schools throughout the state, for the extended recess pilot program for the 2018-19 school year.

    “When I think back on my favorite mem- ories as a student, many of those mem- ories happened on the playground. I can describe my elementary play- ground and the games we played in detail. When you ask our students what their favorite thing about school is, many say ‘recess.’ Some say that doesn’t count, but I don’t know why not.

    The research for play and its effect on learning is overwhelmingly positive. Our teachers have already seen this make a difference for our days at Vann. The students look and feel less tired and overwhelmed. They appreciate the breaks and the ‘down time.’ It is chang- ing our learning environment.

    Many of our students live in apart- ments, or are latch-key kids who may not have the chance to play outside when they get home. Parents also con- stantly battle cell phones and video games.

    We have many goals for this extended recess pilot. We want to see our test scores rise, our kids be more active, have more focus in the classroom, and our school’s obesity percentage to drop. But the most important thing that I want for our students is for them to have more time to be kids.”

    Jana Hedgecock, Physical Educa- tion Teacher, Marguerite Vann Elementary

  • Sr High Volleyball- conference champs cross country girls- conference champs Jr High Blue Boys Basketball- conference champs Jr High Blue Girls Basketball- conference champs Sr High Girls Basketball- conference champs Jr High White Team Boys Track- conference champs Sr High Boys Track- conference champs Sr High Girls Track- conference champs Baseball- conference champs 7A Central Coach of the Year- Coach Nance and Coach Crow All Star Head Coach- Coach Destefano and coach Page

    go wampus cats!

  • staff committed to excellence

    te ac

    he r o

    f t he

    ye ar

    every kid you see in the hall, be kind to them, be excited to see

    them, be even more excited when they succeed. But, let them know

    where the line is from the get go. Let them know how far is too far. Help them to

    understand that even though you want them to enjoy themselves in class, it is on your terms. This

    will benefit both parties. Trust me. Regardless of what you think now, kids do need structure. Even if they say they don’t.

    Structure doesn’t mean rigid. It means having a plan. It means com- municating goals and expectations. It means communicating what

    the consequences are if expectations aren’t met. You’ve been very blessed to work with so many incredible teachers and amazing students. Keep learning from them. Every period. Every

    day. You got this.”

    “My advice for you is to

    love kids but set boundaries. Say hello to

    “What would you say if you could go back and give advice to your ‘first year’ self?”

    Average Teacher Salary: $56, 651

    67% of CPSD teachers have a master’s degree

    national board certified teachers: 66

    -A.J. Spiridigliozzi, CPSD Teacher of the Year, 2018-19

  • value and respect diversity to take a closer look at culture and challenges them

    to try something new.

    Students in our World Language Program adopt a country we have studied, research its customs, tradi- tions, travel, food/drink, and clothing, then creatively display this at their tables by making tri-fold boards, food, crafts, games, etc. We also seek out community members and local businesses to share their culture with our school. We have had more than 30 countries represented at the festival, with more than 600 people in attendance.

    This event doesn’t happen overnight. It takes months of planning and preparation. Each year I work with the most amazing team of world language teachers, fac- ulty, staff, and administrators who go above and be- yond to make this event so successful. It is amazing to watch it all come together and see students learn so much more in three hours on a Saturday than I could ever teach them by myself in a year.” -Martha Hibbard, CJHS World Language Department Chair

    “At Conway Junior High School, we have a lot of diverse students from many diverse cultures. the intent of the multicultural festival was to provide a platform for students and families to share their culture with others. We have students that are adopted and research the heritage and culture from their biological family, students who use sign language as a means of communication, students who have heritage from multiple cultures and want to learn more about one or more of these cultures, and students that do not know the first thing about culture. Regardless, this event encourages all students

  • b y

    Varieties of fruits/vegetables

    planted in school gardens: 23

    Varieties of herbs planted: 7 Varieties of flowers planted: 5

    n u m b e r s

    t h e

    Core Values: 6 Legs on the Wampus Cat: 6

    Total Participants in Athletics: 1509 on 91 different teams

    Miles ran by Conway Cross Country Runners: 25, 344

    CPSD Maintenance: Rolls of Toilet Paper Used: 12,000 Packages of Paper Towels: 24,000 Number of Trash Bags: 200,000

    Total Square footage in CPSD: 1,886,624

    Car Doors Opened/Closed daily at Elementary Drop-off: 1,693

    Average Daily Steps taken by CHS AdministratorS: 13, 600

    Average Daily Steps

    Taken by CHS StudentS:

    7, 663

    Kilowatts of Electricity used in one month by CPSD: 1,775,048 kw

  • test scores

    More detailed information can be found on our District Website.

    http://www.conwayschools.org/reports--statistics.html file:///Users/sydneymulhearn/Downloads/district_performance_report_2018%20(1).pdf

  • innovative educational opportunities

    playing with power

    school science teachers. We began a collaborative pro- cess of determining which standards, among the many standards, our kids needed to know in order to be suc- cessful in the sciences. We learned that everyone didn’t have the same ideas about which standards were ‘power’ standards. We had conversations in grade level teams and in vertical teams about what the students needed to know and why. Throughout the process, I found myself learning and gaining confidence in my own under standing of the scientific knowledge and skills that were most vital to my students’ success. From my own experience I think Most experienced

    -Elise Hampton, Middle School Science Instructional Facilitator

    “In my first year as a science teacher I was completely overwhelmed. There was so much to teach my kids and so little time! my mother, a teacher for almost 30 years, said to me ‘Elise, what do these kids really need to know to be successful? Focus on that. They’re not going to re- member every little detail about sc- ience, so focus on those major things that are really important.’, I took her advice and discovered that I stressed less and my kids learned more. I had no idea that I would hear that same advice a couple years later when the concept of power standards was introduced to the middle

    teachers were already determining power standards, but these decisions were not consistent within and across grade levels and like I did, novice teachers learned the i