Trumann - October 2024

CATS

A PUBLICATION OF TRUMANN SCHOOL DISTRICT | FALL 2024/2025 SCHOOL YEAR

Celebrating our

Legacy

A Tribute to Trumann’s Rich Wildcat Pride, from Football to Bands and More

CATS

A Publication of Trumann School District

TRUMANN SCHOOL DISTRICT 221 N. Pine Avenue, Trumann, AR 72472

(870) 483-6444 | trumannwildcat.com TRUMANN SCHOOL DISTRICT’S MISSION​

Trumann School District, a caring and collaborative learning community, will ensure each student achieves intellectual and personal excellence and is well prepared for college and career pathways.

TRUMANN SCHOOL DISTRICT’S VISION

Educating Students for Success in a Changing World

STRATEGIC PLAN 5 Year Roadmap - #MoveTrumannForward Enchance Academics and Talent through:

High-Quality Instruction; Support for New Teachers; Curriculum Implmentation; and Teacher Collaboration

Strengthen School Culture through:

Improving Student/Teacher and Teacher/Family Relationships; Higher Academic Push for Students; and Providing Opportunities for Growth and Ownership in Teachers’ Work

Expand Operations through:

Collaboratively Support Student Choices in the Classroom

TRUMANN SCHOOL DISTRICT BOARD OF DIRECTORS

Kevin Bishop, President

Zac Qualls, Vice President

Anthony Patterson, Secretary

Rose Bishop, Member

Julienne Penter, Member

TRUMANN SCHOOL DISTRICT ADMINISTRATION Superintendent, Brandie Williams

LEA Supervisor, Kimberly Cooper

High School Principal, Fred Hauk

Assistant Superintendent and Athletic Director, Cody Wallis

Chief Financial Officer, Ashten Black

High School Assistant Principals, Lisa Hall, Aaron Ballew and Lora Stogsdill

District Specialists, Terry Flowers and Deanna Ballard Director of Teaching and Learning, Kerri Box

Facilities Director, Jason Grubb Transportation/Custodial Director, Chris Simmons Technology Coordinators, Mac McCaa and Zane Nance

Middle School Principal, Janet Marks

Elementary School Principal, Cameron Bentley Elementary Assistant Principal, Tina Hotchkiss Prek Director, Stephanie Patterson

Middle School Assistant Principal, Ken Black

(On the cover) Front Row: Christie Davis, Taylor Arnold, Cameron Bentley, Stacy Toddy, Tena Taylor, Lindsay Miller, Sherry Beth Taylor, Amy Henley, Lauren Price, Sunny Bennett, Brandie Williams, Kristin Austin. Second Row: Jasmine Flowers, Andrea Pippinger, Kim Forbus, Deanna Ballard, Misty Clark-Reese, Elizabeth Sparks, Heather Carter, Larry Vinson, Janet Rush, Melani Wilson, Jerika Holloway. Third Row: Felisha Hudson, Trenity Fritz, Kerri Box, Lisa Hall, Christie Dunman, Katie Kirkland, Lorrie Conaster, Misty Williams, Brittney Correa, Jessica Parr, Samantha Harris. Fourth Row: Stephanie Patterson, Bailye Moye, Daly Taylor, Zane Nance, Carson Bishop, Herman Floyd, April Smallman, Melissa Miller, Trey Goff, Neely Blagg, Paydon Bradley. Fifth Row: Greg White.

Not Pictured: Alex Coin.

PUBLISHED BY WHEELHOUSE PUBLISHING WHEELHOUSEPUBLISHING.COM

Mrs. Williams

A

s you turn the pages to the second edition of CATS magazine, my hope is that you are filled with immense pride and excitement as you see snippets of Wildcat Tradition and its impact on our current time. Our school community and the support by its members are a true testament of Wildcat Spirit and a deep love for black and old gold.

The goal of CATS magazine is to serve as a window into the incredible achievements and daily experiences of our students and staff. Our stories of alumni pride and contributions are inspiring as are the many efforts by faculty, staff and students to maximize academic excellence, athletic accomplishments and extracurricular opportunities. This publication reflects the heart of our school district and our dedication to providing a

safe, quality experience for our learners.

In this edition, you will find captivating features of students and alumni who built a legacy and who continue to leave their mark while setting an example of all that Wildcats are capable of. It is through these stories that we celebrate not only our successes but also the values that drive us forward — Wildcat Pride, hard work and resilience.

I extend my deepest gratitude to our dedicated #TeamTrumann staff members and students who have contributed their time and talents to make this magazine possible. Their talent and love for this project is evident in every page, and it is this collaborative spirit that enriches our school community every day.

I hope you enjoy reading this edition as much as we enjoyed putting it together. Here’s to celebrating our achievements

and looking forward to the many more successes to come as we work together to meet our vision: “Educating Students for Success in a Changing World!” #WildcatPride #TeamTrumann #MoveTrumannForward Warmest regards,

Brandie Williams Superintendent

Mr. Wallis

I

can’t believe it is already the second edition of CATS magazine. I hope this second edition is as well-received by you as the first edition was, providing an inside look at the school district as well as a walk down memory lane of all things Trumann Wildcats.

As Athletic Director, I wanted to provide you all a list of the athletic programs and coaches for the 2024-2025 school year: » Football: Gunner Cook, Matt Reynolds,

Greg White, Corey Anderson, Trey Gossett » Boys Basketball: Aaron Ballew, Justin Ward » Girls Basketball: Jamison Fortenberry, Ethan Stanley » Bowling: Corey Anderson » Golf: Stacy Toddy, Ethan Stanley » Track: Matt Reynolds, Justin Ward » Volleyball: Austin Phelan, Daly Taylor » Baseball: Trey Gossett, Greg White » Softball: Stacy Toddy, Daly Taylor

» Cheerleading: Amy Henley, Penny Kissee,

Madison Symons

As Federal Programs Coordinator, I continue to work very hard with our district instructional team to maximize our federal and state categorical funds to provide all of our students the most support and resources possible.

This year, federal and state categorical funds will aid in providing high-quality instructional materials, Chromebook repairs, a career coach for grades 7 through 12, professional development training, concurrent credit fees for high school students, homeless supplies, SROs, and salaries for instructional personnel, just to name a few.

Of course, there are end of year projects in mind, and we’re always looking for ways to maximize funding to provide additional learning opportunities for students.

I appreciate the continued support

from all of you as we all work together to move Trumann forward.

Sincerely,

Cody Wallis Assistant Superintendent Trumann School District FALL 2024

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by LISA HALL — THS Assistant Principal/ THS Master Teacher/Digital Coordinator

Trumann Bands

Charting a Path to Success

Trumann Bands have a long history of success and a heritage of learning that goes beyond the music rooms and into the community at large. “Band” is more than the musicians themselves; Trumann Bands encompass the bands, directors, parents and everyone who has vivid memories of its amazing performances.

Their music has been the soundtrack of the community at football games, Christmas parades, the Wild Duck Festival and community concerts. What started during the 1955-56 school year with Director Joe T. Lee has evolved, with harmony and dissonance, into what the Trumann Band program is today.

A LOOK BACK AT TRUMANN BANDS The program has been under many notable names within the Arkansas music community, some of whom graciously agreed to share highlights and memories of their time with the Trumann Bands.

Brenda Harbison started teaching the Trumann Band in 1980 as the junior high director.

“I’m most proud of the accomplishments of the incredibly hard-working and dedicated band students,” she said. “Being a part of the THS Band, traveling to a music festival in Orlando, Florida, and winning the whole thing was quite amazing.

The kids and Mr. Brady Massey were so deserving of that award.

“On a personal note, I would like to thank all the kids from my early teaching years. I wish I had been able to have you as students later in my career when I actually knew a few things! You were the best. I love you all.”

Rod Chesnutt took over as Harbison

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went on maternity leave. He reminisced about the students’ accomplishments.

“The students worked really hard, studied a lot privately, and we were able to play good music at the highest level,” he said. “I was fortunate to have a great feeder teacher and great people for students who believed they could accomplish anything.

It was always fun to watch the students perform. Their pride was infectious.”

Brady Massey next took the lead for the program. Along with growing the band in big ways, winning many notable awards and producing memorable halftime shows, Massey also became widely respected as a music composer. In fact, he rearranged the Trumann Alma Mater as it is known today.

After Massey’s exit from the program, Jimmy Bushong took the helm. He sadly passed away in 2016, but his wife, Suzanne, spoke on his behalf.

“He grew up in Trumann and was a vital part of the band program,” she said.

“He loved the kids in the band, and so did I. We remained friends with several of them after we left. He was very passionate about music, and he loved teaching his band kids and helping them find the joy and love of music that he possessed his whole life.

“Jimmy strived to instill in all of his band kids that the most important thing was doing your best and being proud of what they achieved individually and as a

TRUMANN BAND

group. His love for all of his ‘band kids’ and his passion for music was one of his best attributes. I still hear from colleagues and former band students about how much they miss him.”

Sheila Stephan was another Trumann alum to lead the band program. Stephan returned home as the junior high director in 1995, teaching alongside both Massey and Bushong. She took over as senior high director in 2000 and retired from Trumann in 2017.

“In thinking back, I realize how much I enjoyed watching the kids work so hard and seeing their faces excited with the results,” she said. “Marching season was such hard work, but it was worth it at all performances. Individuals worked so hard for All-Region and All State tryouts as well as solo and ensemble (competitions).

“Concert season had some great music ... I always loved the performance of ‘Stars and Stripes Forever’ at the end of the spring concert. Yes, there are lots of memories.”

As is evident from past directors’ testimonies, band is more than just making music. Band is belonging. Band is pushing limits and breaking barriers. Band is family.

ONCE A WILDCAT, ALWAYS A WILDCAT! While the directors lead, the heartbeat of the band is the student musician. Many start the program in beginning band as nervous sixth graders with no previous music experience. A few short years later, they leave as musicians with skills and talents many did not know were possible.

“Band was a very important part of my life,” said Larry Vinson, a euphonium player in the 1990s. “I was so involved in the band that it was a year-round activity for me. In the summers, I traveled America marching in Drum Corps International, or DCI.” These excursions led Vinson to opportunities such as participating in the Macy’s Thanksgiving Parade and a feature on “Good Morning America” in 1994 and returned to Trumann as a school counselor. Band wasn’t initially part of the game plan, but he was soon given the FALL 2024

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by TREY GOFF Teacher/JH Head Band Director and SH Assistant Band Director

“ This is a place

where the band kids want to be.

They always want to stop by in between classes to see how things are going … to check on the other bands to see if they are holding themselves to the same standards as the Varsity Band.

There’s a sense of belonging and pride in being in the band again.

”

— JENNIFER WILLIAMS, SENIOR HIGH BAND DIRECTOR

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by LARRY VINSON Counselor/Social Work Support/ Colorguard Instructor

opportunity to help with the color guard.

Vinson is now starting his fourth year working with that corps and is now the instructor.

“I love giving back to a program that helped make me into the person that I am today,” he said.

Another alum, Janet Rush, Class of 2003, also has many fond memeories of her time in the program.

“Band is my passion. I knew I wanted to be a band director since my junior year of high school,” she said. “Mr. Bushong is the inspiration behind me wanting to become a band director. He made such an impact on my life.

“Ms. Stephan was always the rock that kept the program going. I remember one year when I tried out for All-State, it was just me, Ms. Stephan, Mr. James Baker the bus driver, and a huge marimba that I took apart to put on a minibus. Those memories will always hold a special place in my heart.”

After graduation, Rush received a scholarship to Arkansas State University, is now in her third year teaching at Trumann, and her 16th year of teaching total.

“I’m excited to be back,” she said.

“Trumann has always been my home.”

Sabra Heard, who was in the program

in the early 1990s said, “Being in the band at THS is one of the best decisions I made as a young person. I started taking baton lessons in the fifth grade at the old Community Center, so I knew early on I wanted to be on that football field performing with the band at halftime!

“Band has afforded me so many opportunities throughout my life. When I competed in the Miss America Pageant, I twirled for my talent selection. I know that being in front of so many people performing my talent most definitely helped me overcome nerves and go on to win two preliminaries — Miss Northeast Arkansas 1995 and Miss Jonesboro 1996.

I also went on to twirl with the ASU Band and earned additional scholarship money.”

Since graduating from THS and ASU, Heard has returned twice to her high school and college alma mater for reunion band performances.

“There’s truly nothing like being under those Friday and Saturday night lights,” she said.

Zac Qualls participated in band for seven years, during which time the activity imparted valuable life skills as well as musicianship.

“The Trumann Band taught me valuable lessons in teamwork, friendship,

TRUMANN BAND

hard work and the importance of practice,” he said. “Through countless rehearsals and performances, I understand the significance of working with a team to achieve shared goals. The consistent dedication demanded by the band cultivated a strong work ethic and a profound appreciation for the rewards of persistence.”

“The saying ‘practice makes perfect’ remains influential today and the experiences I had in the band have shaped me into a more disciplined and resilient individual across all areas of life.”

These and hundreds of others shared in such experiences and credit the Trumann band program for opportunities to travel, explore a passion for music, see amazing success and, for some, to come home to Trumann to give to others in the program today.

ENVISIONING THE FUTURE Today, the Trumann band is under the direction of Jennifer Williams, who joined the program in 2009 and stepped into the senior high director role in 2023. After taking the position, the Varsity Band has

shown tremendous growth and is changing the culture of the program.

“This is a place where the band kids want to be,” said Williams. “They always want to stop by in between classes to see how things are going … to check on the other bands to see if they are holding themselves to the same standards as the Varsity Band. There’s a sense of belonging and pride in being in the band again.”

The 2024-2025 season started out very strong over the summer with the band already achieving two awards during iMPACT Auxiliary Camp, with the drum major and color guard earning the highest ratings available for their performances.

The theme for this year’s halftime show “Tales of Arabia” will transport the audience to a captivating world, rich with the enchanting sounds of the Arabian peninsula’s folk music.

One goal within the Trumann band program is to continue its heritage of building a sense of community, belonging and growth. Band provides students with strategies and tools they can carry over into their adult lives. Teamwork,

communication, leadership and creativity are just a handful of skills students learn within the program.

Over the next five years, the goal is to increase the number of musicians within the TSD band program to around 150 students across three different ensembles.

Another goal is to introduce students to a variety of musical repertoire and let them see firsthand exactly how far band can take them. From trips to competitions to students performing with the Arkansas Ambassadors of Music touring Europe, marching in DCI or Spirit of Aloha performing in Hawaii, all is possible.

While the history of the band in Trumann is something to be proud of, the future of Trumann bands couldn’t be brighter. All are invited and encouraged to join this storied program for the journey ahead.

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by FRED HAUK THS Principal

by KEN BLACK TES Assistant Principal

Wildcat PRIDE Under the bright Friday night lights in the fall, you can count on one absolute in Trumann and that’s Wildcat pride in our football stadium! A love for black and gold and passion for one of America’s favorite pastimes is prominent. We love our town, and we love Trumann Wildcat football!

We celebrate this pride and honor our strong history as well as those who have had lasting impacts on our program. From our sponsors to players who have gone on to play at the pro level to coaches and their impacts on generations of Wildcat football players, we recognize the dedication, service, resources, and time it has taken to build the love and traditions that encapsulate Wildcat football.

Take a quick drive around Trumann, and you can see Wildcat pride on business windows and storefronts. Head down West Main, and you will quickly find Trumann High School. It doesn’t take long before you notice the big state-of-the-art “Home of the Wildcats” football fieldhouse. And just behind that fieldhouse, you can’t miss RMC Stadium lighting up the Thursday and Friday night skies. RMC Stadium is arguably the best football stadium in Northeast Arkansas with its modern, upto-date facilities and massive jumbotron!

Our athletes work hard and are celebrated big time with a run-out video and intros featured on the jumbotron. It is a massive undertaking that is run by our student media team, which in turn, gets even more students and families involved in our pride of Wildcat football program and traditions. RMC Stadium would not be possible without Roach Manufacturing’s partnership with the Trumann School District. In 2018, RMC Stadium opened for its inaugural season, which in turn,

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retired junior high and senior high football from Wildcat Stadium, which saw generations of Wildcat football, cheer routines, band shows, and JROTC color guard processions.

Wildcat Stadium, located at Trumann Middle School, was once the cherished landmark for the former Trumann High School and generations of students.

Serving as the home field for Wildcat football teams, the stadium was a central hub for community gatherings and highenergy high school football games. Its name, inspired by our school’s mascot, symbolized our local pride and school spirit. Though it has been replaced by the more modern RMC Stadium, Wildcat Stadium holds a special place in the hearts of many Trumann residents and alumni.

It represents years of memorable games, school events, and community gatherings.

The site of countless victories and cherished moments, the retired stadium is remembered fondly as a cornerstone of Trumann’s athletic and social life, marking an era of local football history and tradition with lasting significance.

THROUGH THE YEARS The Trumann Wildcats have made a total of 27 playoff appearances over the years, showcasing their competitiveness and resilience with 10 playoff victories. The Wildcats have a history of qualifying for postseason play and advancing through the ranks. These playoff appearances highlight the Wildcats’ ability to perform under pressure and their consistent presence in high-stakes games. Each appearance represents a significant achievement and reflects the program’s ability to contend at a high level within their conference and beyond.

Jeff Williams

Celebrating the legacy and tradition of Trumann football

by KERRI BOX Director of Teaching and Learning

Wildcat football has had seven seasons in which the program earned titles as conference champions with the last winning season being in 2018.

The program has achieved conference championships on multiple occasions by demonstrating its dominance on the field.

This rich history is marked by exceptional performances, strong team cohesion, and standout individual contributions.

Similarly, there were several seasons where the Wildcats finished as runnerup, reflecting the program’s high level of achievement and competitiveness.

These accomplishments contribute to the Wildcats’ storied history and highlight so much of our love for Wildcat football and the traditions that encompass it.

by CODY WALLIS Assistant Superintendent/Athletic Director

through our revered program is immeasurable.

Coach Lynn Greenwell can still be found most Thursday and Friday nights at RMC stadium rooting for our guys in black and gold. Coach Greenwell was Trumann’s assistant football coach from 1970-1975 and served an impressive 25 years as Trumann’s head football coach from 1976-2000. After passing the helm so he could lead Trumann High School as its principal for four years, he found himself back on the field serving as an assistant coach again for eight years and then for

four more years as a volunteer coach.

It’s not often you hear of a coach that can withstand the triumphs and defeats of coaching for 42 years, let alone at one district, but with Coach Greenwell, you will find a love and passion for our prized black and gold that has stood the test of time. Early on in his life, Coach Greenwell knew he wanted to coach. He grew up on a farm, and his parents would have been just fine with him sticking to agriculture for his career. But he had a love of the game and a calling to pursue coaching. And like most great coaches, there was a coach that

COACH AND ALUMNI HIGHLIGHTS Ask anyone who or what they remember most about Trumann football, and you’re likely to hear these names mixed in the conversation at some point: Lynn Greenwell, Joe Waleszonia, Joe Hollimon, Elbert Shelley, Greg White, Jeff Williams, and Cade Gartman. They are legendary around here. The impact they’ve had on Wildcat football and the players that come 1989 Wildcats

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Joe Hollimon Wildcat Alumn ’68-’70 EDMONTON ELKS 2x CFL All-Pro 4x CFL All-Conference 5x Grey Cup Champion

Elbert Shelley Wildcat Alumn ’80-’82 ATLANTA FALCONS 3x NFL All-Pro 4x NFL Pro Bowl

impacted him: Coach Wilson Matthews at the University of Arkansas. Coach Greenwell said he was fair, tough, and didn’t mince words. Both Greenwell and Matthews understood that football is more than just a 48-minute game. It’s about the team and helping raise and invest in the future while taking pride in something bigger than yourself. The impact Coach Greenwell made on Trumann football and our love of black and gold can only be summed up as remarkable. Generations of players and fans will forever be grateful for his investment and legacy. And in true Coach Greenwell style, he will tell you that he credits much of his success and accomplishments to God’s blessings and the support of his wife, Peggy Greenwell.

Coach Joe Waleszonia is another longtime Trumann Wildcat who coached alongside Coach Greenwell and also

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served the Trumann School District as a high school principal and superintendent.

Coach Waleszonia has fond memories of his time in the football program and said the following: “The football program has been highly respected. It’s always had good management and good players. We were able to help a lot of kids turn their lives around and end up doing well for themselves. We made men out of them and always taught them that hard work leads to success. Wildcat football has always been supported by both the administration and the community. We’ve had nice facilities and a lot of pride in our programs.

Trumann has great fans who really follow the team and support them. We always had a lot of support from our booster clubs, too. The community has always supported the program; they have high expectations, and that is a good thing. Even back when McGehee was the superintendent, we never turned a kid away because they didn’t have the financial means to play.

Every kid that wanted to play could.”

Joe Hollimon is one of two Trumann alumni in our football program’s history who went on after high school and college to play at the professional level. Sit down with Joe for just a few minutes, and you will quickly learn that his inspiration and perseverance came from three sources: Leroy Kelly, his mother, and God. He grew up at Judd Hill and attended school from 1st through 7th grade. There was no football, no basketball, no track, nothing sports-wise at Judd Hill Elementary — just playground equipment and your imagination. Joe remembers seeing Leroy Kelly on his black-and-white TV playing football. He recalled seeing someone who looked like him being recognized and praised for his talent and ability.

Joe decided then that he wanted to be a football player. In 1965, Judd Hill Elementary consolidated with Trumann School District which gave Hollimon the opportunity to play football. This didn’t come without its own set of challenges though. Football required summer practices, specifically two-a-days. Buses didn’t run for summer practices, and Judd Hill is a long way from Trumann when you have to walk, hitchhike, or ride a bike you pieced together from a junkyard. These challenges didn’t stop Joe, even though he wanted to quit after just three days.

Hollimon said it was his mom sitting him down and taking him to Matthew 25 in the Bible that reminded him that he was

given a talent and could easily lose it if he didn’t use that ability. Joe went on to thrive in Wildcat football from 1965-1970. He went on to be the first African American to receive a scholarship to play football at Arkansas State University. After college, Hollimon played for the Edmonton Eskimos from 1976-1985 setting several CFL records. We’re proud he’s a Wildcat!

Elbert Shelley is another Trumann alumni in our football program’s history who went on after high school to play at the collegiate and then the professional level. Elbert excelled on and off the field.

He was the star running back and also finished high school as an honor student.

Shelley played college football at Arkansas State University for Larry Lacewell. In 1987, Elbert was drafted into the NFL during the 11th round as the 292nd pick by the Atlanta Falcons. Shelley’s career with the Falcons extended from 19871996. During those years, he was a fourtime Pro Bowl selection in 1992, 1993, 1994, and 1995. Trumann students in the ’90s can remember hearing about Elbert Shelley and seeing him play for Atlanta on television. He influenced Wildcat football well beyond his time playing for Trumann, just like Joe Hollimon and so many other Wildcat football alumni.

Coach Greg White is a lifelong Trumann Wildcat as both a player and coach. Coach White said the following about his experience with Trumann football: “My whole life has been Trumann football. It has played a significant part of my life for over 50 years. Growing up on Smith Street, I literally dreamed of one day becoming a Wildcat football player. As the dream morphed into reality, I realized I was not just a number on the team but rather a member of a brotherhood. Those guys were my brothers. We worked, sweated, bled, and fought each other every day of the week to put it all together on Friday nights to protect our hometown.

‘Trumann Tough’ football taught each one of us more than the game; it taught us to become men. Through sacrifice, hard work, and dedication, we became better people. Now, as a ‘well-seasoned’ coach, it is so special to see the traits and values that I learned so long ago are well kept by the young men we continue to coach.”

Jeff Williams is a former All-State football player and has recently had two sons follow in his footsteps in the Wildcat football program. When reminiscing on his days as a Wildcat football player, Jeff said

Cade Gartman

WILDCAT FOOTBALL

the following: “As a Trumann Wildcat football player, I had the opportunity to develop skills that will benefit me throughout my life. Our journey began winless in 7th grade, and despite the challenges we faced, we persevered and eventually won our conference title by the time we were seniors. The Trumann football program emphasized the importance of hard work, discipline, and teamwork, which helped me develop a strong work ethic and build lasting relationships with my teammates.”

Cade Gartman is one of our most recent alums and was a two-time All-State football player. Cade is the grandson of Lynn Greenwell and gave his thoughts on what it was like to be a Trumann Wildcat football player and also have the opportunity to play for his grandpa: “Being a Wildcat football player meant a lot to me during my high school years. I loved stepping onto the field under the Friday night lights and hearing the hometown crowd. Every Friday night, I played my heart out for a game I loved with guys that I played with from Pee Wee to senior high.

It was a special time for me because my grandpa, who lives and breathes Wildcat

football, was always on the sidelines. I’ve tried to think of my favorite game as a Wildcat, but none really stood out more than the others. Every time I got to step on the field, I had the same feeling. I’d do anything to go back. Wildcat football taught me a lot about football but also responsibility, accountability, toughness, and respect. Trumann football will always hold a special place in my heart. #TrumannTough BEYOND THE FIELD So much of what we love about Wildcat football goes beyond the field. It’s the atmosphere, the smell of nachos, the rolling fragrance of hot dogs and burgers, the voice of the Wildcats, the chain gang, and the sponsor signs lining the field. We all feel connected and have a sense of one when our team is on that field. Without “behind the scenes” teams, sponsors, and boosters, Wildcat football would be missing a crucial piece of what we love.

From our, “Are you ready for some football? Are you ready for Wildcat football? On your feet Wildcat fans!” to “And that’s another Wildcat … first down!” chant to the play-by-play announcing, you

can count on our announcers and press box team to keep the fans engaged and informed as we cheer on our favorite team.

Wildcat football is also home to the famous Wildcat burger made by our own Wildcat Band Boosters. The tantalizing aroma is sure to draw in a massive number of fans each week in hopes of grabbing that double patty, extra cheese, special seasoning burger like no other. While there, fans can pick up their own souvenir Trumann “T” cup of sweet tea! The band boosters have served at Wildcat football games for countless years, and fans have enjoyed every minute of it — as well as those Frito pies.

And what would Wildcat football be without its chain gang, feed the team sponsors, and Farm Bureau player of the week? Each of these contributes to our team and their impact on our community.

Our chain gang may get an up-close, front-row view, but it’s not without its risk — they are some of the countless people over the years who volunteer their time to keep fans, officials, coaches, and players on the edge of their seats as we anxiously await those first down runs. Of course, it’s our “feed the team” sponsors that help our players get those first downs and tackles by providing a meal for the entire team before each game. Every Wildcat football fan knows that’s a lot of players to feed, but they do it because they love our program and our team. After each game, fans and players look forward to hearing about which Wildcat player has been chosen as the Farm Bureau player of the week. This has become a Wildcat football tradition that is a prized honor for our players.

The Trumann Wildcats football program boasts a proud history of success, reflected in our impressive win record, multiple playoff appearances, and notable conference achievements. The program’s legacy includes several conference championships and runner-up finishes, highlighting their competitive spirit and consistent performance. Additionally, the Wildcats have produced a number of All-State players and players who have gone on to play at the collegiate and professional levels, showcasing the high caliber of talent developed through the Wildcat football program. Collectively, these accomplishments contribute to Trumann’s rich football traditions and underscore the team’s significant impact on the community and generations of Wildcat students.

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by TERRY FLOWERS — District Literacy Specialist/ Curriculum Specialist/Cheerleading Athletic Coordinator

by AMY HENLEY — TES Master Teacher and SH Cheer Coach

Building Strong Readers Advancing literacy through the Science of Reading in Arkansas schools SETTING A FIRM FOUNDATION

What do you think of when you hear the words, “Science of Reading?” The Reading League defines Science of Reading as: “A vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing.”

In 2017, the Arkansas legislature passed the Right to Read Act, an oftrevised law that governs the training of Arkansas educators in regard to reading.

In 2019, ACT 83 directed the Arkansas Department of Education’s Division of Elementary and Secondary Education to create a list of approved curriculum that supports the Science of Reading to be used

by Arkansas school districts.

The Science of Reading is made up of five essential components. The five essential components are: Phonological Awareness Phonics Fluency Vocabulary Comprehension PHONOLOGICAL AWARENESS is a student’s ability to work with sounds in spoken words.

Phonological awareness is an umbrella term that consists of the following levels: Word Level Syllable Level Onset & Rime (Onset being every letter before the vowel; rime being every letter after the vowel.)

Phonemic Awareness (sounds)

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PHONICS is the instruction of spelling rules associated with each letter in the alphabet. This instruction takes place in grades kindergarten through 2nd grade.

In 3rd grade, students begin to shift to reading to learn rather than learning to read in the previously mentioned grade levels.

Also at 3rd grade and beyond, students work on skills that look at word parts (morphology) and their meanings within context (vocabulary) to help them better understand the text.

VOCABULARY instruction has experienced some major shifts in teaching due to the Science of Reading. Previously, vocabulary consisted of looking up the meaning of words within a dictionary and/or online in isolation.

Today, the emphasis has shifted from just denotation (literal meaning) to connotation (implied meaning within context). In addition, students are asked to look at the word parts’ origin and meanings, which also help contribute to the overall meaning. This instruction usually takes place while students are reading/ analyzing a text.

FLUENCY is oftentimes mistaken as being able to read fast, but that is not the case. Fluency is the ability to read at an appropriate rate using prosody (expression) and accuracy. Students practice fluency explicitly in grades kindergarten through 2nd grade. When they transition to 3rd grade and beyond, the practice of fluency is more indirect as they make the shift to read for understanding.

COMPREHENSION is the ultimate goal of reading. Students spend a great deal of time learning foundational skills, but the purpose of the direct, explicit instruction of foundational skills is to help them achieve reading comprehension on grade level. In addition to gaining reading comprehension, maintenance is achieved through repeated readings, reading for learning at school, and independent reading practice outside of the classroom.

TES STUDENTS

RESPECTING THE FUNDAMENTALS

Trumann School District has adopted High-Quality Instructional Materials for all subject areas, including math, science, literacy and social studies, as well as for our elective educational courses.

The curriculum used for Literacy include: Benchmark Workshop (Grades Kindergarten to 2nd Grade) Wonders (Grades 3 to 6) MyPerspectives (Grades 7 to 12) BENCHMARK WORKSHOP supports the littlest learners at Trumann Elementary School. The curriculum consists of three different workshops: Phonics & Word Study Workshop; Reader’s Workshop; and Writer’s Workshop, executed daily.

Each workshop has an instructional model that helps the teachers guide students’ learning and understanding through the process of reading.

(This page) Third Grade- Mrs. Rhonda Vacco (Opposite page) First Grade- Mrs. DeAnn Penter

PHONICS & WORD STUDY WORKSHOP supports phonological awareness and phonics instruction. Students are taught spelling patterns using direct, explicit instruction.

Included in the Phonics & Word Study Workshop model are: Phonological Awareness Primary Skill Secondary Skill & Word Families High-Frequency Words

Again, the above instructional model is for whole-group instruction. Teachers meet with students in small groups after whole-group instruction to continue practicing/supporting the reading strategy instruction. The lesson plan for the group is provided by the Arkansas Department of Education’s Division of Elementary & Secondary Education - Learning Services Unit.

WRITER’S WORKSHOP supports vocabulary and comprehension in writing, defined as being able to communicate by encoding (spelling). The workshop is set up in a manner that immerses students within writing, using texts to help them apply these skills to their own thinking.

Students work through the following instructional model during the sessions: Focus-Model — The teacher states the purpose for reading and models success criteria for the final product.

Guided Practice — The teacher and students practice in a shared manner to help them move toward success.

Independent Writing/Feedback — Students work to create their final product with scaffolds/support from the teacher.

Share & Reflect — Students share their work whole-group or with peers.

The model illustrated is for whole-group instruction. Teachers meet with students in small groups after whole-group instruction to continue practicing/supporting gradelevel phonics instruction, which is also provided within the curriculum.

WONDERS supports 3rd grade students at Trumann Elementary School. The curriculum consists of Whole-Group and Small-Group instruction for each lesson daily. The lessons contain all five components of the Science of Reading (phonological awareness, phonics, fluency, vocabulary and comprehension).

Students are exposed to three different genres (types of texts) within one unit of instruction.

READER’S WORKSHOP supports vocabulary, fluency and comprehension instruction. During this workshop teachers are teaching a reading strategy that students apply within context using various types of text of varying in length to help build their capacity to apply the skill of reading along with application of the strategy.

During small-group instruction, there are lessons that are tailored to the grade-level standards/skills in the various levels of: Approaching Level On-Level Beyond Level English Language Learner

Students work through the following instructional model: Interactive Read Aloud Shared Reading Reading Mini Lesson

The district has also worked to build in additional supports to accelerate students as well as support their areas of growth.

This structure is preparing students to be more likely to perform on-grade level

when they complete the K-3 Screener as well as the 3rd Grade ATLAS assessment.

The goal is for students to be reading on grade level by the end of 3rd grade, which marks the end of their journey at Trumann Elementary School.

Students in our Acceleration courses are challenged by extending their learning.

For example, children in grades K through 2nd focus on the phoneme level during phonological awareness/phonics instruction rather than the full scope of the umbrella. For 3rd grade, students are completing the Blast Assignment during Centers which requires them to independently transfer their learning from whole-group/small-group instruction of the various genres.

Students enrolled in our support courses are being provided additional support that will help them reach grade-level proficiency over time. The district has built in additional independent reading practice to help students develop the transfer of foundational skills in a meaningful/ manageable way that promotes increased reading success and proficiency.

We encourage parents and guardians to support this work at home by asking their students to read to you and with you.

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by LINDSAY MILLER — Teacher/Student Services Support/Yearbook Sponsor

by TRENITY FRITZ — TES/TMS Student Services Coordinator

The Best of Times “Wildcat” yearbook captures the memories of a lifetime The “Wildcat” yearbook was first published in 1943 by the Beta Club. The 1945 “Wildcat” forward stated, “May the work and patience put into this yearbook bring many pleasant memories to you in years to come.”

Such has been the goal of each of the last 82 volumes of the “Wildcat” yearbook.

From the Beta Club to the Wildcat staff to annual staff to yearbook staff, countless Trumann High School advisors and students past and present have spent hours publishing a chronicle that encompasses the heart and spirit of the Wildcats.

The Beta Club published four volumes of the Wildcat by photocopying and soft binding each yearbook. Then, a hardcover was introduced with the fifth volume. The “Wildcat” yearbook has gone from mainly typed words to tell the story of the school to telling the story through pictures. The Beta Club began calling the yearbook the “Wildcat,” a tradition carried through until 2017.

The club’s name — Wildcat staff, annual staff, yearbook staff — have been used alternatingly throughout the years with annual staff being used most often. Over the years, different grade bands have been featured in the yearbook: in 1944, grades 8 through 12 were included, next came the addition of grades 1 through 12. In 1975, kindergarten made its first appearance, and pre-K was added in 2013.

The first few decades of yearbooks included a forward, class will, prophecy, class history and student directory. Over the years, these all faded away or turned into new traditions. Today, the yearbook has an opening and closing spread that carries a theme to tell a story. The first several volumes also used advertisements from local businesses to sponsor pages followed

12 | CATS

by annual boosters. In 1989, a parent page section was introduced, and currently the yearbook staff creates and publishes senior pages purchased by seniors or their families.

There are currently 12 Wildcat annual/ yearbook staff alumni employed by the district. These Wildcats are helping the new additions learn and carry on the old traditions that make each one of us bleed black and gold. THS coach/teacher and alumni Daly Taylor is among them. “‘Old Traditions and New Additions,’ the year we opened the new stadium, is my favorite,” she said. “I loved everything about it and loved that we were able to capture such a monumental addition to our district while paying tribute to the traditions and spirit that we’re known for.”

The annual staff is about more than just producing a book; it is a tightly knit group that works together to produce a lasting tribute to a moment in time.

“As I have grown up, I can see that my experience on the annual staff has taught me how to interact with people and be a member of a team,” said Trenity Fritz, THS alumni, 2003 “Wildcat” co-editor, and current TES/TMS student services coordinator. “My favorite memory is the Tren and Linz editor’s team. We had tons of fun together and spent countless hours working to produce ‘The Trumann Show.’ ” Everyone has a favorite yearbook, be it for what it contained or what was displayed on the cover. Brandie Williams, Trumann School District superintendent, alumni,

“ (The 1994-1995

yearbook edition) was very symbolic of the times. Cruisin’ the strip was the favorite pastime and social thing to do.

The yearbook was designed to capture those fun times and special memories in THS history.

”

—BRANDIE WILLIAMS, TRUMANN SCHOOL DISTRICT SUPERINTENDENT

and 1996 co-editor said her favorite cover was the 1994-1995 edition.

“It was very symbolic of the times,” she said “Cruisin’ the strip was the favorite pastime and social thing to do. The yearbook was designed to capture those fun times and special memories in THS history.”

YEARBOOK

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Lindsay Miller, current “Wildcat” yearbook advisor, photography teacher and THS alumni, has her own set of favorite covers.

“It is a toss-up between my senior book, 2003, and this past year, 2024,” Miller said. “They are both special for different reasons. My senior book holds a lot of sentimental value. I helped create it and put so much time into making it exactly what we wanted. It holds some special memories.

“The 2024 yearbook is the second book I helped create as an advisor. The staff did an amazing job at continuing the theme throughout the entire book.

The entire process was fun, from coming up with the theme to creating each page, to planning the reveal ceremony.”

DeAnna Ballard, 1985 “Wildcat” co-editor, THS alumni, and current TSD math specialist, said her preferred volume is her senior 1985 yearbook.

She said looking at it today reminds her of everything that went into producing the cherished keepsake.

“There were so many fond memories made as we sat in that tiny little room first period every morning,” she said.

Each alumni shares a different memory from a different year, but there is a connection between us all in the bond created from being a part of the Wildcat staff.

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From Wildcat to Wildcat Cafe to Back by Popular Demand:

The Wildcat to Wildcat Times - It’s All Here in Black and Gold to Wildcat - Road Trip to The Trumann Show to A Paws in Time to Saved by the T to Good as Gold to We are…Trumann to The Wildcat Way, the Wildcat tradition and spirit has carried through the yearbooks by the Memories, One Last Look, Reflections, Changes, Collecting Memories, and Standing Out by Unlocking the Memories.

As we look back on the yearbook themes, we remember who we are … Wildcats.

The “Wildcat” yearbook first had a theme with volume 30 in 1973. The first theme was the passage from Ecclesiastes 3 that discusses “to everything there is a season.” Fifty years later the opening of the 2023 yearbook said, “You will still remember the way it felt to be a Trumann Wildcat…

The way Trumannites show their spirit is recognizable anywhere they go. We show everyone the way, our way, The Wildcat Way.” There were multiple spreads at the beginning of those first themed yearbooks that discussed the theme through words and pictures. Throughout the years there began to be an opening and closing spread with a story being told with each yearbook section. If you were to take a look at the 82 years worth of “Wildcat” yearbooks, you would see incredible changes and growth to our school and town. However, one thing remains and that is the determination, heart, passion, and drive that lives in all Wildcats.

After selecting the theme for the yearbook, then starts the process of designing and publishing it. This process has no doubt changed drastically over the years. The once hand-drawn design is now completely done on a computer. Up until the 1970s the inside pages of the yearbook were black and white. There was an occasional glimpse of color, but for the most part, color wasn’t used consistently until 1977. This was the first year that the senior portraits were all printed in color.

There was a jump in color pages in the 2003 yearbook because of awards won by the staff, which increased the use of color for future years. Lisa Hall, 1996 yearbook staff member and current high school vice principal, said that during her yearbook staff days, “All annual work was done on paper. The cover was hand-drawn and given to an artist to render. All pages were grid work and hand-drawn. Pictures were

YEARBOOK

physical copies that had to be numbered to match the grid. All ‘clip art’ was printed and attached.”

Today’s design process looks much different. Gone are the days of black and white, paper grids, physical photographs, floppy disks, and mailing the submission. By 2006, the creation of the “Wildcat” yearbook had gone completely digital, from designing the pages on a computer to electronic submission. While this gave more freedom and flexibility in the designing process, there is something to be said about the hard work and dedication over the years as new technology was being developed.

The “Wildcat” yearbook has definitely evolved throughout the years. The 1943 paperback yearbook is a far stretch from the current hardcover, colorful yearbook today.

The advancements in technology and the printing process have made creating the yearbook a much easier task and allow for unlimited creativity. Although the book is full of changes from year to year, there are many constants that remain the guiding force behind our “Wildcat” yearbook.

Trumann is a town steeped in tradition, and our yearbook is no exception.

From the front cover to the back cover, there are so many parts of the yearbook that remain a tradition for our school and community. Flipping through the many volumes, there is a trend in the topics covered. From Volume 1 to Volume 82, the sections in the yearbook remain the same. The annual/yearbook staff has done a great job throughout the years covering sports, clubs, student life, class portraits, and graduating seniors.

Within the senior section, two traditions continue to be used and loved. The senior superlatives, affectionately known as the “Who’s Who” section by Wildcats, has been a constant in the yearbook since the beginning. Seniors are able to vote those in their class who stand out and exhibit certain quality traits. The categories have changed throughout the years, but the tradition remains.

Likewise, Mr. and Miss THS has been a “Wildcat” yearbook tradition since Volume 15 in 1957. The seniors vote on a male and female classmate who are heavily involved in all aspects of the school and who exhibit excellent character traits to represent the Trumann School District.

For some schools, a fully student-created yearbook is unheard of. After talking to other yearbook sponsors, it is somewhat common for a teacher to be in charge of

24/25 Yearbook Staff Juniors (Opposite Page) Alumni and Current Yearbook/Annual Staff Members

creating the entire project, start to finish.

This has never been the case for Trumann.

The “Wildcat” yearbook is and always has been completely student created and designed. Staff members spend countless hours during school and on their own time to make the memories from the year into a treasured piece.

One thing that all of these staffs have in common is unity. Past yearbook staff members have commented the same thing time and time again, that one of the most loved parts of being a member of the annual/yearbook staff is the bond among each other and memories made.

Something that they have all been able to accomplish is the documentation of changes in our district and buildings. Looking through years of books, one can see the school’s facilities evolve through pictures and stories. The old buildings hold so many memories, and though the facilities of today don’t look the same, the yearbook preserves those memories, for all time.

Another constant of the “Wildcat” yearbook is the dedication portion, often found at the very beginning of the books.

This is a very special part of the book showcasing a school employee that the seniors vote to dedicate the yearbook to.

This is kept a secret until the dedication/ yearbook reveal ceremony at the end of the school year; another, and maybe the best, tradition revolving around the “Wildcat” yearbook.

Unlike other schools, the theme, cover and contents of the “Wildcat” yearbook are kept a secret until distribution day.

The excitement and curiosity leading up to this day are always highly anticipated and dates back at least 40 years. During the ceremony, the theme and cover are finally revealed showing all of the hard work that the yearbook staff has poured into the book all school year.

In addition, the dedication recipient is announced and books are distributed at all campuses.

Another enduring tradition since the first yearbook is for students to sign each other’s books, leave notes of sacred memories or to write an encouraging heartfelt note inside the front or back cover. Flipping through old books, the memories and tradition reflected in the handwritten notes causes the reader to swell with Wildcat pride. This year’s staff has already begun the process of creating the 2025 yearbook and is eager to preserve the memories of the current school year.

There is no better way to end than with a quote from the closing of the 2024 yearbook written by last year’s editors, Natalie Bingham and Caroline Crowe.

“Years down the road,” they wrote, “when you are looking for something to bring you back home, let the memories in this book bring you back to the glory days.”

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by JANET MARKS Trumann Middle School Principal

by CAROL SURBER TMS Counselor

A Day in the Life of a TMS Student Where learning, wellness and community matter A TMS school day is more than just going to classes; it is a full experience that helps students grow, stay healthy, and learn how to be good members of their community.

Tessa Adams, 4th grader says, “Being a Wildcat is cool, but being a Wildcat can be tiring because you have a lot of work.”

We asked our students what it is like to be a part of the TMS community: RISE AND SHINE As students walk through the doors of TMS, there’s a sense of excitement. Ella Pippinger, 5th grader says, “When you walk in, it’s like all your dreams come true. TMS is so, so, so cool!”

The day begins with a focus on wellness and a breakfast that fuels both body and mind. Trumann School District has worked hard to ensure students are not only ready to learn but also feel good physically and mentally.

“Get ready for breakfast!” said Grayson Killion, 5th grade. “Get full, and get your mind energized.”

TMS students travel from class to class, learning and growing. Each class gives students a chance to explore subjects, challenge themselves, and connect with others. The classrooms are lively places where teachers encourage students to enjoy learning.

“From the moment I walked through the school door, I felt so joyful,” said Princton Lawless, 4th grade. “It was like a kid eating candy and getting a sugar rush. Eight periods are great.”

The caring, approachable teachers

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at TMS create supportive learning environments. They help students grow by reminding them that every challenge is a chance to learn new skills and overcome difficulties.

Elaiya Brown, 7th grade stated, “My favorite part is first period because Ms. Doss teaches us new things in math.

Volleyball practice is fun, but I’m learning how to manage school and games.”

MID-DAY Lunchtime and PE are two of the most loved parts of the day. They have freedom to enjoy their meals and get to choose where and with whom to sit and share the time.

Chloe Copeland 4th grade says, “At middle school, I like when the bells go off, and everybody starts to leave the classroom because it feels like I’m 13

TMS STUDENTS

when I’m not. I like lunch because I get to sit wherever I want to sit.”

PE is another highlight because students are active and have fun. Fifth grader Bentley Turner added, “PE is probably one of the best times at TMS. Long PE’s packed with fun.”

ENDING STRONG In the afternoon as students continue learning, they also learn about how they represent TMS values like courtesy, respect,

“ The first day was hard finding classes, but I told myself it was going to be a good day and then told myself it’s going to be okay; I’ll learn. And I did!

”

—DESTINY LONG, TMS STUDENT

but you still need to listen,” said Kylee Fields, 4th grade. “You should follow the rules.”

“During acceleration,” Preston Daffron 7th grader said, “I’m working on being a better reader. However, band is my favorite!”

The halls of TMS are not just a place to walk through; they are spaces where students feel safe and connected. This feeling of safety and belonging is a big part of the TMS experience, where the school’s design and culture work together creating a caring atmosphere.

“I love the halls! It makes me feel safe,” Adriana Vaughn, 5th grade says. Foxx Thompson, 7th grade, added “(Sports) teaches you to work as a team. I like that we are a school family, and everything is close.”

A day in the life of a TMS student is much more than just going to classes and doing homework. From the first bell to the last, TMS students are encouraged to represent

the best version of themselves, knowing that every challenge is a chance to grow.

“The first day was hard finding classes, but I told myself it was going to be a good day and then told myself it’s going to be okay; I’ll learn. And I did!” said Destiny Long, 5th grade. “When you are a 7th grader, some things will get harder,” said 7th grader Colten Swanner, “but you will have to push yourself to get better, and it will get easier.”

TMS strives to challenge our students, celebrate growth, and create a strong sense of community. We are members of a big family; students, faculty, and staff are committed to helping one another and never giving up. That’s what makes being a Wildcat so special.

“Middle school is hard,” summed up by 4th grader Briannley Huff, “but I love it!” Aubree Zuniga, grade 6, added, “At TMS, changing classes makes the day go quicker, but the teachers are kind and nice.

We help each other.”

(Above) Melissa Allison, TMS Math Teacher (Right) Misty Clark- Reese, TMS Theatre Teacher

and community. Both inside and outside the classroom, students are reminded of the importance of their actions and their responsibilities as members of the TMS community.

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by CAMERON BENTLEY TES Principal

by LORA STOGSDILL — THS Assistant Principal/ Career and Technical Education Coordinator

A Growing Health Crisis

The dangers of youth vaping

In recent years, youth vaping has emerged as a concerning health crisis, with teenagers increasingly embracing vaping as a trendy alternative to traditional smoking. Vaping has become alarmingly popular among our youth, however, the dangers it poses to this vulnerable group are severe and far-reaching.

According to the Center for Disease Control, in 2023, e-cigarettes were the most commonly used tobacco product among middle and high school students in the United States with over 2.1 million (7.7%) students currently using e-cigarettes.

This includes: 550,000 (4.6%) middle school students.

1.56 million (10.0%) high school students.

One of the most pressing concerns about youth vaping is the impact on developing brains. Nicotine, a highly addictive substance, is found in most vaping devices, and its effects on the adolescent brain can be particularly damaging. Research shows that nicotine exposure during adolescence can harm brain development, leading to long-term cognitive and behavioral issues.

Teens who vape may experience difficulties with memory, attention, and impulse control, which can affect their academic

performance and overall mental health.

Moreover, vaping is often mistakenly perceived as harmless. Many teens believe that since vaping devices don’t produce the same tar and chemicals as traditional cigarettes, they are a safer alternative.

However, the aerosol contains numerous harmful substances, including heavy metals, volatile organic compounds, and carcinogens. In recent years, there have been numerous reports of severe lung injuries and deaths linked to vaping, often due to the inhalation of toxic substances like vitamin E acetate, which is sometimes added to e-liquids.

One of the most alarming aspects of youth vaping is the risk of addiction. The nicotine in vaping devices is not only addictive but can also act as a gateway to other forms of substance abuse.

Adolescents who start vaping are more likely to transition to smoking traditional cigarettes or experimenting with drugs and alcohol. This is a disturbing trend,

The Safety Padlet: If you would like to see more safety procedures put in place in our district, visit our Safety Padlet. It is a comprehensive look into what the Trumann School District is doing to provide the safest environment for our students and faculty. Please scan the QR code for a direct link to the Safety Padlet.

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as early exposure to addictive substances can set the stage for a lifetime of dependency and health problems.

Flavored vapes have played a significant role in drawing young people into this addiction. With flavors like candy, fruit, and desserts, manufacturers have made vaping more appealing to teens. These sweet flavors mask the harshness of nicotine and make it easier for young users to consume higher amounts of the addictive substance without realizing it. This has led to increased rates of nicotine poisoning among teens, with symptoms such as dizziness, nausea, and even seizures in severe cases.

At Trumann High School, the dangers of vaping are taught in our health classes and through online educational modules using EverFi. Our staff, school counselor, and administration work to provide the most current information on the dangers of vaping to students. Consequences of vaping on campus can greatly impact a student’s academic achievement due to loss of learning time in the classroom with a suspension or expulsion when caught with a CBD or THC vape and associated materials. It is vital that schools, parents, communities, and industry work together to educate teens about the risks of vaping and provide support for those struggling with nicotine addiction. It is our responsibility to debunk the myth of “harmless vaping” and is essential in raising awareness and protecting the health of our students.

VAPING

TSD SROs: SGT Johnson and SRO Cole

Trumann School District

BY THE NUMBERS

TRAINED 126 SEIZURE EDUCATION STAFF

11 Tornado Shelters

ACROSS THE DISTRICT

106

CERTIFIED CPR & STOP THE BLEED STAFF

2

SCHOOL RESOURCE OFFICERS SAFETY 4 SCHOOL COORDINATORS

74

NARCAN

TRAINED STAFF

I Love U Guys Foundation: Response Protocol (SRP): The I Love U Guys Foundation programs are used in more than 50,000 schools, districts, departments, agencies, organizations, and communities around the world. They are created through the researchbased best practices of school administrators, psychologists, public space safety experts, families, and first responders. The Trumann School District has adopted their safety protocols to streamline communication in emergency situations.

SRP consists of Hold, Secure, Lockdown, Evacuate, and Shelter.

Visit https://iloveuguys. org/The-StandardResponse-Protocol.html for more information.

Standard Reunification Method (SRM): Another I Love U Guys Foundation protocol used by the Trumann School District is SRM. One critical aspect of crisis response is accountable reunification of students with their parents or guardians in the event of a school crisis or emergency. The Standard Reunification Method provides school and district safety teams with proven methods for planning, practicing, and achieving a successful reunification.

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by ZANE NANCE — District Technology Coordinator/ eSports Coordinator/Media Team Coordinator

by MAC McCAA — District Technology Coordinator/District Safety Coordinator

Strengthening Cybersecurity As cyber threats grow, Trumann School District protects student and staff data with advanced software, security practices, and training. Here’s how they stay ahead.

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The world of technology has changed drastically over the years since it was introduced. Information can be gathered in seconds. The majority of the world shares information online in one way or another, but this information sharing can become an easy target for online hackers and scammers. Schools have found themselves facing cybersecurity threats now more than ever. The amount of information a school district houses is on par with hospitals and major corporations. No matter the size of the school, they are targeted — all a hacker wants is information to sell or use for blackmail.

The Trumann School District has taken steps to ensure information from both students and faculty is protected.

There is no one answer to address cybersecurity issues, but one can take precautions to make it more difficult for hackers and scammers. Over the last two years, the district has started utilizing software such as Cloudflare, CrowdStrike, and Google Single Sign-On in addition to implementing practices such as twofactor authentication and phishing tests for employees. These solutions help train and protect staff members and students from attacks.

The CrowdStrike Antivirus software

CYBERSECURITY

program is installed on all devices and is constantly searching for any potential attacks hidden in software downloads.

It is easy nowadays to click on a link thinking you’re downloading safe software just to have a virus hidden inside. CrowdStrike alerts the tech team if there is any unauthorized activity on a staff member’s computer and allows us to deal with the threat quickly.

Email links are some of the most

constant sources of entry points hackers use to infiltrate a company’s network.

That harmless-looking email an employee thinks was sent by a coworker could actually be a phishing email. The district has invested in Cloudflare — an AI system that constantly searches all Trumann School District emails and removes all potential threats. The amount of emails that Cloudflare finds daily from domestic and foreign accounts

is staggering. Any one of those emails could contain a link that could cripple a whole network.

Our last software goes hand in hand with a practice we implemented years ago. Google Single Sign-On allows our staff members and students to log into their Google accounts on different computers. We paired this with twofactor authentication for all staff members. If a user’s Google account is ever compromised, the hacker would also have to have the staff member’s personal device. Two-factor authentication is one of the best practices to install on both business and personal accounts to protect yourself. It requires the hacker to not only have your account information but also a physical device that you own. The district’s tech team attends conferences and consults other experts in the field — all concur that two-factor identification is a must. It’s not a matter of if it will happen, but when. Protecting not only our staff but our students’ data is one of our biggest tasks.

The phishing email test is a new practice implemented this past school year. Phishing emails are disguised to get a user to click on them. Though there are many different types of phishing emails, the most common of these are “spoofing” emails — when the sender acts like someone else. Links are embedded into emails disguised as files, pictures, and different downloads. There are ways to detect spoofing emails, but in the thick of a work day, they are easy to miss. That is where the Trumann School District is starting to train our staff with phishing email tests. We send phishing emails that we can control. If someone does click on one, the team can train and work alongside them to better protect the district together.

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by CHASE FOWLER — THS Teacher/Student Services Coordinator/ SH Quiz Bowl Coach

We Did It!

Trumann quiz bowl brings home ultimate prize For the first time since 1988, Trumann High School has a state championship under its belt. Trumann’s Senior High Quiz Bowl team advanced to the Arkansas Governor’s Quiz Bowl Association state finals, which aired live on PBS on April 27, 2024, defeating Arkadelphia 195-165.

The historic achievement makes Trumann High School the only school in the eastern half of the state to have won a quiz bowl championship, solidifying the school’s reputation as one of the top academic teams in the state.

THE ROAD TO THE CHAMPIONSHIP The journey to the state championship was a long one for the Trumann High School team. This was not the story of a single season, rather, it was the culmination of years of hard-fought battles, developing strategies, learning, organizing, and training.

Throughout the season, the team faced and overcame tough competition from some of the best schools in Arkansas.

Under the guidance of dedicated coaches

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QUIZ BOWL

Chase Fowler and Joshua Duggins, the team worked tirelessly, honing their skills in various subjects including history, literature, science, and mathematics.

Trumann’s road to the finals began with regional competitions, where they demonstrated their intellectual prowess by dominating the competition. They advanced to the state tournament, where they faced and defeated some formidable opponents, including perennial contenders. Each victory was a testament to the team’s depth of knowledge, quick thinking, and exceptional teamwork.

THE CHAMPIONSHIP MATCH The championship match against Arkadelphia was a nail-biter from start

to finish. The atmosphere in the studio was electric as both teams took their places. Arkadelphia, known for their quick reflexes and deep knowledge base, was a formidable opponent, but it was Trumann that took an early lead, scoring the first points of the game.

As the match progressed, the tension in the room was palpable as with each correct answer, the teams inched closer to the title. Through each round, Trumann maintained its lead, never once giving it up to Arkadelphia.

With the score tight, the final round proved to be the most intense as the gap in the lead began to shrink. The coaches, off camera, were doing the math with every question to see at what point Trumann

would be the mathematical winner. Finally, the moment came, and with one final question answered correctly, the Wildcats achieved history as Trumann High School had cemented itself as the victors.

CELEBRATIONS AND REFLECTIONS Evan Shrout, co-captain, earned the state tournament MVP award as well as all-tournament with Noah Clayton, co-captain, also earning an all-tournament spot.

All THS players are deserving of recognition having set the narrative for THS, not only winning an academic championship, but going undefeated throughout the entire regular season in the process. There were many games throughout the season where it took every member of the team to secure the win. All players demonstrated their strengths and helped support one another on the road to victory.

Trumann’s triumph will be remembered as a shining moment in the school’s history, one that will inspire students and educators alike for years to come.

The championship roster includes Maverick Atkins, Anne-Marie Biggers, Kylan Busby, Quintin Busby, Noah Clayton, Gage Cubit, Jenna Hall, Sam Hatcher, Jonah Pledger, Jaxon Rodden, Evan Shrout, Asher Smith, Tabitha Tyler, and Emilie Williams.

LOOKING AHEAD With the state championship trophy now proudly displayed at Trumann High School, the team’s victory has inspired a new generation of students. The Quiz Bowl program, already respected within the school, has gained even more prominence with many underclassmen eager to follow in the footsteps of this year’s champions.

For the seniors, the state championship win will be a cherished memory as they move on to college and beyond. Their success has not only brought pride to Trumann High School but has also set a high standard for future teams.

In the end, the 2024 Arkansas Governor’s Quiz Bowl Association state championship was not just a victory for Trumann High School, but a celebration of knowledge, perseverance, and the spirit of competition. The legacy of the 2024 Senior High Quiz Bowl team will undoubtedly inspire future generations of students to strive for excellence in academics and beyond.

FALL 2024

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by DEANNA BALLARD TSD Math Specialist

by KIMBERLY COOPER District LEA Supervisor

Coming Home Sometimes life really does come full circle. Trumann School District has many full-time faculty members across the four school campuses who bring an array of backgrounds, experiences, and academic interests to the school district.

Some of these teachers have a special connection — as alumni. For each of them, the return journey was a unique one, though each shares the goal of giving back to the community and serving students.

Trumann specialists Kimberly Cooper and DeAnna Ballard talked to three teachers about how they ended up becoming Wildcat fans all over again, and what that experience is like today.

TREY GOFF MIDDLE AND HIGH SCHOOL BAND Trey Goff (2018) wanted to return to Trumann to teach because his family is rooted in the community. Being a Trumann native, Goff understands the importance of community connection.

He also said he had fun in school and wants to bring that back to students.

“I want us to represent our best selves,” Goff said.

Initially, Mr. Goff was a medical imaging and radiological science major, but he enjoyed music all through high school and college, eventually switching his major to education. By spring 2022, after getting his bachelor’s degree from Arkansas State University and teaching one year at Blytheville School District, Goff was teaching band at Trumann High School.

“I love it,” he said. “I had qualities of a

24 | CATS

teacher that I didn’t know about until I got to my college classes. I was always a tutor for my friends in high school.”

Goff said he had several mentors that inspired him as an educator in his hometown and shaped his practices both in and outside the classroom.

“Justin Vinson would just talk to kids; it wouldn’t sound like teaching, it would be discussions. He made it fun to learn,” Goff said. “I learned from my music teachers about building a family community and from my math teachers how to follow a process. I want to make music fun, not boring.”

Among his many responsibilities, Goff sees his primary role at Trumann as an advocate for students. His desire is to inspire Trumann students to excel after high school in whatever career field or higher education they aspire to. Even, he said, returning to teach the future generations of Wildcats as he did.

“Just give it a try,” he said. “In music, failure is a learning point, not a dead stop.”

PAYDON BRADLEY DRAMA/ THEATRE & PERSONAL COMMUNICATION Paydon Bradley (2019) knew from 8th grade that he wanted to come home to Trumann to be a teacher.

“To me, it was you go to Trumann

ALUMNI

because there is no better place to go,” he said.

During 9th grade, Bradley was unsure of what he wanted to teach until he worked after school on theatre and plays with Rob Spencer, drama and theatre teacher.

“I didn’t take a theatre class until my 11th grade year because I never could get into theatre class,” Bradley said. “I was inspired by watching (Spencer) teach and how he directed and how he acted as a professional teacher in that capacity.

Directing is teaching.”

A shy student, Bradley also credits Spencer for taking a chance on him when he cast him as his lead character in a production. It was a moment of personal growth Bradley seeks to share with his students today.

“I want to do the same thing for kids.

I want to give them a chance and see something in them that maybe nobody else did,” he said. “That has been my motto every single day — what can I find in a kid that they don’t know that they have in themselves?

“It was a big shift from a student to a teacher, not just learning the new responsibilities of what a teacher does or needs to do. I haven’t been gone that long!”

DALY TAYLOR SOCIAL STUDIES & ATHLETICS Daly Taylor (2019) wanted to give back and make a difference in the community and school that shaped her growing up.

“Trumann has always felt like home to me, and coming home to teach here solidified that,” she said. “I was welcomed back with open arms from day one. So much has changed here since I graduated, but the tradition and Wildcat spirit throughout the school and community is something that has remained constant and continues to grow stronger, and that really excites me.”

When asked to share a memory or experience from her time as a student at Trumann that shaped her teaching philosophy, Daly pointed to the way her teachers showed up for her every single day and cared about her as a person as essential factors.

“So many former teachers have reached out with words of encouragement and to check on me as I am getting started in my career,” she said. “That is what I aspire to be for every single one of my kids, their lifelong cheerleader.”

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by STEPHANIE PATTERSON Trumann Pre-K Director

by TINA HOTCHKISS TES Assistant Principal/ ELL Coordinator

20 YEARS OF DEDICATION

A Great Start, A Bright Future Trumann pre-k boasts a dedicated team passionately committed to nurturing our youngest learners At the heart of the program are four remarkable individuals — Stephanie Patterson, Lorrie Conatser, Kim Forbus, and Sherry Taylor ‑— who have been instrumental in the program’s success since the facility’s inception in 2004. With 20 years of experience under their belts, they were part of the original staff hired when the Trumann School District received the Arkansas Better Chance Grant.

The four educators’ connection to the district runs deep, as all four are proud graduates of Trumann High School. Over the past two decades, they have witnessed and contributed to many positive changes within the program. One of the most significant transformations occurred when the pre-k program moved from its original location on Magnolia Street to a beautifully remodeled facility at the former Cedar Park Elementary School on Cedar Street. Thanks to grant funding, the new building was completely renovated and furnished, creating a warm and welcoming environment for both parents and students, a perfect first encounter for many families entering the world of early childhood education.

Patterson’s career in early childhood

26 | CATS

education illustrates her dedication to nurturing the potential of beginning learners. After completing her bachelor’s degree in early childhood education at Arkansas State University, she began her career with the Trumann School District teaching 3- and 4-year-old students and preparing them to start kindergarten.

She also completed her master’s degree in theory and practice in 2009, adding an administration degree in 2010, during this time, became director of Trumann pre-k.

Patterson is extremely passionate about early childhood education and the importance of providing every child with the best possible opportunity for education.

“Leading this amazing program has been the highlight of my career,” she said. “I love watching our students grow from the first day on campus until each student moves on to kindergarten. Every child deserves the best possible learning experience, and we hope to ensure they get the best start.”

Conatser, Forbus, and Taylor can each share a similar tale of professional growth and passion for teaching. Their respective journeys from instructional

aides in pre-k classrooms to achieving their CDA certification demonstrate a strong commitment to early childhood education and development of young learners.

By continuously pursuing training and renewal, the trio not only enhanced their own skills but also ensured they remained effective and responsive to the needs of their students and the community. Their efforts contribute to creating a positive and enriching learning environment for children in the district while setting the example for other educators to invest in their professional development for the benefit of their students Conatser, who continues to serve as a CDA in the classroom by assisting the lead teacher, remains dedicated to serving students and helping them to get the best possible start in their education.

“It has brought us such joy to pour into

“ Being a generations of Trumann alumni as they have passed through our doors,” she said.

Forbus and Taylor provide smiling faces to greet visitors, parents, and students alike. Each started as a classroom instructional aide prior to Forbus moving into the position of secretary and Taylor assigned to CDA floater for the program. Even through changes in responsibilities, both have remained committed to the program’s mission.

“I have enjoyed working with the staff over the last 20 years because of the unity we have with one another,” Forbus said. “I enjoy the relationships we have made with our students and their families.”

“Being a lifelong resident of our community and Trumann alumni,

it has been exciting being a part of generations of Trumann students as they begin their journey, graduate, and become productive citizens,” added Taylor.

Each of these team members expressed what an honor and privilege it has been to teach and work alongside the wonderful staff at Trumann pre-k for the past 20 years. From its founding as Wee Cat Academy, they have worked tirelessly to create countless cherished memories with students who have grown to become proud alumni of the program.

Over the years, they have seen tremendous growth and progress, culminating in the move to a beautiful new facility eight years ago. It has been a joy to witness the evolution of our program and the impact it has made on so many young lives.

lifelong resident of our community and Trumann alumni, it has been exciting being a part of generations of Trumann students...”

— SHERRY TAYLOR

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by TERRY FLOWERS — District Literacy Specialist/ Curriculum Specialist/Cheerleading Athletic Coordinator

by DEANNA BALLARD TSD Math Specialist

ALUMNI DAVID THOMPSON

Lifetime of Service David Thompson, lifelong resident of Trumann, Arkansas, has dedicated his life to serving his community. His roots run deep in the town, where he not only attended school but also built a successful career and fostered lasting relationships.

Thompson’s journey began at Trumann High School where he was an active participant in various extracurricular activities.

As a percussionist in the school band and a member of the choir, he honed his musical skills and developed a lifelong appreciation for music. He also served as a manager for both the junior high football and senior high basketball teams, gaining valuable leadership experience.

A standout band student, Thompson was the first person in THS history to earn All-State Band Honors three years in a row. He fondly recalls the day the band received its first uniforms, a moment of pride that led him to immediately visit Harold Dorton’s studio for a commemorative photograph.

Thompson’s high school experiences had a profound impact on his career path. His English teacher, Mrs. Woodrow Thompson, played a significant role in shaping his love for learning and building relationships. Her son, Ronnie, was a

28 | CATS

classmate and friend, further strengthening David Thompson’s connection to his teacher.

After graduating from THS in 1967, Thompson went on to earn a degree from Arkansas State University in 1972.

During his time at ASU, he continued his involvement in music as a member of the Arkansas State University Band, playing the bass drum.

Reflecting on his educational journey, Thompson acknowledged the importance of taking high school seriously. Academic preparation and a strong foundation of study habits in high school can serve a student well by making the adjustment to college much easier.

“Educating students for success in a changing world today is very different,” he said. “Students today have so many more challenges growing up, and this puts so much more responsibility on the school. Students today are facing a lot.

The school makes a big impact on the future of our students.”

Upon graduating from ASU, Thompson embarked on a career in the funeral industry, eventually becoming the owner and operator of Thompson’s Funeral Home in Trumann. His commitment to serving his community extended beyond his professional endeavors. In 2008, he was honored as Funeral Director of the Year by the Arkansas Funeral Directors Association.

He has been actively involved in various organizations, including the Lions Club, the Trumann Housing Authority, Athletic Booster Club, and the Industrial Development Commission.

Thompson’s dedication to Trumann is evident in his lifelong involvement in the community where he has witnessed firsthand the support and encouragement the community has provided to him and his business for over 50 years.

A man of integrity and compassion, Thompson approaches his profession with a deep sense of responsibility. His friends would describe him as an honest, caring, and Christian man who believes in the importance of hard work and loyalty to one’s community. His unwavering commitment to Trumann has earned him the respect and admiration of his fellow citizens.

“ Educating

students for success in a changing world today is very different.

Students today are facing a lot.

The school makes a big impact on the future of our students.””

— DAVID THOMPSON

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by AARON BALLEW THS Assistant Principal/ Assistant Athletic Director/Coach

by DALY TAYLOR Teacher/Coach

ALUMNI GARY McCLUNG

A Legacy of

Inspiration

Coach Gary McClung has been a figure of inspiration and support for as long as many people in Trumann can remember. Known for his deep commitment to coaching and his even deeper commitment to the community, McClung has touched countless lives and left a lasting mark on both his athletes and everyone around him.

A JOURNEY OF DEDICATION Coach McClung taught and coached at Trumann from 1979 to 2014 across a wide range of sports. Over the course of his career, he coached boys basketball, girls basketball, football, tennis, track, golf, and baseball, the first to lead the program. In the classroom, he taught health, physical education, and drivers ed.

Over the course of his 35-year career at Trumann School District, he impacted many teams, players, students, and coworkers.

“I still have students come up to me and say things like, ‘Do you remember when?’” he said. “This brings back a lot of good memories. Thanks to all the students who let me be a part of their lives.”

McClung gives a lot of credit to his longevity in education to the teachers and coaches he worked with as well as “the most important person I have to give credit to, my wife, Vicki. She was my rock then and still is today.”

MORE THAN JUST A COACH For many of his players, McClung has been more than a coach, he’s been a mentor and a friend.

“God greatly blessed me with the

30 | CATS

opportunity to play basketball for Coach Gary McClung,” said Donald Schmidt, class of 1997. “As a student and an athlete, you knew that Coach McClung genuinely cared about you on and off the court. He was committed to developing both your character and your skill set. In my opinion, Coach McClung’s style of coaching embodied the perfect balance between pushing us to reach our full potential and keeping the game fun.

“What I learned from playing under Coach McClung not only made me a better player, but it also made me a better person.

I am forever grateful to call him both my coach and my friend. Love you, Coach!”

Schmidt’s tribute is just one among many, making it clear that Coach McClung’s influence has helped shape numerous successful lives. His former players have gone on to do great things in various fields, carrying with them the values he instilled in them.

A LASTING IMPACT McClung has made a lasting impact on many people in the community as well. He continues to be a familiar face in the town of Trumann, and he is a regular in the stands at any Wildcat athletic event, supporting the

“ I still bleed black and gold. I love Trumann and I love the Wildcats.

I am still a supporter and will be a Wildcat for life.”

— COACH GARY MCCLUNG

programs he helped build. Former players and students regularly stop by his house, sit next to him at a ball game, or stop to talk to him when they see him around town. His impact on the community has gone way beyond his 35 years in the classroom and on the court.

REFLECTING ON A GREAT CAREER With a career as long and successful as his, it is difficult to narrow down just one favorite moment. However, winning the 1988 State Basketball Championship with Coach Mike Dungan ranks very high on the list.

“That was a phenomenal feat by a group of dedicated athletes,” McClung said. “To this day, when I see one of my players from that team, they always have a big smile on their face.”

Another of his most special memories during his coaching career comes from his time coaching his son, Clay McClung, on the basketball court, while his daughter, Mallory, was cheering on the sidelines.

Other favorite memories of his are football Friday nights and basketball games with “Let’s Get Ready to Rumble” on the sound system. He says he still gets goosebumps when he thinks about those events.

FAMILY TRADITION Coach McClung has Trumann in his blood. All four of his siblings are Trumann High School alumni, including Beth Nunally (Class of 1967), Randy McClung (Class of 1968), Suellen Lloyd (Class of 1970), and Alan McClung (Class of 1980).

Gary and his wife, Vicki Adams McClung, graduated from Trumann High School together in 1974. A beloved teacher in her own right, Vicki devoted 38 years of service to the Trumann School District.

McClung’s children are also all Trumann alumni. Clay graduated in 2005 and has remained active in his alma mater with his wife, Audra, who now serves as president of the district’s Parent Teacher Organization. McClung’s daughter, Mallory, graduated from Trumann High School in 2007.

The McClung legacy has also extended into its third generation with three grandchildren who are all currently students: Cole, a 5th grader; Peyton Jo, a 3rd grader; and Wren, who attends Trumann pre-k.

A LEGACY OF WILDCAT PRIDE Coach Gary McClung’s legacy is all about dedication, mentorship, and community spirit. When asked what Wildcat Pride meant to him, he said, “It is all about wearing the Wildcat jersey and doing the best you can for your teammates and your school.”

His true legacy isn’t just the games won or the players he helped shape into better athletes and better people. It lies in the lasting impact he’s had on the many other people he’s inspired and the community he calls home, all of which combine as a powerful reminder of how one person can make a big difference.

“I still bleed black and gold,” he said to sum up his remarkable life. “I love Trumann, and I love the Wildcats. I am still a supporter and will be a Wildcat for life.”

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WILDCAT BASKETBALL

VS. MANILA

BAY

JB

TBA

12 NOVEMBER

VS. BROOKLAND

HOME

7TH, JG, SG

5:00

14 NOVEMBER

VS. NETTLETON

AWAY

7TH, JG, SG

5:00

14 NOVEMBER

VS. RIVERSIDE

BAY

JB

TBA

16 NOVEMBER

VS. MARMADUKE

AWAY

SG

TBA

18 NOVEMBER

VS. LONOKE

AWAY

7G/B, JG/B

4:30

19 NOVEMBER

VS. POCAHONTAS

HOME

7TH, JG, SG

5:00

22 NOVEMBER

VS. WESTSIDE

AWAY

7TH, JB, SB

5:00

23 NOVEMBER

HIGHLAND CLASSIC

HIGHLAND

SG

TBA

4 DECEMBER

VS. FORREST CITY

HOME

7G/B, JG/B

4:30

6-7 DECEMBER

LUXORA CLASSIC

LUXORA

SB

TBA

9-14 DECEMBER

GEARLD JENNINGS TOURN

TBA

JB, SB

TBA

9 DECEMBER

VS. WESTSIDE

AWAY

7TH, JG, SG

5:00

10 DECEMBER

VS. BROOKLAND

HOME

7TH, JB, SB

5:00

13 DECEMBER

VS. VALLEY VIEW

HOME

7TH, JV, SG

5:00

16 DECEMBER

VS. MCCRORY

AWAY

7TH, JG, SG

5:00

16 DECEMBER

VS. TUCKERMAN

HOME

7TH, JB, SB

5:00

17 DECEMBER

VS. VALLEY VIEW

AWAY

7TH, JB, SB

5:00

19 DECEMBER

VS. WESTSIDE

HOME

7TH, JG, SG

5:00

20 DECEMBER

VS. POCAHONTAS

AWAY

7TH, JB, SB

5:00

23-31 DECEMBER

NEA TOURN

ASU

SB

TBA

26-28 DECEMBER

BIG RIVER STEEL CLASSIC

MANILA

SG

TBA

2 JANUARY

VS. RIVERCREST

HOME

7TH,JB, SB

5:00

4-11 JANUARY

KELL CLASSIC

SWIFTON

SG, SB

TBA

6 JANUARY

VS. WYNNE

AWAY

7G/B, JG/B

4:30

10 JANUARY

VS. LONOKE

HOME

JG/B, SG/B

4:00

14 JANUARY

VS. TUCKERMAN

HOME

7TH, JG, SG

5:00

17 JANUARY

VS. STUTTGART

AWAY

JG/B, SG/B

4:00

20 JANUARY

VS. SOUTHSIDE

HOME

7G/B, JG/B

4:30

21 JANUARY

VS. SOUTHSIDE

HOME

JVB, SG, SB

5:00

24 JANUARY

VS. WYNNE

HOME

JG/B, SG/B

4:00

28 JANUARY

VS. HEBER SPRINGS

AWAY

7TH, JV, SG

5:00

28 JANUARY

VS. RECTOR

HOME

7TH, JB, SB

5:00

31 JANUARY

VS. FORREST CITY

AWAY

JG/B, SG/B

4:00

3 FEBRUARY

VS. SOUTHSIDE

AWAY

7G/B, JG/B

4:30

4 FEBRUARY

VS. SOUTHSIDE

AWAY

JVB, SG, SB

5:00

7 FEBRUARY

VS. STUTTGART

HOME

JG/B, SG/B

4:00

10-13 FEBRUARY

JH DIST. TOURN

LONOKE

JG/B

TBA

14 FEBRUARY

VS. WYNNE

AWAY

JVB, SG, SB

5:30

18 FEBRUARY

VS. FORREST CITY

HOME

JVB, SG, SB

5:00

21 FEBRUARY 21 FEBRUARY 26 FEB-1 MAR

VS. LONOKE

LONOKE

JVB, SG, SB

5:00

REGIONAL TOURN

TBA

SG, SB

TBA

4-8 MAR

STATE TOURN

TBA

SG, SB

TBA

24-25 SCHEDULE

11 NOVEMBER

Trumann School District Strategic Plan 5 Year Roadmap - 2024-2027 - #MoveTrumannForward Priority

Descriptor

Focus Area: Academic & Talent Main SubFocus Area: Director of Teaching and Learning Hire a Director of Teaching and Learning and define the role and responsibilities associated with the NIET/District structures.

Provide opportunities of professional development to help grow the professional knowledge of the position.

District Specialists support and work alongside the position in daily practices of accomplishing the academic goals.

Director of Teaching and Learning will coach the District Specialists, Master Teachers and Master Teacher/APs weekly.

The Director of Teaching and Learning will have a MAPS (Mentor and Master Teachers, Principals, and Support) meeting on Wednesdays from 4:30-5:30pm twice monthly to teach, train, and review expectations associated with the Teaching and Learning Standards.

Main SubFocus Area: Training

All ILT/DILT members will be trained in Teaching and Learning Standards (rubric, implementation, EEPASS 2.0, etc.) in the summer of 2024.

Every teacher will be trained in the Teaching and Learning Standards (rubric, implementation, EEPASS 2.0, etc.) in the fall of 2024.

Main SubFocus Area: Coaching

1- High Quality Instruction

Every teacher will have an assigned coach which (if possible) will be rotated at semester beginning fall 2024.

-Coaches will be assigned using these guidelines: Mentor teacher coach 1 teacher. Head Principal coach 4 teachers. Assistant Principals (only-not MT) coach 4 teachers. Master Teachers (or AP/MT) will coach 10-15 teachers. District Specialists/Director of Teaching and Learning coach 2 teachers per building. *All coaching will be based on the Teaching and Learning Standards. *Every teacher will join a LWSBC 2 times per month (except in Dec/May- 1x month).

The Assistant Superintendent will coach the Assistant Principals (only-not MTs) biweekly.

-The Superintendent will coach the Head Principals and Assistant Superintendent biweekly.

-The Superintendent will be coached via executive coaching by NIET throughout the year.

Main SubFocus Area: Learning Walks and Strengths-Based Coaching Every teacher will have a Learning Walk with Strengths Based Coaching (LWSBC) conducted weekly during their instructional time by their coach (and other colleagues). *All coaching will be based on the Teaching and Learning Standards. *Every teacher will join a LWSBC 2 times per month (except in Dec/May- 1x month).

Every teacher will have 4 full observations using the Teaching and Learning Standards (which will be crosswalked to TESS for summative evaluations in the AR DESE system).

The District Literacy and Math Specialists will ensure the Learning Walk (form) criteria they use is highly focused on HQIM, use of approved curriculum maps, and Science of Reading structures. They will conduct learning walks with this focus on every teacher quarterly, notate trends, and follow up with individual teachers for content-related coaching. The specialists will report the trends quarterly to the superintendent, DILT/ILT, and clusters.

Main SubFocus Area: Curriculum Maps & HQIM (DESE): Use/Revision/Implementation Research best practices in regard to curriculum mapping and how to best impact daily instruction.

Revise the current template with the Mentor Teachers and then share with Career Teachers.

Develop protocols in how to implement daily/weekly use of the curriculum map to help guide instruction in a more authentic manner.

Main SubFocus Area: Science of Reading: Strengthening the Use during Reading Instruction

Identify elements of the Science of Reading within the instructional models of the Guaranteed-Viable Curriculum.

Evaluate the implementation of lesson preparation that is rooted in ensuring the Big 5 are present within the implementation of the lesson plans.

Providing ongoing professional learning in regards to the Science of Reading.

Main SubFocus Area: Teacher Induction

2- Supporting New Teachers

The Director of Teaching and Learning will implement the Teacher Induction Program using the guidelines from Harry Wong's Teacher Induction Book and the Teaching and Learning Standards. Optimally, if the grant is received, teachers will meet 1 time per month after school hours for 1-2 hours of learning based out of Harry Wong's The Classroom Management Book and the Teaching and Learning Standards with ILT/DILT members offering support.

Additionally, at the local campus level, each month principals meet with new teachers and discuss a chapter from the Harry Wong book. Learning Walks will follow to coach/support implementation.

The Superintendent will apply for a Pipeline Grant to extend paid opportunities for training/coaching of novice teachers in the Spring 2024 (support above activities).

Trumann School District will continue to partner with CRESC to offer co-op level novice teacher support. TSD has assigned the District Math Specialist to lead this partnership to ensure novice teachers are signed up and being met with on a regular basis.

The Assistant Superintendent will meet monthly with teachers needing to earn standard licensure to check in on progress, offer support, and give guidance to meet this goal.

Main SubFocus Area: Coaching (All teachers/including NEW teachers) Main SubFocus Area: Opportunities for Teacher Leadership

Trumann School District will provide opportunities for varied levels of leadership that are defined in the Teaching and Learning Standards and supported via stipends on licensed salary schedule.

Teachers will apply annually for Mentor Teacher roles and will be selected with rigorous standards supported by the Teaching and Learning Standards.

Main SubFocus Area: Quality Assurance 3-Academic System: Curriculum Implementation

The Director of Teaching and Learning will conduct a minimum of 3 LWSBC per day (with mentor teachers, master teachers, specialists, or administrators) and give feedback related to the TAP model in a strengths-based coaching approach to ensure quality is upheld in the LWSBC sessions.

The Director of Teaching and Learning will use the Cluster Rubric and give feedback to master and mentor teachers to every cluster every month.

The Director of Teaching and Learning will use the Instructional Leadership Team Rubric and give feedback to ILT members monthly.

The Director of Teaching and Learning will have a MAPS (Mentor and Master Teachers, Principals, and Support) meeting on Wednesdays from 4:30-5:30pm twice monthly to teach, train, and review expectations associated with the Teaching and Learning Standards.

Main SubFocus Area: Coaching Main SubFocus Area: Continue/Strengthen Teacher Collaboration Time via Weekly Clusters and Instructional Leadership Team (ILT) Meetings

4-Teacher Collaboration

Trumann School District will provide ensure Master Schedule reflect time for common planning time each day and common cluster time each week.

District Specialist and Director of Teaching and Learning will coach Master Teachers weekly to strengthen their support to Mentor and Career Teachers.

Review/approve weekly schedules prioritizing: Long Range Planning for ILTs and Clusters, Scheduling Learning Walks and Strengths-Based Coaching, Review of Lesson Plans and Curriculum Maps aligned to schedules, etc.

Main SubFocus Area: Coaching Main SubFocus Area: Learning Walks and Strengths-Based Coaching Main SubFocus Area: Curriculum Maps & HQIM: Use/Revision/Implementation Main SubFocus Area: Science of Reading: Strengthening the Use during Reading Instruction

Focus Area: Culture Main SubFocus Area: Campus Level Culture 1- Student Focused: Strengthen Student/Teacher & Teacher/Family Relationships

Each principal will develop a plan with their building level ILT to address the action steps and report to the superintendent monthly on associated data, progress, trends, and responses.

Monthly teacher contact with families Contact with families for teacher-conference Administer student interest inventory Use data from student interest inventory to build relationships

Main SubFocus Area: Higher Academic Push/Campus Reconfigurationo 2: Student Focused: Higher Academic Push

TMS and THS will continue to work with the Career Coach, their counselors, and teachers to ensure Student Success Planning (1-1) begins in 7th grade (meeting AR DESE requirements).

TSD will put into action the official transition plan to support higher academic push.

CAMPUS Reconfiguration--K-3: Heavy Reading Focus--Require Higher Levels of Reading Proficiency Before Exiting Grade 3: CAMPUS Reconfiguration--4-7: Heavy Focus on Core Content and Wellness: CAMPUS Reconfiguration--8-12: Heavy Focus on College and Career Readiness: Prioritize preparedness for ALL STUDENTS in their post high school experience for work/career, technical school, or college.

Main SubFocus Area: Teacher Leadership Trumann School District will provide opportunities for varied levels of leadership that are defined in the Teaching and Learning Standards and supported via stipends on licensed salary schedule.

Teachers will apply annually for Mentor Teacher roles and will be selected with rigorous standards supported by the Teaching and Learning Standards.

Main SubFocus Area: Academic Goals 3: Teacher Ownership

The DILT/Superintendent will provide Academic Goals for each building from the district in all tested areas each fall and update progress as interim assessment data is received. Building ILTs will be expected to support clusters in creating cluster level and teacher level academic goals to support the district goals issued.

Main SubFocus Area: Performance Based Compensation Trumann School District has created/board approved stipends for campuses and individual teachers that are performance based (test areas only at this time). AR DESE also has high impact stipends available for qualifying teachers. It is the goal that all campuses earn an A, B, or C rating on the ESSA state issued score and receive compensation (from TSD) for doing so.

Main SubFocus Area: Hire a Director of Teaching and Learning

Focus Area: School Safety Main SubFocus Area: School Safety Team- Focus on Discipline

1- Safety Focused

TSD will develop a teacher behavior/discipline team in the Summer of 2024 to do the following: Review the last 2 years of discipline referrals/data.

Review associated discipline laws.

Review current handbook policies Review disproportionality data Review Conscious Discipline training Review PBIS/FBAs --possible future use/training Develop a Micro Strategic Plan for Behavior/Discipline specifically. Invite parent/community stakeholders. Prepare a timeline. Develop a Plan with Action Steps and Measures. Implement the Plan and Plan to Check/Revise plan as needed.

Trumann School District 221 N. Pine Ave., Trumann, AR 72472

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