Trumann - May 2024

CATS

From Classroom to Career

Growing Opportunities and Expanding Horizons

Strategic Planning: Moving Trumann Forward!

Five-Year Roadmap: Fall 2024 to Spring 2029

Trumann School District’s vision is “Educating Students for Success in a Changing World.” #TeamTrumann members realize that preparing students to be successful in meeting their dreams and fulfilling their goals takes a united community, united families and a united school team — from the boardroom to the classroom.

We have been working this spring to ensure we gather the expressed priorities of our school board members, community members, students, their families and our staff with a goal to create a five-year roadmap to empower us to “Move Trumann Forward!”

» HIGH PRIORITIES

Academics and Talent (Teaching, Learning, Student Performance)

Culture (Families, Students and Staff)

Operations (Facilities, Finances)

» SUB PRIORITIES

High-Quality Instruction

Curriculum Implementation

Coaching and Feedback

Support for New Teachers

Performance-Based Compensation

Collaborative Structures

» THE HOW

Teachers: ownership in their work

Teachers: additional leadership roles

Teachers: opportunities for growth as higher-quality teachers

Students: extra curricular activities

Students: student-adult relationships

Students: internships for high school students

Students: scheduling that requires additional reading support/periods

Students: higher academic push

Students: parental/family involvement with the teacher in academic push

» STAKEHOLDERS SHARE THAT THEIR PRIDE IN TRUMANN SCHOOL DISTRICT COMES FROM Facilities

Academic Standing

Wildcat Pride/Trumann Traditions

Athletic Programs

Parental Involvement Opportunities

Teacher-Student Relationships

Communication from the District (social media, website, TSD app)

Reputation of the School District

Extracurricular Opportunities for All Students

» STAKEHOLDERS EXPRESS THESE ADDITIONAL PRIORITIES FOR TRUMANN

SCHOOL DISTRICT

Participate in leading/ planning parental involvement opportunities

Be a Community Reader

Participate in the Athletic Booster Club, PTO, or Band Booster Club

Volunteer coach a pee wee team

Pack Backpacks for our Backpack for Hungry Kids Program

Attend quarterly Parental/ Family Stakeholder Title I and Wellness Meetings

Stock Teacher’s Lounges

Monthly

Help collect donations in support of our Social Work Support Team (food, new clothing, monetary donations)

CATS

TRUMANN

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

TRUMANN SCHOOL DISTRICT BOARD OF DIRECTORS

TRUMANN SCHOOL DISTRICT ADMINISTRATION

Superintendent, Brandie Williams

Assistant Superintendent and Athletic Director, Cody Wallis

District Specialists, Terry Flowers and Deanna Ballard

LEA Supervisor, Kimberly Cooper

Chief Financial Officer, Ashten Black

Facilities Director, Jason Grubb

Transportation/Custodial Director, Chris Simmons

Technology Coordinators, Mac McCaa and Zane Nance

High School Principal, Fred Hauk

High School Assistant Principals, Lisa Hall, Justin Smith and Lora Stogsdill

Middle School Principal, Janet Marks

Middle School Assistant Principal, Cameron Bentley

Elementary School Principal, Kerri Box

Elementary Assistant Principals, Aaron Ballew, Ken Black and Tina Hotchkiss

Pre-K Director, Stephanie Patterson

Julienne Penter, President Kevin Bishop, Vice President Anthony Patterson, Secretary

Rose Bishop, Member Zac Qualls, Member

Mrs. Williams

It is with great pleasure and excitement that I extend a warm welcome to you all as we unveil the inaugural edition of CATS. As the superintendent of Trumann School District, I am delighted to present this magazine as a platform to celebrate the vibrant spirit and achievements of our school community.

With a student body of over 1,500 strong spanning from pre-K to 12th grade, our school district stands as a beacon of learning, growth and opportunity for every individual who walks through our doors. From the eager faces of our youngest learners to the poised graduates ready to embark on their next journey, each member of our school family contributes to the rich tapestry of experiences that define us.

CATS is more than just a collection of pages; it is a testament to our shared journey, highlighting the remarkable stories, triumphs and milestones that shape our school’s identity. Within these pages, you will find a glimpse into the diverse talents

Mr. Wallis

This truly is an exciting time to be a Wildcat as we unveil the first edition of CATS. It covers a wide range of topics that we hope brings you a strong sense of pride about our school district.

As athletic director, I wanted to provide you with a quick overview of the athletic programs currently offered by our school district.

» Pee Wee Football (Grades 4-6)

» Pee Wee Basketball (Grades 4-6)

» Bowling (Grades 9-12)

» Track (7th, Jr. High, Sr. High)

» Baseball (Grades 9-12)

» Cheerleading (7th, Jr. High, Sr. High)

» Football (7th, Jr. High, Sr. High)

» Basketball (7th, Jr. High, Sr. High)

» Golf (Grades 9-12)

» Volleyball (7th, Jr. High, Sr. High)

» Softball (Grades 9-12)

The school district also offers six gymnasiums, two football fields, three weight

of our students, the dedication of our educators and the unwavering support of our community.

As we navigate the ever-changing landscape of education, it is crucial to pause and reflect on the moments that define us — the small victories, the challenges overcome and the bonds forged along the way. Through this magazine, we hope to capture the essence of our school community and foster a sense of unity and pride among all who call it home.

I extend my deepest gratitude to the dedicated team of students, teachers, staff and volunteers whose tireless efforts have brought this vision to life. Their commitment to excellence serves as a guiding light, inspiring us all to reach higher and dream bigger.

To our readers, I invite you to immerse yourselves in the stories that unfold within these pages — stories of resilience, innovation and the unbreakable spirit of our school community. Together, let us celebrate our

past, embrace our present and envision a future filled with endless possibilities.

Thank you for your unwavering support, and welcome to the first edition of CATS!

#WildcatPride

Warmest regards,

#TeamTrumann

rooms, a baseball/softball complex and a room with a state-of-the-art golf simulator. We take great pride in all of these facilities along with the programs to give our students the greatest opportunities possible.

In addition to my role as athletic director, I also serve the district as federal programs coordinator. In this role, I work with the superintendent and our district specialists to ensure that we offer top-notch educational opportunities that are primarily funded through our federal and state categorical funds. With these funds, we provide a highly rated curriculum for all content areas, the most up-to-date educational technology and access to high-quality instructional supplies to our students. The educational opportunities we offer truly are unique to many school districts across the state. We work very hard to maximize our federal and state categorical funds to provide all of our students with the greatest education possible.

Brandie Williams Superintendent

We appreciate both past and present Wildcat parents for allowing us to educate the youth of Trumann.

Sincerely,

Cody Wallis Assistant Superintendent Trumann School District

by TINA HOTCHKISS TES Assistant Principal/ ELL Coordinator

by DEANNA BALLARD TSD Math Coordinator

From Readers to Writers

The Wildcat Book Club formed under the guidance of their passionate and dedicated assistant principal, Tina Hotchkiss. Encouraging a love for reading, Ms. Hotchkiss nurtured the students’ creativity and instilled in them a passion for reading.

Through the book club, the students were given the opportunity to explore various genres, share their favorite books and engage in discussions that deepened their understanding of the literary world. As their excitement for reading flourished, so did their eagerness to craft their own stories.

In the small town of Trumann, Arkansas, a remarkable group of young students from the fourth grade at Trumann Elementary School formed an extraordinary book club known as the “Wildcat Book Club.” These enthusiastic eight young readers and writers recently achieved something truly impressive — they collaborated to create a captivating children’s book titled “Adventures of

the Wildcat Book Club,” which is now available for purchase on Amazon. The publication of their book has not only brought recognition to the talented young authors but has also become an inspirational milestone in their journey as young readers and writers.

In the 2022-2023 school year, Ms. Hotchkiss’ eager third grade Wildcat Book Club members devoured stories, their imaginations brimming with potential narratives. Paisley, an enthusiastic storyteller, asked to share a piece she wrote, seeking feedback from her peers. The reception was electric — The Wildcat Book Club members were hooked! Jase then voiced a daring proposal: Why not write their own book?

Taking a leap of faith, Ms. Hotchkiss put the question to each student. The answer was a resounding “YES!” This began an adventure outside the confines of the school day. For two months, Ms. Hotchkiss, Jase, Paisley, Kason, Jesus, Geneva, Willow, Scarlett and Shyanne embarked on a literary journey, meeting for an hour and a half each week after school hours. The library transformed into a writer’s room, buzzing with creative energy as they plotted twists and turns, developed characters and wove a captivating mystery.

The result? “The Adventures of the Wildcat Book Club,” a gripping tale where classmates and the assistant

principal vanish, leaving behind only mounds of green goo. The students must decipher clues, navigate their school’s eerie past, and all the while, avoid the clutches of the green goo. It’s a story of friendship, courage and the power of collaboration — a testament to what young minds can achieve when given the space to dream and create.

Published under the pen name Jack W.H. Plems (a clever combination of their initials), the book is already turning heads. Wild Ink Publishing saw their potential, and Brittany McMunn helped shape their dream into reality. The young authors are buzzing with excitement, with Scarlett announcing plans for a

sequel, including the two newest book club members Evelyn and Landyn. Shyanne and Kason envision a movie. This isn’t just about a book; it’s about the transformative power of storytelling. Ms. Hotchkiss’ initiative ignited a passion for writing in her students. It’s a story that reminds us that every child has a story waiting to be told, and all they need is a spark, a supportive environment and the freedom to let imaginations soar. So, the next time you see a group of kids huddled around a book, remember, they might not just be reading. They might be crafting their own literary masterpiece waiting to be shared with the world!

INTERESTED IN GETTING YOUR OWN COPY? Here’s the link to purchase the book on Amazon: https://a.co/d/c7wIcxR

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

by LISA HALL — THS Assistant Principal/ THS Instructional Facilitator/Digital Coordinator

Empowering Tomorrow’s Workforce

The Role of Career and Technical Education at Trumann High School

On every campus in the Trumann School District, you see the district’s vision statement displayed prominently in offices, hallways and classrooms: Educating Students for Success in a Changing World. With this goal in mind, every student in grades kindergarten through senior year is exposed to career exploration and opportunities.

This is most evident in our Career and Technical Education programs at Trumann High School. Career and Technical Education or CTE, encompasses a wide range of classes and programs to prepare students for the

workforce and the pursuit of a degree in a post-secondary institution. These programs include many high-interest and high-demand fields, such as medical arts and computer science, all with the goal of allowing students to explore their interests and work toward an education that will directly impact their future. While these classes are housed at THS, in the 20212022 school year, Trumann School District decided to open up JROTC and Agri to our eighth graders at Trumann Middle School. After great success, this was expanded the next year and continues to grow. This early implementation of CTE coursework allows more exposure for our students and the ability to gain high school credit as an eighth grader. Although many of our programs are cutting edge, CTE is not new to the district. It has a long history of success at Trumann High School with programs such as Agri, Army JROTC and FCCLA (Family, Career, and Community Leaders of America, formerly known as FHA or Home Economics) being offered for decades. Students have

left our hallowed halls to impact not only local industry but also the corporate and military sectors with great success after working in one of these programs.

Our programs offer multiple pathways to success and cater to the diverse interests and career goals of our student population.

Trumann High School offers courses ranging from medical professions to commercial photography and veterinary science to banking and finance in order to give all students a place to excel and achieve future career goals. Additionally,

all Career and Technical Education programs offer industry certifications such as ServSafe Manager, MicroSoft Specialist and OSHA-10, which serve as valuable credentials in today’s competitive job market. All CTE students are given multiple opportunities and highly encouraged to obtain these certifications during their high school career. At THS, every senior takes the ACT WorkKeys Career Readiness Certification, which is a state requirement, and is offered the chance to become CPR/First Aid/AEDcertified before graduation. Both of these are industry-ready certifications that help our students as they join the workforce. At graduation, seniors who completed three sequential courses in one CTE program are recognized as a “completer” and are awarded a program cord to honor their hard work. Many of our students graduate with multiple cords for completing more than one program during their four years at the high school.

Whether students choose to enter the workforce immediately after graduation, pursue further education at a technical college or transfer to a four-year university, CTE provides a solid foundation for success. Students have the opportunity to leave Trumann High School with experience and training in high-demand occupations such as medical professions, welding, education, child care and more. In addition to our on-site programs, Trumann School District has developed a partnership with the NEA Career and Technical Center based at Jonesboro High

Career and Technical Education or CTE, encompasses a wide range of classes and programs to prepare students for the workforce and the pursuit of a degree in a post-secondary institution.

Our programs offer multiple pathways to success and cater to the diverse interests and career goals of our student population.

School. Students in 10th-12th grades can extend their learning at THS with more advanced and specific courses in welding, drone operation, HVAC, culinary arts and engineering. This partnership has allowed our students even more opportunities to grow their passions and succeed. THS students are well prepared for the world waiting for them outside our doors.

Each of these programs has an affiliated organization in which students can become members. Members of the various organizations are offered the opportunity to work with fellow students to serve and represent our school at district, state, and national conferences and competitions. Students are encouraged to compete at the district, state and national levels for organizations like FBLA, FFA and HOSA. In recent years, students have traveled to cities such as Minneapolis, Dallas and Atlanta for national competitions for Future Business Leaders of America (FBLA), bringing home awards at this high level. Student members are also encouraged to act as leaders on campus and in our community through service projects and fundraising events. These opportunities allow students to showcase their learning and leadership skills in ways that positively impact our student body, district and community.

PATHWAYS

ARMY JROTC

Army JROTC has been a staple at THS for many years. This year, led by Sgt. Richardson Davidson, the program has continued to grow providing Color Guard at sporting events and organizing the Veterans Day celebration for the community. The JROTC program is designed to help develop strong leaders and model citizens. Cadets participate in community service, drill and ceremonies, and traditional educational programs. They have uniform inspections, study military history and customs, and take part in fitness training. The Army JROTC Program emphasizes character education, student achievement, wellness, leadership and diversity. A THS senior and Battalion Commander, Riley Tidwell, expressed his

thoughts on how JROTC has helped him: “JROTC has given me insight on what it means to be a leader. This program taught me to put the interests of my fellow cadets first and keep their well-being at heart.” Sgt. Davidson’s goals for the Wildcat Battalion are to build the program in the areas of fundraising, team cohesion, competition and increased membership.

AGRICULTURE

One of the longest-running CTE programs, agriculture, led by Laney Johnson, has been a staple at THS for many years and has a long history of being on the front lines of agriculture innovation. Mrs. Johnson is passionate about her program and its success. “I am extremely proud of the students I have. They have really stepped up this past year, and it is starting

“ I am extremely proud of the students I have. They have really stepped up this past year, and it is starting to show. We have a lot of really good things coming down the pipeline. Our goal is to get more students involved and excited about agriculture.”

—LANEY JOHNSON, THS TEACHER/FFA COORDINATOR

to show. We have a lot of really good things coming down the pipeline. Our goal is to get more students involved and excited about agriculture.”

Current programs include agricultural power, structural and technical systems, plant science and animal systems. These allow students a broad range of interests in the field of agriculture. Chloie Williams, THS freshman and second-year FFA member, is equally excited about her future in FFA and Agri. “I joined Agri because I hope to have a career in agriculture. When I got into this class, I learned future skills like leadership and hard work.” Animal systems is the newest agriculture program and works to prepare students wishing to enter the newly proposed veterinary school at Arkansas State University opening in 2025.

BUSINESS

Kristin Austin, from the Trumann class of 2000, leads the way for our Future Business Leaders of America. Her programs introduce students to the intricacies of banking and finance. Mrs. Austin says, “In our business program, we’re not just teaching about numbers; we are preparing them for the future. With every win and every achievement, we’re proving that when you mix passion with planning, the sky’s the limit with our FBLA program!” She is the advisor of a very successful Future Business of Leaders of America chapter at Trumann High School. Her students have held positions as regional and state officers providing leadership and helping to set FBLA policy. Mrs. Austin has escorted many students over the years to national FBLA conferences and competitions in Dallas, Atlanta, Chicago, Orlando and Milwaukee. Lucy Hall, a ninth grade FBLA officer and first-year competitor stated, ”When Mrs. Austin asked me to compete in the regional FBLA competition, I was very nervous. I put in a lot of hard work and studying. When I found out that I got second place, I was so excited, and now I’m going to state!” Lucy hopes to continue on to nationals in her first year of competing. These types of opportunities provide students with more than an education and can feed their excitement for future learning.

COMPUTER SCIENCE PROGRAMMING

Justin Smith, THS alumni and assistant principal, along with coach Austin Phelan at Trumann Middle School, lead our Computer Science program for the district. Beginning in 2022, the state of Arkansas required computer science as a graduation requirement for all students. At Trumann, all eighth grade students are enrolled in computer science and have a chance to earn a high school credit before

Whether students choose to enter the workforce immediately after graduation, pursue further education at a technical college or transfer to a four-year university, CTE provides a solid foundation for success.

ever entering the doors of THS. We also offer one period of computer science at THS for students still needing the credit. This computer science credit can also be substituted for a math or science credit, giving students many more options to gain credits while taking classes that focus on the future. Students in computer science learn programming skills, coding and social media safety skills that are necessary in today’s changing world.

FAMILY AND CONSUMER SCIENCES

Our Family and Consumer Science program encompasses areas that in the past were considered home economics but now cover so much more. FACS courses provide valuable preparation for careers in fields such as nutrition, education, fashion design, interior design, hospitality, child growth and family services. Students gain practical knowledge and skills that are directly applicable to these professions.

FCCLA sophomore Omaria Williams stated, “FCCLA has allowed me to gain leadership skills and meet so many new people. I can’t wait to compete at state and hopefully make it to the national conference. It’s been hard work, but the rewards are great.” Ultimately, FACS courses empower our students to lead fulfilling and independent lives. By acquiring practical skills, knowledge and confidence, students are better equipped to navigate the complexities of modern society and achieve their goals.

COMMERCIAL PHOTOGRAPHY

Another Trumann alumni and professional photographer, Lindsay Miller, teaches our commercial photography courses at THS. Students have access to a variety of cameras, studio materials and equipment.

According to Mrs. Miller, “The digital photography pathway is fairly new but has already sparked interest in many THS students. I think the hands-on nature of the class is one of the perks that the students enjoy. I love seeing their creativity come to life in their work!”

AV/TECH AND FILM

Once again, Justin Smith leads the charge with THS’s AV/Tech and Film program. Like most of our CTE courses, students in AV Tech and Film are not only gaining classroom knowledge but hands-on experiences that make the learning process exciting and real. “In our CTE classes, specifically A/V Tech and Film and Media Communications, the introduction of professionalgrade editing software has been a game-changer. The sheer excitement and enthusiasm our students exhibit when they dive into these programs is a testament to the power of digital creation tools. They’re not just learning to edit images or compile videos; they’re exploring vast landscapes of creativity and communication. These tools have unlocked a new realm of possibilities, allowing students to experiment, create and express themselves in ways they never imagined. Watching them take an initial concept and transform it into a polished, professional piece of media is incredibly rewarding. It’s not just about the skills they’re developing; it’s about the joy and pride they find in creation. This journey through digital media not only enhances their technical abilities but also fosters a deep-seated passion for storytelling and visual communication that will serve them in any future endeavor.”

MEDICAL PROFESSIONS

Laurie Wortham, THS Medical Professions instructor, states, “My favorite thing about the Medical Professions program is creating or furthering a student’s love and understanding of the health care world.” She engages her students in a variety of activities to prepare them for their level III courses in First Responder and Certified Nursing Assistant (CNA) classes working toward professional certifications. Senior Talya Yarboro, echoed this saying, “I joined HOSA and take medical classes because I want to get a degree in the health care field. I want to be able to help people around me.”

THS medical profession classes cover a wide range of topics related to health care careers, including medical terminology, anatomy and physiology, patient care skills, health care ethics and laws, medical office procedures and hands-on

experiences. Throughout the three-course program, students have opportunities to hear guest speakers from various health care professions, participate in field trips to health care facilities, and present projects or presentations on current health care issues and trends. They also have the opportunity to join HOSA, Health Occupation Students of America. Students work to organize community health events such as blood drives and can compete in a variety of medically related areas at the state and national levels.

PRE-EDUCATOR

One of our newest CTE programs, led by Trumann alumni Dana Bingham, is the Pre-Educator program. Courses operate with the goal to “grow our own” future educators who wish to make a difference in the lives of future Wildcats. Students

“ ... the introduction of professional-grade editing software has been a game-changer. The sheer excitement and enthusiasm our students exhibit when they dive into these programs is a testament to the power of digital creation tools.”

—JUSTIN SMITH, THS ASSISTANT PRINCIPAL/ TEACHER

in these programs get both instructional and practical, hands-on experiences in the field of education. They learn about things such as classroom management, educational theory and lesson planning. THS students also gain on-the-job experience by working alongside our TES, TMS and pre-K teachers to gain real-world experiences and apply them in meaningful ways. Bingham feels that pre-educator is a successful program since it allows the students to be in the classroom early in the program. “I have known college students who thought they wanted to be teachers until they got to their internship and decided that it wasn’t for them. It is a great deal of work, and you truly have to love kids. This program allows students to see inside the classrooms ahead of time.”

by FRED HAUK THS Principal

by JUSTIN SMITH THS Assistant Principal

A Swing ExcellenceToward

In the heart of Trumann, Arkansas, a quiet revolution is taking place on the greens and fairways of the local high school golf scene. The Trumann High School Wildcat Golf Program, under the guidance of dedicated coaches and the support of the community, is driving its way to prominence, one swing at a time.

At the forefront of this transformation is the acquisition of a state-of-theart “Trackman” golf launch monitor and indoor practice equipment. This cutting-edge technology has become the cornerstone of the Wildcats’ training regimen, offering players unparalleled insights into their swings, ball flight and more. “The Trackman has been a gamechanger for our team,” says Coach Toddy, reflecting on the impact of the technology. “It’s like having a professional caddie and coach for every practice. Our players can instantly see what adjustments they need to make, helping them improve at an accelerated pace.”

Coach Fortenberry echoes this sentiment, noting, “This technology has

not only enhanced our training sessions but has also instilled a deeper love and understanding of the game in our players. It’s rewarding to see them use this data to refine their skills.”

The Wildcats’ success is not just a product of advanced technology but also of community collaboration. The Trumann Country Club (TCC) plays a pivotal role, opening its doors and allowing the high school team to use its range and facilities. This partnership has been a boon for the team, providing a real-world environment where the young golfers can hone their skills. Jan Morgan, a TCC member, expresses his enthusiasm: “Seeing these young athletes out here, perfecting their game,

“ The discipline and focus golf requires have prepared me for challenges beyond the course. This sport is the best test of mental challenges and pushing yourself to the limits.”

— COBEY RIDDLE, ’24

“ (The Trackman) technology has not only enhanced our training sessions but has also instilled a deeper love and understanding of the game in our players. It’s rewarding to see them use this data to refine their skills.”

— JAMISON FORTENBERRY, TMS TEACHER/JR. AND SR. HIGH GIRLS BASKETBALL ASSISTANT COACH/GOLF COACH

is thrilling. It’s a win-win for both the high school and our club, promising a bright future for golf in Trumann.”

The program’s impact is evident in its recent accomplishments. Standout seniors Jenna Hall, Macey Powell and Cobey Riddle have become the talk of the town, qualifying for the Arkansas High School State Golf Tournament with their stellar performances. Hall and Riddle, in particular, have taken their passion for the sport to the next level, each accepting scholarships to play golf at Blue Mountain Christian University.

These achievements are a testament to the program’s ability to not only cultivate athletic talent but also shape futures. “Golf is more than just a game to us; it’s a pathway to education and personal growth,” shares Jenna Hall, reflecting on her journey. Cobey Riddle adds, “The discipline and focus golf requires have prepared me for challenges beyond the course. This sport is the best test of mental challenges and pushing yourself to the limits. I’m grateful for every opportunity this program has given me.”

The Trumann Wildcat Golf Program’s story is one of community, innovation and perseverance. It showcases

how investment in youth sports can yield remarkable dividends, not just in trophies and titles, but in the development of character, discipline and academic achievement. As these young golfers navigate the fairways of their careers, the lessons learned through the Wildcat Golf Program will undoubtedly serve them well both on and off the green.

The Trumann Country Club’s unwavering support exemplifies the profound impact that community backing can have on a high school sports program. “Our partnership with the high school golf team is a source of pride for our club,” says a TCC member. “We’re not just supporting a team; we’re nurturing the next generation of golfers.”

As the Trumann Wildcat Golf Program continues to grow and achieve, it stands as a beacon of excellence, demonstrating the power of community, technology and education in shaping the lives of young athletes. With the continued support of coaches, the Trumann Country Club and the broader community, the future of golf in Trumann looks brighter than ever, promising many more seasons of success and personal growth for its young players.

“ Golf is more than just a game to us; it’s a pathway to education and personal growth.”

— JENNA HALL, ’24

by KERRI BOX TES Principal

by STEPHANIE PATTERSON Trumann PreK Director

Beyond Behavior

You have probably heard about Conscious Discipline being used in Trumann School District by teachers and administrators. You likely question what it is or how it can help our students and teachers manage emotions and behaviors. To start, Conscious Discipline is a wholechild, adult-first approach to teaching social-emotional learning. It is backed by 25 years of research and has been used in our pre-K program for 11 years.

At its core, Conscious Discipline is about fostering self-regulation in students by promoting emotional intelligence, empathy and social skills. It recognizes that the development of self-regulation is a crucial aspect of a child’s education and places a strong emphasis on building connections between students and adults. It goes beyond behavior modification and focuses on longterm growth and development.

One key aspect of Conscious Discipline is the “adult-first approach.” This means that educators prioritize their own emotional regulation and self-awareness before addressing the needs of the students. The rationale behind this approach is that emotionally regulated adults are better equipped to create a safe and nurturing environment for students to learn and grow. By modeling self-regulation and healthy coping strategies, teachers become powerful role models for the students.

Conscious Discipline is not punitive or authoritarian. It does not rely on traditional discipline methods like punishment, rewards or coercion. Instead, it encourages educators to view challenging behaviors as opportunities for teaching and learning. This approach emphasizes proactive strategies to prevent conflicts and reactive strategies that teach valuable life skills when conflicts arise. In essence, Conscious Discipline is not about controlling students but rather guiding them toward self-control and responsible decision making.

Building self-regulation in students involves teaching them skills to manage their

emotions, resolve conflicts and make positive choices. During class family time, teachers use lessons to teach about the brain and its functions, identifying emotions, problem solving and conflict resolution. Through activities and discussions, students learn to recognize and express their emotions appropriately, fostering a sense of self-awareness and empathy for others.

TRUMANN TEACHER TESTIMONIES

Pre-K teacher Mattie Blasingame has been using Conscious Discipline in her classroom for eight years since joining the Trumann pre-K team. She is an advocate for conscious discipline and the positive impacts it has made in her classroom and with her students. Hear her testimony about Conscious Discipline and the impact it has made in her professional practice.

“Conscious Discipline has made a positive impact on my daily classroom routines. It is important to focus on the behaviors that you want to see in your classroom instead of the negative behaviors displayed. Students strive for positive attention, and with Conscious Discipline we, as teachers, can praise the students for their positive behaviors to encourage them to strive to do their best. This starts by building trusting relationships with the students as well as their families in order to communicate easily.

Conscious Discipline starts with me, as the teacher, and my ability to self-regulate. What state I am currently in when I am in charge of my classroom or dealing with

“ We start our day singing ... After we sing, we sit on the carpet and notice who is absent or who is having a bad morning; we close our eyes, make a heart with our hands and put it on our heart, think about who we are wishing well ...”

— KARLA STARK, KINDERGARTEN TEACHER

behaviors

is important. Am I meeting them where they are in survival or an emotional state? Or am I taking a moment to assess and evaluate to make sure I am meeting them in an executive state, so I can bring them back to the state they need to be in. In the executive state, I can help students with the tools that they need to also regulate themselves. When I am able to talk to the students in a calm state, they have an easier time meeting me there. Students learn to be more aware of the

MENTAL HEALTH SERVICES

Trumann School District uses two primary Mental Health Agencies. They are Life-Strategies, Inc. and Families, Inc. However any agency is allowed to see students on campus as long as the correct paperwork is filled out and on file. The student breakdown for our Mental Health Services are as follows:

» Pre-K, 1 » TMS, 52 » TES, 139 » THS, 56

MCKINNEY-VENTO

The McKinney-Vento Act is designed to address the challenges that homeless children and youths have faced in enrolling, attending and succeeding in school. Under the McKinney-Vento Act, state educational agencies (SEAS) must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youths.

Trumann School District has identified 143 students that qualify under the McKinney-Vento Act. This number can increase as families may have unique situations that may arise.

FOSTER CARE

Trumann School District currently serves 25 children in foster care:

» Pre-K, 3 » TMS, 8

» TES, 12 » THS, 2

For information on how to become a foster parent, visit everychildarkansas.org.

BACKPACK FOR KID’S HUNGER PROGRAM

Our backpack for kid’s hunger program is one way in which the school district tries to meet the needs within our district of those students who may be experiencing hunger over the weekend. Trumann School District currently serves 87 bags of food per week.

by LARRY VINSON Counselor/Social Work Support

feelings of other students and how to show empathy toward each other. Conscious Discipline is a valuable tool to help with self-regulation when it is used consistently in the classroom.”

While Trumann pre-K has used Conscious Discipline for years, it is fairly new at Trumann Elementary. Hear from three TES teachers who are using Conscious Discipline every day to enhance their students’ belonging and learning in the classroom.

Karla Stark has been teaching at Trumann for over 20 years, and most of those years have been spent in the kindergarten classroom. This year, Mrs. Stark along with two other teachers went to a Conscious Discipline seminar in St. Louis, Missouri. Read how Mrs. Stark uses the classroom family in her classroom every morning.

“We start our day singing ‘We Are Family,’ a Jack Hartman video. Then we stand in a circle, hold hands and sing ‘If We All Work Together, How Happy We’ll Be.’ After we sing, we sit on the carpet and notice who is absent or who is having a bad morning; we close our eyes, make a heart with our hands and put it on our heart, think about who we are wishing well then I count one, two, three, we open our eyes then say as a class, ‘We wish you well.’ It is always an eye-opener for the class family when one we ‘wished well’ comes in late. It’s like in their little minds because we wished them well, it’s the result of them coming to school.”

In a recent conversation with Mrs. Stark, she mentioned having a student who was absent for four days. When this student returned, she asked Mrs. Stark if they had wished her well. “I told her, ‘Of course, every day.’ She showed the biggest smile with her mouth and wide, happy eyes. We made her day! How heartwarming!” To

by JULIE PHELAN Counselor/Social Work Support

finish out their morning classroom family routine, Mrs. Stark’s class makes a daily class commitment to keep their eyes on the teacher, use their listening ears, kind words, gentle hands and walking feet. Mrs. Stark explains that this sets them up for a good day. Throughout the day, if a family member notices another family member breaking the class commitment, they will remind them that they made a commitment that morning.

Rhonda Vacco was another teacher who went with Mrs. Stark to the Conscious Discipline seminar in St. Louis, Missouri. Mrs. Vacco has been teaching literacy to upper elementary students at Trumann for 10 years. She is currently a third-grade teacher at Trumann Elementary. In the early part of the 2023-24 school year, Mrs. Vacco recounted a sweet moment with her students when they wrapped up their morning routine of wishing absent students well. She explained that right after their wish wells, one of the students who was absent walked in with a tardy slip, another student excitedly jumped up and proclaimed that the wish wells worked because their classmate made it to school, and they all cheered!

Next is Mrs. Vacco’s account of using Conscious Discipline in her classroom. “I have been using Conscious Discipline for three years. I have seen my classroom family culture grow. This year, I began implementing the morning meeting. After the training in St. Louis, I incorporated connecting songs into my morning meeting. My students love the songs and motions. They are also great for brain breaks. My students especially love the Wish Well and Safe Keeper routines. They show compassion to others who are experiencing a difficult time, whether it be at home, at school or even in the moment. Every student in my classroom has a job, and they take it

“ My students love the songs and motions. They are also great for brain breaks. My students especially love the Wish Well and Safe Keeper routines.”

— RHONDA VACCO, THIRD GRADE TEACHER

“ Conscious Discipline has also helped me as a teacher be more aware of my mental state. I am more conscious of when I need to stop before speaking ... When I am more centered and conscious of myself, I am more capable of helping my students through their difficult moments. ”

— CHRISTIE DAVIS, FIRST GRADE TEACHER

very seriously. The jobs are rotated every week. The jobs are located on the desks, so every class that I have throughout the day has a job. I have implemented a calming center this year, as well. In the center, the student identifies the emotion he/she is feeling, chooses a breathing strategy and calming activity, and returns to his/ her class work. I even have students come from partner rooms to take time to cool down and breathe. Though my Conscious Discipline implementation is still a work in progress, I have seen great growth and benefits over the years!”

The last teacher testimonial comes from Christie Davis. Ms. Davis is another veteran teacher who has spent more than 20 years educating Trumann students mostly in kindergarten and first grade. She has embraced Conscious Discipline in her classroom and has seen tremendous results in helping students develop their voice and social-emotional skills.

“Conscious Discipline has given the students in my class a framework of language to help them express themselves without lashing out. I have witnessed occasions where the students would spontaneously tell someone, ‘I don’t like it when …; please stop.’ On one occasion, a student told another that what they were saying was making them feel bad. The other student was honestly surprised because they had not meant it in a bad way. The student immediately apologized, and a situation that could have turned into a lot of upset was quickly changed into a bonding moment for the two students.” Ms. Davis continued by discussing how Conscious

Discipline has changed her as a teacher.

“Conscious Discipline has also helped me as a teacher be more aware of my mental state. I am more conscious of when I need to stop before speaking and what situations could potentially send me into a lower mental state. When I am more centered and conscious of myself, I am more capable of helping my students through their difficult moments. I am still learning and still have moments when I’m unsure of how to help a situation. However, I hope that as I grow and continue to learn more, I will find the answers to help students succeed through Conscious Discipline.”

TIPS FOR POSITIVE PARENTING

Positive parenting is crucial for fostering a child’s happiness, health and success. Despite life’s challenges, parents can take specific steps to guide their children back on track while also finding personal success. Staying positive is a foundational aspect, focusing on encouragement over discipline. Positiveparenting.com emphasizes teaching through example and praising positive behavior to boost a child’s self-worth and reduce anxiety.

HAVE A SCHEDULE

Establishing a routine is another key tip. Children thrive on stability, and a consistent schedule for eating, sleeping, playtime, outdoor activities and study creates a sense of security. Family nights, such as watching a movie together with popcorn, strengthen parent-child bonds, reinforcing love and appreciation.

ASSIGNING CHORES

Assigning chores contributes significantly to a child’s development. It instills the concept of family unity and imparts essential skills like time management and organization. Starting with small tasks and providing clear expectations enhances the learning experience. Acknowledging positive behavior upon task completion reinforces the child’s sense of accomplishment.

BE PRESENT

Being present is indispensable in today’s fast-paced world. Excessive screen time can lead to isolation and even depression. To counter this, parents should engage with their children, fostering communication and understanding. Spending quality time together facilitates positive mental and educational growth, preventing potential issues in both home and school environments.

In essence, positive parenting involves maintaining optimism, establishing routines, assigning age-appropriate chores and actively engaging with children. These strategies not only contribute to a child’s development but also empower parents to navigate challenges successfully, ensuring a harmonious and fulfilling family life.

FOR FREE RESOURCES ON PARENTING , visit the Conscious Discipline website at Consciousdiscipline.com. There you will find free podcasts, free webinars, articles and discipline tricks.

by CAMERON BENTLEY TMS Assistant Principal

by JANET MARKS Trumann Middle School Principal

Elevating Student Voices for a The YANA

YANA stands for “You are not alone.” This group was started a few years ago by a middle school student who felt we needed a body of student representatives to make sure that all students felt included and involved in our school. YANA functions much the same as a student council. Since that time, our group has grown in numbers and in the work that we do.

YANA students are role models in our building. To be part of YANA, you have to have at least a C in every class. You can’t have any discipline referrals or bus referrals. You also have to be willing to serve others, take responsibility, be

trustworthy and be a good listener. It’s important to take suggestions from peers to the whole group and talk about how to make improvements to our school.

This year, there are 20 student representatives: five 6th graders; seven

7th graders; and eight 8th graders. The sixth graders were nominated by their teachers at the end of the first nine weeks. Each student was given an application that included the question, “Why do you think you would be a good student leader?” The teachers voted on the best answers. The top five voted responses were invited to be part of the group. In their seventh and eighth grade years, we follow the same nomination process and add a few more each year to maintain an average of 20 representatives.

We do lots of things around the school to help out, such as conducting

Better Tomorrow Effect

the live morning announcements on Google Meet. It looks a lot like a news program. We also greet all new students and show them around the school on their first day. We try to make sure that students feel encouraged and included. We also host fundraisers during Halloween with Boo-Grams and on Valentine’s Day with Val-oGrams. Last year, we did a penny drive to raise funds for Make-A-Wish.

YANA members aren’t the only ones doing morning announcements. In December each year, any student who qualifies can audition to be a morning announcer. We use a score guide and help judge during the audition process to choose candidates for that job. They don’t have to be in YANA, but they have to make good grades and have no discipline referrals. This is another way for students to be involved in our school. We decorate for holidays, and we lead the Pledge of Allegiance at awards ceremonies throughout the school year.

YANA meetings take place at least once a month but sometimes more often. This year, a different student is leading our meeting each month to learn how to manage and conduct meetings. During our meetings, we look at the calendar and plan for

upcoming events or celebrations. We are always looking for opportunities to serve the students in our building or create more activities for them to be involved in. In 2022, we crafted a gift and mailed it to the students at Wynne who lost their school in a tornado.

Becoming a YANA means that you are learning skills needed for your future. That includes leadership, group work, community service, communication and helpfulness as well as planning, organizing and problemsolving. There are also times when we must give presentations. These are essential skills for a successful and fulfilled life. It also helps prepare us for high school and encourages us to take on even more responsibilities and challenges.

YANA are student representatives of the school! We have a high standard because we are role models that everyone should trust and look up to. To join, you can self-nominate or be nominated by teachers and other YANA members. You have to maintain good grades — at least a C average in all your classes. You need to have decent attendance because you don’t want to miss all the fun! It’s just one of the many ways that middle school students can #REPRESENT!

The Last Three Years of Middle School Students

Leading the Way in Creating a Welcoming Community:

2021/22

Chloie Williams

John Skaggs

Madison Barnes

Lynlee Correa

EJ Moore

Dakota Redman

Kendyll Ferguson

Kaytelyn Webb

Kayla Walker

Aleigha Swanner

Lucy Hall

Casey Riddle

Anna Bradley

Olivia Matos

2022/23

Bennett Chamberlin

Aubrey Adams

Farrah Stewart

Avery Barnes

Mia How

RJ Mabe

Jackson Cronkhite

Brooklynn Thomas

Lawson Penter

Brooklyn Miller

Ella Turner

Austyn Arnold

Tazmyn Martin

Denton Sparks

Cayden Steele

Olivia Matos

Casey Riddle

John Skaggs

Kendyll Ferguson

Dakota Redman

Chloie Williams

Kayla Walker

Lucy Hall

Anna Bradley

Jeremy Seabron

2023/24

Cheyanne Baker

Addison Maley

Lacey Reeves

Jolie Skaggs

Bennett Chamberlin

RJ Mabe

Jackson Cronkhite

Brooklynn Thomas

Lawson Penter

Ella Turner

Austyn Arnold

Tazmyn Martin

Denton Sparks

Cayden Steele

Warren Redman

Aubrey Adams

Farrah Stewart

Avery Barnes

Mia How

Brooklyn Miller

by PAYDON BRADLEY THS Teacher/Theater

Be Our Guest

Trumann High’s Lush Production of ‘Beauty and the Beast’

The Trumann High School Theatre Department is proud to be presenting Disney’s “Beauty and the Beast” this year as their feature program.

The play, currently in the process of rehearsals, will feature a 41-person cast of students ranging from seventh to 12th grade along with Mr. Paydon Bradley and Ms. Lora Stogsdill. Featuring Evan Bishop as the Beast, Cloe Hisaw as Belle, and Gage Cubit as Gaston, the play promises to be a spectacle to behold. When asked how the feature was progressing, Bradley was beaming with pride and was happy to report that choreography and practice have been going swimmingly. Bradley was likewise eager to inform that, along with the play being one of the most beloved productions among thespians, it is likely that this will be the last chance for anyone to see a high school performance of the play as it will begin its new National Tour in June of 2025 — thus ending its ability to be performed on a more freelance basis.

Under Mr. Bradley’s watch, the Theatre Department has grown and flourished with his welcoming of bold, creative, and ambitious programs and ideas. This growth has been tremendous

by CHASE FOWLER THS SSC/Teacher

in a short span of time. Last year, the Theatre Department had only seven active members. As of this year, it has swelled to an impressive 39 members, all of whom are eager to help continue this trend of growth.

Recently, the department attended the Arkansas State Thespian Festival where students competed in theatrical competitions including, Short Film, Solo Acting and Solo Musical. The department would like to congratulate Zander Bishop, Evan Bishop and Anna Claire Bradley on their rating of Excellent in Solo Musical, Gage Cubit and Guilia Grondona on their rating of Excellent in Solo Acting, and Emilie Williams on her rating of Superior in Short Film. The Theatre Department is extremely proud of its students as they have excelled in their talents this year. The department also wants to congratulate senior Evan Bishop on his accomplishments as he was recognized as an Honor Thespian, one of the highest honors awarded to high-achieving senior

thespians to recognize them for their leadership and determination.

As the department looks ahead to its future, one thing is for certain: Theater will stay alive. The cast, crew, program director and other participants will continue to bring beloved stories to the Trumann community, sharing with each patron the love and joy that the art of theater brings to all. When asked what Mr. Bradley’s plans were for next year’s season, he shared that he has a long list of shows that he feels would bring lots of excitement and that, whatever was chosen, he believed it was “sure to be a season like no other!”

The Trumann High School Theatre Department would like to invite all to join them for their upcoming production and wants to thank all patrons and other supporters for the support the students and department have received. For more information on how you can support the department’s mission, feel free to contact Mr. Bradley at Paydon.Bradley@ trumannwildcat.com.

by CHASE FOWLER — THS Teacher/ Student Services Coordinator

United for Victory

A climb. That’s what the last few years have been for the Trumann High School Senior High Quiz Bowl team.

Made up this year of captains Noah Clayton (11) and Evan Shrout (12) along with players Emilie Williams (11), Quintin Busby (11), Asher Smith (11), Sam Hatcher (10), Jaxon Rodden (10), Anne Marie Biggers (10), Jonah Pledger (10), Maverick Atkins (10), Gage Cubit (10), Kylan Busby (10) and Tabitha Tyler (11) as well as help from Jenna Hall (12), THS is predicted to make a strong showing at their regional tournament

The Power of Teamwork and Dedication at THS

on Mar. 2 and make it to the state tournament on April 13.

This journey began for many of these THS players in the ’21-’22 school year.

Clayton, Williams, Tyler and Q. Busby, then in ninth grade, were able to move up from their junior high team to the senior high team once their junior high tournament cycle was over. This was a welcome addition to the team as, that year, many of the senior high team members opted out of playing in the state tournament as the date coincided with prom that year. Despite not having many of the seniors there, the team, made up primarily of those four ninth graders along with thensenior London White, managed to have a strong showing at the state tournament making it to the quarterfinals.

The next year, the team added to its roster Evan Shrout and a litany of strong ninth grade players (named above) and went on to place first at the regional level and third at the state level losing only to Bauxite. The loss to Bauxite was the

only loss they experienced at the state tournament, and it was the only loss they experienced all year.

This year, THS could go all the way.

The roster has grown, the leadership from coaches Mr. Chase Fowler and Mr. Josh Duggins remains strong and supportive, the team mentality has never been stronger and the desire for another trophy is at a fever pitch. The team has put the work in this year more than ever by participating in as many invitational tournaments as possible. Having strong showings in each of them, they also learned information and strategies from other teams they encountered that they would not have had elsewhere due to the invitational nature of the tournaments.

So, what sets the THS Quiz Bowl team apart from the rest of the competition? When asked, Emilie Williams had this to say, “In all honesty, I believe that all of the hard work that each person brings in every practice is the one thing that sets us apart from any other team. Sure, other teams

“ Success isn’t just about what you know; it’s about something that cannot be taught — heart and camaraderie. ”

— NOAH CLAYTON, CO-CAPTAIN, ’25

“ Seeing our team’s participation in invitational tournaments and how we’ve dominated while also identifying the drawbacks we’ve had against other teams, there is no doubt that we are a finals-destined team. ”

— QUINTIN BUSBY, ’25

bring the ‘same’ energy every time, but we truly are a group of people who have the same mindset and dedication to help each other achieve the goal of finally winning state after putting in the extreme work it has taken over the span of six years.”

Quintin Busby continues the sentiment, “Seeing our team’s participation in invitational tournaments and how we’ve dominated while also identifying the drawbacks we’ve had against other teams, there is no doubt that we are a finalsdestined team.”

Team co-captain Noah Clayton attributes much of the team’s success to an X factor: “Success isn’t about what you

know; it’s about something that cannot be taught — heart and camaraderie.” Tabitha Tyler says that the “integrity of our players and dedication” is likewise a contributor to the team’s steady, upward trend.

Those certain X factors matter, but perhaps equally as important is the dedication to the material, the mastery of the content and the absolute willingness to branch out into new inquiries. As of now, as Busby listed, the team has players well-versed in literature, the humanities, philosophy, science, geography and a litany of other subjects. Furthermore, the team benefits from having players who are not scared to buzz in, are quick on the

buzzer and who regularly average more than 50 (and sometimes more than 120) points a game.

Could this be the season when THS finally makes the climb to the top? The team is hopeful, confident and bold. And the coaches are already making room for a couple more trophies on the shelf.

16 Years of Dedication to Pee Wee Sports

“ I want these kids to walk away from their Pee Wee football experience with more than just wins and losses. ”

by AARON BALLEW TES Assistant Principal

by KEN BLACK TES Assistant Principal

Trumann, Arkansas – In a town located in the heart of Northeast Arkansas, one man’s commitment to youth sports has left a lasting mark on the community. Chad Bishop, a proud Trumann alumni from the class of 2000, has dedicated the past 16 years of his life to coaching Pee Wee sports for fourth through sixth graders. His dedication and passion for football and basketball have not only shaped the lives of multiple young athletes but have also earned him widespread admiration and respect within the community.

Bishop’s journey into coaching began about eight years after graduating from Trumann High School. In 2008, with a deep love for football instilled in him from his own days on the field, he felt a calling to give back to his community by coaching the next generation of athletes. “Football has always been a big part of my life, and I wanted to share that passion with the kids in my town,” Bishop shared.

Since then, Bishop has become a mainstay on the sidelines, dedicating countless hours to mentoring and training young players. His coaching style is characterized by a perfect blend of discipline, encouragement and genuine care for his players’ development both on and off the field. “Coach Bishop doesn’t just teach us about football; he teaches us about life,” remarked one of his former players, now a sophomore in high school. “He’s always there for us, pushing us to be our best selves, not just as athletes but as individuals.”

Beyond teaching the fundamentals of the game, Bishop emphasizes the importance of teamwork, resilience and sportsmanship. He instills values that extend far beyond the football field, shaping his players into responsible, disciplined and respectful young men. “I want these kids to walk away from their Pee Wee football experience with more than just wins and losses,” Bishop explained. “I want them to carry the lessons they’ve learned here with them throughout their lives.”

Throughout his tenure as a Pee Wee football coach, Bishop has faced numerous challenges, from navigating the complexities of youth sports to balancing coaching duties with his full-time job. Yet, his love for his players and the community has never wavered. “There are days when it’s tough, when you’re tired and stretched thin, but seeing the growth and development of these kids makes it all worthwhile,” Bishop reflected.

Bishop’s impact extends far beyond the football field. He serves as a role model and mentor to his players, providing guidance and support in all aspects of their lives. Whether it’s helping with homework, offering words of encouragement during difficult times or simply lending a listening ear, Bishop’s influence transcends the boundaries of sports.

In addition to his coaching duties, Bishop actively participates in community events and fundraisers, further cementing his role as a beloved figure in Trumann. His selfless dedication to the betterment of the community has earned him the admiration and gratitude of parents, players and fellow residents alike.

As Bishop celebrates 16 years of coaching Pee Wee football, the Trumann community comes together to honor his contributions and legacy. At this time, there is no specific “ceremony” or anything similar planned to recognize Bishop’s dedication. He is still in the process of coaching junior high baseball this current season, so he hasn’t officially “retired” yet.

Reflecting on his journey thus far, Bishop remains humble, attributing his success to the support of his family, fellow coaches and the Trumann community. “I am truly grateful for the opportunity to make a positive impact in the lives of these young athletes,” Bishop said. “Coaching Pee Wee football has been one of the most rewarding experiences of my life, and I look forward to many more years of shaping the next generation of leaders.”

As Chad Bishop continues to inspire and uplift the Trumann community, his legacy serves as a testament to the power of mentorship, dedication and passion in shaping the lives of young individuals. In an era where role models are often in short supply, Bishop stands as a beacon of hope and inspiration, leaving an enduring imprint on the hearts and minds of all those he touches.

VOLUNTEER COACH CHAD BISHOP

by KIMBERLY COOPER District LEA Supervisor

Beyond the Numbers

In the heart of our educational landscape, there exists a visionary math specialist, Mrs. Deanna Ballard — Mrs.Trumann herself. With a passion for mathematics, Mrs. Ballard has emerged as an expert in numerical fluency and problem-solving, transforming the way students perceive and engage with mathematics.

As captured in iReady (grades: K-8), Mrs. Ballard communicates that she believes, “When students do the thinking and the talking, they process ideas better, leading to greater understanding.” Along with her passion for education, Mrs. Ballard is a true testament of what it means to “love Trumann,” a small town with a genuine feeling of closeness and passion.

Mrs. Ballard’s journey in education has been nothing short of extraordinary. As a Trumann High School graduate, she embraced the wildcat spirit, clubs, homecoming and math. Mrs. Ballard’s desire to become a teacher was spurred by her participation in what was known as a “teacher’s club” in high school. With a bachelor’s degree from Arkansas State University in elementary education and an educator license in grades kindergarten through sixth grades, and fifth through eighth grades mathematics, she embarked on her career as a math teacher with a desire to instill a love of mathematics in her students.

Her true love was imparting her mathematical wisdom upon seventh graders, a grade level in which math begins to bridge concrete to representational

to abstract understanding. Little did she know that her innovative approaches, passion for the subject and unwavering commitment would lead her to become the district math specialist in 2010. At the core of Mrs. Ballard’s teaching philosophy is a commitment to ensure students have a conceptual understanding. She passionately declares, “A good foundation in number sense is going to help students be successful no matter what.”

One of Mrs. Ballard’s standout qualities is her knack for forming and maintaining positive relationships with colleagues. Understanding that every student and teacher is unique, she tailors her support to meet the needs of the individual. “It’s really about relationships. Relationships are the glue of society. Without them, significant progress rarely happens.” Her thought-provoking questions and coaching strategies allow her colleagues to think and reflect on their own teaching practices. She advocates for a growth mindset, encouraging resilience in the face of challenges and celebrating the journey of learning as much as the destination. Not only is this true in her work as an educator but as a community member as well.

“ We’re not just shaping mathematicians; we’re shaping future leaders and contributors to society. ”

— DEANNA BALLARD

STAFF MEMBER DEANNA BALLARD

The ripple effects of Mrs. Ballard’s dedication are felt not only by her educator colleagues but also resonate throughout the entire Trumann community. Beyond her keenness as a math specialist, Mrs. Ballard’s mind is a haven of creativity, where she often applies her gift for colors, objects, vision and shapes to the art of bringing spaces alive through interior design. From back-to-school professional development decor through the winter holidays to classrooms, offices and teacher lounges, these spaces are special recipients of her talent. “Mathematics is not confined to textbooks; it’s a living, breathing entity that surrounds us.” The result of her vision for decorative spaces can be seen at many venues and spaces around the Trumann community as well as in all Trumann schools.

As we delve deeper into Mrs. Ballard’s influence, it becomes evident that her commitment to education is not confined to the academic realm. She is a firm believer in the holistic development of students, recognizing that a well-rounded individual is better equipped to navigate the complexities of life. “Mathematics is a powerful tool, but it’s equally important to cultivate critical thinking, problem-solving skills and a sense of responsibility in our students,” she emphasizes. “We’re not just shaping mathematicians; we’re shaping future leaders and contributors to society.”

Under the tutelage of Mrs. Ballard, Trumann High School has been recognized by the Office for Education Policy (OEP) at the University of Arkansas as a school that is Beating the Odds because students demonstrated high growth on state testing even though the school serves a high percentage of students who participate in Free and Reduced Lunch. Trumann High School received the award for High Math Growth Statewide and High Math Growth in the Northeast Region of Arkansas in 2023.

Mrs. Ballard stands as a testament to the transformative power of a dedicated school math specialist. Her story serves as an inspiration to educators and students alike, demonstrating that with passion, creativity and a genuine commitment to individual growth, we can create an environment where math becomes not just a subject to be learned but a lifelong companion on the journey of knowledge.

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

Decades of Service

Meet Mrs. Linda Popejoy, Administrative Assistant to the Superintendent. She attended school in Harrisburg School District from kindergarten through 10th grade and then obtained her GED, but she has been a member of Team Trumann since 1986. She has worked for the Trumann School District for 37 years. She is the embodiment of friendliness and dependability.

She started her career as one of the first playground aides, which was a pilot program. The school district had received a grant at the time, but the position then became permanent. Following her playground aide position becoming permanent, she worked in this role for five years. She eventually moved into a classroom aide position when it became available. Fast forward to 2002 where she was recommended for another position funded by a grant that was focused on dropout prevention. Recommended for this position by an administrator who believed in her, this role helped her prepare for her current job as administrative assistant to the superintendent.

She commented, “My journey here has allowed me to see former kindergarten through sixth grade elementary students

go on to become teachers at TSD. Now, have children attending TSD.” When asked what the vision statement of the district meant within her role as an administrative assistant, she expressed, “We are making sure that the students not only have access to receiving the education they need to succeed in life but that they also have access to the technology needed to survive in this world today.” Her commitment to the vision is evident in her daily interaction with stakeholders to help support student achievement.

She reflected upon her own experiences while in school and the impact they had on her life. When asked what she was most proud of from those experiences, she stated, “I didn’t just learn ‘reading, writing and arithmetic.’ I learned about everyday things and how

it is important to treat people the way you would want to be treated. It doesn’t matter who they are, where they are from, rich or poor.” She truly embodies the Golden Rule, as she is the first person many stakeholders communicate with via phone or face-to-face regarding their questions, concerns and/or comments regarding the school district.

She also reflected upon the impact of one teacher during her middle school years. Her favorite teacher was kind, soft-spoken, helpful to ALL students and created a classroom environment that

STAFF MEMBER LINDA POPEJOY

was a safe place for students to ensure their personal success. This teacher helped her learn the importance of working by giving her opportunities to earn a wage in order to give back to her family and others. Because of these experiences as a student, she strives each day to care for others and to make a lasting impact on them.

She actively makes a difference within her role in the school district as well as the community of Trumann. The community of Trumann is home to her. She struggled to put into words what Trumann means

to her because she is so fond of the school district and the community. She truly embodies what it means to be a member of Team Trumann through her everyday work and interactions with the stakeholders of the community.

She is a very reflective person, which is evident in her thoughts when asked, “What would you tell your young self, knowing what you do now?” She unequivocally stated, “Never give up, and try not to second-guess yourself. If it is meant to be, it will be. It is in God’s hands.” These words are very indicative of her

“ Never give up, and try not to second-guess yourself. If it is meant to be, it will be. It is in God’s hands. ”

— LINDA POPEJOY

many accomplishments as a student and within her adult life. She has overcome obstacles that have made her a stronger person. She believes this is where she is supposed to be. Mrs. Linda Popejoy is an integral part of Team Trumann in that she truly is the “welcoming committee” when it comes to “Educating Students for Success in a Changing World.”

by CAMERON BENTLEY

by JANET MARKS

Trumann roots grow into learning, leading and Making a Difference

Jackson’s collegiate years at the University of Arkansas have been nothing short of extraordinary. Jackson Walton is a 2020 Trumann graduate. He held several leadership roles at Trumann High School such as Student Council, National Honor Society, Quiz Bowl, Science Club, FBLA, and the Gifted & Talented program. He was voted president of his senior class and Mr. THS for the 2020 school year. Jackson received two distinguishing awards: the Dan Forth Award and the Paul Stotts Award. These are given to honor outstanding seniors.

Jackson shared with us some of his recent accomplishments, his future aspirations and the special influence of Trumann, Arkansas, and its school district in shaping the person he is today.

RECENT COLLEGE ACHIEVEMENTS

Jackson’s list of accomplishments is both impressive and diverse. As a key member of the National Model United Nations team, Jackson not only competed in Germany but also contributed to the team earning the Outstanding Delegation Award, the highest recognition possible. His commitment to advocacy extends to student government, where he plays an active role in the Razorback Action Group. In March, Jackson will head to Washington, D.C., to passionately advocate for crucial policies benefiting the campus.

His leadership extends to being the vice president of finance for the Interfraternity Council, president of the Order of Omega Greek honor society, and even earning the title of University of Arkansas homecoming king in 2023. These roles showcase Jackson’s dedication to making a

positive impact on his campus community. Academically, Jackson secured a research grant, enabling him to complete his undergraduate honors thesis. Additionally, he gained valuable experience as the deputy manager for a fixed-income student-managed fund, managing a bond fund and honing his financial skills.

One of the defining moments of Jackson’s college experience was studying abroad in Italy during the summer of 2022. With funding from an Honors College Study Abroad Grant, he studied international economics and China’s Belt Road Initiative through in-depth discussions and immersive experiences.

FUTURE PLANS

Jackson’s future is equally exciting. He has directed his ambitions toward the Accounting and Finance Development Program with Walmart in Bentonville. Despite other lucrative opportunities, Jackson chose to stay close to home and serve Arkansans. In August 2024, Jackson will step into the role of a senior financial analyst, which helps the company

maximize its profits and decrease costs. We are excited to see all his skills put into action as he begins his career with Walmart.

SPECIAL TIES TO TRUMANN

When reflecting on the factors that shaped him into the young man he is today, Jackson highlights the people of Trumann, Arkansas, and the Trumann School District. He talks about how the community supports each other, and he feels fortunate to have that as he realizes that not everyone experiences that in their hometown. Through his experiences with his college peers, it’s clear that he came from somewhere special. He has noticed that his peers don’t have the respect and strong ties to their hometown community as he does. He really values the closeness of classmates, teachers and community.

When asked about his favorite teacher or impression from a teacher, he could not narrow it down to just one. He stated that he didn’t have a bad word to say about any of his teachers, and he felt they had more than prepared him for his college education. He headed into college taking high-level classes and never felt that he was behind; he always felt prepared to perform at that level.

While looking back at his high school years, he mentioned homecoming being a special time of year. He enjoyed spending time with his class during all the homecoming activities, including building a float and supporting the school. He also has great memories preparing for the big game as a Trumann Wildcat football player.

When talking about Trumann and what it means to him, you can tell that he holds the community and school in high regard and attributes his successes to what was built here in Trumann, Arkansas.

ALUMNI JACKSON WALTON

TMS Assistant Principal

Trumann Middle School Principal

by FRED HAUK THS Principal

by JUSTIN SMITH THS Assistant Principal

A Testament to Hard Work and Trumann Pride

In the heart of Trumann, Arkansas, a small town known for its close-knit community and spirited high school athletics, one name has been resonating in the corridors of Trumann High School and beyond: Will Ryan White. A 2019 graduate, White’s journey from a Wildcat to a national champion is a story of determination, resilience and the unyielding support of a community that breeds excellence.

White’s high school career was nothing short of spectacular. Leading the Wildcats to a 7-3 record in his senior year and sparking a playoff run at the 4A-3 title, he was a force to be reckoned with on the field. His commitment to the University of Tulsa, followed by a transfer to Harding University, where he became a key player in their Division II National Championship team, is a testament to his relentless pursuit of greatness. As a wide receiver averaging an astounding 33 yards per catch and a special teams player with an average of 32.5 yards per kickoff return, White’s impact on the field is undeniable.

Behind this success is a foundation built at Trumann High School, particularly its

state-of-the-art indoor football facilities and weight room. These facilities, accessible during the long, hot summers, provided White with the perfect environment to hone his skills and build his physical strength. “The facilities at Trumann High were my first training ground. They were where I learned the value of hard work and the importance of dedication,” White reflects. His story is a shining example of how top-tier amenities can play a crucial role in nurturing talent.

However, it wasn’t just the physical infrastructure that supported White’s journey. During the challenging times of COVID-19, when access to school facilities was restricted, the community stepped up. Mr. Smith, the district

technology coordinator, opened his home and “garage gym” to White. This gesture not only kept their physical fitness on track but also reinforced the sense of community and support that Trumann is known for. “Mr. Smith’s generosity helped me maintain my fitness during a time when it would have been easy to fall behind. He was and is more than just a cool ‘tech guy’; he’s a pillar of support and an inspiration,” says White.

Mr. Smith, who was not only close to White during his days as a high school student but close neighbors as well, speaks highly of his former COVID workout partner. “Will Ryan exemplifies what it means to be a Wildcat. His work ethic, leadership on and off the field,

ALUMNI WILL RYAN WHITE

and his achievements are a beacon of inspiration for our current and future athletes. He’s shown that with hard work and determination, the sky’s the limit.”

White’s success is a collective story of his faith, individual talent, state-of-the-art facilities and a supportive community. It highlights how Trumann High School, with its excellent amenities and the unwavering support of faculty members, provides a fertile ground for nurturing talent. “My journey is a testament to the saying, ‘It takes a village to raise a child.’ Trumann, my coaches, teachers and faculty members have been my village, but this all truly comes from the Lord himself. I know sometimes people are afraid to express their faith and beliefs, but the

good Lord blessed me with a village that supported me, motivated me and loved me,” White states with gratitude.

Reflecting on his journey and the role of his hometown in his development, White shares a motivating thought: “To the young athletes at Trumann and everywhere, remember, your current situation is not your final destination. Hard work, dedication and the support of your community can take you places you’ve only dreamed of.”

As White continues to shine on the national stage, his roots in Trumann High School and the town’s unwavering support remain a crucial part of his story. His journey from a high school athlete to a national champion is a beacon of hope

“ I know sometimes people are afraid to express their faith and beliefs, but the good Lord blessed me with a village that supported me, motivated me and loved me.”

— WILL RYAN WHITE

and inspiration, not just for aspiring athletes but for anyone who dares to dream big. Trumann High School, with its exceptional facilities and the extraordinary people behind its athletes, continues to be a place where dreams are nurtured and futures are built.

In the words of Trumann High School principal Fred Hauk, “Will Ryan White is not just a success story; he’s a Trumann story. And in this story, we’re all reminded that with hard work, dedication and community support, anything is possible.”

Trumann School District Football Schedule

7TH GRADE WILL START AT 5:30 FOR EACH GAME (EXCLUDING BROOKLAND).

7TH GRADE WILL PLAY AT VALLEY VIEW AT 5:00 ON SEPTEMBER 9.

JR.

SR. JV WILDCAT

SR.