annual 20 report 18 - Conway School Conway Junior High School and Conway High School, provid-ing...
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conway public school district
table of contents conway schools at a glance
staff committed to excellence
value and respect diversity
by the numbers
innovative educational opportunities
cultivating community relationships
safe and caring environment
conway schools 2018
Total Enrollment= 9,975 Enrollment by Grade: K-777 1-790 2-792 3-778 4-784 5-824 6-794
Special program enrollment: Gifted and Talented: 889 (8.89%) Special Education: 1, 260 (12.6%) ESL: 513 (5.13%) Pre-School: 280
Certified Staff=778 Classified Staff=407 Total staff=1185
7-736 8-739 9-761 10-750 11-751 12-699
school configuration: Pre-school: 1 (pk) elementary: 9 (k-4) middle school: 4 (5-7) conway jr high: 1 (8-9) conway high school: 1 (10-12)
Gail Oudekerk Perfect Score on both the ACT (36) and SAT (1600) National Merit Scholar Member of CHS Orchestra Model United Nations
Archer Murray Perfect Score on the ACT (36) National Merit Scholar Member of State Champion Quiz Bowl Team Governor’s Coding Cup Champion
Kate Freyaldenhoven Perfect Score on the ACT (36) National Merit Scholar CHS Cross Country Runner Key Club Secretary CHS BETA CLUB
national merit scholars
govERnor’s coding champions
state champion quiz bowl team
in the last 4 years, conway has had 9 students make a perfect 36 on the act
class of 2018 ap stats 628 graduates 200 honor graduates $12.1 million in scholarships
748 students 1454 exams 863 with a 3+ 60.2% with a 3+
move it! Act 1062 of 2017 created an opportu- nity for Arkansas schools to double their recess time. Marguerite Vann El- ementary was chosen, along with 23 other schools throughout the state, for the extended recess pilot program for the 2018-19 school year.
“When I think back on my favorite mem- ories as a student, many of those mem- ories happened on the playground. I can describe my elementary play- ground and the games we played in detail. When you ask our students what their favorite thing about school is, many say ‘recess.’ Some say that doesn’t count, but I don’t know why not.
The research for play and its effect on learning is overwhelmingly positive. Our teachers have already seen this make a difference for our days at Vann. The students look and feel less tired and overwhelmed. They appreciate the breaks and the ‘down time.’ It is chang- ing our learning environment.
Many of our students live in apart- ments, or are latch-key kids who may not have the chance to play outside when they get home. Parents also con- stantly battle cell phones and video games.
We have many goals for this extended recess pilot. We want to see our test scores rise, our kids be more active, have more focus in the classroom, and our school’s obesity percentage to drop. But the most important thing that I want for our students is for them to have more time to be kids.”
Jana Hedgecock, Physical Educa- tion Teacher, Marguerite Vann Elementary
Sr High Volleyball- conference champs cross country girls- conference champs Jr High Blue Boys Basketball- conference champs Jr High Blue Girls Basketball- conference champs Sr High Girls Basketball- conference champs Jr High White Team Boys Track- conference champs Sr High Boys Track- conference champs Sr High Girls Track- conference champs Baseball- conference champs 7A Central Coach of the Year- Coach Nance and Coach Crow All Star Head Coach- Coach Destefano and coach Page
go wampus cats!
staff committed to excellence
he r o
f t he
every kid you see in the hall, be kind to them, be excited to see
them, be even more excited when they succeed. But, let them know
where the line is from the get go. Let them know how far is too far. Help them to
understand that even though you want them to enjoy themselves in class, it is on your terms. This
will benefit both parties. Trust me. Regardless of what you think now, kids do need structure. Even if they say they don’t.
Structure doesn’t mean rigid. It means having a plan. It means com- municating goals and expectations. It means communicating what
the consequences are if expectations aren’t met. You’ve been very blessed to work with so many incredible teachers and amazing students. Keep learning from them. Every period. Every
day. You got this.”
“My advice for you is to
love kids but set boundaries. Say hello to
“What would you say if you could go back and give advice to your ‘first year’ self?”
Average Teacher Salary: $56, 651
67% of CPSD teachers have a master’s degree
national board certified teachers: 66
-A.J. Spiridigliozzi, CPSD Teacher of the Year, 2018-19
value and respect diversity to take a closer look at culture and challenges them
to try something new.
Students in our World Language Program adopt a country we have studied, research its customs, tradi- tions, travel, food/drink, and clothing, then creatively display this at their tables by making tri-fold boards, food, crafts, games, etc. We also seek out community members and local businesses to share their culture with our school. We have had more than 30 countries represented at the festival, with more than 600 people in attendance.
This event doesn’t happen overnight. It takes months of planning and preparation. Each year I work with the most amazing team of world language teachers, fac- ulty, staff, and administrators who go above and be- yond to make this event so successful. It is amazing to watch it all come together and see students learn so much more in three hours on a Saturday than I could ever teach them by myself in a year.” -Martha Hibbard, CJHS World Language Department Chair
“At Conway Junior High School, we have a lot of diverse students from many diverse cultures. the intent of the multicultural festival was to provide a platform for students and families to share their culture with others. We have students that are adopted and research the heritage and culture from their biological family, students who use sign language as a means of communication, students who have heritage from multiple cultures and want to learn more about one or more of these cultures, and students that do not know the first thing about culture. Regardless, this event encourages all students
Varieties of fruits/vegetables
planted in school gardens: 23
Varieties of herbs planted: 7 Varieties of flowers planted: 5
n u m b e r s
t h e
Core Values: 6 Legs on the Wampus Cat: 6
Total Participants in Athletics: 1509 on 91 different teams
Miles ran by Conway Cross Country Runners: 25, 344
CPSD Maintenance: Rolls of Toilet Paper Used: 12,000 Packages of Paper Towels: 24,000 Number of Trash Bags: 200,000
Total Square footage in CPSD: 1,886,624
Car Doors Opened/Closed daily at Elementary Drop-off: 1,693
Average Daily Steps taken by CHS AdministratorS: 13, 600
Average Daily Steps
Taken by CHS StudentS:
Kilowatts of Electricity used in one month by CPSD: 1,775,048 kw
More detailed information can be found on our District Website.
innovative educational opportunities
playing with power
school science teachers. We began a collaborative pro- cess of determining which standards, among the many standards, our kids needed to know in order to be suc- cessful in the sciences. We learned that everyone didn’t have the same ideas about which standards were ‘power’ standards. We had conversations in grade level teams and in vertical teams about what the students needed to know and why. Throughout the process, I found myself learning and gaining confidence in my own under standing of the scientific knowledge and skills that were most vital to my students’ success. From my own experience I think Most experienced
-Elise Hampton, Middle School Science Instructional Facilitator
“In my first year as a science teacher I was completely overwhelmed. There was so much to teach my kids and so little time! my mother, a teacher for almost 30 years, said to me ‘Elise, what do these kids really need to know to be successful? Focus on that. They’re not going to re- member every little detail about sc- ience, so focus on those major things that are really important.’, I took her advice and discovered that I stressed less and my kids learned more. I had no idea that I would hear that same advice a couple years later when the concept of power standards was introduced to the middle
teachers were already determining power standards, but these decisions were not consistent within and across grade levels and like I did, novice teachers learned the i