Greetings from Superintendent Hopkins,
I hope this letter finds you whole and well. After an eventful start of the year, we entered February with snow and ice but had a safe return to school for all children and staff. Our teachers returned after the snow break rested and excited to see students. Our students returned to interim assessments designed to provide an accurate view of where students are in their learning journey. The tested areas are English/Language Arts, Math, and Science. High School students have end-of-course assessments based on the level and content area of their classes.
I have made it a practice to visit all of our campuses each week, sometimes multiple times. It is important to me that I know what students are experiencing in classrooms. I have found some of the most brilliant students eagerly participating in class, but it is not as evident on the end-of-year assessments. Those of us who support children everyday know that there is Brilliance in Blytheville; we need the world to know that there is Brilliance in Blytheville. One of the ways that our brilliance is externally measured is through our test scores. As unfair as some may believe this to be, it is the reality of our current position.
Matching our students' brilliance to student outcomes on an assessment is our singular challenge as a district and as a community. The interim assessment data is a touchpoint designed to help us refresh the plans for individual support for students and leverage best practices for teachers. So many community partners and family members have asked what they can do to help, my answer has simply been “reading.” Helping us to help students read more is a community imperative; reading lifts comprehension in all other content areas and improves outcomes for the upcoming annual exams.
Learning Services Department:
We recently completed our ATLAS Interim Assessments for students in grades K–10. These assessments provide an important snapshot of student progress toward grade-level standards in English Language Arts, Mathematics, and Science. All skills that students are assessed on have not been taught at the time of interims, and students are not expected to have mastered everything. The results help us identify strengths, monitor growth, and determine areas where additional support or enrichment may be needed.
Overall, our data shows we are decreasing the percentage of students demonstrating limited understanding of grade-level knowledge and skills across multiple grade levels and content areas — those students scoring at Level 1. This is evidence of progress. We want all Level 1 students to move to Level 2 (or as close as possible) on the April 2026 Atlas. We have high expectations for all of Blytheville students to grow every assessment!
The interim results help us pinpoint specific skills that require continued attention. Teachers will use this information to modify the pacing of what is taught, adjust instruction, plan small-group support, and provide targeted learning opportunities so that every student continues to move forward. Families can support this work by encouraging daily reading and writing, practicing math facts, and discussing what students are learning in class. Teachers will continue to use questions from the ATLAS Classroom Tool and Testlets so students can practice the skills in how they are assessed on ATLAS.
We appreciate the partnership between school and home in supporting student achievement. These interim assessments are just one measure of progress, but they play a valuable role in guiding instruction and ensuring students are on track for success. Families should have received access to ATLAS score reports during parent-teacher conferences last week. Families can access the ATLAS Family Toolkit here, and teachers can access the ATLAS Educator Toolkit here. We look forward to sharing future updates as students continue to grow and achieve throughout the year. (Please go to Arkansas DESE website if links are inaccessible.)
STUDENT PERFORMANCE LEVEL DESCRIPTORS
Statewide summative assessments are a critical component of a rigorous, reliable, and fair accountability system that reflects high expectations for all students. Arkansas is transitioning from ACT Aspire to ATLAS assessments to ensure the state has precise measures of student performance against state standards.
Level 4
Students demonstrate an advanced understanding of the knowledge and skills required of the grade-level standards. These students are on track for career and college, and demonstrate readiness for advanced and accelerated content at the next grade/course.
Level 3
Students demonstrate a proficient understanding of knowledge and skills and show mastery of grade-level standards. These students are on track for career and college, and demonstrate readiness for content at the next grade/course.
Level 2
Students demonstrate a basic understanding of knowledge and skills required of the grade-level standards and personalized support and intervention may be needed to access content taught in the next grade/course.
Level 1
Students demonstrate limited understanding of knowledge and skills required of the grade-level standards and will require significant support/scaffolding and intervention to access content taught at the next grade/course.
The countdown to the end-of-year assessments is coming quickly, offering little time for staff to work with students. We are asking for your support in ensuring students are rested and ready to learn, everyday. Behavioral distractions interrupt learning for all students in the classroom. We must have safe learning environments for staff and students.
As we approach the Atlas Assessments, it is important that we create a district-wide testing environment that supports all learners and follows the Arkansas Department of Elementary and Secondary Education laws and guidance. These are just a few concerns that we need your support with earlier than April:
Cellphones are not allowed in the classroom or testing environment. Students will be asked to sign-in their cellphones before entering the classroom. They will be instructed to turn them completely off, not just silent. Phones will be returned at the time established by the school campus.
All classroom and testing environments should be free from distractions. Distractions include eating, talking, walking, or any outburst in the classroom.
A more conclusive list will be provided before testing in April 2026.
Important Information & Upcoming Dates:
The BSD attendance goal is 95%. We need Every Student, Everyday!
High School: Seat-time Requirements state that you should be in class 350 of the 360 minutes of your school day, including limiting tardies. This is a graduation requirement. Be in Class On-time, All the Time!
Spring Break: March 23–27, 2026
Snow Make-Up Days: March 20, 2026 and June 3–5, 2026 (Tentative: more days may be added)
Parents and Guardians: Please update your home address, email, and phone number with your child(ren)’s school.
Stay in the know: Follow Blytheville School District (BSD, BES, BMS, BHS) on FaceBook and bookmark the website.
Sincerely,
Vanessa Hopkins, Superintendent
Blytheville School District