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Hope Public Schools

District Annual Report2009-2010

Superintendent’s Message and District Information...............2-3Clinton Primary School....................................................................................................4Beryl Henry Elementary School..........................................................................5Testing and Enrollment Data............................................................................ 6-9 CPS Data 6 BHE Data 7 YMS Data 8 HHS Data 9Yerger Middle School.......................................................................................................10Hope High School....................................................................................................................11Contact Information...............................................................................................................12

Table of Contents

Hope Public SchoolsDistrict Annual Report to the Public

2009-2010

2

Message from the SuperintendentIt is the mission of the Hope Public School system to secure the best quality education for all its citizens.

It is the vision of the Hope Public School system to provide the community of Hope, Arkansas with productive, active members of society who can contribute to the growth and well-being of our community, state and nation through quality educational opportunities which celebrate each student’s unique abilities and capabilities.

Th e Hope Public Schools’ administration has

embarked on several initiatives to improve our reading

and math performance over the past few years. We

have put into place formal assessments for all students

grades three through ten in both math and literacy. We

will begin the science assessment this year for several

of the lower grades. All schools have put into place

remediation programs from double-blocked secondary

classes to computer software programs at every school

level: CPS (Success Maker), BHE (JEdI), YMS (Success

Maker), HHS (Apex-credit recovery). Th ese programs

do not include before-school, after-school and Saturday

school programs we continue to off er. In spite of these

opportunities in our schools, our scores continue to lag

in the area of literacy at each school.

Th e district now fi nds itself in School Improvement:

Year 2. Two of the four schools failed to make AYP for

the 2008-2009 school year, and the other two were listed

on Alert status. We need the entire village supporting

our eff orts to climb out of this school improvement

rut. Parents must continue, and in some cases begin,

to wave the high expectation banner for their children;

teachers must do the same for each of their students.

We must develop cultures within our school of high

expectations both academically and behaviorally. We

must continue to work toward a curriculum that is

vertically and horizontally aligned. Th e instructional

leadership of each school must identify areas for

professional growth. A revised teacher monitoring

system is being incorporated this year. Administrators

and focus teachers will use the Teachscape Classroom

Walkthrough technology as they visit a minimum of 15

classrooms per week.

Th e Arkansas Department of Education Offi ce of

Standards Assurance will visit our school system on

December 1, 2009 to review the required standards

with each school and the district. Th e 2008-2009

accreditation report listed Clinton Primary and Beryl

Henry Elementary as being accredited-probationary.

Th e report also listed Hope High School as being

accredited–probationary for the second year. Th e

schools were cited for assigning personnel to areas in

which they were not certifi ed. Th e errors have been

corrected for the current school year.

Th e district will also undergo a North Central

Association review and assessment in April 2010. Th is

review will include interviews with district patrons,

parents, students, school board members and staff .

Th e district has been NCA accredited for over 75 years

and will work hard in meeting the standards set by the

North Central Association.

Hope Public Schools fi nancial status remains

solid and refl ects an operating budget for the 2009-

2010 school year of $19,189,673 with an anticipated

balance of $2,508,002. Th is budget includes projected

expenditures of $8,530,320 in teacher salaries,

$7,160,276 in district operating funds, and $991,075 in

debt service expenditures.

As our student numbers gradually decline, the district

has reduced both classifi ed and certifi ed staff numbers

to help defray the loss in funding, yet we continue

to off er a well-rounded and progressive curriculum

and school program to meet the varied needs of

our students. We must continue to work hard and

provide research-based programs that will help close

the achievement gap between our African American

and Caucasian student populace as well as our ever

increasing Hispanic student population. Please, go to

your schools and ASK NOT WHAT THEY CAN DO

FOR YOU BUT WHAT YOU CAN DO FOR THEM.

It still takes a village to raise a child.

Th anks for your continued support,

Kenneth Muldrew, Superintendent

Hope Public Schools

3

District InformationSchool Improvement Status based on the Smart Accountability System

William J. Clinton Primary School - Whole School Improvement Year 2Beryl Henry Elementary School - AlertHenry C. Yerger Middle School - Alert

Hope High School - State Directed Year 6

66.858.5 59.5

91

63.8 57.4

38.150.8 46.6 41.7

69.7

47.333.3

4.80

20

40

60

80

100

Combined African American

Hispanic Caucasian Economically Disadvantaged

Limited English Proficient

Students with Disabilities

Perc

ent P

rofi

cien

t

K-5 District Improvement ReportK-5 Math (MS) K-5 Literacy (SI-2)

59.448.1

69.7 73.9

53.244.4

31.334.617.9

5263.8

25.8

50

22.20

20

40

60

80

100




Students withDisabilities

Perc

ent P

rofi

cien

t

9-12 District Improvement Report9-12 Math (SI-2) 9-12 Literacy (SI-3)

60.448.1

61.378.1

55.8

36.210.5

53.644.9 49.4

70.3

49.3

8.5 5.40

20

40

60

80

100





Perc

ent P

rofi

cien

t

6-8 District Improvement Report6-8 Math (MS) 6-8 Literacy (SI-2)

William Jefferson Clinton Primary School

4

Clinton Primary houses a student population of

1083 in kindergarten through fourth grade. Th ere are

77 certifi ed teachers, 39 classifi ed staff members and 3

administrators at Clinton Primary.

Based on 2009 benchmark scores, Clinton Primary

School was placed on alert status for mathematics and

was placed in School Improvement Year 2 for literacy.

Clinton Primary School has established the following

goals: (1) All students will demonstrate improvement

in literacy and mathematics skills when measured by

the Benchmark Exam for students in grades 3 and 4, by

the SAT 10 (Stanford Achievement Test) for students

in grades 1 and 2, and by the MAT 8 (Metropolitan

Achievement Test) in kindergarten and (2) All students

will meet or exceed the AYP (Adequate Yearly Progress)

standards developed by the Arkansas Department of

Education.

To target improved student

achievement Clinton

Primary will

• Continue the

use of Growing with

Math, a standards

based mathematics

series.

• I m p l e m e n t

Calendar Math in K-4 classrooms.

• Continue a daily math block of 60-90 minutes.

• Continue to employ math and literacy

instructional facilitators to provide professional

development and support for K-4 teachers.

Kindergarten and fi rst grade teachers have been

trained in ELLA (Early Literacy Learning in Arkansas)

and will be using those methods and materials to

teach literacy. Title I instructional aides provide

additional one-on-one and small group instruction for

kindergarten and fi rst grade students in literacy and

math.

Reading Recovery will continue to be fully

implemented in fi rst grade. Reading Recovery teachers

will provide additional reading interventions for at-risk

students in fi rst grade literacy groups and second grade

booster groups. Second through fourth grade teachers

have been trained in ELF (Eff ective Literacy) and will be

using those methods and materials to teach literacy.

DIBELS assessments will be administered to all K-3

students to identify those at risk. Reading interventions

will be provided for at-risk K-4 students by classroom

teachers during the literacy block, and additional

interventions will be given to at-risk students by Title

I aides; P.E. aides; art, music, and ESL teachers and

librarians.

Th e following are other programs that are in place

for Clinton Primary students:

• Th e Learning Institute provides assistance

by off ering professional development for math and

literacy instructional facilitators. CPS administers

monthly chunk tests aligned to our curriculum and

pacing guides to assess student progress in reading,

writing, and math. Th e Learning Institute scores the

chunk tests and provides same-day results, so staff may

provide timely remediation during the school day and

in after-school tutoring sessions.

• After-school tutoring sessions are off ered to

all 1st-4th graders who scored basic or below basic in

literacy and/or math on the 2009 Benchmark, SAT 10,

or MAT 8 assessment.

• Benchmark Boosters tutoring sessions are

off ered a few weeks before benchmarks to 3rd and 4th

grade students whose 2009 scores were slightly above

or below profi cient to review literacy and math skills

and test-taking strategies.

• A variety of after-school enrichment classes

are off ered to students in 1st-4th grades who scored

profi cient or advanced in literacy and math on the 2009

Benchmark, SAT 10, or MAT 8 assessment.

• Summer school remediation is off ered to

targeted students in grades K-3 for literacy and math.

Pre-K summer school is off ered to students who will be

entering kindergarten in the fall and have not attended

a formal preschool program.

• Compass Learning, a computerized literacy/

math program for grades K-2, will be used to reinforce

our curriculum. Success Maker software is used in 3rd-

4th grade classrooms to provide additional instruction

and reinforcement of literacy and math skills.

Accelerated Reader and Star Assessment will continue

to be used by students in grades 1-4. Math Facts in a

Flash will off er additional practice for students to learn

facts through a computer program.

• Our Parental Involvement Prescription Program

(PIPP) encourages parental involvement through weekly

meetings in which parents receive instruction on ways

to reinforce and improve specifi c learning objectives.

Instructional materials are available for parents to

check out and use at home, so they will have the same

types of books and materials that their children use in

the classroom.

Beryl Henry is an upper elementary school comprised

of fi fth and sixth grade students. Th e number of students

enrolled on our campus as of October 1, 2009 was 421

with 52 staff members.

Beryl Henry Elementary School’s Adequate Yearly

Progress (AYP) status for 2009 has been identifi ed as

alert. BHE met standards in math for 2009 but did not

meet standards in literacy; however, BHE met standards

and achieved AYP in both mathematics and literacy in

2007 and 2008.

Results of the 2009 Augmented Benchmark

assessment revealed that our combined population

score in mathematics was 66.1%. Th is score exceeded

the Arkansas Benchmark Cut Score by 10.41 points.

Beryl Henry’s combined population score in literacy

was 50.1%. Th is score fell 9.4 points below the Arkansas

Benchmark Cut Score of 59.50% which caused our school

to be on the alert status.

Students not scoring

profi cient or higher

in literacy and

math on the 2009

B e n c h m a r k

Exam are placed

in after-school

tutoring, or

they will receive

c o m p u t e r

r e m e d i a t i o n

during the school

day. After-school

tutoring is provided

three days a week, using

small group instruction to

focus on reinforcing skills in

both content areas.

Th e Math Party Program and

Spectrum Math materials are being used

in after-school tutoring and summer school to

improve math. Buckle Down is a resource aligned with

the Arkansas Benchmark Exam and has a dual usage in

both math and literacy.

Renaissance Learning’s Accelerated Reading is a

web-based program being used to improve literacy.

Each student is given a Star Reading assessment to help

teachers determine each student’s appropriate reading

status and to set reading goals. Th is test is administered

at least twice a year. Furthermore, the students select

books on their reading level and then test their

knowledge after the completion of each AR book.

Th rough professional development opportunities

teachers strive to stay abreast of current educational

trends, research based teaching and learning

strategies, and available technology. Two full-time

paraprofessionals (math and literacy) work directly

with targeted students every day.

Math and literacy coaches work with teachers on

curriculum alignment, data disaggregation, analysis of

interim assessments and Benchmark Exam results.

Beryl Henry is participating in Th e Learning Institute

which is a consortium of Arkansas Public Schools led

by Hot Springs School District. Students are given

interim assessments to determine what student learning

expectations have been mastered and which ones need

more attention before the Benchmark Exam in April.

Interim assessments are modeled after the Benchmark

Exam and focus on higher level thinking skills.

Th e Skills Tutor (JEdI) program has been integrated

into the curriculum at BHE. It is a web-based

supplemental instruction and tutorial program in

the core academic areas. JEdI is an easy-to-use

management system that enables teachers to

enhance student learning, monitor progress, and

generate accountability reports. With minimal

guidance, the program can be used for one-

on-one tutoring and as a teacher aided

resource tool for students.

Students use JEdI in the computer lab as

well as with a 25-unit mobile computer

lab in the regular classroom. Beryl

Henry plans to add another 25 unit-

mobile computer lab.

Beryl Henry Elementary uses

Pinnacle to keep parents involved

with their child’s academics.

Pinnacle Internet Viewer is a web-

based application that allows parents and

students to view grades and attendance in a real-time

atmosphere. By using the student’s ID number and the

password assigned by Hope Public Schools, parents

and students are able to view current information as

well as information from previous grading periods.

Our goal is to meet Adequate Yearly Progress for

the year 2010. According to the Arkansas Department

of Education our combined population scores must

surpass 64.55 in math and 67.60 in literacy for 2009-

2010. A collaborative eff ort is needed from students,

parents, teachers, community stakeholders, and

administrators in order to reach this goal.

Beryl Henry Elementary

5

6

Testing and Enrollment Data for CPS

0

10

20

30

40

50

60

70

80

90

100





09-10 AYP goals

Mathematics 66.8 58.5 59.5 91 63.8 57.4 38.1 70Literacy 50.8 46.6 41.7 69.7 47.3 33.3 4.8 71.2

66.8

58.5 59.5

91

63.857.4

38.1

70

50.846.6

41.7

69.7

47.3

33.3

4.8

71.2

PercentProficient

CPS 2008-2009 Benchmark Data

66.657.3 60.7

86.8

6353.3

31.849.7

44.7 39.7

66.6

45.3

24.417.6

0102030405060708090

100

Com

bine

d

Afric

an A

mer

ican

His

pani

c

Cauc

asia

n

Econ

omic

ally

Dis

adva

ntag

ed

Lim

ited

Engl

ish

Prof

icie

nt

Stud

ents

with

Dis

abili

ties

Perc

ent P

rofi

cien

t

CPS 2006-2009 Composite DataMathematics Literacy

Asian

Native American

Hispanic

Caucasian

African American

Hawaiian/Pac. Islander

2

1

326

275

465

6

5

1

314

264

476

0

CPS Enrollment Data

2009 (1075) 2008 (1060)

Year (total enrollment)

7

Testing and Enrollment Data for BHE

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8Mathematics 66.1 55.5 67.4 78.8 62.1 46.9 6.1 64.55Literacy 50.7 40 42.7 70.3 45.4 9.4 6.1 67.6Science (5th only) 20 10 13 39 13 4 0

66.1

55.5

67.4

78.8

62.1

46.9

6.1

64.55

50.7

40 42.7

70.3

45.4

9.4 6.1

67.6

20

10 13

39

13

4 0

PercentProficient

BHE 2008-2009 Benchmark Data

57.3

44.9

58.875.6

52.7

32.9

9.7

45.5

35.241.2

64.6

41

9.6 6.80

10

20

30

40

50

60

70

80

Com

bine

d

Afr

ican

Am

eric

an

His

pani

c

Cauc

asia

n

Econ

omic

ally

Dis

adva

ntag

ed

Lim

ited

Engl

ish

Prof

icie

nt

Stud

ents

with

Dis

abili

ties

Perc

ent P

rofi

cien

t

BHE 2006-2009 Composite DataMathematics Literacy

Asian

Native American

Hispanic

Caucasian

African American


4

1

96

116

200

4

1

0

91

136

169

0

BHE Enrollment Data

2009 (421) 2008 (397)


8

Testing and Enrollment Data for YMS

0

10

20

30

40

50

60

70

80

90

100





09-10 AYP goals

Mathematics 53.9 41 53.5 77.1 47.7 13.3 16.7 64.55Literacy 57.1 49.7 58 70.1 54.2 6.7 4.3 67.6Science (7th only) 12 2 18 30 7 0 0EOC Algebra 100 0 100 100 100 100 100

53.9

41

53.5

77.1

47.7

13.316.7

64.5557.1

49.7

58

70.1

54.2

6.7 4.3

67.6

12

2

18

30

70 0

100

0

100 100 100 100 100

PercentProficient

YMS 2008-2009 Benchmark Data

49.536.5

51

69.8

41.7

15.5

14.3

53.945.2

51

70.9

48.8

10.5

4.30

10

20

30

40

50

60

70

80

Com

bine

d

Afr

ican

Am

eric

an

His

pani

c

Cauc

asia

n

Econ

omic

ally

Dis

adva

ntag

ed

Lim

ited

Eng

lish

Prof

icie

nt

Stud

ents

wit

h D

isab

iliti

es

Perc

ent P

rofi

cien

t

YMS 2006-2009 Composite DataMathematics Literacy

Asian

Native American

Hispanic

Caucasian

African American


1

2

84

89

157

2

3

2

76

88

187

0

YMS Enrollment Data

2009 (335) 2008 (356)


9

Testing and Enrollment Data for HHS

0

10

20

30

40

50

60

70

80



Limited English

Proficient


09-10 AYP goal

Mathematics 59.9 48.9 69.7 73.9 53.9 44.4 32.3 64.6Literacy 34.8 18 52 63.8 26 50 23.1 67.6Biology 19 9 18 32 10 0 0

59.9

48.9

69.773.9

53.9

44.4

32.3

64.6

34.8

18

52

63.8

26

50

23.1

67.6

19

9

18

32

10

0 0

PercentProficient

HHS 2008-2009 Benchmark Data

47.1

35.4

57.266.9

40.4

28.6

21.131.1

18

39.6

55.3

23.5 20

17.9

0

10

20

30

40

50

60

70

80

Com

bine

d

Afr

ican

Am

eric

an

His

pani

c

Cauc

asia

n

Econ

omic

ally

Dis

adva

ntag

ed

Lim

ited

Eng

lish

Prof

icie

nt

Stud

ents

wit

h D

isab

iliti

es

Perc

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rofi

cien

t

HHS 2006-2009 Composite DataMathematics Literacy

Asian

Native American

Hispanic

Caucasian

African American

Hawaiian/ Pac. Islander

5

2

128

183

392

0

2

3

106

196

412

0

HHS Enrollment Data

2009 (710) 2008 (719)


Henry C. Yerger Middle School

10

Yerger Middle School’s goal last year was to maintain

our status of not being on the state’s school improvement

list. In the 2008-2009 school year Yerger Middle School

met adequate yearly progress for all areas except math.

For this reason Yerger Middle School is on alert status

in math. Being placed on alert did not put us into school

improvement. Our goal for this year is to increase our

profi ciency in math and literacy and get off the alert

status in math.

Although Yerger is not in school improvement, our

goal is to maintain high levels of expectations that

will allow our students and staff to stay on course for

another year of meeting AYP that will keep us growing

until every child scores profi cient or above. Th e new

“Growth Model” off ers more opportunities to obtain

our goal for each student to reach profi ciency or above.

We continue to stress the importance of our upcoming

state Benchmark tests to our students and faculty on a

regular basis.

Teachers continue to be trained on instructional

strategies to help improve academics. Teachers work

with administrators in collaborative groups to integrate

their curricula for reinforcement purposes. Th e practice

of the Co-Teaching Model will be expanded this year

to include all classes throughout the entire school year.

All teachers will be trained in the use of this model.

Our computer-based instruction software has been

upgraded to allow more interaction with each student.

Th e use of individual headphones allows students to

peak at their own rate. Th e programs are animated to

spark interest in students with a focus on math and

literacy. An award system is also incorporated into this

program to help encourage students to focus on the

task at hand.

Data from the Learning Institute is still being utilized

to aid in remediation and acceleration. We have found

through feedback from our teachers and other staff

members that the practices we put into place last year

helped signifi cantly in our progress toward meeting

AYP. Such things as double-blocked classes where

students receive two classes of math and/or literacy

provide more opportunities to address prescriptive

needs for individuals that scored basic or below basic.

Looping has also been added to our strategies.

Looping is the practice of placing the same group of

students with the same teacher for more than one year

for the purpose of cutting down on the “get to know

you period.” Less transition needs at the beginning of

the school year result in more instructional time. Th is

practice also allows for a deeper, stronger bond between

students, parents and teachers over time and a greater

knowledge of students academically.

Our after-school programs have proven to be a

signifi cant source of our success. Our Extra Push

program is designed to help students that scored less

than profi cient but were approaching the required

score and those students who scored basic or below

basic. Students are selected according

to a computer generated list. Th e peer

tutoring component added last year

helped in the academic growth of

students who

scored less than

p r o f i c i e n t .

Our cultural

component

also helped

p r o m o t e

c u l t u r a l

awareness .

Students will

continue to

be rewarded for

their academic

efforts through educational

and family oriented fi eld trips and

outings. Etiquette and socialization skills are also

taught through these fi eld trips.

We will continue to use the computer based program,

“Get Ahead Math.” Th is math program allows students

to work at their own pace with the help of a tutor.

Th e program was introduced last year for a minimum

number of weeks. Enough licenses were purchased this

year to expand the use of the program throughout the

school.

We believe that through teamwork, collaboration

and overall support of our administration, Yerger

staff , parents and the

community, we

can accomplish

our goals and

meet this

year’s AYP

goals.

Hope High School has approximately 740 students,

70 certifi ed faculty and 15 support staff members.

In the 2008-2009 school year, Hope High School

was found in violation of two Arkansas Department

of Education standards for assigning two teachers to

courses outside their certifi cation areas. Hope High

School has corrected those violations for the current

school year.

As part of the No Child Left Behind Act and the

guidelines set forth by the state, Hope High reports

on academic progress. By not meeting Adequate

Yearly Progress (AYP) on its End-of-Course exams in

algebra, geometry and literacy, Hope High School has

been placed in year six of school improvement. Hope

High is required to make changes in our program and

off er supplemental academic services to our students.

We have added more research-based professional

development for our faculty. Hope High School

continues to partner with America’s Choice to provide

eff ective instructional programs and professional

development that will positively impact student

achievement. HHS teachers receive a minimum of 60

hours of state-mandated professional development

each school year.

As part of our plan to improve

the academic achievement of the

students attending Hope High

School, we will off er to identifi ed

students (or any student wishing

to take advantage of them) the

following supplemental services:

After-school tutorial/

homework assistance with

bus transportation on Mondays,

Tuesdays and Th ursdays in all academic

areas with mathematics and literacy as a focus.

Before-school tutoring on Mondays, Tuesdays and

Th ursdays will be available in math.

Evening tutorials and assistance will be provided on

Tuesday and Th ursday evenings until 8:15. Buses

will not run for evening tutorials.

In addition to off ering supplemental services, the

following steps have been taken to increase student

achievement:

HHS has incorporated a computer assessment

program to monitor student progress made in

literacy and math along with the employment of a

computer lab supervisor.

•

•

•

English teachers are grouped focusing on literacy

skills by emphasizing curriculum correlation and

framework strands.

A complete total instructional alignment in all

subjects has been completed.

A School Improvement Specialist, Dr. Kathy Lease,

has been employed to assist in improving instruction

and leadership.

Interim assessments in math and literacy are

administered every eight weeks through the

Learning Institute.

A CAPS advisory period is held every day to assist

each student with study skills, decision making and

other personal skills.

Single-gender classes are incorporated in ninth

grade core courses to aid the learning process.

HHS employs two trained paraprofessionals in the

Read Right program to improve reading skills of

students who are below grade level.

HHS continues to employ focus teachers in the

areas of math/science and English/

social studies.

HHS schedules common

preparation periods for

teachers in the core subject

areas.

HHS uses the Pinnacle

software program to allow

parents to monitor student

academic progress and attendance.

Students identifi ed as needing extra

help are scheduled into Math Navigator,

Literacy Navigator, Read Right, Ramp Up

to Literacy classes, and/or double-blocked

math classes.

Th e entire staff regrets that Hope High School

is in year six of school improvement. However,

we assure you that the school administration and

staff are working extremely hard to ensure that all

students at Hope High receive a high quality, equitable

education. As principal, I encourage your participation

in our monthly parent meetings, parent/teacher

conferences, use of the Pinnacle program and making

your child’s attendance a top priority. Should you have

questions about how to access Pinnacle, please call the

school at 870-722-2730 and ask for Ms. Ware. You may

also contact your child’s teacher for assistance.

We ask that you share other suggestions you may

have related to student achievement with the school

staff . We are committed to the development of a total

school program that will benefi t all students.

•

•

•

•

•

•

•

•

•

•

•

Hope High School

11

Contact Information

12

HPS School Board

Th e Hope Public School district is

divided into eight zones, each of which

is represented by one school board

member. Th e 2009-2010 school board

consists of the following members:

Viney Johnson

Zone 1

Dora Philyaw, secretary

Zone 2

Virginia Cully

Zone 3

Joe Short, president

Zone 4

Danny Watson, vice president

Zone 5

Denny Dickinson

Zone 6

Jesus Coronado

Zone 7

Michael Beasley, board memberZone 8

School board meetings are held the

third Monday of each month. Meetings

begin at 5:30 in the administration

building, and the public is welcome to

attend.

Administration Building

117 East 2nd Street

Hope, AR 71801

Receptionist: 870-722-2700

Superintendent: 870-777-2251

Special Education Services:

870-722-2735

W. J. Clinton Primary (K-4)

601 Lakeshore Drive

Hope, AR 71801

Principal Jo Anne Allen

Main Offi ce: 870-722-2723

Principal’s Secretary:

870-722-2721

K-1st Asst. Principal’s offi ce:

870-722-2720

2nd-4th Asst. Principal’s offi ce:

870-722-2740

Counselors’ Offi ce:

870-722-2724

Nurse: 870-722-2728

Cafeteria: 870-722-2726

Beryl Henry Elementary (5-6)

2000 South Main Street

Hope, AR 71801

Principal Roy Turner

Main Offi ce: 870-777-6222

Principal’s Secretary:

870-722-2751

Counselor’s Offi ce:

870-722-2751

Cafeteria: 870-722-2794

Yerger Middle School (7-8)

400 East 9th Street

Hope, AR 71801

Principal Larry Muldrew

Main Offi ce: 870-722-2770

Counselor’s Offi ce:

870-722-2771

Cafeteria: 870-722-2794

Hope High School (9-12)

1701 South Main Street

Hope, AR 71801

Principal Tommy Morrison

Principal’s Offi ce: 870-777-3451

Switchboard: 870-722-2730

Band Hall: 870-722-2732

Business Classes: 870-777-1614

Cafeteria: 870-722-2734

Garland Learning Center

601 West 6th Street

Hope, AR 71801

Coordinator Angela Hopson

Main Offi ce: 870-777-3454

Family Literacy Program:

870-722-5557

Coordinator: Becky Christian

ABC Preschool: 870-722-2705

Director: Marilyn Hampton

Adult Education: 870-722-2744

Coordinator: Charles George

Hope Public Schools look forward to working with you and your family. Each campus holds regular parental

involvement meetings and encourages families to attend. Feel free to call us if you have a question or concern.

We are here to help you.

Days school is not in session/*Early dismissals at 2:00 and 2:15

Sept. 7 - Labor Day

Oct. 22 - Early dismissal (Parent-Teacher conferences/3:30-7:30)

Oct. 23. - No classes

Nov. 23-24 – Professional development

Nov. 25-27 - Th anksgiving holiday

Dec. 21-Jan. 1 – Christmas and New Year’s holidays

Jan. 18 – MLK, Jr. holiday

Feb. 11 - Early dismissal (Parent-Teacher conferences/3:30-7:30)

Feb. 12 - No classes

Feb. 15 - Presidents’ Day

Mar. 22-26 – Spring Break

Apr. 2 – Good Friday

May 31 – Memorial Day

June 8 will be the last day of school if any days are missed due to

inclement weather or unplanned incidents.

2009-2010 Calendar

website: hope.k12.ar.us

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