2026 AAEA Summer Conference

In education policy and practice, "growth" is often assumed to mean doing better on a test than last year. But is improvement the same as growth? This session unpacks the critical differences between intuitive notions of student progress—such as higher scores or gains from one year to the next—and how "growth" is formally defined within the Arkansas Department of Education Value-Added Model (VAM).


Participants will explore how the Arkansas VAM conceptualizes growth as a statistical estimate of student performance relative to predicted outcomes, rather than simple score increases. Participants will examine how this distinction affects teacher evaluation, accountability decisions, and classroom practice. Through clear examples and practical scenarios, attendees will gain a deeper understanding of how growth models work, what they measure (and what they do not), and why the definition of growth matters for educators, leaders, and policymakers.


This session invites educators to think critically about what it truly means for students and schools to grow.

This session will outline a comprehensive redesign of our school’s RTI system built around a dedicated flexible period and a clearly defined five-zone framework. Rather than operating as a fragmented pull-out model, RTI is embedded into the master schedule and driven by PLC decision-making, assessment cycles, and structured student placement protocols.

Participants will learn how Zone 1 provides intensive, service-based interventions (SPED, math/ELA intervention, high-impact tutoring), while Zone 2 supports identified “pathway” students using targeted, individualized skill platforms aligned to interim, summative, and classroom data. Zones 3–5 operate dynamically on a weekly cycle: PLCs review student progress, determine skill gaps or enrichment needs, and collaboratively assign students to reteach sessions, extension opportunities, with open study/work sessions available. Core departments are prioritized in placement windows, and teachers retain final placement authority, while students are given structured choice to advocate for additional support or challenge.

The session will detail logistics including semester data reviews, weekly PLC planning structures, student sign-up protocols, scheduling guardrails, and systems for revisiting placements after assessment checkpoints. Attendees will leave with a replicable framework for transforming a flexible period into a precision support model that balances intervention, enrichment, student ownership, and operational clarity.

Recruiting educators is only the first step in building a strong school workforce. Across Arkansas, districts are discovering that retaining talented educators requires intentional support, strong leadership, and positive school cultures.
This session will explore how Arkansas districts can strengthen their educator workforce by focusing on effective retention strategies while maintaining strong recruitment practices. Participants will review Arkansas workforce data, examine key factors influencing teacher retention, and learn practical strategies to support educators throughout their careers.
The session will highlight approaches such as effective onboarding, mentorship, leadership practices, professional growth opportunities, and workplace culture improvements that help educators stay and thrive in Arkansas schools.
Participants will leave with practical strategies and action steps to improve educator retention in their own districts.

Step into the year with clarity and momentum. This session highlights practical strategies for leading district‑wide improvement efforts, building trust quickly, and identifying the right levers for early wins. Perfect for district administrators ready to make a meaningful impact from day one.