All photos were submitted by the MDE or their respective districts unless otherwise noted.
On the Cover
Thanks to grants and donations, Starkville West Elementary students turned an unused field into a bountiful garden they named, The Garden at West. The garden teaches students about plant life and growth, while introducing them to healthy food choices and cultivating a natural connection to their food sources.
Dr. Lance Evans
Rooted in Mississippi and Shaped by its Education System, Now Paying it Forward
Rob Fyke
Lance Evans, Ed.D., a lifelong Mississippian, assumed the role of state superintendent of education earlier this year. Raised in Mississippi, his journey reflects the experiences of many in the state—from student to teacher and then administrator, Evans has navigated every step of the educational path. He views the Mississippi Department of Education (MDE) as a support system dedicated to serving public school districts across the state.
Evans grew up in the small town of Mantachie in Itawamba County, where
family and community shaped his values. His upbringing was filled with involvement in school activities, including sports and the FFA program, as well as various jobs around town. A strong educational influence came from his grandfather, who served in public education for more than 40 years. Evans credits his mentorship with instilling in him a strong work ethic and sense of character. Today, he is a devoted family man. His hobbies—hunting, fishing and golf—are shared with his wife, Brandy, and their two children: Katie, a chemical engineering student at Mississippi State University, and Landon, a
high school student-athlete. Balancing family life with his professional responsibilities, Evans remains focused on being a supportive leader both at home and for the students across the state.
From his early education in Mantachie to his current role as state superintendent, Evans’ journey through Mississippi’s education system has been marked by steady growth and an openness to new challenges. After graduating from high school, he attended Itawamba Community College, where he played football—a decision he considers one of the best of his life. Evans remains a strong advo-
cate for community colleges, believing they provide invaluable opportunities for their students. He then transferred to Mississippi State University, where he continued playing football and earned his bachelor’s degree. His career began in the classroom, teaching history and coaching football at Oxford High School, followed by a teaching stint at Tremont Attendance Center. During this time, Evans also pursued a master’s degree in educational leadership from Mississippi State.
His career took a turn when he moved into administrative roles, first as an assistant principal and later as a principal in the New Albany School District. He cites his time as an elementary school principal as critical to his development because of the way it expanded his understanding of the educational process. After earning his doctorate from Delta State University, Evans progressed into the role of superintendent at New Albany School District. He credits his experiences within the educational system as crucial preparation for his current role in shaping Mississippi’s future in education.
Under Evans’ leadership as superintendent, the New Albany School District was able to integrate academics with workforce development, preparing students for after graduation. As John Ferrell, former New Albany High School principal and current chief of school and district transformation, explained, “Dr. Evans set out to integrate the quality academics at New Albany with workforce development to benefit the students. Through collaboration with business and industry leaders, we developed a district-wide plan that includes the creation of the IMPACTO (Industry as a Means to Prepare for Academic, Career and Technology Opportunities) program. With the support of our career coaches, the number of industry partnerships that New Albany has formed has grown significantly since the implementation of IMPACTO, and that number will continue to rise.”
Evans is known for his solution-fo-
cused leadership, always pushing for innovative ways to ensure that students face “pathways to success with no dead ends.” Suzy Bowen, former career coach under Evans and now director of regional impact at the Create Foundation, recalls his dedication to overcoming obstacles. “Every time we would hit a wall of some type, whether it be liability limitations to place kids in certain industry settings, or lack of funding, he would come back
to the drawing board with me or loop in community partners to strategically work on solutions. He works to create programs and initiatives that can be sustained and replicated.”
This collaboration led to the growth of business partnerships, which increased from zero to 350, with major industry partners such as Toyota, Create Mississippi and Three Rivers. These partnerships have transformed New Albany
Evans being awarded Superintendent of the Year in 2023 during his tenure as superintendent for New Albany School District.
into a district focused on real-world preparedness, with workforce development becoming an integral part of the curriculum, starting as early as kindergarten and continuing through high school.
Because Evans has experienced nearly every facet of education, he is able to draw on that wealth of experience to serve the state of Mississippi. His mission is to ensure that every student has the opportunity to pursue a fulfilling path in life. “We desire to create productive human beings in our communities,” Evans said. He is committed to shaping and adapting Mississippi’s education system to meet the ever-changing needs of students in 2024 and beyond. As he puts it, “Success looks different for each student. It is our responsibility as educators to create multiple, flexible paths to achievement. All students deserve the opportunity to find their own route to success without encountering
dead ends.”
A key pillar of Evans’ plan for educating Mississippi’s 21st-century students is workforce development. This starts with updating the state strategic plan to incorporate input from industry stakeholders, ensuring that education aligns with workforce demands. Establishing partnerships between school districts and private businesses is central to this strategy, as is incentivizing districts through the accountability system to focus on Career and Technical Education (CTE) at the local level. Evans stresses that preparing students for a variety of career paths is critical for their future success. “We can’t create a system where we try to put square pegs in round holes,” he explains, emphasizing the need for a flexible and individualized approach to education.
Equity and access in education are also central to Dr. Evans’ goals for the
state of Mississippi. While Mississippi is a small and close-knit state, its school districts face significant disparities. Recognizing that some districts require more support than others, Evans has prioritized restructuring the way the state assists low-performing schools. “When one area struggles, we intend to provide much support, working alongside the district, to help them get back on track without interrupting the identity of the district. We will do our best to prevent a state takeover to preserve community pride,” Evans explained. Rather than stigmatizing districts with failure labels, his approach centers on providing support to help schools improve. “Tagging a district as a failure does not preserve school or community pride, and we plan to serve those districts as supportively as we can without a failure designation, if possible,” he added.
Evans pictured with wife, Brandy, and their two children: Katie and Landon.
Evans is also focused on addressing Mississippi’s teacher shortage. By prioritizing recruitment and retention strategies, he aims to ensure that all students— regardless of where they live—have access to passionate, qualified educators. Additionally, he envisions a public school system that is equitable and attractive, designed to draw families back from private schools and increase enrollment in public education. Evans is committed to providing every student in Mississippi with the opportunity to thrive.
Suzy Bowen expressed her confidence in Evans’ ability to drive change across the
state, stating, “The Mississippi Department of Education better buckle up! With Dr. Lance Evans at the helm, productivity and innovation are sure to follow. Kids in Mississippi will rise to the top under his leadership, and I am thrilled to continue to be one of his regional partners, making great things happen for kids across the Magnolia State.”
As Lance Evans steps into his role as Mississippi’s state superintendent of education, he brings with him not only a wealth of experience but also a deep-rooted commitment to the state that shaped him. His approach to leadership, which
blends tradition with innovation, positions Mississippi to become a model for other states in the years to come. His vision for the future is clear—an education system that recognizes the individuality of each student, fosters their unique paths to success and strengthens the connection between academic learning and real-world opportunities. Whether through workforce development, equitable access or recruiting passionate educators, Evans’ leadership is focused on ensuring that every student —no matter their background—has the tools they need to succeed.
MDE Announces 2024-25 State Superintendent Student Advisory Council Members
The Mississippi Department of Education (MDE) announced the 132 members of the 2024-25 State Superintendent’s Student Advisory Council (SAC). The council includes students in grades 11-12 and first year of college.
The council consists of 94 new members, which includes 10 students who were semifinalists in spring 2024 for the State Board of Education Junior Representative position, and 38 students who are returning
Keira Adams*
Greenwood Leflore Consolidated School District
Gianna Adams
Mississippi State University
Imani Ashley
University of Southern Mississippi
Nyjeh Austin
Mississippi State University
Jontrayvious Ball
Morehouse College
Madison Ballard*
Kosciusko School District
Jasmaan Banipal*
Mississippi School for Mathematics and Science
Madison Barnett*
Clinton Public School District
Evelyn Bello*
Jones County School District
Kimberly Bello Ramirez*
Forest Municipal School District
Madison Bolden
Ocean Springs School District
Sadie Breland*
Greene County School District
Cami Britton
Tupelo Public School District
Gracie Kate Burrell*
Kosciusko School District
Zenaida Caquias**
Gulfport School District
Kenadi Carpenter
Rankin County School District
Israel Cecil*
Mississippi School for Mathematics and Science
Yaerim Choi
Mississippi School for Mathematics and Science
to the council from the previous school year.
All students come from different backgrounds, school size and regions in Mississippi and will be able to share their opinions and offer advice about educational opportunities and policy in Mississippi with the State Superintendent of Education Lance Evans.
The MDE began the SAC program in 2019. Each fall, the MDE opens applications for new members and students are
Noah Clapper**
Madison County School District
Victoria Clements*
Philadelphia Public School District
Isabella Cochran*
Tupelo Public School District
Owen Coker*
Clinton Public School District
Annsley Coleman**
New Albany School District
Meredith Cossey*
South Panola School District
Grace Ann Courtney*
Mississippi School for Mathematics and Science
Jacob Cowart*
Pascagoula Gautier School District
Annalise Cox*
Pearl Public School District
Anna Credille
Tishomingo County School District
Emma Creel*
Louisville Municipal School District
Josie Culpepper*
Kosciusko School District
Anna-Kate Davis*
Vicksburg Warren School District
Nyah Davis*
Forest Municipal School District
Mariah Dodd*
Kosciusko School District
Nakyla Dotson*
Kosciusko School District
Jack Durr**
Pearl Public School District
Reese Eldridge
Newton County School District
required to write a compelling cover letter, submit a resume and provide answers to questions about their interest in the SAC, their accomplishments, educational concerns and academic goals.
The council’s purpose is to provide a forum for Mississippi’s students to offer diverse perspectives to the state superintendent of education. The students will act as liaisons between the MDE and public-school students from across the state.
Mariah Evans*
Jefferson Davis County School District
Liwebb Fair
Coahoma County School District
Abi Beth Ford
Lamar County School District
Anna Fortenberry*
North Pike School District
De’Asia Fortune*
Philadelphia Public School District
Lillia Fuller*
Pass Christian School District
Shaddai Galvez
South Tippah School District
Haley Graham*
Lauderdale County School District
Adam Greer*
Kosciusko School District
Alexis Griffith
Long Beach School District
Taijha Hackett*
Clinton Public School District
Shelby Hadley
Clark Atlanta University
Jaiden Hardy**
Brookhaven School District
Samuel Haydel**
Petal School District
Lillie Hickey
Ocean Springs School District
Lilly Hicks*
Neshoba County School District
Mikenzey Hodges-Woods*
Jackson Public School District
William Hooper
Tupelo Public School District
Delaney Hopkins*
Ocean Springs School District
Akeelah Hunt*
Kosciusko School District
Mennah Ibrahim
University of Mississippi
Hannah Island*
Vicksburg Warren School District
Bradison Ivy*
Lee County School District
Isaac Johnson*
Gulfport School District
Jamaya Johnson* Kosciusko School District
A’Niyah Jones*
Hattiesburg Public School District
Analynn Keith
Lee County School District
Amara Kweliona-Hale*
Columbia School District
Kachren Lacy*
Jackson Public School District
Tristan Lartigue
Ocean Springs School District
Braylin Lossett*
Pearl River Central School District
Teagan Lotwala*
Mississippi School for Mathematics and Science
Charlotte Luber*
Oxford School District
Antonio Mabry*
Greenwood Leflore Consolidated School District
Faith Malembeka*
Jackson Public School District
Yash Malhotra*
Mississippi School for Mathematics and Science
Graden Manning*
Union County School District
Asia Martin
Ocean Springs School District
McKenzie Matthews
Hinds County School District
Andrew Mayo
Tishomingo County School District
Gracelyn Mitchell*
Pascagoula-Gautier School District
Carter Monforton*
Ocean Springs School District
Ally Moore* Kosciusko School District
Walker Moore*
West Point Consolidated School District
An (*) indicates new members for 2024-25.
SaraBeth Moore*
Kosciusko School District
Raegan Mueller
Mississippi State University
Chloe Norwood*
Jones County School District
Elizabeth Orduna*
Kosciusko School District
Crosby Parker**
Gulfport School District
Jackson Pearce
Gulfport School District
Kierstin Polk*
Hattiesburg Public School District
Sarah Potts*
Tupelo Public School District
Kennedy Powell**
Brookhaven School District
Brooks Prewitt*
Pontotoc County School District
Conner Reed*
Petal School District
Rylee Reid*
Pearl Public School District
Madison Reyes*
Kosciusko School District
Ajohna Rice*
Jones County School District
Sarah Richardson*
Philadelphia Public School District
Kate Riddle
Lafayette County School District
Zachary Rifkin
University of Mississippi
Alexandra Ritchie
Oxford School District
Camryn Robertson
Mississippi College
Madelyn Robinson*
Tishomingo County School District
Emily Rogers*
Jones County School District
Emily Rushing
Itawamba Community College
Austin Sanders*
Madison County School District
Abbigale Savage*
Ocean Springs School District
Louis Schramm**
Lamar County School District
Lilly Shannon*
New Albany School District
An (**) indicates a State Board of Education Junior Student Representative top 10 finalist.
William Shelton*
Tupelo Public School District
Antanae Shelton*
Mississippi School for Mathematics and Science
Shruti Singh**
Clinton Public School District
Isabelle Smith*
Harrison County School District
Alli Sparks*
Kosciusko School District
Jamaya Spencer* Kosciusko School District
Devin Strong*
West Point Consolidated School District
Ashten Thornsberry*
Jones County School District
Riley Tingle*
Perry County School District
Kayden Tyler* Kosciusko School District
Gatlin Tynes*
Ocean Springs School District
Adalyn Vandiver*
Pontotoc County School District
Ellis Walton*
Harrison County School District
Natalee Welch*
Madison County School District
Kaelyn Welch
University of Mississippi
Addison Wilberding*
Forrest County Agricultural High School
Wellsley Wilkinson
Clinton Public School District
Carley Williams*
Clinton Public School District
Ashlan Williams
Lauderdale County School District
Zira Williams
Clarksdale Municipal School District
Charles Williams
Tougaloo College
Erion Wilson*
Vicksburg-Warren School District
Addison Winburn
Lafayette County School District
Madisyn Woodall* McComb School District
Michelle Yang
Mississippi School for Mathematics and Science
Jason Zehnpfennig
University of Mississippi
Joyner Elementary Walking on Sunshine
Joyner Elementary School in Tupelo Public School District celebrated ‘National Walk to School Day’ on a sunny, autumn morning. The school joined others in Mississippi and across the nation to walk in recognition of the importance of healthy living, and safe routes for walking and biking for children.
Mississippi Students Continue Trend of Increase in Advanced Placement Participation
During the 2023-24 school year, the number of Mississippi students taking Advanced Placement (AP) exams reached record heights with 12,442 public school students taking 17,717 AP exams, of which 7,733 exams earned a qualifying score. The rate of exams achieving a qualifying score reached an all-time high of 43.7%.
Compared to 2022-23, the numbers mark a 3.3% increase of students taking AP exams, a 4.3% increase of tests taken and a 32% increase in passing scores of exams. Since 2013, the overall number of Mississippi students taking AP courses and passing AP exams has more than doubled.
“The MDE is proud to see more Mississippi students make strides of taking and earning qualifying scores in
rigorous AP courses and exams,” said the State Superintendent of Education Lance Evans, “We applaud districts’ efforts to expand access to AP courses throughout the state.”
AP courses are college-level courses offered by high school teachers. Research shows AP students are better prepared for college and more likely to graduate college in four years than nonAP peers.
Mississippi is one of 37 states that has established a consistent statewide AP credit policy. Mississippi’s AP policy entitles students who score three or higher on an AP exam to earn at least three college credits at any Mississippi public university or community college, reducing the cost of attending a university.
The Mississippi State Board of Edu-
cation requires all high schools to offer and enroll students in advanced courses including AP classes in the four core subject areas of English Language Arts, Mathematics, Science and Social Studies. Participation in AP and other accelerated courses is a factor in school and district accountability grades. Funding is available for schools and districts to cover the cost of low-income students’ AP exam fees.
The Mississippi Department of Education implemented an AP Initiative in 2015-16 to increase statewide participation in AP courses. The effort includes raising awareness about AP benefits, increasing access to AP opportunities and providing AP-focused professional development for teachers, principals and counselors.
Close Gaps, Unlock Student Potential
Mississippi Partners with National Center Network to Address Student Achievement Gaps and Support Special Education Teachers
Diane L. Godwin
It is more critical than ever to support teachers in helping students reach their full potential and close achievement gaps. The Mississippi Department of Education’s Office of School Improvement collaborated with the Region 7 Comprehensive Center (R7CC) and the National Comprehensive Center (NCC) to close student achievement gaps by empowering teachers to provide the personalized support needed for each student to fulfill their unique capabilities.
Mississippi is not alone in facing this challenge; nationwide, significant
achievement gaps impact students with disabilities and those living in poverty, with many performing, on average, three years behind their peers. However, individualized support from skilled teachers and adaptable curriculums can help bridge this gap. With 7.5 million students across the country identified with disabilities in 2022-23, educational leaders are rethinking how to better address the diverse and evolving needs of all students.
The Mississippi Department of Education’s (MDE) Executive Director of School Improvement Sonja Robertson, Ph.D., said, “Despite the continuous efforts of schools and teachers, the
achievement gap for students with disabilities remains, but we can enhance outcomes for these students, and those in poverty by providing support that enables teachers to seamlessly integrate improvements, ultimately improving teaching and learning.”
To address this challenge, the MDE R7CC and NCC partnership launched two distinct Communities of Practice, (CoP) with the first focused on supporting students from economically disadvantaged backgrounds to enhance their academic outcomes.
“The Community of Practice focused on students in poverty brought together a diverse group of educators, in -
cluding teachers, principals, assistant principals, superintendents, curriculum directors and special education experts. Together, they collaborated to address critical questions around the biggest challenges in supporting students in poverty, how to effectively implement high-leverage practices and how to deliver high-quality professional development,” explained Kim Benton, Ed.D., a former MDE administrator and a National Comprehensive Center (NCC) consultant serving as Mississippi’s liaison.
Benton further explained that from the initial CoP, the Supporting Students in Poverty with High-Impact Instructional Strategies Toolkit was expanded with additional resources added based on suggestions from Mississippi educators. The Toolkit is an invaluable resource that equips teachers, principals, district staff and state agencies with evidence-based strategies and actionable supports designed to mitigate the negative effects of poverty on student achievement.
“This [Toolkit] offers the right connection to resources that schools/districts are using. It is easier to see it as a tool instead of something else to do,” said Steven Palmer, student intervention coach.
“The [walk-through training] sessions show how the Toolkit integrates with both the teacher and administrator growth rubrics. This is powerful,” said Emma Cornwall, director of federal programs, Columbus Municipal School District.
The partnership between the MDE and the NCC made Mississippi the first state to develop and implement a CoP training program specifically focused on supporting economically disadvantaged students.
“Developing the initial CoP was a crucial step in laying the foundation focused on inclusive practices and supporting students with disabilities,” Ben-
ton explained. “It has helped us identify how evidence-based strategies support economically disadvantaged students and overlap with high-leverage practices for students with disabilities.”
Using a similar model, the MDE Office of School Improvement collaborated with the R7CC, which operated under the National Comprehensive Center Network, to create a Community of Practice around the high-leverage practices (HLPs) for students with disabilities. This CoP highlighted three specific high-leverage practices—explicit instruction, curriculum adaptation and scaffolded supports. The CoP also tapped into implementation science strategies. The initiative was designed to help district personnel, school lead-
ers and instructional staff gain a deeper understanding of the HLPs. The CoP also aimed to help school leaders understand the key actions needed to implement the use of the HLPs in classrooms.
“High-Leverage Practices are essential to effective teaching and critical for helping all students learn key content,” said Amye Rowan, Ed.S., director of MDE’s Office of Student Outcomes. “In our Community of Practice, we focused on HLP 13, 15 and 16, which provide teachers with tools to meet diverse needs and close achievement gaps, ensuring all students succeed.”
“We had valuable input from MDE’s Office of Special Education, with the Office of School Improvement playing a key role in guiding this initiative,” said
The (HLPs) are the 22 most critical practices for K – 12 teachers. The HLPs were developed to meet the following criteria:
(1) Focus on instructional practices
(2) Occur with high frequency
(3) Research based and known to foster student engagement & learning
(4) Broadly applicable
(5) So important that skillful execution is fundamental to effective teaching (Council for Exceptional Children & CEEDAR Center, 2017)
Simply put, implementation science is the principles and practices that support doing “the thing” effectively. “The thing” in our case is the implementation of the HLPs. The successful implementation of any initiative or intervention does not happen by accident. Rather, it involves purposeful planning, communication, and feedback.
Implementation science helps leaders lay the groundwork for introducing and improving the application of evidence -based practices In our case, this refers to the use of HLPs
As a result of both CoPs, a resourceful crosswalk was created to connect high-leverage practices for students with disabilities to high-impact in -
structional strategies for economically disadvantaged students. This resource is available to all public and private educators nationwide free of charge: https://compcenternetwork. org/resources/resource/8884/cross -
“The crosswalk […] makes direct, practical connections that support buy in from all teachers, but particularly veteran teachers,” said Olivia Cote, in -
Sam Glickman, research associate with the R7CC.
Provide instruction that meets each student’s individual needs by to facilitate students’ understanding of tasks and
to assess students’ thinking, language, writing, or
Are attentive to students’ organizers) but are attuned to and adjust for students’ moment
A Closer Look at HLP16 Explicit Instruction
Provide a range of examples and nonexamples to highlight content
terventionist for Jim Hill High School, located in Jackson, Mississippi.
This past spring, members of R7CC and MDE presented this work at the national “Meeting the Moment” conference in Washington, D.C., showcasing MDE’s strategic and intentional approach to supporting students with disabilities.
“To support diverse learners, teachers need a critical set of practices to impact student learning and behavior, and the HLPs provide a foundational core of professional knowledge and skills. They can also be used across content areas and grade levels, making them widely applicable and practical,” Glickman said.
As Mississippi and other states grapple with the challenges of recruitment, retention and funding shortfalls, the
need for more resources and systemic support for special education teachers has never been clearer.
Solving this challenge requires not only attracting new teachers but also retaining those already in the field by reducing their workloads and providing meaningful professional development opportunities. By addressing the conditions that lead to burnout and turnover, Mississippi hopes to make lasting improvements in special education.
“Every child, in every classroom, in every school deserves a high- quality education. As educators, we owe it to our students and ourselves to make the provision of daily, high- quality instruction the norm,” Benton said. “When we do, we can turn the key that opens a door of amazing possibilities for students.”
For more information on how your school administration and teachers can receive this “walk-through” training and toolkit at no cost, please contact MDE’s Executive Director of School Improvement, Sonja Robertson, Ph.D. at srobertson@mdek12.org or the NCC consultant, Kim Benton, Ed.D. at kbenton1270@ gmail.com.
The High Leverage Practices for Students with Disabilities and Supporting Students in Poverty with High Impact Instructional Strategies Toolkits are funded by the U.S. Department of Education through the National Comprehensive Center’s Network, which included 16 regions. Region 7 was represented by Alabama, Florida and Mississippi.
“The
“The
(Council for Exceptional Children & CEEDAR Center, 2017), www.highleveragepractives.org
Ocean Springs High School Implements New Program from Uncharted Learning
The INCubatoredu, a program just added to Ocean Springs High School (OSHS) this year, offers an authentic entrepreneurship experience for students interested in a future career in business. OSHS is the first school in Mississippi to offer the advanced entrepreneurship program from Uncharted Learning. Students spend a semester working alongside local entrepreneurs and business coaches, who serve as their mentor as they progress through the program. Students learn through the startup process of development, business concept, product testing and rollout. By course completion, the students will create and present a business product or service to a panel of judges, similar to “Shark Tank.” Whichever final project ‘wins’, the group will submit their product to Uncharted Learning’s national competition that takes place in Chicago in July.
Jim Brennan is the facilitator for the entrepreneurship program, who helped choose students to participate in the first semester of the course. Brennan also works to connect his students with leaders who can double as mentors for on-going projects. “These kids can do amazing things if we just provide them with the resources and that’s what we’re doing with the Incubator program,” Brennan told WLOX news.
One group of students introduced a new nonprofit organization to the local community. The students are the first in the class to envision a non-profit business idea. The group recently raised money through a bake sale and those proceeds will fund hygiene bags for homeless individuals in the city.
Students and administration attend the ribbon cutting ceremony for INCubatoredu at Ocean Springs High School.
OSHS students in the INCubatoredu program give a presentation on their business product.
Mississippi School of the Arts Hosts
10th Annual College Fair and Portfolio Day
MSA students display their portfolios for college and university recruiters from visual and performing arts programs.
The Mississippi School of the Arts held its 10th Annual College Fair and Portfolio Day where representatives of colleges and universities with programs in dance, media/film, literary/creative writing, vocal music, theatre and visual arts came to see the MSA seniors perform, display and demonstrate their artistic ability. This year 49 representatives came from 25 schools across 10 different states to participate. Recruiters were able to discuss degrees offered and degree plans, available scholarships and financial aid, student housing, campus activities and
more with MSA students.
Over the course of the day, students took classes, auditioned and heard presentations in addition to going to a college fair. Many students received admission and scholarships based on their performance/portfolio at this event.
Mississippi School of the Arts teaches students to communicate and network with art professionals at College Fair and Portfolio Day.
Jacket Thrive Intersession
Students participate in special interest projects that focus on geology, tennis and gaming strategy during SOCSD’s fall intersession.
With 13 Enrichment Camps being offered in addition to their Accelerated Learning options, the students in Starkville Oktibbeha Consolidated School District had much to do during their fall intersession, Thrive! Some students involved in the Enrichment Camps spent a few mornings with hands-on activities learning the science of dirt, dinosaurs and
even gaming strategy where collaboration and critical thinking were encouraged.
SOCSD also offered sports training camps, such as Serving Excellence: Jacket Tennis Camp, where 2nd- 5th grade Jackets learned foundational tennis skills. The camp was led by Coach Vanessa Shaffer and members of the Jacket Tennis team and gave the students a
great opportunity to break in the newly resurfaced community tennis courts.
The Starkville High School Dance Team also hosted a mini dance camp for PreK-6th grade students during intersession. The participants of this camp were Starkville High’s halftime guest at the following Friday night’s football game where they performed their routine.
SOCSD students explore interests like dance, gaming strategy and tennis outside of their regular curriculum through hands-on learning activities.
Emma O’Bryant
West Elementary students in Starkville Oktibbeha Consolidated School District are able to enjoy fresh air and hands-on activities while cultivating their very own community garden. An opportunity initiated by a group of motivated professors at Mississippi State University (MSU), the garden allows the students to learn about basic agricultural skills while having a re-
WEST ELEMENTARY’S GARDEN PROJECT
warding and fun activity during their school day.
The garden was established when previous MSU employee, now project manager and geologist with Seres Engineering and Services, LLC., Kelsey Crane, Ph.D., noticed some of Starkville’s city schools had gardens, but West did not. She states, “I was motivated to provide some equity to our equally deserving rural elementary school students.” And so, she partnered with OP McCubbins, Ph.D.,
agriculture professor at MSU, whose primary focus is to prepare the next generation of secondary education agriculture teachers. Together, in collaboration with West Elementary, they worked to establish the garden for students to learn and benefit from.
To start this endeavor, Crane and McCubbins recognized the need to obtain funding, so they drafted a grant proposal that “sought to enrich undergraduate education for Geoscience, Agricultural Educa-
tion and Landscape Architecture students with the intent of facilitating future community engagement components of courses at MSU,” McCubbins said. The grants and donations that they received, which totaled to approximately $9,000, provided them the opportunity to break ground on the garden. Little did they know that turning this unused field into a bountiful garden would benefit everyone involved in far more ways than they initially imagined.
Crane, who is a parent of a student at West Elementary, emphasizes how valuable it is to implement gardening into the children’s education. She says, “Our kids get to see food grow, study life cycles of pollinators and practice art outdoors.”
Opposite page: (L to R) Max Warden, Amina Hubbard, Charlie Texidor, Jariah Sheehy and Luna Serafine prune back the leaves that have browned from an early morning frost and check the radish plants for any ripe vegetables. Top: (L to R) Charlie Texidor, Max Warden and Luna Serafine examine the growth of greens and vegetables planted earlier in the year. With the raised beds, students are able to easily care for the plants as well as tear off leaves to taste as they wait for the harvest to ripen. Above: Amina Hubbard checking on the “baby” pumpkins in the garden.
Not only does the garden teach students about plant life and growth, but it also instills important life skills in them. McCubbins agrees saying, “It promotes physical activity, teamwork and social skills, helping students develop patience and problem-solving abilities.” He also emphasizes that through being exposed to healthy foods and natural growth, students cultivate a natural connection to their food sources. McCubbins said on the emotional satisfaction that students gain from working in the garden when he says, “encourages healthier choices, and offers a calming, engaging environment that can reduce stress and increase motivation to learn.”
Another essential benefit the garden provides is to McCubbins’ AG Education students. McCubbins emphasizes the impact this project has had on his students by pointing towards the opportunities they have in building their identity as an educator. Whenever the MSU students visit the garden at West, they are able to
practice different teaching methods in an authentic learning environment by designing and facilitating learning experiences for the students. He also noted that they assist in maintaining the garden as well as help to foster an accessible environment by building the benches and
School gardens enrich students’ education and personal development in a holistic way.
- OP McCubbins
picnic tables to be placed throughout the area. This allows the students or members of the community to observe the garden, benefiting from the natural, healthy atmosphere it has created. Through this collaboration, the future AG teachers are able to learn from this experience to
develop their own curriculum, hopefully implementing gardens or programs like it in their future schools.
Crane recognizes how the garden has had a positive effect on the community as well. She says, “When the garden overflows with food, we post it on Facebook and let the community know to come pick.” Therefore, not only does the garden provide an enriching learning environment for West’s and MSU’s students, but it also provides the local community with fresh, organic produce.
The harvest from West Elementary’s garden is numerous and evident throughout the community. From a Sturgis family’s home-cooked meal to the flowers in the offices at the school, or even the cherry tomatoes that the elementary students have as a snack, the benefits from this project are abundant. This agricultural development will have a lasting affect not only on the elementary students’ lives but also the community surrounding them.
Julie Fancher, principal at West Elementary, joined students in the garden to search for beans. She shared how she picked beans as a child and showed the students how to open the pods and even encouraged them to eat one.
The garden was designed with an arbor and outdoor seating which is often used as an outdoor classroom to facilitate group learning and demonstrations. Middle: (L
R)
the Bug
Outfitted with bricks, wooden beams drilled with holes, sticks and other natural elements, the structure is designed as an optimal environment for insect habitats and offers an up-close opportunity to see a variety of insects in action. Above:
Top: (L to R) Luna Serafine, Charlie Texidor, Amina Hubbard, Jariah Sheehy.
to
Amina Hubbard, Max Warden, Jariah Sheehy examine
Hotel.
Luna Serafine and Max Warden examine the Bug Hotel.
Statewide Assessment Results Show Student Achievement Reaching an
All-Time High in English Language Arts, Math and Science
The Mississippi Department of Education (MDE) released the results from the 2023-24 Mississippi Academic Assessment Program (MAAP), which show student achievement reaching an all-time high in mathematics, English Language Arts (ELA) and science.
Overall, the percentage of students scoring proficient or advanced was 47.8% in ELA, 56.3% in mathematics and 63.4% in science. U.S. History decreased slightly from 71.4% in 2022-23 to 70.9% in 2023-24.
These assessment results show student achievement continues to exceed pre-pandemic levels. Student achievement in Mississippi and the nation dropped in 2021 due to the pandemic, though Mississippi students mostly rebounded by 2022.
“The continued rise in student achieve-
One-year Change in Percentage of Students Scoring Proficient or Advanced
ment across Mississippi is a testament to the hard work and dedication of our students, teachers and school leaders,” said
State Superintendent of Education Lance Evans. “Our focus now is on building more momentum to guarantee that all our grad-
uates are prepared for the challenges and opportunities they will encounter in college, their careers and life.”
MAAP measures students’ progress toward academic goals that equip them with the skills and knowledge they need to succeed in college and the workforce. Mississippi teachers helped develop MAAP tests, which align with the learning goals for Mississippi classrooms. MAAP measures student performance in ELA and mathematics in grades 3-8, science in grades 5 and 8, and in high school English II, Algebra I, Biology and U.S.
History. MAAP results make up a large portion of the A-F accountability grades schools and districts earn annually.
Mississippi is recognized as a national leader in education because students have made faster progress than nearly every other state. Several factors contributed to the steady rise in student achievement including the implementation of higher academic standards and statewide support to teachers to help students reach higher standards. Other factors include the effective implementation of several education reform laws and poli-
cies that developed or strengthened early childhood education, literacy instruction, school and district accountability and advanced learning opportunities for high school students.
Since 2013, Mississippi’s national Quality Counts ranking for K-12 achievement improved from 50th to 35th, and the state’s overall education grade improved from F to C- (nation’s grade is C).
In 2024, the Annie E. Casey Foundation’s KIDS COUNT® Data Book ranked Mississippi 30th in the nation for education, the state’s highest-ever ranking.
145 Mississippi Students Named National Merit Semifinalists
This year, 145 students from across the state have been named National Merit Semifinalists by the National Merit Scholarship Corporation. To earn this accolade, these students scored in the top 1% nationwide on the Preliminary SAT/ National Merit Scholarship Qualifying Test. These students have the chance to advance to finalist standing, which opens a world of opportunities in terms of scholarship opportunities. In order to become a finalist, students must submit an application that details their academic and leadership accomplishments, their participation in school and community activities, and any other honors or awards they have received. Finalists will be announced in the spring.
Madison County: Madison County School’s National Merit Semifinalists and National Merit Commended Scholars. Back row (L to R): Rajendra Quillin, J.T. Parr, Austin Addison, Morgan Green, Sam Bender, Austin Yu, Marcus Henning, Gordon Ngai, Gabe Kiihnl, Adrian Boyd, Wes Noland, Harbor Ketchum, Evan Nicholson, Trace Bowen, Luke Rhoden, Gabe Hudson, Eli Pierce, and Sam Copeland. Front row (L to R): Alexander Kinney, Amer Obaji, Cody Foxx, Clark Estess, Carter Johnston, Cade Richardson, James Parmley, Walker Robey, Olivia Case, Anne Lu, Carrington Burke, Eva Martin, Emily Jia, Kensley Hernandez, Dylan Thomas, Paisley Albritton, David Sawaya, Umar Qureshi, Thomas Waters, and Johnny Pepper.
Math and Science: Mississippi School of Math and Science’s National Merit Semifinalists, pictured: Aden Byrd, Rebecca Candland, Andy Chen, Yaerim Choi, Joseph Deano, Andrew Dowdy, Isabella Givens, Henry Harrison, Theodore Lai, Anderson Lin, Langston Smith, Ryan Wu and Aaron Zmitrovich.
Oxford: Oxford High School’s National Merit Semifinalists (L to R) Elliot Bruce, Hannah Oommen and Ann Hunter Bigham
Northwest Rankin: Northwest Rankin High School’s National Merit Semifinalists (L to R) Samson Kassahun, Kayla Davidson, Samantha Young and Judah Murphy.
EducatorsEmpowering
Cultivating Excellence through Special Educator Mentorship
Crosby Miller
In recent years, numerous surveys have been conducted on exiting special education teachers to determine the leading factors that contribute to the overwhelming number of teachers leaving the field. These surveys showed that most of these educators left the profession due to a lack of support. Therefore, to combat the national teacher shortage, the Mississippi Department of Education (MDE) has taken a hands-on approach to enhance the support of its teachers and to build teacher retention in the field of
special education.
The New Special Education Teacher Mentoring Program was implemented as a response to the Teaching and Leading Solutions Group’s (TLSG) specific focus on recruiting, preparing and retaining effective teachers. As the MDE Mentor Program Director and a member of the TLSG, Stacey Todd believes the mentoring program directly addresses the teacher shortage: “The ultimate goal for me is to improve student outcomes and to keep our teachers. If we can’t keep teachers, we can’t improve student outcomes.”
For development and technical sup-
port on this project, the MDE partners with the Research and Curriculum Unit (RCU) at Mississippi State University. The RCU’s Professional Learning team brings experience in building sustainable coaching and mentoring programs. RCU Project Manager Tara Jackson says, “The goal of the mentoring program is to assist school districts in creating their own support systems that foster ongoing professional development for teachers entering the field of special education.”
Participating districts are engaged in a two-year program, working with new special education teachers, veteran
special education teachers and district leadership, which includes both principals and special education directors.
“Year one of the program,” Todd says, “is focused on information and relationship building. New teachers are working on foundational teaching skills that are needed in special education. Mentors and administrators focus more on effective coaching and mentoring. Our goal is to help them learn all about the program, to get to know them, and to build those relationships and trust with them.” After building a solid foundation in year one, participants move into year two where
the approach becomes tailored and specific to each district. Todd explains, “Year two is moving more into what tools the districts need to sustain an effective mentoring program on their own. In the second year, we focus on how they grow to the next level and take ownership of their own learning.”
Throughout the program, the new teachers, mentors and administrators in the participating school districts engage in professional learning centered around the High Leverage Practices (HLPs), which address the most critical practices that every K-12 special education teach-
er should master. Their learning is also centered around the Professional Growth System (PGS) for Special Education, which is intended to provide districts with data to strengthen decision-making and to ensure that special education teachers are better prepared, supported and retained to improve reading and learning for all students. They are also invited to participate in monthly virtual trainings as well as in-person training sessions each semester where they are provided opportunities to collaborate and plan with their district. For each of these trainings, the professional develop-
Mentors engage in reflective activities with their peers to build the components of an effective mentor.
ment is tailored to each person’s role in the program and in their school district.
The new special education teachers in the program are instructors who have less than two years of experience in the field. Todd describes their sessions as “using the HLPs to provide them with the instructional skills they need to add to their toolbelt for implementing effective instruction and ultimately improving student outcomes.”
The mentors are veteran teachers with more than three years of experience in special education. Their learning is focused on both HLPs and the PGS standards. Additionally, the mentors participate in a two-day boot camp at the start of the school year. Jackson shared that this boot camp emphasizes the significance of mentorship and the value of conversations that foster personal growth and independent thinking, enabling mentees to develop a robust skillset for their teaching careers. The mentors are also supported by a coach, who assists the mentors as they learn about and engage in the five roles of an effective mentor. The coach brings experience in mentoring and can make school visits to the mentor and customize the support that is provided. As a coach, Jackson reflects on her experience with the program saying: “I enjoy collaborating with mentors to discuss their individual goals and the outcomes they aim to achieve during the mentoring program. Each participant can carve out their own path, and it’s rewarding to assist them in developing new skills and reaching their objectives.”
The administrator group includes special education directors and principals. Todd shared, “Our goal with administrators is to help them be instructional leaders with their special education team and to help them see the importance in a systematic mentoring program that has goals in working with mentors and new teachers. We have a unique opportunity to teach principals
Participating Mississippi School Districts
about special education, what it should look like, and how to evaluate their special education teachers.”
To enroll in the program, districts submit an application that addresses the number of special education teacher vacancies in their school district as well as the number of veteran teachers available to serve as mentors to the new teachers in their school district. The current cohort is
in their first year of the program and will exit in May of 2026.
The response to the program has been overwhelmingly positive, as Todd shared she feels this program is making a significant impact on special education within the state of Mississippi. Most notably, “It gives new teachers the support they need so that they don’t quit during year one or year two and
gives them instructional tools and support from their principals and fellow teachers,” Todd said. She goes on to note that the program doesn’t only help new educators, but also builds confidence in the veteran teachers, and she points out that the participating school districts are even seeing the benefits pour over into their general education teacher population as well.
MDE Office of Special Education Executive Director, Jennifer Boykin, Ed.D., speaks to the 2024-2026 cohort of mentors in the New Special Education Teacher Mentoring Program during their onboarding boot camp training session.
MDE Names Six Mississippi Emerging Science of Reading Schools for 2024-25 and Names First Mississippi Science of Reading School
The Mississippi Department of Education (MDE) has designated six elementary schools as Mississippi Emerging Science of Reading Schools (SOR) for the 2024-25 school year, and for the first time a Mississippi Science of Reading School has been named.
The Emerging SOR designation is for schools that have trained teachers in the science of reading, exemplified a change of instructional practices and embodied a school culture that focuses on building skillful, strong readers in kindergarten through third grade. The SOR school designation may be awarded after a school has been an Emerging SOR school for two consecutive years.
The 2024-25 Mississippi Science of Reading School is Senatobia Elementary. The six 2024-25 Mississippi Emerging Science of Reading Schools are: Chickasaw Elementary, Ripley Elementary, McLaurin Elementary, Dana Road Elementary, Jefferson County Elementary and Beach Elementary.
Each spring all Mississippi K-5 schools are invited to apply for the science of reading recognition. Eleven elementary schools received the Emerging SOR designation in 2022-23. MDE’s Literacy Leadership Team will travel to the campus of each 2024-25 honoree starting to celebrate the designations.
“Congratulations to the teachers and leaders in each of these schools for their commitment to providing evidence-based reading instruction for their students,” said the State Superintendent of Education Lance Evans, “Their dedication to implementing the science of reading is crucial for helping students become strong, confident readers who are prepared for success throughout their academic careers and beyond.”
Jefferson Country Elementary students celebrating their reading achievements.
Students from Senatobia Elementary, Dana Road Elementary and McLaurin Elementary celebrating their achievements in reading.
