School Focus
Project SEARCH Opens
Wingfield, Blue Mountain
School Focus
WELCOME
While some will look back at the 20202021 academic year as one of the hardest and strangest times in education, I will remember it as the year our administrators, teachers and support staff rose to the challenge and carried the torch of learning during inauspicious and difficult days
As educators across the state prepare to return to the classroom this fall, I want everyone to take time and reflect on the past year Because of your dedication to your craft and students, you were successful in continuing to support our children in their journey to becoming self-sustaining adults and productive members of society It is because of your support and the support of our entire state that we were able to make sure good, viable public education still functioned as safely and effectively as possible
This issue of School Focus is all about support From assisting new teachers as they navigated their first jobs during the age of COVID-19 (p 26) to ensuring educators have the right tools to address students’ varying needs (p 8), we here at the Mississippi Department of Education are committed to supporting all who walk into our classrooms
Our cover story (p 18) highlights Project SEARCH Mississippi, a great partnership between the Mississippi Department of Rehabilitation Services, local health care providers and participating high schools By granting internships to a segment of historically underserved students, organizations across the state are providing opportunities that will allow these students to learn new skills that will support them in the future
I hope you enjoy this story and the others in this magazine
There are great things happening in Mississippi’s classrooms, and we here at the MDE are glad to have you alongside us supporting children through education
Thank you for all you’ve done this past year for your students
Dr Nathan Oakley
Chief Academic Officer
Mississippi Department of Education
CONTRIBUTORS
EDITOR-IN-CHIEF
Nathan Oakley
ASSOCIATE EDITOR
Jean Cook
MANAGING EDITOR
Carl Smith
EDITOR
Heather Tucker
DESIGNER
Amanda Gronewold
WRITERS
Will Graves
Amanda Gronewold
Carl Smith
Brock Turnipseed
All photos were submitted by the MDE or their respective districts unless otherwise noted.
ON THE COVER
Shaniya Cook, a Tupelo Public School District (TPSD) graduate, works with students in 2020 at the North Mississippi Medical Center Child Care Center where she interned through Project SEARCH Mississippi, a program that helps students with disabilities receive on-the-job training. Cook is one of three TPSD graduates and Project SEARCH Mississippi completers hired by the hospital to full-time positions this academic year. Read more about Project Search on p. 18.
Photo by Adam Robison Northeast Mississippi Daily Journal
Wingfield, Blue Mountain Improve Graduation rates FOCUSED Help
Brock Turnipseed
Although Jackson Public Schools’ (JPS’) Wingfield High School (WHS) and South Tippah School District’s Blue Mountain School (BMS) differ greatly in their student populations, they recently shared a common issue: a need to boost slumping graduation rates
Both were among schools identified for the Comprehensive Support and Improvement (CSI) designation by the Mississippi Department of Education (MDE) in 2018 — through an Every Student Succeeds Act requirement — for having graduation rates that were less than or equal to 67%
Although the schools’ graduation numbers are vastly different — WHS averages 150 to 170 graduates per year, while BMS averages 18 to 20 students — the commitment of their principals and support from MDE’s Office of School Improvement (OSI) helped both campuses improve graduation rates and exit their respective CSI designations
“As leaders, BMS Principal Kelly Gates and WHS Principal Roderick Smith have demonstrated an openness to learning
Left: Plants grow in Wingfield High School’s (WHS’s) aquaponics lab.
Right: Recent WHS graduate Gregory Sampson tends to plants growing in the school’s aquaponics lab. The school uses its agricultural science department to engage students and encourage them to graduate.
that creates and fosters the conditions for improved student outcomes,” said Dr Sonja Robertson, the OSI's executive director “They have worked to stay focused on their goals and ensure they align to the support that has been provided on the evidence-based drivers — organizing adults, teaching and learning, students at the center and postsecondary pathways — that are central to the work of the Everyone Graduates Center at Johns Hopkins University (JHU) ”
WHS Increases Student Engagement
transformation, was an eye-opening experience for Smith that showed the principal he needed to examine the school’s leadership team
“After the Transformation Academy, he put people on it who were going to be open, honest and truly share with him what needed to be done,” Green said “He had employees from every facet of the school as part of the leadership team and had more individuals engaged and directly involved in the school-improvement
Smith recognized improvements in student engagement and focus were key to meeting areas of deficiency — attendance struggles, a lack of needed Carnegie Units and the inability to pass state assessment tests, for example — that contributed to the school's CSI designation
The support and guidance provided through CSI helped the fourth-year principal realize he could not spark improvement alone He needed a strong support system in place
Dr Curt Green, an OSI school improvement coach who worked with WHS, said the Transformation Academy, a professional learning program designed to help CSI principals jump-start instructional
aren’t alone in this fight, and it helps a lot”
CSI helped WHS administrators think outside the box when creating their improvement plan, Smith said The school increased the amount of dual-credit classes available for students, developed a partnership with Hinds Community College to assist students struggling with state assessments and transitioned from an A-B block schedule to a traditional, eight-period day to increase the
From left:
• Dr. Curt Green, Mississippi Department of Education school improvement coach
• Roderick Smith, WHS principal
• Dr. Deowarski McDonald, Jackson Public School District manager of school support
process Everyone played a part, everyone knew what the school was going to do in terms of the plan and everyone was empowered to be part of the process ”
The Transformation Academy and additional CSI convenings also helped Smith and his team realize they were not alone in the process They communicated with others and implemented external ideas into their own improvement plan
“When you're conversing with people at schools where proficiency is up and attendance is up — all of the things that we are really struggling with — you're able to actually be able to have a lot of good conversations,” he said “It's been good collaborating with the other schools You notice you
frequency of classroom instruction with teachers
Instructors also focused on students’ interests, such as the school’s agriculture science department and partnerships with Jackson’s Foot Print Farms and Alcorn State University, to keep them engaged and expose them to postsecondary options
“They found a niche that the students had an interest in, and they expanded more to keep that student interest and attract even more interest,” said Dr Deowarski McDonald, JPS’ manager of school support “I think that is an area we can possibly attribute to keeping the students in school, keeping them engaged, helping them graduate and providing a postsecondary career path for them ”
The district placed a focus on exploring those postsecondary opportunities with students when they transition to the ninth grade, he added
“They have early conversations with incoming ninth graders around what it will take for them to graduate in four years,” McDonald said “They talk to them about the different supports and resources the school offers and also about exploring postsecondary opportunities ”
As it did with all schools, the onset of COVID-19 presented challenges for educators with keeping students engaged virtually when, as McDonald said, “the needs at home tended to outweigh their education ”
Having a 1-to-1 device initiative in the school’s improvement plan prior to the coronavirus outbreak and offering flexible learning schedules for students helped during the pandemic, but Smith noted what WHS administrators
learned through CSI will be critical for the school as it works to regain its preCOVID-19 momentum and upward trajectory that saw the school’s graduation rate increase to 72 3% following the 2019-2020 school year
“We couldn't do it without the help of everyone,” Smith said “This is not something that I was able to do This is something that Wingfield was able to do I have a great set of teachers and staff members here who all share the same vision of making sure that every student is successful ”
BMS Targets At-Risk Students Early
With a smaller student population, BMS can direct more 1-to-1 support to students; however, losing one or two students can significantly affect the graduation rate, which happened in 2018 when the graduation rate dipped
to 57 8% and the school was identified for CSI
Gates, who joined the K-12 school two years ago as its assistant principal, said although the CSI designation was disheartening, it allowed leadership to conduct self-examination and planning It also provided the funds to execute those plans
Green worked with BMS this year and commended Gates for “picking up the ball and running with it, continuing the momentum that previous administrators started ”
School officials recognized a need to identify at-risk students early, which is made easier by having K-12 located on the same campus
“We feel like by the fifth and sixth grades that some kids have made up their mind either they are going to graduate or drop out,” Gates said “It is really important at that early or upper
Left: BMS teacher Jessica Paseur watches as students dissect a frog in the school’s science lab.
Kelly Gates, Blue Mountain School (BMS) principal
elementary level for us to determine who's at risk ”
The school implemented an early warning system to identify those at-risk students A plan is developed for those students that includes access to mentors provided through the school improvement funds
Guidance Counselor Cheryl Bass said the mentor program, which stemmed from participation in MDEhosted convenings and JHU’s Cross States High School Collaborative, provides students access to tutoring, social and emotional support and any additional guidance needed stay on track for graduation
Having mentors allowed a campus the size of BMS the ability to provide personalized attention that larger schools might not be able to provide That benefited Ben Knight, the school’s first-year assistant principal and graduation coach, as he tried to get seniors
to the finish line during the pandemic when it became difficult to keep them engaged virtually
“We started reaching out to parents saying, ‘Hey, we’re noticing these issues, and we’re giving them until the end of the term to turn this around ’ Some did, but a lot had to return to school,” Knight said “That constant communication with the parents and the students is how we’ve combated that”
Bass noted how important communication with parents was during the school’s CSI designation
“We’ve had to be more of a team with the parents and be on the same page That has been lacking in the past because there were times parents didn’t know what needed to be done and didn’t know what their students were doing They got behind and fell between the cracks,” she said
The BMS plan worked The school jumped from an F to a B in the Mississippi Statewide Accountability System, and its graduation rate eclipsed 86% and is projected to surpass 90%
As BMS continues implementing its improvement plan, Gates said he envisions creating a possibilities lab that exposes students to STEM and the area’s five industry clusters It is one of the areas where Gates said he feels the school can grow, and it might not have been possible without the supports provided through CSI
“Whether that’s revamping our master schedule to offer more electives or looking at how we’re going to meet graduation requirements for all our students, CSI has been really good,” he said
Green said Gates wears many hats at BMS, but CSI helped administrators realize it takes a community effort to impact students
“Students know we're going to check on them They know we're going to call parents, and if we can't get parents, we're going to the house,” Gates said
As WHS’ and BMS’ CSI journeys come to an end, Robertson said she is eager to watch Smith and Gates continue growing their schools
“It has been both exciting and encouraging to interact with the leaders our team has supported in our CSI high schools,” she said “It has been a great experience sharing in this journey with their teams, and I look forward to the continued progress that will take place in their schools ”
BMS teacher Beatrice Mitchell assists sixth graders with My Mississippi, a project-based learning assignment.
A
Guide
FO r ALL
‘Access
2.0’ updates Target Wording, Organization
This summer, the Mississippi Department of Education (MDE) will publish the Access for All Guide 2 0, an updated version of the helpful document that will provide more clarity and additional resources for general education teachers
The guide is intended to provide educators with evidence-based tools they can implement in the classroom to improve every student’s ability to learn through different adaptations
MDE and staff from the Mississippi State University Research and Curriculum Unit (RCU) began the process of updating the original document last fall with the goal of replacing key terminology with language that will provide general education teachers with a better understanding of how the document can aid in providing quality classroom instruction for all students
The new version replaces accommodations and modifications with adaptations The change came about because accommodations and modifications are more commonly associated with special education The intent of the guide is to be a resource for teachers to meet the learning needs of all students, not just one group
To encourage further use of these classroom adaptations for all students, not only those with Individualized Education Programs (IEPs), the new document provides
educators with four specific types of adaptations that address four select student populations
“There are many things you can do in your classroom that are available to every child,” said RCU Project Manager Ginny Sanders “By providing the four types of adaptations for the four select student populations, we have been able to take the suggestions for instruction and align them with the specific classroom adaptations teachers can use ”
Will Graves
ADAPTATIONS
CURRICULAR
INSTRUCTIONAL
Adapt what is taught. Adapt how it is taught and how learning is demonstrated.
ENVIRONMENTAL
Adapt the setting
VIRTUAL
Adapt the delivery to online and hybrid.
ACCESS FOR ALL GUIDE 2.0
The guide’s adaptations and suggestions for instruction are beneficial for teachers to help students succeed both academically and socially — two areas where many students struggled throughout the past year
As learners made their way back into classrooms after extended periods of at-home education due to the pandemic, many teachers noticed students had difficulty keeping up with objectives and meeting benchmarks
After hearing general education colleagues discuss these concerns, Mandy Crawley, a third grade special education teacher at New Albany Elementary School, said she knew the
The adaptations outlined in the Access for All Guide 2.0 are divided into five categories: curricular, instructional, environmental and virtual. These adaptations direct teachers to online resources to help students struggling in academics, physical, speech, social emotional, behavioral and/or organizational deficit areas.
guide would be a great resource to help those teachers get their students reaccustomed to the learning pace and environment of the classroom
“With all of us coming back from the pandemic and having to deal with so much learning loss, I gave a presentation to my general education teachers to explain what the guide is and how they could use it to help students who are struggling,” Crawley said “So many times, we think of accommodations as something we do only for special education students, and the teachers didn’t realize there were tools available that can be used with struggling general education students ”
Crawley’s presentation was a success and led to general education teachers implementing adaptations in their own classrooms After returning to school, many students struggled with reading and comprehension lessons, so teachers began making adaptations that ultimately improved their reading scores
“My teachers really wanted to do something to help their students, and they were very open to learning about the guide,” she said “With COVID-19, we knew it would be a tough year After my teachers were so welcoming to the idea of using it for their own students and had success, my hope is that more general education teachers across the state will take advantage of this resource and feel more comfortable with using it ”
New Albany School District (NASD) Special Services Director Kristen Richey said the guide is an impactful tool that helped teachers in her district meet the learning needs of every student
“Our teachers have not had such a comprehensive tool at their fingertips until the guide was created,” she said “Our motto at NASD is: Preparing all for success The guide provides strategies for instruction, as well as adaptations to the instruction, to help us
meet every student's need and work toward our school district's vision”
MDE will publish the new guide as a digital document Although the useful section tabs for deficit areas in the printed publication will no longer be part of the document, teachers will be excited about the new document’s
robust color-coded organization and the addition of resource links
“I am extremely excited about the updated guide Because the use of accommodation and modification were so prevalent, many educators, without meaning to, associated it with special education due to the common language,” Richey said “The updated language, along with the online accessibility, will make the guide more userfriendly and broaden its availability to educators I am excited to see all the possibilities this opens for the students of Mississippi ”
Pearson, Taylor Selected for u.S. Senate Youth Program
Two Mississippi high school students represented the state during the 59th annual U S Senate Youth Program (USSYP) this March
Jacob Pearson of the Alcorn School District and Weston Archer Taylor of the Petal School District were selected from among the state’s top student leaders to be part of the 104-student national delegation who will each also receive a $10,000 college scholarship for undergraduate study
The program’s alternates are Flowood residents Cass Rutledge, who attends Jackson Preparatory School, and Vaibhavi Mahajan, who attends Northwest Rankin High School (Rankin County School District)
“I congratulate the delegates and alternates on their selections to this prestigious program These outstanding students have been recognized for their hard work both inside and outside the classroom, and their families and schools should be proud,” said Dr Carey Wright, Mississippi’s state superintendent of education
Pearson, a senior at Alcorn Central High School, serves as president of the Student Council His high school career includes several leadership roles including the Future Business Leaders of America (FBLA) president, Beta Club president, National Technical Honors Society president and senior class vice president He was recognized for many academic core subjects and outstanding awards, including becoming a Hugh O’Brian Youth Leadership student ambassador He is an active member of the Community Connections Mentoring Program, an opportunity for high school students to interact with intellectually and socially challenged children in the community His other volunteering endeavors include the Rotary Club Food Drive and student poll worker in 2019 and 2020 Jacob plans to attend Mississippi State University, where he will study political science, and law school
Taylor, a junior at Petal High School, serves as the president of the National Honor Society and as a representative on the Mississippi Superintendent Student Advisory Council He also was selected to serve as a US Senate page He participates in multiple clubs involving government and business, including the Vox Populi (Voice of the People) club and the FBLA He volunteered with the Edward Street Mission, Backpack Club and the Petal Education Foundation Ambassadors
After graduating high school, Taylor plans to attend the U S Air Force Academy and major in astronautical engineering, intent on becoming an Air Force test pilot His plans include a run for a seat in the U S House of Representatives
For more information, visit: ussenateyouth org
report: Mississippi in Top Six States for High-Quality Pre-K
MISSISSIPPI'S Early Learning Collaborative
2019-2020
35% Approximately 8% Served of 4-year-olds, of 4-year-olds attended public early childhood education programs up from 5% in 2018-2019
The National Institute for Early Education Research (NIEER) recognized Mississippi in its latest report on pre-K quality as one of only six states whose state-funded pre-K program meets all 10 quality standards for early childhood education
The latest ranking is published in the NIEER report, the State of Preschool 2020 The annual survey provides an in-depth look at state-funded education for 3- and 4-yearolds nationally and in each state with a focus on enrollment, spending and 10 policies that support quality education
NIEER evaluated Mississippi’s Early Learning Collaborative (ELC) programs, which are partnerships among school districts, Head Start agencies, child care centers and nonprofit organizations There are currently 18 collaboratives serving more than 3,000 children
Because of the quality of the ELCs, Mississippi is consistently one of only several states meeting all original NIEER standards
“Mississippi sets an example of policies to support high-quality preschool, but funding is too low to allow programs to implement those policies well,” said Dr Steven Barnett, NIEER’s founder and senior codirector, who is pushing for more federal funding for high-quality pre-K “Increased funding is needed to ensure quality and expand access to more children who can benefit from the program ”
The Mississippi Legislature passed the Early Learning Collaborative Act in 2013, which provided $3 million to establish a limited number of ELCs in underserved areas throughout the state Funding increased in subsequent years based on the program’s immediate success During the 2021 legislative session, funding doubled to $16 million, which will serve approximately 6,000 pre-K children
“Research consistently shows how high-quality early childhood education has a profound impact on children throughout their lives,” said Dr Carey Wright, Mississippi's state superintendent of education “High-quality pre-K leads to increased school readiness, reading proficiency by third grade, higher graduation rates and even less crime ”
The Mississippi State Board of Education has made increasing access to high-quality early childhood education one of its top priorities The Mississippi Department of Education partnered with the W K Kellogg Foundation to build the state’s early childhood education infrastructure through coaching and professional development and by providing guidance and support to school districts
Mississippi’s ELC program served 8% of 4-year-olds in 2019-2020, up from 5% in 2018-2019 When combined with Head Start (22%) and special education pre-K programs (5%), approximately 35% of the state’s 4-year-olds attended public early childhood education programs in 2019-2020
Mississippi ranks 39th in the nation for pre-K access for 4-year-olds and 42nd in state spending per child
Read the 2020 State of Preschool Report at NIEER org
Dr. Carey Wright
Advocating
for SUCCESS
Columbus Special education Teacher Overcomes Obstacles, Works Collaboratively To Serve All Students
Amanda Gronewold
every child can learn, regardless of the challenges they face
This philosophy guides Kristin Johnson, a special education teacher who knows firsthand about powering through difficult circumstances in the classroom The inclusion teacher at Columbus Municipal School District’s Sale Elementary School (SES) has dealt with chronic hearing loss since childhood
“I got my first pair of hearing aids when I was in the fourth grade,” she said, “and it was just something that I learned to adapt to ”
Adapting as a teacher means Johnson positions herself so she can read the speaker’s lips She also reminds people to speak more loudly as needed The face masks necessary during the COVID-19 pandemic hindered lipreading, making communication in the classroom even more challenging Johnson said it has been a struggle, but her students, colleagues and administration have been understanding
“I've done it so many times my entire life that I don't even think [of it as] compensating or accommodating myself It just becomes natural for me,” she said “[During mandatory mask-wearing phases last academic
year, there were] several times where I asked the kids just to go over to the other side of the room, pull down their mask so that I can read their lips and then had them pull it back up and come back”
Despite the communication challenges, growing up with hearing loss helped Johnson develop advocacy skills advantageous to her teaching career and beyond
“I know how to advocate for people with disabilities because I have one,” said Johnson “It's been my lifelong goal to continue to learn how I can serve the students and adults, too, so I can be their voice ”
Johnson said the communication frustrations she has experienced helped hone her patience and relate with her students, who often feel frustrated when struggling to grasp concepts She stresses to all her students it is OK to need help and ask for it
“I'm hoping that teaching them at that young age to advocate for themselves will help them once they get older, when I may not be there to advocate for them anymore,” Johnson said
Dr Aaron Lee, the principal of SES, vouched for Johnson’s dedication, describing her as a hard-working
Opposite page: Kristin Johnson, a special education inclusion teacher at Columbus Municipal School District’s Sale Elementary School (SES), reviews number identification with a kindergartner attending school virtually.
Left: Johnson transformed part of her classroom into a calming corner where overwhelmed students can go to regain their composure.
professional who is genuinely concerned about students’ well-being
One way Johnson stands out among her peers, Lee said, is with her ability to assume a collaborative role with lead teachers when working with students in an inclusion setting
“One of the struggles we often find with inclusion teachers is that in special education, some inclusion teachers really only tend to focus on the students that are on their caseload,” a practice, Lee said, that can cause inclusion students to be stigmatized
Lee encourages the school’s general population and inclusion teachers to employ a coteaching strategy when working together, and Johnson excels at putting this into action with her fellow instructors Lee even encourages other SES teachers to observe her in the inclusion setting
“She's not just helping the students that she's assigned on her caseload, but she's also interacting with the teacher in the lesson or paraphrasing or rephrasing things that the teacher says in the lesson so that all students can get a better understanding,” he said
Marilyn Chandler, a fellow SES teacher, also commended Johnson’s collaborative approach to inclusion teaching and her passion for students
“That's her greatest strength,” said Chandler “She'll just take over, read and let me go do something else She doesn't mind working with the entire class ”
Johnson also goes the extra mile in her classroom by creating an atmosphere that, based on students’ needs, can provide either calming or stimulating reactions She allots most of her supply budget to providing flexible seating options, including stools, blow-up chairs, exercise balls and even a pool float
She also installed a calm-down corner this year for students to have an
escape when feeling stressed or triggered There, in a portion of the room separated from the rest of the classroom by sheer curtains and lit softly with string lights, students can play with items and toys designed to help them mentally unwind
“It's just a safe place,” Johnson said
The lighting quality in Johnson’s whole room is important to her It came equipped with standard fluorescent lighting, which can cause problems for children with autism To combat this, she installed overhead light filters She also tries to rely on just natural light as much as possible
During the outbreak of the coronavirus, some of Johnson’s students attended school virtually and did not have access to the helpful amenities
of her physical classroom These students struggled to focus, Johnson said To hold her students’ attention, she added interactive elements to her virtual lessons
“I made PowerPoints with silly sentences and funny pictures,” she said “They tried to figure out what the sentences say through the pictures ”
Johnson said building relationships with her students is her favorite part of teaching Working at a smaller school, she said, facilitated those bonds
“I get to have several of the same kids for multiple years, so I'm able to see their growth,” Johnson said “I enjoy developing those relationships, and that helps me to be able to help them grow in ways that other places may not have ”
Left: Johnson (standing) helps two second graders with addition and subtraction through regrouping exercises.
Above: An SES second grader writes out long vowel sounds in shaving cream.
Teng, Yin Named 2021 Presidential Scholars
Two Mississippi students are among the 56th class of U S Presidential Scholars, which recognizes 161 high school seniors for their accomplishments in academics, the arts and career and technical education (CTE) fields
The Mississippi scholars are Oxford High School (Oxford School District) senior Emmanuelle Teng and Madison Central High School (Madison County School District) senior Matthew Yin
The White House Commission on Presidential Scholars selects scholars annually based on their academic success, artistic and technical excellence, essays, school evaluations and transcripts, as well as evidence of community service, leadership and demonstrated commitment to high ideals
From left:
• Emmanuelle Teng, Oxford High School (Oxford School District)
“Mississippi’s Presidential Scholars have demonstrated an extraordinary commitment to academics, leadership and community service during an extraordinary time,” said Dr Carey Wright, the state superintendent of education “Their achievement shows how Mississippi’s public schools can help students reach their highest dreams”
“Their achievement shows how Mississippi’s public schools can help students reach their highest dreams.”
Dr. Carey Wright, state superintendent of education
• Matthew Yin, Madison Central High School (Madison County School District)
Of the 3 6 million students expected to graduate from high school this year, more than 6,000 candidates qualified for the 2021 awards determined by outstanding performance on the College Board SAT or ACT exams or through nominations made by Chief State School Officers, other partner recognition organizations and the National YoungArts Foundation’s nationwide YoungArts program
As directed by presidential executive order, the 2021 US Presidential Scholars are comprised of two students from each state, the District of Columbia, Puerto Rico and U S families living abroad, as well as 15 chosen at-large, 20 scholars in the arts and 20 scholars in CTE
Created in 1964, the U S Presidential Scholars Program has honored more than 7,600 of the nation’s top-performing students The program was expanded in 1979 to recognize students who demonstrate exceptional talent in the visual, literary and performing arts In 2015, the program was again extended to recognize students who demonstrate ability and accomplishment in CTE fields
The members of the class of 2021 will be recognized for their outstanding achievement this summer
Schools earn AP Computer Science Female Diversity Award
Six Mississippi schools earned the College Board Advanced Placement (AP) Computer Science Female Diversity Award this academic year for achieving high female representation in AP Computer Science A (CSA) and/or AP Computer Science Principles (CSP) Schools honored with the award have expanded girls’ access to AP computer science courses
Out of 20,000 institutions that offer AP courses, these six schools are among 1,119 to achieve either 50% or higher female representation in one of the two AP computer science courses or a percentage of the female computer science examinees meeting or exceeding that of the school’s female population during the 2019-2020 school year Columbia High School (Columbia School District), Northwest Rankin High School (Rankin County School District), Ocean Springs High School (Ocean Springs School District), Ridgeland High School (Madison County School District) and William B Murrah High School (Jackson Public Schools) were recognized with an award for CSP, while Pass Christian High School (Pass Christian School District) was recognized with CSP and CSA awards
A Code.org analysis of 2017 Bureau of Labor Statistics data finds women represent just 24% of the 5 million people in computing occupations.
“During an unprecedented year, Mississippi female students have demonstrated perseverance and dedication in their study of AP Computer Science,” said Dr Carey Wright, the state superintendent of education “We could not be prouder of Mississippi’s female students for staking their claim as the next generation of STEM and computer science professionals We can’t wait to see their passion for next-generation technology lead to lifelong success ”
“Today’s students need the power to shape technology, not just cope with it,” added Stefanie Sanford, the College Board's chief of global policy and external relations “Young women deserve an equal opportunity to become the next generation of entrepreneurs, engineers and tech leaders Closing the gap in computer science education empowers young women to build the future they want ”
In 2020, 39,570 women took the AP CSP exam, nearly three times the number who tested in 2017.
The first year of AP CSP in 2016-17 attracted more students than any other AP course debut, and participation is on the rise In 2020, more than 116,000 students took the AP CSP Exam — more than double the number of exam-takers in the course’s first year and a 21% increase from the previous year In 2020, 39,570 women took the AP CSP exam, nearly three times the number who tested in 2017
Female students who take AP CSP in high school are more than five times as likely to major in computer science in college, compared to similar female students who did not take CSP.
Providing female students with access to computer science courses is critical to ensuring gender parity in the industry’s high-paying jobs and to drive innovation, creativity and representation The median annual wage for computer and information technology occupations was
$88,240 in 2019 However, a Code org analysis of 2017 Bureau of Labor Statistics data finds women represent just 24% of the 5 million people in computing occupations
That’s why new College Board research about AP CSP is so encouraging According to the data, female students who take AP CSP in high school are more than five times as likely to major in computer science in college, compared to similar female students who did not take CSP The study also finds AP CSP students are nearly twice as likely to enroll in AP CSA, and that for most students, AP CSP serves as a stepping-stone to other advanced AP STEM coursework
AP CSP students are nearly twice as likely to enroll in AP CSA.
These findings make it even more imperative that schools nationwide achieve gender parity in AP Computer Science classrooms
The 1,119 schools that receive this year’s AP Computer Science Female Diversity Award should serve as inspirations and models for all American high schools, where overall, female students remain under-represented in computer science classes, comprising just 34% of AP CSP participants There is a long way to go to achieve equal gender representation in the field of computer science Currently, less than half of the nation’s high schools teach foundational computer science, a clear opportunity to be addressed by strong partnerships between policymakers, the tech industry and educators
Computer Science Principles Award
• Columbia High School
Columbia School District
• Northwest Rankin High School
Rankin County School District
• Ocean Springs High School
Ocean Springs School District
• Ridgeland High School
Madison County School District
• William B. Murrah High School
Jackson Public Schools
Computer Science Principles Award and Computer Science A Award
• Pass Christian High School
Pass Christian School District
msachievesmdek12org
AN ‘UNSUNG
Hero’
Partnership Provides Job Skills to underserved Students
Carl Smith
Alifetime of success can come down to whether someone has access to the right skills and opportunities, and a partnership between the Mississippi Department of Rehabilitation Services (MDRS), local health care providers and numerous schools across the state is providing employment skills and workforce opportunities to a segment of traditionally underserved
students so they can successfully transition into adulthood
Since its 2018 launch at Jackson’s University of Mississippi Medical Center (UMMC), almost 100 participants with disabilities or other special needs have graduated from Project SEARCH Mississippi, a nine-month employment preparation program that immerses learners in workplace internships at seven local hospitals
Above: Leah Coleman, a Tupelo Public School District (TPSD) graduate, scans leg pumps in 2020 at North Mississippi Medical Center (NMMC) as part of Project SEARCH Mississippi student internships. Coleman is one of three TPSD graduates recently hired by the hospital for full-time positions. She previously completed an internship in the hospital’s sterile processing division.
by Adam Robison, Northeast Mississippi Daily Journal
Photo
While at their local facility, students continue their traditional studies — classroom space is provided — and rotate through different worksites and tasks, thereby diversifying their hard and soft skill sets in a bid to make them more competitive for jobs after high school
The work is paying off Of the completers, about 60% have gained employment For example, three Tupelo High School students from the school’s last two graduating classes gained full-time jobs at the same local hospital, North Mississippi Medical Center (NMMC), where they previously interned
Sondra Davis, the chief human resources officer for NMMC’s parent organization, North Mississippi Health
“They’re walking out shaking hands and getting employment — it totally changes their whole outlook on life.”
Faye Culpepper, MDrS division director
Services, praised the program for not only providing the hospital a direct pipeline of workers, but also helping the group fulfill its mission: improving the lives of its community members
“I think Project SEARCH Mississippi is an unsung hero in terms of giving traditionally underserved students a chance at being successful,” she said
“For us, it was a win-win It’s a great way [for students] to get critical work experience and to understand some of the expectations of work
“We are the largest employer in the area, so I think we have some expectations about how we can help provide opportunities in several areas,” Davis added “Conversations about diversity,
Left: Mikel Mallard, a former TPSD special education student, processes packages as he works in NMMC's distribution and receiving area in 2020 as part of a Project SEARCH Mississippi student internship.
Photo by Adam Robison, Northeast Mississippi Daily Journal
Right: Shaniya Cook, a TPSD graduate who completed Project SEARCH Mississippi, works in NMMC’s laundry services. Cook is one of three TPSD graduates hired to full-time positions by the hospital this academic year.
equity and inclusion aren’t just about race or ethnicity — they should also include those individuals who might have disabilities We’re improving the lives of these students by bringing them in and helping them learn skills Whether they come to work for us or find roles at other places, we’ve improved their life ”
For Faye Culpepper, an MDRS division director who oversees the implementation of Project SEARCH Mississippi across the state, the evidence of the program’s impact is clearly shown on participants’ faces
“We have students who come into the program and do not make eye contact with others, have no smiles on their faces and have a limited vocabulary After nine months, they walk out of here with their heads up while waving at and having conversations with everyone,” she said “They’re walking out shaking hands and getting employment — it totally changes their whole outlook on life
“It’s not just about providing work skills; it also helps them socially They come out of their shell,” Culpepper added “We have parents who tell us they didn’t know their child could achieve these types of goals Project SEARCH Mississippi gives these students purpose ”
Davis encourages all businesses and industries — not just health care-related providers — to seek out Project SEARCH Mississippi graduates for employment
“For us, there wasn’t a downside, even if we had to provide a little extra time and training These are human
Bullock, a TPSD graduate who completed
Mississippi, works in NMMC’s division of food and nutrition services. Bullock is one of three Project SEARCH graduates hired by the hospital for full-time positions this academic year. He previously completed a rotation at the hospital’s biomedical services division before a full-time position in food and nutrition opened.
beings, and they just need a chance,” Davis said
Project SEARCH Mississippi currently operates at Jackson’s UMMC (Rankin County School District) and Mississippi Baptist Medical Center (New Summit School and Clinton Public School District), Forrest General Hospital in Hattiesburg (Hattiesburg, Petal and Lamar County school districts), Laurel’s South Central Regional Medical Center (Jones County School District), Merit Health River Region in Vicksburg (Vicksburg Warren School
District), Kosciusko’s Baptist Memorial Center-Attala (Kosciusko and Attala County school districts) and NMMC in Tupelo (Tupelo Public School District)
Future Project SEARCH Mississippi partnerships are planned in Brookhaven, Greenwood, Ocean Springs, Oxford and Philadelphia
The Greenwood program is expected to partner Viking Range LLC with local students and offer a nonhospital setting for learning and skill enhancement
Ryan
Project SEARCH
Foster, Chapman Named National Cyber Scholars
Two Mississippi high school students earned the coveted title of National Cyber Scholar this spring after winning a rigorous 48-hour competition designed to evaluate aptitude in combating cyber threats
The winning students are Bridget Foster from Gautier High School (PascagoulaGautier School District) and Zachary Chapman, who is homeschooled
More than 30,000 high school students across the country sought to qualify for this year’s competition, and only 5,000 advanced to the first round Of those students, only 600 nationwide performed well enough to earn the National Cyber Scholar title These students each won a $2,500 scholarship and an invitation to participate in the Cyber Foundations Academy (CFA), a multiweek training and certification course
Bridget Foster
Cybersecurity is a critical issue facing this country with the potential to impact government, defense, communications and financial systems According to recent studies, the U S needs to train more than 3 million cybersecurity professionals to properly defend the country’s infrastructure The scholarship and competition are designed to attract and incentivize more students to enter the field
“This scholarship recognizes high school students who have demonstrated exceptional cybersecurity talent,” said David Brown, the executive director of the National Cyber Scholarship Foundation (NCSF) “The NCSF’s mission is to help close the critical cybersecurity skills gap by identifying and developing the next generation of cyber professionals Each and every student who participated in this competition has the potential to develop their skills and build a successful career in cybersecurity ”
There are several qualification pathways for the National Cyber Scholarship Competition (NCSC) including CyberStart America, a free online program that helps students discover their interest in cybersecurity and develop their talent and skills The NCSC offers 600 college scholarships to top-ranking competitors Additionally, National Cyber Scholars, along with the competition’s 1,000 finalists, are invited to participate in the CFA
The NCSF is a national nonprofit whose mission is to identify, nurture and empower the next generation of cybersecurity experts and eliminate the cybersecurity skills gap in the U S The organization aims to support the entry of thousands of talented students into the cybersecurity industry by providing enrichment opportunities, world-class training and scholarships to fund degree-level study
CyberStart America is a free national program for high school students, aiming to uncover hidden cyber talents and identify and develop the next generation of cyber superstars CyberStart’s immersive gamified learning platform can take students from no cybersecurity knowledge to possessing the skills necessary to compete in a national-level Capture the Flag challenge in a matter of weeks Students new to the field with a strong aptitude, as well as students with existing interest in the field, can use the platform to train and qualify for the NCSC, allowing them to compete for life-changing college scholarship opportunities
LAYERS OF
Support
Meridian Begins Instructional Transformation
Brock Turnipseed
Meridian High School (MHS) started an archery team in January, and newcomers to the sport first had to learn how to shoot a bow and arrow They hit the target at their first event, but they got closer to hitting the bullseye with each following competition
The team finished the season ranked third in the state — a finish that showed students they, along with the right guidance and support from leaders, can accomplish big goals
Dr Joe Griffin, MHS’ first-year principal, is trying to build a similar foundation for future success with teachers in a school identified for the Targeted Support and Improvement (TSI) designation in 2018 by the Mississippi Department of Education (MDE) through an Every Student Succeeds Act requirement
Schools are identified for TSI because their subgroup is in the lowest 50% of overall accountability index, in the lowest quartile of three-year
average gap-to-goal and in the lowest quartile of three-year improvement toward gap-to-goal closure
Those with a subgroup meeting all three of the criteria are ranked annually by an overall accountability index, with the bottom 5% of those not identified for CSI being identified as TSI
Through TSI, MDE administrators support schools as they uncover areas of deficiency and start making strides
toward instructional transformation that affects all students
“The value schools place on discovering the root causes of the challenges their learners encounter is vital to improving outcomes, not only for one student subgroup, but for each child in the school regardless of subgroup assignment,” said Dr Sonja Robertson, the executive director of MDE’s Office of School Improvement
Opposite: From left to right, Meridian High School (MHS) seniors Demarcus Naylor, Jairus Carlisle, Nicholas Alford, Calvin Hicks and Omarion Wheaton display the Class of 2021 signs they received during a drive-thru ceremony that was part of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) initiative.
Top: MHS students participate in a kickoff celebration for the GEAR UP initiative. The Meridian Public School District is one of three school districts in the state receiving assistance with staff professional development and student academic preparation for college through the national program.
Bottom: MHS student Jalen Gillespie proudly displays his Class of 2021 yard sign.
For Griffin, laying that foundation of instructional transformation began with creating a positive culture
“You want to set the tone for culture You want to be visible and interactive so people can understand where you're coming from,” he said “Ultimately, the teachers are going to eventually take on the attitude of their leader, so you want to provide a positive culture through positive interactions ”
Entering his first year, Griffin knew the school was trying to raise its academic performance and address deficiencies He said the school improvement plan has targets in place to address several areas, including mathematics and special education populations
Robertson commended MHS for devoting support to students with disabilities, saying, “If you look at the most recent statewide data for students with disabilities as a student group, it is not difficult to understand why the MDE is working to ensure that supporting our students in this subgroup is high priority ”
She added: “Dr Griffin and his team’s intentionality on how their plan for supplemental funds has been developed to support their students with disabilities in the area of math demonstrates that they are framing their support for learning around instructional transformation and culture shift, two key domains from our school improvement framework
which get to the heart of teaching and learning ”
Addressing the deficiencies in special education instruction was a very important piece of the school’s improvement plan One of the ways educators addressed those deficiencies was by reassigning some teachers to areas in which they might be stronger
The district also used school improvement funding to identify a math academic coach who, like the school’s English language arts coach provided by separate funding, can share knowledge and support to the school’s general and special education teachers
“They help quite a bit with data processing and data management They are also a big help with lesson planning, coaching teachers on instructional practices, delivering and following up with information and helping the teachers get organized for state testing,” Griffin said
Kelli Speed, the Meridian Public School District (MPSD) director of federal programs, said academic coaches evolved from a deep examination into what led MHS to be identified for TSI As administrators asked what could be done to improve the situation and help the students, they realized more professional development was needed for the teachers
MHS Counselor Tiffanie Roberts (right) presents KeXavious Burton a Class of 2021 sign.
“Achievement will improve as instructional practices improve. The only way to address instruction is to focus on the teachers.”
Kelli Speed, MPSD director of federal programs
“Achievement will improve as instructional practices improve,” she said “The only way to address instruction is to focus on the teachers ”
Griffin said he hopes to implement more professional development opportunities in the school’s improvement plan after COVID-19 forced some shifting to occur
He also said he believes MPSD's designation as one of three districts in the state to receive assistance in staff development and college preparation through the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) initiative administered by Mississippi State University (MSU) will offer additional supports and resources as the school continues to navigate TSI
Through a partnership with Get2College, the Woodward Hines Education Foundation, ACT and Mississippi Public Universities, GEAR UP, which is housed at MSU’s Research and Curriculum Unit, strives to increase academic performance and preparation for postsecondary opportunities, the rate of graduation and enrollment in postsecondary education and students’ and their families’ knowledge of postsecondary opportunities
“There are many parts to GEAR UP that will benefit our students now and in the long run,” Griffin said “We’re going to take advantage of the ACT opportunities, and students have the opportunity to go to Meridian Community College for free if they choose to do so There are many positives to GEAR UP ”
The first students supported in 2019 by GEAR UP were eighth graders in the district As rising sophomores, those students are now part of MHS’ TSI plans
Those students went through the district’s Freshman Academy, and Speed said an emphasis is placed on accountability at the elementary and middle school levels to help the transition to high school, which led the district to implement the Leader in Me program
“So many kids want out because school has not been successful for them The classroom has always been a struggle, and they just need somewhere and something to be proud of,” she said “MPSD has been putting emphasis on K-8 to give MHS an even stronger student through the Leader in Me initiative We will continue that implementation by doing a soft roll into the high school As our eighth graders transition to MHS, they bring
two years of the Leader in Me culture and experience with them We’re hoping this is going to be the next piece that’s going to assist the high school ”
While not part of MHS’ TSI improvement plan, the Leader in Me program is another piece that can supplement the school’s efforts to change its instructional foundation
Griffin is excited to put more of the improvement plan into action following the challenges presented by COVID-19 He said it is going to take repetition, accountability and patience Based on his previous experiences, he said he is confident the school can keep getting closer and closer to hitting the bullseye
“You have to continue to be positive, push forward and do what works,” he said “We’ve seen progress We know that we have a way to go, but we have implemented some of the foundational pieces that we’ll be able to build off moving forward”
He added: Those foundational pieces are “loving to instruct, loving what you do daily and loving to be at work so the students can feel free and learn in a positive environment
The students are going to follow the teachers "
STRONG
Conference Supports New Teachers During Difficult Year Finishes
Carl Smith
If you ask a veteran educator what it was like to teach during the 2020-2021 academic year, they will likely tell you they used their years of experience to get themselves and their students through one of the most challenging years in the recent history of education If you ask the same question to a teacher whose first year leading a classroom was during this past academic year, they might say the experience left them rethinking their career path and seriously doubting their future in education
For those new teachers and others with few years of experience, the Finish Strong 2 0 spring conference offered outreach, support and guidance many participants said helped them end the school year on a positive note and reaffirmed their commitment to education
Approximately 220 teachers joined together — albeit virtually — for the April event The conference, a partnership between the Mississippi Department of Education (MDE) and
From left:
• Shanequa Robbins, West Point Consolidated School District (WPCSD)
• Kristina Livingston, Mississippi Department of Education (MDE)
• Jennifer Sykes, Aberdeen School District
the Oxford-based North Mississippi Education Consortium (NMEC), married a pre-COVID-19 goal of the MDE — provide targeted support to new teachers to keep them in the profession and cultivate a new generation of experienced educators — with the specific task of supporting teachers as they navigated the first full academic year during the pandemic
For Jennifer Sykes, an English Language Arts teacher at Aberdeen School District’s Belle/Shivers Middle School, the conference’s support and outreach came at a pivotal point in the
semester The first-year teacher said she felt lost at times during the year and was so overwhelmed when the event was about to start, she mulled not attending
“I equate it to others like this: I feel like I went to church that day All of the speakers were like the preachers, and they hit on everything I felt like I was dealing with and even some of the issues, problems and feelings I didn’t know I was dealing with until they put them into words,” she said “I let out a sigh of relief It was truly that good ”
from across the state
‘We want you to love teaching’
Dr Jimmy Weeks, the NMEC director, knows how important the first years of a teacher’s career are
His dissertation covered teacher retention and mentoring, and the data Weeks collected for it showed the majority of teachers who would eventually leave the profession did so within three to five years
“If those are the statistics and you also have people retiring, who is going to be there to teach our children and grandchildren? It’s a scary thought,” said Susan Scott, a NMEC project coordinator who helped facilitate the conference “We want them to begin teaching and to love teaching for a
long time We want them to have an impact on so many lives We want them to stay in the profession and feel like they’ve been supported and guided the whole way through ”
Dr Kristina Livingston, MDE’s lead professional development coordinator, said she knew her organization had to step in and specifically assist inexperienced teachers following the outbreak of COVID-19 and subsequent school shutdowns If administrators already struggled to retain these young educators, she asked, how many more could walk away because of the additional stresses and uncertainty caused by the pandemic?
“We all know what it’s like to be a new teacher, but we don’t know what it’s like to be a new teacher during a pandemic This was a whole new ballgame,” she said “A lot of these brandnew teachers didn’t get to finish student teaching [as education majors in college], or they might have taught for only a month and a half [before COVID hit] The flexibility these teachers had to have is unlike anything our teachers have ever experienced ”
In organizing the conference, MDE staff and conference facilitators asked what teachers needed the most in terms of support and planned professional development tracks and sessions along the event’s theme: Think strong Be strong Finish strong
Teachers
joined the MDE and North Mississippi Education Consortium professional development facilitators for the Finish Strong 2.0 virtual conference in April. Approximately 220 educators came together for the two-day event that many attendees said left them feeling reinvigorated after a trying academic year complicated by the COVID-19 pandemic.
Specifically, organizers touched on numerous key topics — social and emotional needs, high-quality instruction, student engagement, classroom culture and motivation and general ways to help struggling students, among others — that covered both general and special populations
At its core, the conference focused on learners’ and educators’ mental health — the most important shortterm need of all those involved in education
“In every session, we wanted to be very intentional about preparing teachers to teach the whole child — socially, emotionally and academically,” Livingston said “There has been such a stigma around mental health support in the past, but, if anything, this pandemic has made us more understanding about what it means to deal with depression and anxiety, among other things We also wanted to be intentional about giving teachers an outlet and sessions they could attend to help them better cope with the stresses of the year ”
Jeremy Anderson, a motivational speaker who gave the conference’s keynote address, “spoke to attendees’ minds, souls and hearts,” Livingston said
One of Anderson's messages left a profound impact on Shanequa Robbins, a two-year assistant teacher in the West Point Consolidated School District who will lead her own classroom for the first time in the new academic year: Teach by faith, not by sight
“Sometimes you must meet children where they are They might not have the grades they’re able to have at that moment or maybe they’re having behavior issues — the important thing is to speak life into your students,” she said “You don’t know the circumstances they’re going through As an educator, we can be a light and a positive influence for them because we might be the only source of stability they have”
Like many of the attendees who left feedback for NMEC facilitators, both Sykes and Robbins said they took away numerous strategies that helped them end the year on a high note and many encouraging supports that reaffirmed their desires to be teachers
Robbins, a two-year assistant teacher who will take on her own classroom assignment for the WPCSD in the coming academic year, works on multistep math equations with eighth grader Abigail Young (right) during the spring semester. Robbins said the Finish Strong 2.0 conference reaffirmed her desire to be a positive influence and a guiding light for her students.
“They felt like when they left, they were rejuvenated,” Livingston said “We’re trying not to lose teachers We want them to feel and know there’s a reason they’re here and a reason they’re doing this, and they can, in fact, finish strong”
Legislature Passes Teacher Pay raise, Increases Funds for educational Priorities
The Mississippi Legislature made significant investments in public education during the 2021 legislative session, including a statewide teacher pay raise and millions allocated for Mississippi State Board of Education (MSBE) priorities such as early childhood education, instructional coaches, teacher supply funds and the Mississippi Student Information System (MSIS)
Teachers early in their careers will receive a $1,100 raise in the new school year, and all other teachers and teachers’ assistants will receive a $1,000 pay increase
Funds for the state’s early learning collaboratives doubled to $16 million, which will serve approximately 6,000 pre-K children
Lawmakers funded new instructional coaches, allocating $5 million for math coaches and $1 5 million for early childhood education coaches The new coaches will bolster Mississippi’s team of Literacy-Based Promotion Act (LBPA)-funded literacy coaches, who help educators become more effective teachers of reading Since the passage of the LBPA in 2013, Mississippi has become the No 1 state in the nation for gains in reading
“Mississippi students and teachers deserve all the support the state is able to provide so they can continue making historic gains.”
House education Committee Chairman richard Bennett
Other public education allocations include $20 million for the teacher supply fund, up from $12 million the previous year, and $7 6 million to modernize the MSIS Teacher supply funds go directly to teachers to buy classroom materials Funding for the MSIS, which was created in the 1990s, will update the system for the modern technological era
“Students and teachers statewide will benefit from these new investments that advance the State Board of Education’s goals,” said Dr Carey Wright, the state superintendent of education
“The state has put in place proven strategies that have significantly improved student achievement, and these investments will help students and teachers build upon their successes ”
The state board’s strategic plan prioritizes access to high-quality early childhood education; data-driven decision-making; student growth and achievement; all students having effective teachers, leaders and schools; and all students graduating prepared for college and career
“Mississippi students and teachers deserve all the support the state is able to provide so they can continue making historic gains,” said House Education Committee Chairman Richard Bennett
The Legislature also allocated $1 million to help districts pay for advanced learning assessments including Advanced Placement and the ACT WorkKeys, and $1 million for career and technical education grants to districts
“Our additional investments in public education will support teachers and have a direct impact on student learning in the classroom,” said Senate Education Committee Chairman Dennis DeBar
Dr. Carey Wright
Rep. Richard Bennett
Sen. Dennis DeBar
Math, Science Teachers Named PAeMST Finalists
Six Mississippi teachers were named 2021 state-level finalists for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) The PAEMST program is the nation’s highest honor for teachers of mathematics and science, including computer science
Awardees serve as models for their colleagues, inspiration to their communities and leaders in the improvement of mathematics and science education
“Mississippi’s PAEMST state-level finalists are committed to excellence and are leaders among their colleagues,” said Dr Carey Wright, the state superintendent of education “I congratulate them as they vie for the highest honor in their profession ”
"Mississippi’s PAeMST state-level finalists are committed to excellence and are leaders among their colleagues.”
Dr. Carey Wright, state superintendent of education
The PAEMST program, established in 1983 by the White House, allows each state to select up to three state finalists in mathematics and up to three state finalists in science One of the state finalists in each content area may be selected as the Presidential Awardee for the state, which is the highest recognition that a kindergarten through 12th grade mathematics or science teacher may receive for outstanding teaching in the United States
National winners are announced approximately a year after state-level finalists are identified
Dr. Trisha Gilbreath
Grades 10-12 mathematics teacher
Northwest Rankin High School, Rankin County School District
“I want my students to leave my classroom with three important lessons: they are loved, their ideas are valuable and they can achieve far more than they ever expected.”
Jaqueline Lewis
Grade 9 mathematics teacher; grades 11-12 computer science teacher
Enterprise High School, Enterprise School District
“While varying and evolving instructional strategies are important, they are all secondary to the need to motivate, inspire and build a desire in students to want to learn and to excel in the implementation of what they have learned.”
Treasure Lynch
Grade 10 mathematics teacher
Gulfport High School, Gulfport School District
“True learning is determined by comprehension and application rather than memorization and demonstration.”
Kenneth Peagler
High school science teacher
Brandon High School, Rankin County School District
“Teaching is not about finding or creating the most rigorous and/or entertaining tasks; instead, it’s about using your content to build engaged students that love to learn and that can take any task and will think, persevere and exceed any goals set for them.”
Christina (Tina) Walters
Grades 10-12 science teacher
South Jones High School, Jones County School District
“My goal is to create a safe learning environment where risk-taking is commonplace and problem-solving is encouraged in an effort to foster love of learning independent of ability level.”
Ashley Elizabeth Webb
Grades 10-12 science teacher
DeSoto Central High School, DeSoto County Schools
“All students deserve a welcoming, engaging and challenging classroom culture that fits both their emotional and academic needs.”
Meridian Transforms Instruction With Multiple Layers of Support
Published by the Mississippi State University Research and Curriculum Unit.
