School Focus (Fall 2022)

School Focus

a glimpse into Mississippi’s K-12 classrooms

FALL 2022 | VOL. 6 | ISSUE 2

Collaborating for Learning ...................................p. 4

Deciphering the Data .............................p. 24

School Focus

Fall 2022 | Vol. 6 | Issue 1

Welcome

Contributors Editor-in-Chief

A new school year is beginning, and we at the Mississippi Department of Education (MDE) are excited to have Dr. Kim Benton (p. 8) stepping in as the interim state superintendent of education.

Dr. Kim S. Benton

Associate Editor Jean Cook

Mississippi has seen tremendous growth in education under the leadership of Dr. Carey Wright, who retired in June. We are committed to continuing and advancing the many gains our schools have made under Dr. Wright’s leadership, and we are confident Mississippi students will continue to thrive because of the dedication of our administrators and teachers.

This issue highlights Mississippi’s 2022 administrator, teacher and parent of the year. Administrator of the year

Managing Editor Brock Turnipseed

Editor

Designer

Chris McMillen

Writers

Heather Tucker Will Graves Brock Turnipseed

Heather Tucker All photos were submitted by the MDE or their respective districts unless otherwise noted.

Kara Killough (p. 10) champions for her teachers and students and strives to create a fun, positive learning environment as the principal at Northwest Rankin Elementary. Skye Morgan, a history teacher at Petal High School and the 2022 teach-

On the Cover

er of the year, uses her theater background to help students find their voice (p. 18). Parent of the year Tara Denevan (p. 32) strives to impart the importance of community service to her own children.

MDE continues to provide tools to support our educators, such as the Mississippi Educator and Administrator Professional Growth System (p. 30), workshops aimed at helping schools targeted for additional support better understand their data (p. 24) and MDE coaches who collaborate with early learning collaboratives (p. 4).

This issue recognizes the continued achievements in our schools. Seventy high schools received the 2021 College Success Award (p. 8), 73.9% of third graders passed the initial administration of the third grade reading assessment (p.29) and Mississippi was one of only five states (p. 9) recognized for high-quality pre-K by the National Institute for Early Education Research (NIEER).

We hope you have a fantastic 2022-2023 school year, and please let our MDE staff know how we can support you.

Tupelo Public School District students Jenahsis Fields (front), Charles Rhea (middle) and Ghali Kettani (back) work on projects in their classroom computer lab.

Wendy Clemons Associate State Superintendent

Photo credit: Ryan Coon, Tupelo Public School District

Mississippi Department of Education School Focus

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Visit us online at rcu.msstate.edu/schoolfocus

Table of Contents Collaborating for Learning ����������������������������������������������������������������� 4 MDE Coaches Support Early Learning Collaboratives

Benton Named Interim State Superintendent ��������������������� 8 70 Mississippi High Schools Receive National Award ���������� 8 Mississippi Recognized for High-Quality Pre-K ������������������� 9 Administrator of the Year ����������������������������������������������������������������10 Killough Builds Strong Community to Champion for Students

MDE Adds 44 New Student Advisory Council Members ������������������������������������������������������������14

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10

Two Mississippi Students Named 2022 U.S. Presidential Scholars ����������������������������������������������������15 SBE Approves New Early Learning Collaboratives ����������16 Advanced Placement Achievement Rate Improves �������17 Teacher of the Year ������������������������������������������������������������������������������18 Giving Students a Voice: 2022 Teacher of the Year Uses Theater Background to Help Students

Milken Award Winner �����������������������������������������������������������������������������22 Pearl River Central Teacher Chayna Adams Receives Prestigious Honor

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Deciphering the Data ������������������������������������������������������������������������������24 Office of School Improvement Workshop Helps Schools Analyze Data

MDE Adds 49 Veteran Educators to MTAC ������������������������������������28 Miss. Third Graders Find Success on Reading Assessment ��������29 Professional Growth System ���������������������������������������������������������������30 Fosters Continuous Development, Collaborative Support for Educator Effectiveness

Parent of the Year �������������������������������������������������������������������������������������32 Denevan Extends Helping Hand to Support OSD Teachers and Students

Mississippi Class of 2021 Improves Advanced Placement Achievement Rate ��������������������������������������35 Fall 2022

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32

School Focus

Collaborating for Learning MDE Coaches Support Early Learning Collaboratives Heather Tucker

quite seriously.

activities, equipment and knowl-

During the 2021-2022 school Early

ers and kindergartners engage in

kindergarten education as fun and

Childhood at the Mississippi De-

play that results in both learning

games, but Mississippi — who has

partment of Education (MDE) host-

and preparation for literacy and

supported

class-

ed 330 learning collaboratives with

other early childhood landmarks.

rooms with coaching collabora-

more than 30 coaches who help en-

Dr. Jill Dent, director of Early

tions since 2015 to help them meet

sure teachers and students across

Childhood at MDE, says educators

state benchmarks — takes this play

the state are equipped with all the

are able to build trust with their

People often think of pre-K and

School Focus

early

learning

year, the

Department

4

of

edge they need to help preschool-

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feature f

coaches because their assigned coach works alongside them for multiple school years.

“We start by building a relationship with the teachers, who quickly learn that we are there to help them with anything from room arrangement and materials to lesson planning and question asking,” Dent said.

The MDE plans to hire 10 more coaches for the coming year, along with a number of support staff to help with the program.

Michael Mozee, who supports teachers in North and South Mississippi, says it has always been important to him to see male educators in the classroom, so he dedicated his life to early child-

Opposite page: Longleaf Elementary (Lamar County School District) teachers make story time active to keep students engaged. Above: An Oak Grove (Lamar County School District) teacher gets on her students’ level to engage their attention. Photos

by Rory Dyle, MS First

hood learning, starting his career at Isable Elementary School as a pre-K teacher.

Mozee also says that trust is the most valuable aspect of the teacher-coach relationship. “Of all the things we want to do for them, we know that building trust is everything because we sincerely want to help them give their students what they need,” he said.

“It is usually a learning experience for the coaches more so than the teachers. We are assistants who are able to offer support through our strengths-based coaching method, and that starts with learning what the teachers need to serve their students well,” Dent said.

Heather Lyons, pre-K coordina-

tor in the Lamar County School District, just completed her fifth year with Sandra Watkins, the coach for her school’s collaborative. “[Watkins] is really gifted at coming alongside teachers. She takes the time to get to know them and build trust. She is able to take the assessment components and help teachers grow,” Lyons said.

The combination of professional development, coaching and family engagement opportunities that the coaching collaborations create for classrooms and centers across the state does more than improve the quality of the programs — the concerted effort at supporting teachers also results in improved retention rates.

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We start by building a relationship with the teachers, who quickly learn that we are there to help them with anything from room arrangement and materials to lesson planning and question asking.

-Dr. Jill Dent director of Early Childhood at MDE

“It is such a great opportunity to grow staff for the long term without adding more overhead. It has proven to reduce teacher turnover in our programs. We had seven new hires last year who are all returning; that gives us 13 total who are all coming back from teaching here previously. Teachers feel a sense of support and collaboration in the coaching opportunities,” Lyons said.

Mozee explains that his role as a coach is to provide activities, methods and guidance to the teachers in his collaborative.

“I say support as a verb, and I focus on giving support from the perspective of a teacher,” Mozee, who worked in pre-K and kindergarten for almost 10 years, said.

Dent, Lyons and Mozee all agree that the coaching collaboratives result in success for students and teachers across the state.

Above: Longleaf Elementary students (Lamar County School District) practice sight words during carpet time.

“Teachers are welcoming and open

to

resources,

information

gathering and other help to create the best environment for their students,” Dent said.

“We begin by observing and giving feedback, but the most important thing we do is modeling,” Mozee said of his coaching experience.

School Focus

“The method of learning, observing, offering feedback and modeling is truly the key to successfully bridging our students’ learning from toddler years to pre-K and kindergarten.”

“Adults often think that pre-K and kindergarten are all fun and 6

games, but play truly is the work of a child. There is a lot that goes into teaching children and making sure they are learning while having fun.

The coaching collaboratives help us make sure that learning is happening,” Lyons said.

Fall 2022

Above: Students at Oak Grove Primary (Lamar County School District) share their magnetic creation with their teacher. Below: Lamar County School District’s (LCSD’s) Heather Lyons helps students with their early reading skills during outdoor playtime.

Fall 2022

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School Focus

Benton Named Interim State Superintendent The Mississippi State Board of Education (SBE) appointed Dr. Kim Benton to become interim state superintendent of education, succeeding Dr. Carey Wright who retired on June 30 after more than eight years as Mississippi’s state superintendent of education.

Benton moves into the role after serving as the interim chief academic officer/deputy state superintendent for the Mississippi Department of Education (MDE). She brings 40 years of experience working in public education in Mississippi, starting as a teacher’s assistant and then as a teacher, principal and executive director of special populations and federal programs in the Meridian Public School District.

She previously served as MDE’s chief

academic officer for six years before retiring from the agency in 2018.

Benton subsequently worked as a consultant and trainer for the AcaBenton demic Development Institute, providing leadership services to multiple state education departments and Regional Comprehensive Centers and the National Comprehensive Center, which is funded by the U.S. Department of Education. In addition, she served as associate professor in educational leadership at William Carey University and as interim superintendent for the Mississippi Schools for the

Deaf and Blind.

As MDE’s chief academic officer, Benton was in charge of implementing several hallmark initiatives, including the Early Childhood Collaborative Act, the Mississippi College and Career Readiness Standards and the Literacy Based Promotion Act. “Dr. Benton has worked alongside Dr. Wright during most of her tenure and has been instrumental in helping to lead the state’s successful education reform efforts,” said Rosemary Aultman, SBE chair. “The Board is confident Dr. Benton will continue the progress we have made in public education over the past decade as we begin the search for a permanent state superintendent.”

70 Mississippi High Schools Receive National Award Seventy Mississippi high schools

students who enroll in two- or four-

information for families, educators

received a prestigious 2021 College

year college, are ready for college-lev-

and policymakers.

Success

from

el coursework and persist on to their

“We applaud Mississippi schools for

GreatSchools.org for excelling at pre-

second year. School, district and state

prioritizing high-quality public educa-

paring students to enroll and succeed

education leaders in these 25 states

tion, putting students on the path to

in college as determined by available

were undeterred by the COVID-19 pan-

bright futures,” said Jon Deane, CEO of

data in each state.

demic’s challenges and provided the

GreatSchools.org. “Over the past two

GreatSchools.org is the nation’s

critical data transparency needed to

years, students, parents, teachers and

leading nonprofit for providing school

help communities understand paths

communities have relied on one anoth-

information to parents and families

to success from high school to college.

er like never before. We congratulate and

and has conducted the College Suc-

The College Success Award is pos-

thank everyone for their unwavering pur-

Award

recognition

cess Award annually since 2018.

sible because Mississippi is among

suit of college success for all students.”

Mississippi schools recognized for

states leading the nation in both col-

To learn more about the College

2021 are among 1,838 high schools

lecting and transparently sharing in-

Success Award, visit www.greatsch-

from 25 states that demonstrated a

formation on how students perform

ools.org/mississippi/college-suc-

successful track record of graduating

after high school, which is valuable

cess-award.

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Fall 2022

Mississippi Recognized for High-Quality Pre-K The National Institute for Early Education Research (NIEER) recognized Mississippi in its latest report on pre-K quality as one of only five 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 2021. The annual survey provides an in-depth look at state-funded education for 3- and 4-year-olds 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, childcare centers and non-profit organizations. The program has grown from 11 collaboratives serving 1,700 children in 2014 to 30 collaboratives that will serve 6,000 children in 2022-23.

Because of the quality of the ELCs, Mississippi has consistently been one of only several states meeting all NIEER standards.

The Mississippi Legislature passed the Early Learning Collaborative Act in 2013, which provided $3 million to establish a limited number of collaboratives in underserved areas throughout the state. Funding increased in subsequent years based on the program’s immediate success reaching $8 million by 2020-21 and doubled to $16 million in 2021-22.

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 has partnered with the W.K. Kellogg Fall 2022

Foundation to build the state’s early

education pre-K programs (3%), approx-

childhood education infrastructure

imately 37% of Mississippi 4-year-olds

through coaching and professional

attended public early childhood edu-

development and by providing guid-

cation programs in 2020-21. COVID-19

ance and support to school districts.

disruptions caused 337 fewer children

State funds now support these efforts.

to enroll in collaboratives in 2020-21

“The quality of Mississippi’s Early

compared to 2019-20.

Learning Collaborative program has made

“The pandemic has made it even

our state a national leader for early child-

clearer that such preschool programs

hood education,” said Dr. Carey Wright,

are essential for young children and

the now-retired state superintendent of

their families,” said W. Steven Barnett,

education for Mississippi. “Research con-

Ph.D., NIEER’s founder and senior

sistently shows that high-quality early

co-director. “Mississippi is moving in

childhood education has a long-term im-

the right direction, doubling the state

pact on student achievement. Children

investment in preschool to enable

who participate in high-quality pre-K

more children to attend the program

programs achieve higher levels of school

in the coming years.”

readiness, reading proficiency by third grade and higher graduation rates.”

The proportion of Mississippi 4-yearolds enrolled in ELCs rose from 3% in 2016-17 to 7% in 2020-21. When combined with Head Start (27%) and special 9

Mississippi’s national ranking for pre-K improved since last year from 39th to 38th for access and 42nd to 39th in state spending per child.

Read the State of Preschool Report at NIEER.org.

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Administrator 2022

OF THE YEAR

Killough Builds Strong Community to Champion for Students Brock Turnipseed Kara Killough believes you cannot educate a child until you connect with them.

She reflects back to sixth grade in the Rankin County School District (RCSD) and the connection she formed with her teacher, Pam Johnson. Little did she know that would ignite a passion for education that has impacted many and earned her the 2022 Mississippi Administrator of the Year.

“She really got to know us beyond what we could do academically. She believed in us, supported us, encouraged us, got to know our families and really kept in touch with us,” Killough said of Johnson. “She started building that relationship with us and poured into us to make us believe that we could do anything. I knew if she had that kind of impact on me, then I wanted to have that same impact on other students as well.”

Killough has done the same for numerous RCSD students, teachers and administrators over the past 13 years as principal at Northwest Rankin Elementary (NWRE) and earlier as assistant principal starting in 2004, when NWRE restructured and opened as a kindergarten through fifth grade school.

For Killough, who had been an administrative intern at Flowood Elementary and before that a fifth grade School Focus

Northwest Rankin Elementary (NWRE) principal Kara Killough presents first grader Madelyn Mohler a Random Acts of Kindness Student of the Month certificate.

Killough was named 2022 Mississippi Administrator of the Year for the NWRE, located in the Rankin County School District (RCSD).

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Confetti flies at NWRE as Killough (front row, third from left), school staff and RCSD administration celebrate the school earning an A rating on the Mississippi Schoolwide Accountability System in 2018.

math and social studies teacher at Northwest Rankin Middle School, and her principal, Dr. Charlotte Young, it served as an opportunity to build the school’s culture.

“There were many lessons we learned and things we realized we could have done differently,” Killough said. “Over 18 years, we’ve been able to tweak and change things to fit the culture that we wanted to continue to define.”

Killough said Young brought laughter and fun into the learning environment, something she has continued to incorporate into NWRE as principal. Making learning fun helps Killough and her staff connect with students, leading to an environment where students want to learn.

Fall 2022

The positive mindset in our elementary school is crucial because they are going through so many changes in their elementary years. Having a positive outlook, to me, is a non-negotiable in an elementary school where it is so needed.

- Kara Killough

NWRE Assistant Principal Jill Lay

and in the way everyone says ‘good

said a positive, welcoming environ-

morning’ and ‘good afternoon’ with

ment resonated when she joined the

smiles on their faces,” Lay said. “You

school three years ago.

have days when you’re just not feel-

“You can see it in the pictures on

ing at your best, but on those days

the walls, in the way teachers greet

we rally around you and support you

you, in the way students greet you

even more. It’s a very positive envi-

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Left: Killough (left) and Assistant Principal Jill Lay delivered treats to teachers during the holiday season. Right: Killough, presents third grader Jaxon Bomgardner with a bike he earned for his hard work during third grade state tests. Killough and the NWRE staff used the theme Champions to challenge each student to be present, arrive on time and work hard on their state test. Students earned tickets that could be used for various door prizes.

ronment. Having fun is important because we want our students to walk through the door with a smile and know we are going to challenge them academically but have fun while doing it.”

Connecting with students and being in tune with their social and emotional needs plays an integral role, something she learned from Johnson.

Building and maintaining those connections takes a village approach, and Killough sees NWRE as a family unit striving for a common goal. That family branches into the home, where she connects to parents through the school’s social media acSchool Focus

counts and home challenges families have to complete together.

The NWRE family has thrived during her 13 years as principal, growing from academic watch identification into an A-rated school on the Mississippi Statewide Accountability System in 2018. Killough said she held a big celebration to mark the culmination of the long journey.

Positive reinforcement is critical at all levels, especially in elementary school, which is why Killough was proud that NWRE implemented a positive behavior, intervention and support (PBIS) program and progressed to Tier 2 status, the only 12

RCSD school to achieve that designation.

“The positive mindset in our elementary school is crucial because they are going through so many changes in their elementary years,” Killough said. “Having a positive outlook, to me, is a non-negotiable in an elementary school where it is so needed.”

Because of the school’s varying age ranges, Killough said she considers the older NWRE students the “seniors” of the building and partners them with younger students.

“We have a diversity of ages, ability levels, socio-economic levels and Fall 2022

feature f

demographics,” Killough said. “But when we come into our school, we all have a common theme: We are respectful of each other, and we all have the goal to grow as much as we can and enjoy what we are doing.”

Lay said NWRE has been successful because of the culture and trust between the staff and students.

“You can’t have a successful school without a great leader who empowers her staff. She does a fan-

tastic job of relationship-building because she’s transparent. When you have that transparency and everyone trusts you and the decisions you’re making, they are going to follow you,” Lay said. “We don’t always get it right, but it all goes back to that relationship and them knowing that you have their backs. They know that about Kara. They know, at the end of the day, she is going to make decisions that are best for them.”

Lay knew when Killough was named RCSD Administrator of the Year that she would receive the state award. Still, Killough was honored and humbled.

“There are amazing principals and educators taking their buildings to unbelievable levels,” she said.

“I’m honored to be selected. I never thought this recognition would come to me because I feel like it’s just what I’ve been called to do.”

Killough (front row, center) takes a photo with former NWRE students who returned to the school for a walk through prior to graduating from Northwest Rankin High School this spring.

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School Focus

MDE Adds 44 New Student Advisory Council Members Tupelo SD Haley Bertolet

The Mississippi Department of Education (MDE) added 44 students last

Rankin County SD Madelyn Berry Joshua Bowman

school year to the State Superintendent’s Student Advisory Council. The council includes students in grades 11

Sunflower Consolidated SD Tyren Boyd

and 12 or first year of college to serve as members for a term of two school years.

Jackson Public SD Chantity Braddock Dorianne Hines Chaz Jimenez Jasmine Taylor Kelsi Williams

More than 200 students from across the state completed the initial application step, and 76 submitted complete applications. The 44 selected will join

Mississippi Achievement SD Tren’Derryious Byest Tylan Crockett Ashantis Wigley

the 85 students who are returning to

Oxford SD Ria Contractor

by becoming a semifinalist for the ju-

Pascagoula-Gatier SD Nadia Corder Sophia Cuellar Ja’Kaylee Minor Ja’Shaylee Minor

tion representative.

Union Public SD Rowan Feasel

offer advice about educational opportu-

the council from the previous school year or who qualified for the council nior Mississippi State Board of EducaStudents from different backgrounds, school sizes and regions in Mississippi were able to share their opinions and nities and policy in Mississippi with Dr.

Lamar County SD Avery Foret Abby Fulmar Columbia SD Elizabeth (Myers) Foxworth Devyn Peters West Jasper SD Laila Goins Jackson County SD Hannah Heffner Pontotoc County SD Lindy Holley McComb SD Madison Jones Noxubee County SD Braylen Jones Newton County SD Holley Kiker Rankin County SD Qadre Latiker

Carey Wright, the state superintendent of education, who retired in June.

“Members of the Student Advisory Council offer tremendous insight

Hattiesburg Public SD Adamari Posadas

about their educational experiences and contribute valuable ideas about

Long Beach SD Christina Strahan Stokley Sawyer Mississippi School of Mathematics and Science Mandy Sun Richard Zheng Enterprise SD Michael Tvarkunas Madison County SD Almia Valentine Yasmine Ware

how to advance public education in Mississippi,” Wright said. “They are an Biloxi Public Schools Monica Young

the state.”

The council’s purpose is to provide a

Hattiesburg Public SD Adamari Posadas

forum for Mississippi’s students to offer

Kosciusko SD Reagan (Thomas) Smith

intendent. The selected students act as

Meridian Public SD Mikayla Smith

Jefferson Davis County SD Latayzha Lockhart

Laurel SD Xavier Washington

Poplarville SD Tucker Smith

West Tallahatchie SD Liyah McCord

Petal SD Renthony Wilson

Pontotoc County SD Laterius Williams

School Focus

excellent model for their peers across

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diverse perspectives to the state superliaisons between MDE and public-school students from across the state. New members joining in 2022-23 were announced in October.

Full council meetings are held at least twice during the school year.

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Two Mississippi Students Named 2022 U.S. Presidential Scholars Two Mississippi students are among the 58th 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 Petal High School (Petal School District) senior Ritchie Hao-Zun Yang and Pillow Academy (Greenwood) senior Dia Chawla.

Dr. Carey Wright, state superintendent of education, who retired in June, said the students, their families and schools should be proud of this national recognition.

“This honor recognizes the achievements of our nation’s most committed students who fully dedicate themselves to academic and personal excellence,” she said. “I congratulate these students for earning this national honor.”

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 a demonstrated commitment to community service and leadership.

“Our 2022 Presidential Scholars represent the best of America and remind us that when empowered by education,

there are no limits to what our young people can achieve,” said U.S. Secretary of Education Miguel Cardona. “Today, I join President Biden to celebrate a class Yang of scholars whose pursuit of knowledge, generosity of spirit and exceptional talents bring our nation tremendous pride. Throughout one of the most trying periods in our nation’s history and amid our recovery from the pandemic, our students have once again demonstrated their strength and that they have so much to contribute to our country. Thanks to them, I know America’s future is bright.”

Senior Amy Zhang of Starkville, the Mississippi State Board of Education’s outgoing senior representative, was a semifinalist for the award along with Kylar DeLoach of Enterprise High School in Enterprise, Jeffrey Jordan of Jackson Preparatory School in Jackson, Sarah Leroux of Madison Central High School in Madison, Madeline Pitre of Biloxi High School in Biloxi, Wesley Smalley of Florence High School in Florence and Yujie Yang of Oak Grove High School in Hattiesburg.

Of the 3.7 million students expected to graduate from high school

this year, more than 5,000 candidates qualified for the 2022 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 YoungArts, the National Foundation for the Advancement of Artists.

As directed by Presidential Executive Order, the 2022 U.S. Presidential Scholars are comprised of one young man and one young woman from each state, the District of Columbia and Puerto Rico, and U.S. families living abroad, as well as 15 chosen atlarge, 20 scholars in the arts and 20 scholars in CTE. Created in 1964, the U.S. Presidential Scholars Program has honored over 7,900 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 career and technical education fields.

The Presidential Scholars Class of 2022 were recognized for their outstanding achievement with an online recognition program.

msachieves.mdek12.org @MissDeptEd facebook.com/MissDeptEd Fall 2022

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School Focus

SBE Approves New Early Learning Collaboratives

The Mississippi State Board of Education (SBE) voted to add five new early learning collaboratives (ELCs) to the current list of 30 to provide high-quality early childhood education pre-K programs to 4-year-old students.

This ELC expansion is made possible by $5.9 million in state School Focus

funds to be used by June 2025.

State funding for the ELC program has steadily increased over the years starting with a $3 million appropriation in 2013-14 when the program began to $24 million for the 2022-23 school year. The total state appropriation for the ELC program so far is $70.3 mil16

lion.

Biloxi ELC, Hollandale ELC, Jefferson County ELC, Lowndes County ELC and Pass Christian ELC were added in August.

Hinds ELC (Jackson Public Schools), Noxubee ELC, Senatobia ELC, Holmes ELC, Leland ELC, Long Beach ELC and Pontotoc Fall 2022

Pre-K Partners ELC (Pontotoc City only) were added in April.

The new ELCs will serve more than 3,500 pre-K 4-year-olds in 52 new classrooms and 136 existing classrooms. More than 6,800 total ELC students will be served in the 2022-2023 school year.

The Early Learning Collaborative Act of 2013 established the ELC program, which provides funding to local communities to establish, expand, support and facilitate the successful implementation of quality pre-K early child-

hood education and development services. The main goal of establishing ELCs is to better prepare preschoolers for kindergarten.

In spring 2022, 65.12% of ELC students met the end-of-year target score, compared to 61.53% of students in other public pre-K classrooms, which included a variety of class configurations, including Title I, self-contained special education and other school district pre-K programs.

In 2022, the National Institute for Early Education Research

(NIEER) recognized Mississippi as one of only five states that met all quality standards for pre-K. “One of MDE’s top goals is for every child to have access to a high-quality early childhood program, and the expansion of ELCs in the state helps us do that,” said Dr. Kim Benton, interim state superintendent of education. “This continual investment from Mississippi lawmakers supports greater outcomes for students and the state as a whole.”

Advanced Placement Achievement Rate Improves Mississippi’s graduating class of 2021 achieved a 39.1% qualifying score rate for Advanced Placement (AP) exams, an increase from the previous year’s achievement rate of 38.2%.

AP courses are college-level courses offered by trained high school teachers. Students can earn three college credits for every AP exam they pass with a qualifying score of 3 or higher.

Among the class of 2021, 18.2% (4,972) of graduates took a total of 10,865 AP exams during their high school experience, according to the College Board’s AP Cohort Report for Class of 2021. Though achievement on AP increased, the number of students taking AP exams declined. Among the class of 2020, 20.7% (5,235) of graduates took a

Fall 2022

total of 11,526 AP exams.

Though the class of 2021 saw a drop in AP participation, overall, the number of Mississippi students taking AP courses and passing AP exams have both nearly doubled since 2013.

“AP courses provide students with a rigorous level of learning and help them develop the study skills they need to be successful in college,” said Dr. Carey Wright, recently retired state superintendent of education. “The AP experience also helps colleges and universities identify students who can master college-level material.”

Mississippi’s AP policy entitles students who score 3 or higher on an AP exam to earn at least three college credits at any Mississippi public university or community

17

college. This policy has the potential to save Mississippi families millions of dollars on college tuition. In Mississippi, public and private high school students earned 5,914 AP qualifying scores of 3, 4 or 5 in 2021. These scores translate into a potential savings of close to $5.2 million in tuition for students and their families because each qualifying score is worth at least three college credits.

Research

shows AP

students

are better prepared for college and more likely to graduate college in four years than non-AP participant peers. Students earning college credit can save what they would otherwise have to pay for another year of college.

School Focus

f feature

2022

Teacher

OF THE YEAR

Giving Students a Voice: 2022 Teacher of the Year Uses Theater Background to Help Students Heather Tucker Spending a single minute listening to 2022 Mississippi Teacher of the Year (MTOY) Skye Morgan describe her teaching philosophy is enough to convince you of her passionate commitment to her students’ futures and creating a classroom environment where they can find and use their voices.

Morgan, a U.S. History teacher at Petal High School (PHS), said that comes easier in history classrooms where topics lead to civil discourse and differences of opinions, but it can also apply to any classroom environment.

“We are talking about really simple things: the way a teacher organizes their classroom, the way the teacher sets expectations for conversations and discussions. Allowing students to use their voice is really important,” she said.

Morgan describes her path to becoming a teacher as nontraditional.

With a freshly earned degree in theater production, she worked in that field for a few — as she describes — unfulfilling years before her former theater teacher and speech and debate coach, Kelly Garner, asked Morgan to substitute for her classes while she was on maternity leave.

Petal High School (PHS) U.S. History teacher Skye Morgan (right) celebrates receiving 2022 Mississippi Teacher of the Year (MTOY) with Kelly Garner, her former theater, speech and debate coach and current mentor and colleague.

School Focus

18

Then only 22, Morgan did not know what to expect teaching students so close to her own age. The outcome Fall 2022

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Morgan, second from left, is pictured receiving PSD Teacher of the Year. surprised her.

“When Ms. Garner came back, I was so sad! I was like, ‘Are you sure you’re ready to come back?’” Morgan recalls. After that experience, Morgan felt called back to the classroom and earned a master’s degree in teaching from the University of Southern Mississippi. She then taught in the Richton School District and North Forrest High School before being hired at her alma mater.

As a former theater, speech and debate student, it was only natural that Morgan would excel as a teacher in those areas, but teaching history came into her life as yet another surprise.

“I loved the constitution and constitutional law. I loved presidential rhetoric, so I just put history on my license to give myself more opportunities

Morgan’s tips for cultivating civil discourse in classrooms: • Organize your classroom in a way that promotes discussion.

• Set expectations for discussions and how students respond to one another.

• Give students examples of how to disagree in ways that create growth and change.

• Allow students to speak up: Don’t merely expect compliance; give students an environment where they feel safe to use their voice.

• Allow students to voice opinions not just with the teacher, but also in discussion with other students.

• Model the ways you would like to see discourse occur in our society rather than what our leaders are modeling right now.

• Model civil discourse in your discussions with other teachers and school leaders.

• Provide plenty of opportunities for students to practice civil discourse and encourage them as they make progress.

during the recession,” Morgan said.

Fall 2022

19

School Focus

Left: Morgan is pictured with her first period class after being chosen as PHS’ teacher of the year.

After being hired to teach speech and debate at PHS, the principal called two days before school started to assign Morgan a U.S. History class.

Morgan was hesitant, but the new administrator encouraged her to go ahead with the assignment. Morgan has had U.S. History on her schedule as her primary class ever since.

Despite having many years of successful teaching under her belt, Morgan is humble about her effect in the classroom and what it means to return to the classroom every day, even when things may not go well.

“It’s all about your spirit, right?

You’ve chosen the most fulfilling profession there is, but you’re not going to feel fulfilled daily; there’s going to be really challenging days.

School Focus

[Morgan] is in a continual state of improvement and is happy to share every idea that has been classroom-tested with any educator who needs it.

She is supported by a remarkable group of teachers in her PLC. In this setting, everyone is a cheerleader for everyone. Working together to best serve students and grow one another as educators is the fundamental action of her PLC. - Si Thompson

It’s so important to let go of that day and not deem it a failure. It’s just an obstacle that you’ve got to climb over,” Morgan said.

“You’ve got to go back in the class20

room the next day with better spirits.

You can’t let each failure define who you are as a teacher or how valuable you are as a teacher,” she said.

When asked how often Morgan Fall 2022

feature f

applies this philosophy in her own career, she quickly responded, “Every day. I have to tell myself that every day. My class will leave, and I will say to myself, ‘Well, that was a mess!’”

Morgan’s students respond to her perseverance and humility positively.

“Another class walks in, and I have the opportunity to redo [the lesson].

When that mess of a class walks in the next day, I’m just real with them and say ‘That did not go how I wanted it to. Can we try it again?’ They’re like, ‘Yeah, let’s do it again!’”

Garner, Morgan’s speech and debate mentor, describes her as “one of the most optimistic people I know. She always sees the good in her students and co-workers and makes friends wherever she goes.”

While Morgan passionately believes life as a teacher is one of perseverance and maintaining good spirits, her MTOY platform proves that her intentions for her students stretch far enough to affect them for the rest of their lives.

Garner says, “[Morgan] has always been a champion for a cause. Even as a high school student back in the 1990s, she was standing up against bullies and creating a safe environment for her fellow classmates. It is not surprising to me that she is still doing this today within her classroom, creating an arena so her students can practice the art of civil discourse and learn to be participants in our democratic society.”

Morgan’s former history teacher and current mentor Si Thompson, now retired, said “No matter socio-economic or cultural differences, [Morgan] believes all people have intrinsic worth. Her students are able to navigate through her practical principles to learning with her compassionate and quirky demeanor.”

Of all Morgan’s daily teaching activities, one that she is most proud of Fall 2022

Right: Morgan (middle) was joined by her husband, Joel, and mother, Melodie Dickinson, at the MTOY ceremony in Jackson this spring.

is the professional learning commu-

tion of her PLC,” Thompson said.

nity (PLC) she is a part of at PHS. It is

Morgan looks forward to the op-

an opportunity for her and the other

portunity to share her platform of civ-

history teachers to meet daily to dis-

il discourse on a national level.

cuss their methods and collaborate on ideas. “[Morgan] is in a continual state of improvement and is happy to share every idea that has been classroom-tested with any educator who needs it. She is supported by a remark-

“Allowing the classroom to become a proxy for our democratic system is super important to me. We can’t rely on our political and social leaders to model [civil discourse] anymore,” Morgan said. “We — classroom teach-

able group of teachers in her PLC. In

ers and families — have to take that

this setting, everyone is a cheerleader

back and show students that civil dis-

for everyone. Working together to best

course is important.

serve students and grow one another as educators is the fundamental ac21

“We can disagree, and what will come out of that is growth.”

School Focus

Pearl River Central High School (PRCHS) teacher Chayna Adams (middle) is recognized for receiving a Milken Educator Award by (l-r) Greg Gallagher, senior program director of the Milken Educator Awards; Mississippi Department of Education Director of Educator Talent Acquisition and Effectiveness Dr. Courtney Van Cleve; Pearl River Central High School Principal Kimberly Alford; and Pearl River County School District Superintendent Alan Lumpkin.

Milken Award Winner

Pearl River Central Teacher Chayna Adams Receives Prestigious Honor Pearl River Central High School

communities about the importance of

ing opportunities throughout recipi-

(PRCHS) lead teacher Chayna Adams

joining the teaching profession. The

ents’ careers.

recently received the surprise of a life-

prestigious honor has been awarded

Adams, along with PRCHS stu-

time when she was awarded an unre-

at more than 60 schools across the

dents and staff, thought they were

stricted $25,000 Milken Educator Award

nation in the 2021-22 school year and

assembled to receive congratulatory

at an assembly in the school gym.

has been described as “the Oscars of

remarks from the Mississippi Depart-

The Milken Educator Awards, cre-

Teaching.” More than $140 million in

ment of Education (MDE) regarding

ated by the Milken Family Foundation

funding, including $70 million in in-

the school’s commendable Algebra

in 1987, recognizes teaching excel-

dividual $25,000 awards, has been de-

I scores. Instead, Milken Educator

lence publicly not only to inspire edu-

voted to the overall initiative, which

Awards Senior Program Director Greg

cators, but also to show students and

includes powerful professional learn-

Gallagher and MDE Director of Educa-

School Focus

22

Fall 2022

Gallagher looks on as Adams shares some thoughts with the students, colleagues and visiting dignitaries who just witnessed her Milken Educator Award surprise. “We have the best kids we could ever want to teach on this campus,” she says. “Thank you for making our job so easy!” tor Talent Acquisition and Effectiveness Dr. Courtney Van Cleve joined in the surprise to recognize Adams for her work as a model educator for the state and nation.

“Ms. Adams has done an extraordinary job challenging her students to meet and exceed high academic standards,” said Dr. Carey Wright, the retired state superintendent of education. “She is a wonderful example of our dedicated Mississippi educators who work hard every day to help students learn and succeed.”

Adams’ students and colleagues learn more than academics in her care; she teaches them pride, respect and commitment. After years of teaching math and heading the math department at PRCHS, Adams is now the school’s lead teacher, responsible for academic tier, schoolwide data and coaching support for instructional staff. She coaches new teachers in instructional practices, organizational skills, student interventions and data analysis. Adams also coordinates Fall 2022

school-level professional development based on school and state data. To support the school’s goals for constant improvement of academic and behavior goals, Adams plans and organizes schoolwide incentives for students who meet weekly and monthly targets.

“As a lead teacher, Ms. Adams serves as a model for her peers and works daily to elevate and strengthen the teaching profession,” said Van Cleve. “She is a worthy recipient of this year’s Milken Award. I join her students, school and community in congratulating her for this accomplishment.”

Adams’ data-driven classroom experience has served her well in her advancement into instructional leadership. As an algebra teacher, Adams used a wide variety of creative, handson strategies that support learning for students at all levels, including small group instruction, scaffolded partner activities, guided notes, whiteboard workouts, math Jeopardy and matching games. She tracked results on unit and district assessments on a data 23

wall and adjusted her instruction to address learning gaps. Adams constantly reinforced positive behaviors in the classroom and communicated with parents about both concerns and successes. Her dedication to student outcomes delivered notable results: The algebra pass rate at PRCHS is 94%, and students in the bottom 25% consistently meet growth and proficiency targets on state assessments.

As math department chair, Adams led instructional rounds, conducted data analysis, coached new teachers and led the professional learning committee. During pandemic school closures, she used virtual meetings to check in with her department weekly and created video and interactive digital lessons for teachers to use with students. Consulting with the math coach at the MDE, Adams led the redesign of all levels of the school’s algebra curriculum to align with state standards, increase rigor and make content accessible to remote-learning students. She has written test items for Algebra I for state assessments and presented at state and national conferences. Colleagues often observed in Adams’ classroom to learn from her skillful classroom management and instructional strategies.

Adams, who earned a bachelor’s in mathematics from the University of Southern Mississippi in 2009 and a master’s in educational leadership from Arkansas State University in 2014, has taught seven graduating classes at PRCHS, and many former students attribute their successes to her, especially with their college and career choices.

She taught the school’s math ACT prep class, using individualized instruction plans to ready students for the important college entrance exams. Adams connects with all students regardless of their math abilities and often attends sports, family events and other activities outside the classroom.

School Focus

Deciphering

THE DATA

Office of School Improvement Workshop Helps Schools Analyze Data Brock Turnipseed

ability to understand the picture the

ment (TSI) and Additional TSI (ATSI)

data is painting.

schools better understand data by

Data is critical in helping schools

The Mississippi Department of

piloting an Interventions 101 training

design plans that best meet the

Education (MDE) Office of School

this spring in conjunction with the

needs of their students. However,

Improvement (OSI) helped Compre-

Mississippi State University Research

these plans can miss the mark with-

hensive Support and Improvement

and Curriculum Unit.

out access to the proper data or the

(CSI), Targeted Support and Improve-

School Focus

24

The

training,

held

in

three Fall 2022

feature f

Opposite page: Interventions 101 attendees collaborate on improvement plans during a May training in Biloxi. Top: Interventions 101 training attendees at the Mississippi State University Research and Curriculum Unit in Starkville listen as Dr. Dana Seymour, a program evaluator for the Mississippi Department of Education (MDE), guides them through understanding trends in data. Bottom: Dr. Seymour leads an Interventions 101 training in Biloxi for the MDE Office of School Improvement. The trainings help schools targeted for improvement better understand data and use it to guide their improvement plans.

monthly sessions in Starkville, Can-

Seymour has held this training

Noleen Clark, previous OSI coordina-

ton and Biloxi, focused on finding

for larger audiences, but focusing on

tor of school improvement programs,

evidence-based

for

these identified schools allowed the

said. “It brought it to life and helped

the Every Student Succeeds Act

sessions to target the specific sub-

in understanding it better.”

(ESSA). Dr. Dana Seymour, a pro-

groups they are trying to reach in

gram evaluator at MDE, led the

their improvement plans.

interventions

Training to utilize data for building capacity and improving instruction is one support offered to CSI, TSI

training and said all educators do

“I’ve been to the trainings and

not fully understand the terms

heard this before, but I did not really

strong, moderate and promising ev-

digest (the information) in the same

Schools are identified for CSI if

idence outlined by ESSA.

way I did in this smaller setting,”

they rank in the lowest 5% of Title I

Fall 2022

25

and ATSI schools.

School Focus

f feature

Above: Seymour leads Interventions 101 training attendees in Canton through a discussion on determining who is responsible for analyzing data.

schools or have a graduate rate less actual outcomes are looking like at The first session, held in March, than or equal to 67%. focused on examining data for deterthat given time,” Robertson said.

Schools were identified for TSI beThe training adds another lay- mining what needed implementing.

“When they came in, they were cause their subgroup is in the lowest er of evidence-based intervention very much like, ‘We need 50% of overall accountabilto improve all of our readity index, is in the lowest ing scores,’” Seymour said. quartile of three-year average gap-to-goal and has The data helps you focus so you can “We started looking at the scores in the lowest quartile select some high-yield strategies. data, and we said, ‘Actualof three-year improvement Without knowing exactly where the ly you don’t. It’s your students who have identified toward gap-to-goal closure. highest areas of need are, you could special needs who are the ATSI schools have a be throwing a lot of time and money population you really need three-year average subto focus on.’” group performance at or on a peripheral problem.

Seymour found it not below that of all students - Dr. Dana Seymour only important to show the in the lowest-performing schools how to analyze the schools (i.e., the bottom 5% the schools can use to impact their data, but also to have it in a format of Title IA schools).

According to Dr. Sonja Robertson, areas of need. These schools have they could analyze. Numerical data OSI executive director, the Interven- been using funding to implement in a pivot table made interpreting the tions 101 pilot allowed for training evidence-based interventions since data difficult, but that same data prethat targeted the identified schools’ being identified for school improve- sented in a visual format made the ment between fall 2018 and fall 2019. information and trends stand out. individual needs.

Because the sessions built off each A better understanding of the “It was important to try to hone in on specific components or aspects of other, Robertson said schools were data helped the following month data analysis and look at what the ev- asked to commit to all three sessions when the schools discussed research idence is telling them based on their and to send the same team to each literacy, where to find interventions and how to know what is needed. specific intervention and what their training.

School Focus

26

Fall 2022

feature f

Participants work through an activity during an Interventions 101 training in Biloxi.

“The data helps you focus so you can select some high-yield strate-

tricts created their individual implementation plans.

“We have a lot of turnaround where we have to send (the im-

gies,” Seymour said. “Without know-

“You spent this time looking at

ing exactly where the highest areas

your data and finding interventions

of need are, you could be throwing a

with good evidence to support that

lot of time and money on a peripher-

they’re effective, but if you don’t

al problem.”

implement it well, it will fail,” Sey-

provement plans) back. But in these trainings, we talked about the strategies they are funding and the goals they’re reaching for with those strat-

spend

mour said. “The third session basi-

egies,” Clark said. “They must identify

money on resources and programs

cally examined how each phase of

the evidence level and the research

that

Seymour

said

schools

haven’t

an implementation looks. Session

that backs it. Those were the things

properly interpreted the data and

two gave them the tools to make a

that were brought out and refined in

identified the problems. Attendees

decision, and they had to come to

brought programs they were con-

session three with an intervention

this process.”

sidering purchasing, and they could

in mind so we could write a plan to

do thorough research into those

implement it.”

fail

because

they

programs and evaluate the claims versus the cost.

Those decision-making tools were applied in the final session when disFall 2022

The

smaller

sessions

allowed

As OSI looks to hold the training again in the future, Robertson said if they can help the schools they serve

them to leave with a more individu-

better understand their data and im-

alized plan they could take back to

prove their outcomes, then “it’s well

their districts.

worth it.”

27

School Focus

MDE Adds 49 Veteran Educators to MTAC Aberdeen SD Michelle Williamson

North Bolivar Consolidated SD Rena Brackin Eric Bridgett

Bay St. Louis-Waveland SD Robin Craft Whittney Landrum

North Panola SD Alyxandria Chaivre

Biloxi SD Michael Burkett Blakely Fore

Oxford SD Jaleesa Mackey

Clarksdale Municipal SD Amanda Workman

Pass Christian SD Launa Murray

DeSoto County SD Toni Coleman Gwenda Whitfield

Petal SD Brittany Goff Gwen Anne Merrill Shanna Nesser

George County SD Della Morgan

Pontotoc County SD Kayla Brown

Gulfport SD Jennifer Wilson

Rankin County SD Amy Landfair Lindsey Martin Kimberly Watson

Harrison County SD Angel Klobe Hazelhurst City SD Veronica Wylie

Scott County SD Amanda Posey

Jackson Public SD Vicki Latham Lynsey McQueen Kandice Taylor

Tate County SD Jaymee Jarrett

Lafayette County SD Penelope Allen Christina Hill Misty Wright

Tupelo Public SD Cheryl Dexter Maria Foster Ashley Nash Moton Dedra Wray

Lauderdale County SD Angie Wilkinson

Vicksburg-Warren SD Kristy Brannon

Laurel SD Janie Brown Bianca Knight

Madison County SD Lori Wilson

Long Beach SD Rebecca Bradley

Midtown Public Charter Schools Alfongelia Wallace

Lowndes County SD Emily Edgar

Monroe County SD Kayla Tucker

Forty-nine experienced and highly regarded professionals from across the state were added to the Mississippi Teacher Advisory Council (MTAC).

Formed in 2016, the MTAC now includes 300 educators representing schools in urban and rural settings and an array of content areas, including general education, arts, special education and career and techSchool Focus

West Bolivar Consolidated SD Shana Merideth Bolden West Point Consolidated SD Stephany Watson New Albany SD Jacqueline Shirley

nical education.

The purpose of the MTAC is to provide feedback to the state superintendent of education on the initiatives of the Mississippi Department of Education (MDE), the Mississippi State Board of Education and the state Legislature. The MTAC empowers teachers to discuss topics critical to their success in the classroom and how the MDE can assist.

28

Yazoo County SD Haley Crenshaw

“Hearing directly from teachers about their classroom experiences has helped me set priorities and has informed statewide decisions about policy, resources and professional development,” Dr. Cary Wright, the state superintendent of education who retired in June said.

MTAC members will continue working with interim state superintendent Dr. Kim Benton this fall.

Fall 2022

Miss. Third Graders Find Success on Reading Assessment

The Mississippi Department of Education (MDE) announced that 73.9% of 31,068 Mississippi third graders received a passing score on the initial administration of the third grade reading assessment for the 2021-22 school year.

The passing rate presents a preliminary snapshot of third graders’ literacy proficiency as schools emerge from the COVID-19 pandemic. The last time Mississippi third graders took the assessment in a normal school year was April 2019 when 74.5% of 34,998 students passed the initial test.

“The hard work of teachers, students and parents to overcome academic setbacks caused by the pandemic is paying off. The initial pass rate on this year’s third grade reading assessment is nearly the same as the pre-pandemFall 2022

ic pass rate,” said Dr. Carey Wright, the recently retired state superintendent of education. “I celebrate this accomplishment and acknowledge there’s more work to be done.”

In accordance with the Literacy-Based Promotion Act (LBPA), third graders who do not pass the initial administration of the reading test are given up to two attempts to retest. After the final retest in 2019, 85.6% of third graders passed the test. Students did not test in 2020 due to the pandemic. The test was given in 2021, but the passing requirement was waived so no retests were administered.

The LBPA became law in 2013 to improve reading skills of K-3 students in public schools so every student completing the third grade is able to read at 29

or above grade level. The LBPA requires Mississippi third graders to pass a reading assessment to qualify for promotion to fourth grade. An amendment to the law in 2016 raised reading-level expectations starting in the 2018-19 school year, requiring third graders to score at level 3 or higher on the reading portion of the Mississippi Academic Assessment Program English Language Arts assessment.

Some students may qualify for good cause exemptions to be promoted to fourth grade.

Final district-level pass rates will be published in the fall in the Literacy-Based Promotion Act Annual Report of Performance and Student Retention for the 2021-22 school year.

School Focus

f feature

Professional Growth System Fosters Continuous Development, Collaborative Support for Educator Effectiveness Will Graves The Mississippi Department of Education (MDE) Office of Educator Effectiveness (OEE) encourages and supports effective instruction and leadership in public schools by overseeing the Mississippi Educator and Administrator Professional Growth System (PGS).

What makes the PGS unique in its approach to educator professional development is the program’s focus on continuous improvement.

Administered at the school district level, the PGS is geared toward improving student outcomes by going beyond the traditional annual performance evaluation many veteran teachers and administrators may be accustomed to. The key word signifying the PGS’s overarching goal is growth.

“The PGS is designed to improve stuSchool Focus

dent achievement by providing teachers and administrators with observations and feedback to inform continuous improvement,” said Dr. Courtney Van Cleve, MDE’s state director for educator talent acquisition and effectiveness.

As a specially designed professional development system for Mississippi’s public educators and administrators, the PGS fosters a collaborative relationship between the educator or administrator and their mentor observer. The program launched in 2016 and has been refined through four feedback-informed phases.

The PGS’s main component is to provide educators with meaningful coaching, actionable feedback and targeted professional learning. This is achieved through evidence-based observations, which help guide constructive feedback that fosters positive professional growth. This component, the heart of the PGS, enables school 30

leaders to assess performance and identify the top priorities for both individual and schoolwide professional learning.

Beyond the observation and feedback aspect of the system, Van Cleve said the PGS also utilizes annually submitted data to inform decision-making at the state level.

“We support the use of effectiveness data in decision-making statewide, such that we ultimately ensure that every school has effective teachers and leaders, which is outlined in goal number four in our State Board of Education strategic plan,” Van Cleve said.

Licensed educators and administrators must receive annual on-the-job performance assessment per the statewide public school accountability standards, so Van Cleve said MDE requires school districts to submit PGS data annually as an indicator of educator and administraFall 2022

Left: Dr. Courtney Van Cleve, director of the Mississippi Department of Education’s (MDE’s) Division of Educator Talent Acquisition and Effectiveness, explains the components of the Mississippi Educator and Administrator Professional Growth System (PGS) and their alignment with public school accountability standards during an informational presentation at the Columbus Municipal School District (CMSD). Middle and Right: Members of the CMSD Future Teachers Club participate in professional development to prepare for their future as educators in Mississippi. MDE’s Office of Educator Effectiveness provided expert advice and direction for the students to better understand and receive the most benefit from the PGS. tor effectiveness.

perienced the challenges of getting the

based on state teaching standards.

In the PGS, educators receive multiple

growth system functioning smoothly in

PGS feedback does more than just

observation and feedback cycles per year,

the early stages of implementation. Once

facilitate the growth of educators and

with teachers undergoing three observa-

the PGS became more familiar to edu-

tions and administrators undergoing two.

cators and administrators, the district

administrators across the state. School

Receiving feedback from multiple PGS

began to see a shift in overall program

cycles throughout the year allows educa-

acceptance and efficiency, ultimately

tors and administrators to continuously

helping school leaders realize the growth

refine their instruction and leadership.

system’s potential to help educators take

district feedback to MDE about the PGS framework and its delivery makes the system a continuously evolving program that meets the professional needs of

With annual PGS data being gathered

pause and reflect on their daily prac-

educators and administrators in public

in each school district, school leaders can

tice with board-approved standards and

schools. According to CMSD, it ultimately

better identify opportunities for improve-

classroom expectations.

helps improve student outcomes.

ment on individual, school and district

The PGS was so well received by

The PGS is grounded in its mission to

levels. The Columbus Municipal School

CMSD educators and administrators

help educators reflect on their teaching

District (CMSD) has been actively utilizing

that the MDE OEE was invited to intro-

or administration experience by provid-

the PGS from the beginning. Although the

duce the growth system to the district’s

initial implementation was challenging,

Future Teachers Club, a learning expe-

ing observations and continuous feed-

the system has been a game-changer for

rience the district felt was essential for

supporting CMSD educators’ capacity to

preparing the next generation of Mis-

grow professionally in the art of teaching.

sissippi educators. The pared-down,

As with any new program or initia-

informational PGS session acquainted

tive, growing pains are part of the imple-

the upper-class high school students

ership, and the mentor-like instructional

mentation, outcome and feedback cycle,

with professional development through

feedback relationship allows administra-

which informs program improvement.

a continuous improvement model and

tors and teachers to work collectively to

As an early adopter of the PGS, CMSD ex-

discussed

improve student outcomes.

Fall 2022

professional 31

expectations

back that imparts opportunities to grow professionally and become more effective teachers and school leaders. The PGS provides growth at every level of school lead-

School Focus

f feature

2022

Parent

OF THE YEAR

Denevan Extends Helping Hand to Support OSD Teachers and Students Will Graves The Mississippi Department of Education (MDE) has named Tara Denevan, a parent in the Oxford School District (OSD), the recipient of the 2022 Mississippi Parent of the Year award.

Denevan and her husband of 17 years, Shane, are the proud parents of son Brody, a upcoming freshman at Oxford High School (OHS), and daughter Lyla, a upcoming fifth grader at Central Elementary School. The family has been part of the OSD since Brody began pre-kindergarten, and Denevan’s involvement with the district has grown ever since.

As an active parent with children attending two different campuses, managing busy schedules and still finding time to volunteer and be present to support school activities can be a challenge, especially with Brody running on the OHS cross country team and Lyla participating in competitive dance. No matter how full the family’s personal schedules might become, Denevan said she feels led to help any way she can and appreciates OSD staff for allowing her to give back to the community.

“There’s not really a set title for what I do or even one particular thing I do, I’m just able to be there,” Denevan said. “The OSD strongly encourages parent involvement, and they have supported me and allowed me to be School Focus

2022 Parent of the Year Tara Denevan (center) and husband Shane are the proud parents of Lyla (front left) and Brody (right). As longtime community members of the City of Oxford, the Denevans regularly support the Oxford School District, the University of Mississippi and Ole Miss athletics. present within the schools. Because of

Denevan has served as a substi-

that, I’m able to see the needs first-

tute teacher and held many leader-

hand and can get things done to help

ship roles with OSD’s parent teach-

them help more children. Just like

er organizations (PTOs) throughout

anybody, when I see a need I go after

the years. With each campus in the

it and take care of it. You find a way to

district having its own PTO, Dene-

help where you can.”

van was afforded more opportuni-

32

Fall 2022

feature f

(From left) Lyla, Tara, Shane and Brody Denevan attend an Ole Miss Football game at Vaught-Hemingway Stadium/Hollingsworth Field. ties to participate in different projects and committees at both of her children’s schools.

One service project Denevan created – Charger Christmas Kids – provides Christmas gifts to students and families in need. The project started five years ago and has continued to grow.

“One of my children was at Oxford Elementary School, and the school counselor came to me and said, ‘Tara, we have 11 kids who I don’t have Christmas gifts for. Is there anything that you can do to help?’,” Denevan explained. “The month before we Fall 2022

had done a big canned food drive for Thanksgiving, and I just asked what all they needed. She said different churches in the community and other organizations would take some kids, but there were 11 that she didn’t have sponsors for, so I said ‘Yes,’ asked for clothing sizes, names and ages, and told her we would figure it out. I just started texting close friends and other PTO members, and within two days we had full Christmas wish lists purchased for these 11 kids.”

Though the project has been a significant undertaking as it has grown, it has become a community effort 33

in the City of Oxford to ensure every child in the OSD has a happy holiday season. Denevan now has an entire team of parents who help organize the service project, and the Oxford community steps up to help shop for children to fulfill their Christmas wishes.

Denevan credits the growth and success of Charger Christmas Kids to the support of the Oxford community and the hardworking team of parents who make it all possible.

“Charger Christmas Kids has grown from 11 kids five years ago to over 300 kids this past year. Every year it has grown,” Denevan said. “We’re about to School Focus

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have seven schools in our school district, but for now we serve all six OSD schools, where counselors, administrators and teachers provide us with children’s names and their wish lists.

We purchase for every single child in that family, and they are all provided with new coats, new shoes, new clothing and sometimes toiletries.

We’ve even had people sponsor beds and mattresses. Anything that these children need or want, this community provides for them. If it wasn’t for them, this program and its mission would be nothing.”

With all of the ongoing projects and responsibilities Denevan manages, she truly enjoys just being around the students, teachers and parents of the OSD. However, she says she wants to use her involvement to show her children the importance of caring for others, extending a helping hand whenever possible and spreading love throughout the community.

“Anytime that I can get in the schools and spend one on one time with the kids is probably my favorite,” Denevan said. “Through Charger Christmas Kids, I’ve seen my own kids come to me when they notice a classSchool Focus

Top left: Tara and Shane Denevan celebrate son Brody’s (center) academic achievement at an honors ceremony at Oxford Middle School (OMS). Brody was recognized for being added to the OMS Principal’s Honor Roll for the 2021-2022 school year. Top middle: Tara and Shane Denevan share a special moment with daughter Lyla (center) after she was named high score champion and earned more awards at a Star Dance Alliance competition. Top right: The Denevan family attends an Ole Miss football game in Oxford. Above: The Oxford School District Charger Christmas Kids volunteers take a quick break from sorting and delivering gifts to highlight the occasion with a group picture. Tara Denevan (front left) credits every member of the team for making the Christmas gift program a success. mate in need. It makes me proud as a parent to know that they care about others. If none of what I do makes a difference to anyone else, at the 34

end of the day my children are more aware of the needs of others around them, so I feel I’ve done my job as their mother.”

Fall 2022

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Mississippi Class of 2021 Improves Advanced Placement Achievement Rate Mississippi’s graduating class of 2021 achieved a 39.1% qualifying score rate for Advanced Placement (AP) exams, an increase from the previous year’s achievement rate of 38.2%.

AP courses are college-level courses offered by trained high school teachers.

Students can earn three college credits for every AP exam they pass with a qualifying score of 3 or higher.

Among the class of 2021, 18.2% (4,972) of graduates took a total of 10,865 AP exams during their high school experience, according to the College Board’s AP Cohort Data Report for Class of 2021 issued today. Though achievement on AP increased, the number of students taking AP exams declined. Among the class of 2020, 20.7% (5,235) of graduates

Fall 2022

took a total of 11,526 AP exams.

Though the class of 2021 saw a drop in AP participation, overall, the number of Mississippi students taking AP courses and passing AP exams have both nearly doubled since 2013.

“AP courses provide students with a rigorous level of learning and help them develop the study skills they need to be successful in college,” said Dr. Carey Wright, who retired as the state superintendent of education in June. “The AP experience also helps colleges and universities identify students who can master college-level material.”

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 univer-

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sity or community college. This policy has the potential to save Mississippi families millions of dollars on college tuition. In Mississippi, public and private high school students earned 5,914 AP® qualifying scores of 3, 4 or 5 in 2021.

These scores translate into a potential savings of close to $5.2 million in tuition for students and their families because each qualifying score is worth at least three college credits.

Research shows AP students are better prepared for college and more likely to graduate college in four years than non-AP peers. Students earning college credit can save what they would otherwise have to pay for another year of college.

School Focus

Professional Growth System .......................................p. 30

School Focus is a publication of the Mississippi Department of Education and is printed and published by the Mississippi State Research and Curriculum Unit.