Skip to main content

High contrast

Text Resize

Skip to Content

Toggle Site Search Icon Search
Clear search textbox
Report Bug

Mississippi Board of Education Strategic Plan

Plan updated and Board approved: November 8, 2018
Strategies updated: November 8, 2019

Word version for print

2021 Mississippi State Board of Education Strategic Plan Status Report

2020 Mississippi State Board of Education Strategic Plan Status Report

2019 Mississippi State Board of Education Strategic Plan Status Report

2018 Mississippi State Board of Education Strategic Plan Status Report


The Mississippi State Board of Education Strategic Plan for 2018-2022 sets the roadmap for changing the trajectory of public education in Mississippi. The plan describes the objectives and strategies the Mississippi Department of Education (MDE) employs to help local school districts achieve the Board’s vision and goals.

The outcome measures in this plan are indicators of the MDE’s effectiveness and how well school districts are using the resources, support and guidance provided by the MDE.

Ultimately, the successful implementation of the Board’s Strategic Plan depends on the leadership, cooperation and collaboration of the Board, the MDE, state leaders, and local school districts and their communities.


To Create A World-Class Educational System That Gives Students The Knowledge And Skills To Be Successful In College And The Workforce, And To Flourish As Parents And Citizens


To Provide Leadership Through The Development Of Policy And Accountability Systems So That All Students Are Prepared To Compete In The Global Community


  1. All Students Proficient and Showing Growth in All Assessed Areas
  2. Every Student Graduates from High School and is Ready for College and Career
  3. Every Child Has Access to a High-Quality Early Childhood Program
  4. Every School Has Effective Teachers and Leaders
  5. Every Community Effectively Using a World-Class Data System to Improve Student Outcomes
  6. Every School and District is Rated C or Higher


Outcome 1: Increase the percentage of students who pass the grade 3 reading assessment (level 3 or above) at the first administration in each subgroup

Outcome 2: Increase the percentage of students proficient (levels 4 and 5) on statewide assessments (grades 3-8 and high school composite) in each subgroup

Outcome 3: Decrease the percentage of students scoring levels 1-3 on statewide assessments in each subgroup

Outcome 4: Increase the percentage of students demonstrating growth on statewide assessments in each subgroup


Objective 1: Continue to implement the Literacy-Based Promotion Act with fidelity


  1. Provide intensive literacy professional development and literacy resources for all pre-K-3 teachers, administrators, coaches, non-certified staff, paraprofessionals, and IHL staff related to: (1) resources for 90-minute literacy block, (2) evidence-based reading interventions, (3) protocol for extended school time, and (4) the five components of reading (5) dedicated training on multi-tiered systems of supports, (6) provision of coaching training for all schools
  2. Deploy literacy coaches to all elementary schools with the highest percentage of students scoring at levels 1 and 2 on English Language Arts (ELA) assessments
  3. Expand the Campaign for Grade-Level Reading across the state to inform and engage parents and community members 
  4. Expand the number of literacy coaches through collaboration with the Office of Special Education
  5. Provide every kindergarten student the Kindergarten Readiness Assessment, which can be used to help measure the quality of the early childhood program
  6. Implement the Pre-K-12 State Literacy Plan and include the Governor’s Task Force on Teacher Preparation for Early Literacy Instruction recommendations
  7. Develop communication to all districts and schools regarding the increase in performance level needed to pass the grade 3 reading assessment starting in 2018-19
  8. Strengthen parental involvement and engagement efforts through regional Parents as Partners meetings across the state
  9. Strengthen parental involvement and engagement efforts through development of a parent-friendly mobile app for the Family Guides for Student Success
  10. Award Summer Reading Grants to schools and districts to improve grade-level reading proficiency
  11. Require schools identified as Literacy Support Schools to submit an annual School Literacy Plan
  12. Monitor district records through building audits to ensure districts are documenting and implementing the Good Cause Exemption policy correctly.


Objective 2: Continue to implement the Mississippi College and Career Readiness Standards


  1. Provide targeted professional development to teachers, coaches, non-certified staff, paraprofessionals, and administrators in all content areas based on data
  2. Expand content coaches in literacy, mathematics, and science (requires additional funds)
  3. Train teachers and school leaders in data-coaching model (requires additional funds)
  4. Provide teachers, parents, and other stakeholders with comprehensive Family Guides for Student Success based on pre-K-8, ELA and Mathematics Mississippi College and Career Readiness Standards (MCCRS)
  5. Provide teachers with comprehensive Exemplar Lesson Plans based on pre-K-8, ELA and Mathematics MCCRS
  6. Collaborate with districts and community organizations to engage parents
  7. Provide districts with strategies to identify and address chronic absenteeism
  8. Design a comprehensive system for the evaluation and implementation of high-quality standards-aligned curriculum materials and related professional development for pre-K through grade 12 (Council of Chief State School Officers/CCSSO project)
  9. Develop a curated list of high-quality standards-aligned ELA and mathematics curriculum materials for distribution to districts and schools (CCSSO project)
  10. Develop an intuitive platform for teachers to find and utilize high-quality standards-aligned ELA and mathematics curriculum materials
  11. Develop a formal quarterly process for curriculum coordinators to support instruction aligned to the MCCRS
  12. Develop assessment literacy professional development sessions for educators (item development, use of blueprints, use of data walls, screening reports, diagnostic assessments, formative/summative assessment results, alignment of instruction and formative assessments with MCCRS) and include this offering in the Professional Development Catalogue
  13. Develop and publish companion document to the Outcomes for Gifted Education Programs that shows alignment to MCCRS
  14. Provide training and support regarding gifted instructional connections to academic achievement
  15. Provide professional development focus on the Mississippi Academic Assessment Program (MAAP) Writing Rubric, writing strategies, and resources for grade 3-12 educators
  16. Provide training for writing assessments (prompt development, interpretation of scoring rubric) and offer training guidance for district use.


Objective 3: Decrease achievement gaps among student subgroups


  1. Expand professional development to support high-quality culturally responsive instruction for all students
  2. Offer blended professional development for general education and special education teachers to strengthen equitable access to advanced course instruction for students with disabilities
  3. Provide district and school level training on interpreting subgroup data from assessments
  4. Expand professional development on Multi-Tiered System of Supports (MTSS)
    1. School-wide behavior systems
    2. Early Warning System training
    3. Dyslexia Screener guidance and review
    4. Implementation of the guidance document
  5. Expand resources for teachers to include:
    1. revised exemplar unit lessons, which include additional scaffolding supports for teachers and students;
    2. English Learner (EL) resources and additional professional learning opportunities for EL teachers; and,
    3. guidance for teachers of mathematics to assist them with developing students’ conceptual understanding of mathematics through the use of manipulatives (mathematics manipulatives pre-K- Algebra I)
    4. develop a state-approved list of interventions
    5. Release updated Parent Read at Home Plan for Student Success to provide parents with suggested strategies to use to support students at during Individual Reading Plan (IRP) meetings
  6. Annually publish achievement gap data to identify districts that demonstrate an increase in subgroup achievement and identify districts that need additional technical assistance
  7. Annually publish the Mississippi Succeeds report card to provide stakeholders with district, school and state accountability results
  1. Include school, district and state chronic absenteeism rates on the Mississippi Succeeds report card
  2. Develop strategies to increase access to equitable student-centered learning specifically for students with disabilities (Broad Academy project)
  3. Pilot “2/6 Initiative” to explore the efficacy of identifying and remediating the lowest deficit skills through the lens of the Simple View of Reading in grade 2-6 students


Objective 4: Expand virtual learning opportunities for students in rural and underserved areas


  1. Publicize availability of Mississippi Online Course Application (MOCA) process
  2. Publicize availability of Mississippi Interactive Video Network hosted by Mississippi Public Broadcasting (MPB)
  3. Continue with MOCA review, adding new courses as driven by demand
  4. Provide direct MOCA process for Institutions of Higher Learning wanting to develop and deliver virtual courses
  5. Offer formula grants to fund online courses, contingent upon Mississippi Department of Education (MDE) appropriation
  6. Conduct an analysis of access to broadband and Wi-Fi in rural areas
  7. Share opportunities about additional virtual learning opportunities offered by community colleges



Outcome 1: Increase the percentage of students graduating from high school ready for college or career in each subgroup

Outcome 2: Increase the percentage of students ready for college as measured by ACT benchmarks in each content area (public school class data, grade 11)

Outcome 3: Increase the percentage of students participating in and passing dual credit in each subgroup

Outcome 4: Increase the percentage of students participating in and passing Advanced Placement (AP), International Baccalaureate (IB) and Cambridge Advanced International Certificate of Education (AICE) exams in each subgroup

Outcome 5: Increase the number of students career ready


Objective 1: All students enter Mississippi colleges prepared for credit-bearing courses


  1. Provide resources to districts in how to use an Early Warning System based on student-level data to provide students with appropriate interventions 
  2. Collect and publish available data on all high school graduates regarding success in postsecondary education (credit-bearing course completion, persistence, degree completion)
  3. Collect data regarding postsecondary success on students earning the new diploma endorsement options
  4. Administer ACT to all grade 11 students and use results to plan courses for students during senior year
  5. Require all high schools to offer the Essentials for College Literacy and the Essentials for College Math courses, beginning in the 2018-19 school year as adopted by State Board Policy Chapter 28, Rule 28.6, for seniors with an ACT sub-score between 15 and 18 in English/reading and mathematics
  6. Recommend all high schools offer the SREB Literacy Ready and Southern Regional Education Board (SREB) Math Ready courses for seniors with an ACT sub-score below 15 in English/reading and mathematics
  7. Continue implementation of transition courses for grade 9 students that need intervention supports in English/reading and/or mathematics through the Ready for Highs School courses
  8. Train teachers and encourage implementation of the SREB Ready for High School Literacy and SREB Ready for High School Mathematics courses for grade 8 and 9 students, and students transitioning from the Mississippi Occupational Diploma (MOD)
  9. Provide professional development for administrators and counselors on course-taking sequencing for ACT and advanced coursework success
  10. Continue implementation of the JumpSTART Test Prep’s ACT Complete Review Program (science and reading) in selected high schools to improve the ACT score for approximately 2,550 juniors
  11. Continue statewide implementation of the Algebra Nation platform to improve student’s Algebra I content knowledge and performance on the end-of-course assessment
  12. Provide training on the 2018 MCCRS for Science being used in all public school classrooms, grades K-12; and, the corresponding grade 5 and 8 science assessments and end-of-course assessment in Biology I
  13. Provide training on the 2019 MCCRS for the Social Studies, grades K-12; and, the corresponding end-of-course assessment in U.S. History
  14. Provide training on the new Arts Learning Standards for dance, media arts, music, theatre, and visual arts complete with teaching guides or music, theatre, and visual arts
  15. Host writing workshops for grades 5-8 public school teachers in the area of ELA, science, and social studies to improve their practice in teaching of academic writing and helping students become more skilled at writing arguments from non-fiction sources.
  16. Develop support for districts to foster social and emotional skills in a safe and supportive environment
  17. Target three strands of professional learning in the middle grades to build the capacity for teachers and leaders to develop the whole child: strengthening the middle school academic experience; creating strong social and emotional development supports for students; and mentoring students as they explore authentic career pathways
  18. Begin pilot implementation of the Middle School Pilot Initiative 2020 in selected middle schools throughout the state


Objective 2:  All students graduate prepared for careers, meeting academic and employability standards


  1. Continue training all counselors to meet the American School Counselor Association standards of practice 
  2. Advise districts to design programs of study that align to local industry demands
  3. Establish a statewide Career Readiness Task Force 
  4. Establish process to evaluate new pathways to graduation and provide continued guidance to districts on helping students acquire graduation endorsement options
  5. Implement the Individual Success Plan (ISP) for all grade 7 students and revise annually through grade 12
  6. Expand opportunities for students to acquire post-secondary credentials that are recognized by local business and industry
  7. Provide indirect support to counselors through training of district test coordinators (DTC), such as advising DTCs to ensure counselors are aware of graduation options, required assessments for graduation and State Board Policies affecting graduation
  8. Provide guidance to districts on implementing work-based learning opportunities to improve student awareness of career opportunities and meet employer demands
  9. Provide district support and guidance on employability skills needed for students who acquire Certificate of Completion
  10. Continue the statewide chronic absenteeism awareness and prevention campaign through publications and statewide training
  11. Provide the ACT WorkKeys assessment and related supports to all Career and Technical Education (CTE) completers 
  12. Collaborate with other states through the Council of Chief State School Officers (CCSSO) and the California State University Northridge, the Center for Research on Evaluation, Standards, and Student Testing (CRESST) to increase knowledge of best practices to support EL student achievement and growth


Objective 3: Increase the number and percentage of students participating in and successfully completing advanced coursework, such as Advanced Placement courses, dual credit/dual enrollment courses, articulated credit, advanced science, technology, engineering, and mathematics (STEM)-related curriculum pathways and national industry certifications


  1. Provide expanded access for students to dual credit/dual enrollment opportunities, AP, International Baccalaureate (IB) diploma program courses, and AICE courses, and Science, Technology, Engineering and Mathematics (STEM) pathways
  2. Expand national industry certification programs tied to high-skilled, high-wage employment reflective of regional needs in Mississippi
  3. Communicate to districts and parents the new opportunities available through earning college credit for AP courses and diploma endorsements
  4. Implement the Advanced Technical Mathematics course for CTE students in year two or in the process of completing year two of a CTE pathway
  5. Provide expanded access to computer science skills needed to prepare all students for the increasing technology influence in college and all careers.
  6. Provide Pre-AP Workshops statewide for grade 8 and 9 teachers of English, mathematics, science and social studies.
  7. Develop a state plan for career awareness and exploration that exposes all K-12 students to various career options with special consideration to non-traditional fields


Objective 4: Build the capacity of counselors, educators and administrators to provide guidance and opportunities to students to help them successfully complete high school


  1. Provide professional development and resources to support the transition of students with disabilities from the Mississippi Occupational Diploma (MOD) to a standard high school diploma
  2. Provide district and school teams with guidance and supports on implementation of approved diploma endorsements
  3. Provide professional development and resources to support students with disabilities in earning a high school diploma
  4. Provide professional development and resources to support the implementation of the alternate academic achievement standards for students with significant cognitive disabilities to obtain the alternate diploma
  5. Provide support and professional development for district leadership in all districts in the use of innovative practices/programs to improve student outcomes. This includes innovative activities (online and personalized learning), innovative programs (project-based and mastery-based learning), and innovative school models (career academies, early college high schools, and middle college programs).
  6. Continue to support districts in applying for District of Innovation status, which produces a holistic view of programming in a district focused on equitable and appropriate opportunities for all students within the district.
  7. Work with CCSSO Innovative Lab Network partners to collect data and other materials to evaluate effectiveness of goals for the Mississippi Innovative Lab Network (MS-ILN).
  8. Develop a plan for supporting districts with the Additional Targeted Support and Improvement (ATSI) designation due to special education subgroup performance


Objective 5: Collect data about the graduation options used by students to graduate


  1. Monitor the impact of high school diploma endorsement options on postsecondary attainment.
  2. Develop a plan that supports districts’ Special Education Performance Determination that focuses on the overall performance measures for students with disabilities
  3. Utilize new data entry fields in Mississippi Student Information System (MSIS) for better tracking of students who graduate using means other than passing the MAAP assessments.
  4. Utilize new data entry fields in MSIS for tracking the delivery of dual credit courses. For the first time, MSIS will track which community colleges and IHLs are providing dual credit to each school.
  5. Pursue partners to measure effectiveness of K-12 initiatives in postsecondary.
  6. Review advanced curriculum participation (dual credit, AP, IB and AICE) in high schools to update the driver in the acceleration component of the accountability model.



Outcome 1: Increase percentage of pre-kindergarten students in public schools attaining kindergarten readiness on the pre-K end-of-year assessment

Outcome 2: Increase percentage of kindergarten students achieving end-of-year target score on Kindergarten Readiness post-test

Outcome 3: Increase percentage of children with disabilities in general education early childhood programs while decreasing the percentage in self-contained special education early childhood classrooms

Outcome 4: Increase number of students enrolled in Title I or locally funded pre-K classes

Outcome 5: Increase the percentage of Early Learning Collaborative sites meeting required rate of readiness


Objective 1: Define a high-quality early childhood model and share the model with all stakeholders


  1. Provide professional development to public and private early childhood providers and leaders on the Mississippi Early Learning Standards for Infants through 4-year-old Children
  2. Implement a comprehensive monitoring process for public early childhood providers (Early Learning Collaboratives, Title-funded, special education)
  3. Increase opportunities to offer blended pre-k classes for students with disabilities
  4. Provide resources and professional development to teachers to effectively support EL students


Objective 2: Increase access to high-quality early childhood programs


  1. Work collaboratively with public/private partnerships to strengthen early childhood education (birth to 2 and 3 to 4 year-olds) and the transition to the public school setting
  2. Request additional funds for Early Learning Collaboratives 
  3. Expand the number of Title I-funded pre-K programs, with an emphasis on schools rated D or F by sharing guidance on blending and braiding funding
  4. Implement $6 million W.K. Kellogg grant to provide professional development and coaching in existing early childhood programs
  5. Administer the statewide Kindergarten Readiness Assessment in pre-K through Kindergarten to measure the quality of early childhood education programs and inform instructional decisions in all publicly funded pre-K classrooms
  6. Participate in an early childhood network with EdCounsel to align birth through grade 12 efforts


Objective 3: Develop robust data profile of pre-K students to evaluate programming


  1. Examine existing data systems used to capture information on pre-K students and programs
  2. Create a more cohesive process for data collection and reporting
  3. Produce a data profile for all pre-K students to inform instructional and programmatic needs



Outcome 1: Increase the percentage of districts reporting Professional Growth System (PGS) ratings for teachers and leaders

Outcome 2: Increase the percentage of teacher candidates passing licensure exams on the first attempt

Outcome 3: Increase the percentage of licensed, diverse teachers and leaders

Outcome 4: Reduce the percentage of inexperienced teachers in schools that are both High Poverty and High Minority

Outcome 5: Reduce the percentage of non-certified teachers in schools that are both High Poverty and High Minority


Objective 1: Implement the Mississippi Educator and Administrator Professional Growth System (PGS) with fidelity


  1. Conduct pilots implementing all components of the Mississippi Educator and Administrator Professional Growth System (PGS)
  2. Require districts to submit PGS evaluation ratings annually
  3. Provide high-quality, ongoing professional development to teachers and administrators based on PGS feedback
  4. Access allowable Title II funding to implement the Superintendents’ Academy, Principals’ Academy, Teacher Leadership Initiative
  5. Develop and pilot PGS Calibration and Assessment Tool to assess teacher observation readiness of local district leaders responsible for carrying out the observation process 
  6. Implement mentoring and induction statewide for new teachers and leaders.


Objective 2: Increase the rigor of Educator Preparation Programs


  1. Require Educator Preparation Programs (EPPs) to report licensure exam scores by the percentage of passing on first attempt
  2. Link and report K-12 student outcomes to teachers’ EPPs to identify strengths and weaknesses in individual EPPs
  3. Require the Foundations of Reading licensure exam for special education and early childhood programs
  4. Revise the process for reviewing and approving teacher and administrator programs leading to licensure, with increased emphasis on: candidates’ content and pedagogical knowledge; ensuring the MCCRS are embedded throughout programs; embedding Culturally Responsive Practice (CRP) throughout programs; and, candidates’ ability to provide literacy and numeracy interventions for struggling and diverse learners
  5. Provide professional development to Institutions of Higher Learning (IHL) faculty as related to ELA and mathematics instruction aligned with MCCRS
  6. Implement recommendations from Governor’s Task Force on Teacher Preparation for Early Literacy Instruction by requiring faculty teaching Early Literacy I and II to provide documentation of professional development in scientific research-based reading instruction, specifically Language Essentials for Teachers of Reading and Spelling (LETRS) training
  7. Provide districts with support and resources for developing recruitment strategies to address teacher shortages
  8. Partner with the newly appointed national technical assistance provider to develop strategies for building a Diverse Learner Ready Teacher (DLRT) workforce; to improve teachers’ pedagogical skills in CRP
  9. Partner with the Center for Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) to increase the rigor of leadership program preparation especially inclusive leadership practices


Objective 3: Diversify the Teacher and Administrator Pipeline


  1. Provide districts with support and resources for diversifying the pipeline through Grow-Your-Own (GYO) strategies
  2. Explore and pilot innovative performance-based pathways to licensure
  3. Improve data reporting practices from districts to ensure accuracy in reporting teacher vacancies by district and supply, i.e., information about the number of graduates from colleges of education by certification
  4. Pilot a Teacher Residency Model in collaboration with AmeriCorps allowing practical clinical experience to replace coursework
  5. Host Minority Male Educators convenings to increase the number of African-American male teachers and leaders
  6. Continue the DLRT Initiative in conjunction with newly appointed national technical assistance provider to ensure equitable access to teachers of color for all students
  7. Partner CEEDAR to develop strategies to strengthen and diversify the teacher pipeline


Objective 4: Increase Opportunities for Teacher Leadership


  1. Implement the statewide teacher leadership initiative
  2. Partner with TeachPlus to develop teacher leaders as policy advocates
  3. Increase capacity for teachers to lead through statewide mentoring and induction for new teachers and coaching support for veteran teachers
  4. In partnership with Student Achievement Partners and EdReports, work with selected pilot districts to identify and train teacher leaders to usher in the implementation of the High-Quality Instructional Materials and Professional Learning initiative


Objective 5: Improve Equitable Access to Effective Teachers and Leaders for all Students


  1. Recommend updates to the critical teacher shortage formula State Board of Education policy  so that the formula identifies current needs of the state
  2. Assist in recruitment of educators to schools with disproportionate numbers of inexperienced and non-certified teachers and administrators
  3. Provide Praxis training workshops through partnerships with Mississippi Association of Educators (MAE) and Mississippi Professional Educators (MPE) and other training providers as appropriate
  4. Increase the number of National Board Certified Teachers (NBCT) in high-need schools rated D or F


Objective 6: Decrease the Number of Incidents of Educator Misconduct


  1. Recommend technical amendments to include stronger sanctions, such as permanent revocation of licenses for educators violating and/or not reporting violations of standard 4 of the Mississippi Educator Code of Ethics and Standards of Conduct
  2. Require completion of an ethics training module prior to issuing licenses, including renewals
  3. Conduct Mississippi Educator Code of Ethics and Standards of Conduct reporting requirements awareness training


Objective 7: Reinforce Mississippi Public School Accountability Standards


  1. Establish a Task Force to review and make recommendations to revise the process standards outlined in the Mississippi Public School Accountability Standards
  2. Provide training to the appropriate district personnel on the revised accreditation policies and process standards
  3. Add process standard that requires districts to report and update vacancy data to the MDE



Outcome 1: Create a public-facing data system for all stakeholders

Outcome 2: Create a user-friendly website for the public and school districts to access data to make decisions

Outcome 3: Create a roadmap to improve the Mississippi Student Information System (MSIS)

Outcome 4: Publish research results to support improved student outcomes and teacher effectiveness


Objective 1: Modernize Mississippi Student Information System (MSIS) environment to become state-of-the-art (full modernization is pending available funding)


  1. Provide efficient, automated data collection system that makes it easier for districts to submit and validate data MDE uses for state and federal reporting
  2. Automate accountability and reporting to improve efficiency, consistency, and reliability of data while reducing effort to integrate, calculate and report data
  3. Empower districts with the ability to see how their data informs reporting, accountability and funding at the MDE, and to certify that their data are correct
  4. Increase the availability of high-quality data and expand parent-friendly, Every Student Succeeds Act (ESSA)-compliant school and district report card tool (Mississippi Succeeds Report Card)
  5. Expand State Longitudinal Data System (SLDS) public dashboards to increase data use across all stakeholder groups
  6. Develop an easier but more secure way for approved users to access MDE systems and applications.
  7. Develop a new, more user-friendly, Americans with Disabilities Act (ADA) and Section 508 compliant website for MDE to help the agency communicate more effectively with parents, schools, communities, and other stakeholder groups
  8. Develop skills within the Office of Technology and Strategic Services (OTSS) to design, document, develop and deliver a modernized MSIS


Objective 2: Upgrade to a secure, efficient, scalable, state-of-the-art Infrastructure (full upgrade is pending available funding)


  1. Enhance and strengthen security of MDE infrastructure and data management to better protect student data and other sensitive information
  2. Upgrade data backup and replication environment to enhance OTSS’s ability to restore or roll-back data for MDE quickly and reliably
  3. Strengthen MDE’s disaster recovery strategies that encompasses breach response, system failure, application or network inaccessibility or other infrastructure threats


Objective 3: Improve key governance processes necessary to deliver timely, reliable, high-quality, actionable information


  1. Develop data governance to oversee data standards for collection, quality and validation rules, use and privacy policies, and overall information assurance
  2. Develop project governance to evaluate IT initiatives and prioritize the development of new applications and other significant OTSS efforts
  3. Develop system governance to define architecture, integration, app development standards, interoperability, and other system challenges
  4. Develop technology governance to establish hardware and software standards and minimum specifications
  5. Develop process governance to define the ways in which OTSS supports the onboarding of new employees and employee access, office automation, service provisioning, etc.


Objective 4: Expand and publicize OTSS support services catalog for MDE, school districts and other external stakeholders


  1. Expand available data and technical training opportunities for MDE staff, school district personnel and other external stakeholders: including regional trainings multiple times per year, more online training materials/videos and other resources
  2. Expand available technical assistance to school district personnel to improve local infrastructure, security, privacy, online safety, data entry, data submission, data quality, and data governance
  3. Develop an MDE employee portal with robust help desk and self-help features to inform, train and empower MDE staff


Objective 5: Identify and conduct research projects that align with the State Board Strategic Plan


  1. Develop SLDS research agenda that addresses subjects such as kindergarten readiness and early literacy, college and career readiness, teacher effectiveness, and teacher preparation
  2. Develop research capacity with higher education partners across Mississippi and other external partnerships (such as the Southeast Regional Education Lab)
  3. Establish research governance within MDE to better coordinate and prioritize research projects and requests, and to better leverage contributions of research partnerships



Outcome 1: Increase the growth of D and F districts by improving the letter grade and/or increasing the number of points within a letter grade

Outcome 2: Increase the growth of D and F schools by improving the letter grade and/or increasing the number of points within a letter grade

Outcome 3: Increase the growth of Districts of Transformation by improving the letter grade and/or increasing the number of points within a letter grade

Outcome 4: Increase the growth of schools under Districts of Transformation by improving the letter grade and/or increasing the number of points within a letter grade

Outcome 5: Increase the percentage of districts rated C or higher

Outcome 6: Increase the percentage of schools rated C or higher

Outcome 7: Decrease the number of high schools rated D or F


Objective 1: Improve academic outcomes in schools rated D or F, including schools in Districts of Transformation and the Achievement School District


  1. Utilize student assessment data to support districts with schools identified as Comprehensive Support and Improvement (CSI) and Additional Targeted Support and Improvement (ATSI) with the development of a professional development plan aligned to the required CSI and/or Targeted Support and Improvement (TSI) plan.
  2. Collaborate with administrators and teachers in CSI high schools to ensure students are on track to graduate within four years
  3. Provide coaching to teachers and administrators in comprehensive support and improvement schools to implement professional learning communities focused on improvement of effective ELA and mathematics instructional practices.
  4.  Train and place literacy coaches in K-3 elementary schools that are identified as needing literacy support based on grade 3 ELA MAAP data. Coaches will assist with training teachers to deliver effective literacy instruction and providing growth-promoting feedback to teachers.
  5. Support schools and districts in collaborative efforts with community organizations to engage stakeholders in comprehensive support and improvement plan development and implementation
  6. Provide professional learning opportunities to school leaders and teachers through the MDE Professional Development Catalog and program offices on ELA, mathematics, science, instructional leadership, data, and high-quality instructional materials, and other identified areas of need.
  7. Develop and implement an interview protocol by which districts and local school boards are held accountable for demonstrating targeted improvement.


Objective 3: Participate in the Improving Low-Performing High Schools Initiative (CCSSO)


  1. Establish a core team to participate in a multi-state effort in collaboration with CCSSO and Johns Hopkins University to implement evidence-based innovative and successful improvement strategies in identified CSI high schools
  2. Conduct robust needs assessment for each of the high schools in the multi-state project utilize needs assessment to develop/refine CSI Plan