Lori Nesbitt, a student in MSU’s College of Architecture, Art and Design is being honored by one of the world’s top design publications.
Lori is a WHS graduate.
Central Office Hours – 7:30 – 4:30
Support Services Hours – 7:30 – 4:30
Peggy Jackson, Director
The Winona School District receives federal funds to support and enhance the educational programs of the district. These funds flow from the federal government through the Mississippi Department of Education, Office of Innovative Support. These federal dollars assist the district in supporting efforts such as professional development, class size reduction, recruiting highly qualified teachers and administrators as required by No Child Left Behind, parent/community involvement, innovative services, and the provision of a safe, orderly climate conducive to teaching and learning.
The Consolidated Federal Programs Application is developed each spring by a planning committee made up of administrators, teachers, parents and community members. Program planning is data-driven with information drawn from test scores, needs assessments, and other data sources. If you would be interested in serving on this committee, please contact Peggy Jackson at (662) 283-1000.
The completed plan is available for viewing and comments in the Office of Support Services 419 College Street, Winona, MS 38967.
Our FY16 Consolidated Federal Programs Application is available for public viewing at:
FY17 Consolidated Federal Programs Application is available for public viewing at:
Instructions: Click "Search"; click on "Organization"; type the word "Winona"
Title I Federal Funding
Use of Funds: We use our funds for professional development and to hire student support staff and certified teachers to reduce class size.
Title II Federal Funding
Use of Funds: We use out Title II funds for professional development and to hire qualified teachers to reduce class size.
Title IV Safe & Drug Free Schools & Communities
Use of Funds: We use our funds to provide scientifically-based, research proven innovative programs.
Title VI Rural and Low Income School Program
Use of Funds: Our funds are used to meet student needs.
Parental Involvement Policy
Title I Parental Involvement Policy includes:
English Language Learners
The Winona School District is committed to providing educational programs to meet the needs of all students. The district recognizes that it is obligated to provide services for students who have a home language background other that English and who are potentially non-English proficient. The district’s English Language Learners plan is designed to ensure that ELL students have access to services and materials that will enhance the literacy skills needed to participate in the instructional programs offered by the district and to assist the ELL students to achieve to their maximum potential.
For additional information, please contact Peggy Jackson at (662) 283-1000.
Office of Curriculum
The Winona School District implements a curriculum management system that includes at least a minimum of the compentencies required in the curriculum frameworks approved by the Mississippi State Board of Education. The Winona Instructional Navigator is a tool developed by teachers and administrators that serves as a pacing guide for courses taught in the district. Curriculum mapping, vertical and horizontal alignment of curriculum, innovative teaching strategies, and data-driven instruction all play an integral part of curriculum planning and management.
Suggested teaching strategies, resources, and assessment strategies are available to teachers for selection and use in teaching the required compentecies.
The district conducts an annual analysis of student performance and takes action to improve the curriculum, instructional delivery, and/or evaluation components when the review of student performance indicates weaknesses in the instructional management system.
Professional development time is used for working on assessing and adjusting the instructional program to fit the needs of each student in the district.
Early Intervention Services
Mississippi Department of Education requires an instructional model designed to meet the needs of every student.
Three Tier Model of Instruction
Tier I Quality classroom instruction based on MS
Tier II Focused supplemental instruction
Tier III Intensive interventions specifically designed to meet the individual needs of the
Teachers use progress monitoring information to (a) determine if students are making adequate progress, (b) identify students as soon as they begin to fall behind, and (c) modify instruction early enough to ensure each and every student gains essential skills. Monitoring of student progress is an ongoing process that may be measured through informal classroom assessment, benchmark assessment instruments, and large-scale assessments.
If strategies at Tiers I & II are unsuccessful, students must be referred to the Teacher Support Team. The Teacher Support Team (TST) is the problem-solving unit responsible for interventions developed at Tier III. The chairperson of the TST is the school principal or the principal’s designee.
Interventions will be:
- Designed to address the deficit areas
- Research based
- Implemented as designed by the TST
- Supported by data regarding the effectiveness of interventions
In addition to failure to make adequate progress following Tiers I & II, students will be referred to the TST for interventions as specified in guidelines developed by MDE if any of the following events occur:
for more than twenty (20) school days in the current school year.
Created on 8/20/2010 - Last updated on 11/5/2015
Sherri Buchanan, Director
The Winona School District participates with the State Department of Education in an ongoing statewide effort to identify, locate, and evaluate children birth through the age of 21, who have health impairments, physical, mental, communicative, and/or emotional disabilities. Early identification of children in need of special educational experiences is most important to each child. Contacts with parents and other agencies help to determine appropriate public education to all children with disability.
The Special Education Department works with local Head Start, Human Services, Heath and Mental Health agencies, as well as local education agencies, physicians and other individuals to identify and locate children out of school and in school who may be in need of special education services.
The Winona School District is currently serving children ages 3-21 in the areas of speech/language, specific learning disabilities, educationally disabled, emotionally disabled, visually impaired, developmentally delayed, autistic, physically disabled, traumatic brain injury, and other health impairments. Other services available are in the areas of hearing impaired, deaf/blind, and multiple disabilities.
The Winona School District employs 13 special education teachers, 3 teacher assistants, and 2 speech/language therapists.
A psychometrist is a licensed professional who conducts educational testing to determine the presence of a disability, which may lead to eligibility for special education service, and administers intelligence tests to determine eligibility for the intellectually gifted program. Principle duties of a psychometrist are to administer, score, and interpret tests and then to communicate the implications of the assessment results to parents and school staff. The Winona School District has one part-time psychometrist.
The purpose of Section 504 is to eliminate discrimination on the basis of disability in any program or activity provided by school districts and other educational providers that receive federal financial assistance.
The Winona School District ensures that students who are 504 eligible have educational opportunities equivalent to their non-disabled peers and are provided appropriate general education or special education and related aids and services. A yearly 504 plan is written for each eligible student and revised, as necessary.