mississippi principal evaluation system (mpes): goal-setting and quantification august 2014 1

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Mississippi Principal Evaluation System (MPES):Goal-Setting and Quantification

August 2014

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Objectives Today

• Accessing Website Resources– Where to Find MPES Materials– How to Sign Up for the MPES Listserv

• Setting MPES Goals– ELA and Math Goals– Organizational Goals– Career and Technical Education (CTE) Goals

• Quantifying MPES Goals

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Accessing Website Resources

Website Resources Check the MDE’s Office of Educator Quality website

frequently for materials and announcements about MPES 2014-2015

Access it two ways:1. Directly at http://www.mde.k12.ms.us/educator-evaluations2. Find it under MDE Hot Topics (Note that this office is not yet listed in the departmental drop-down menu)

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http://www.mde.k12.ms.us/educator-evaluations



Website Resources, Cont. Subscribe to the Office of Educator Quality’s opt-in listserv:

http://fyt.mde.k12.ms.us/subscribe/subscribe_mpes.html

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Setting MPES Goals

MPES Components

Organizational Goals (2)

20%

English Language Arts Goal

25%

Mathematics Goal25%

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Circle Survey30%

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S-M-A-R-T Goals Are…

S – Specific and strategic (Who? What?)M – Measurable (How much? How often? How many?)A – Action-oriented, attainable (Requires

action? Realistic?)R – Relevant, rigorous, and results-

oriented T – Time-bound and tracked (By when?)

Setting MPES English Language Arts and Mathematics Goals

For all administrators who receive a school accountability report and have tested grades, schoolwide goals will be based on the overall ELA and Mathematics points obtained in the school accountability model.

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Setting MPES English Language Arts and Mathematics Goals, Cont.

234.8 Total 245.0 Total ELA Points ELA Points

Level 4: 245.1 or aboveLevel 3: 239.6-245.0Level 2: 234.9-239.5Level 1: 234.8 or below

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• Principals of elementary schools that do not receive a school accountability report or do not have tested grades (e.g., K-2nd grades) may use a statewide assessment (i.e., MKAS2) or nationally normed universal screener (e.g., AIMSweb, STAR) to set ELA and Math goals.

• Principals of schools that receive school accountability reports but contain tested and non-tested grades may opt to use a statewide assessment or nationally normed universal screener to set an ELA goal and a Math goal in addition to the school accountability report goals.


16.4 ACT 16.8 ACT English 245.0 English

Level 4: Above 16.8Level 3: 16.7-16.8Level 2: 16.5-16.6Level 1: 16.4 or below

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Q: Why is this option not available for principals of schools with all tested grades?A: Purpose of the additional goal is to allow goals to be more schoolwide in nature and to reflect a principal’s actual impact on students in the 2014-2015 academic year

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“And/Or” Options

• If setting an additional goal, principals should:Discuss with the supervisor the merit of meeting

one or both goalsAgree whether one or both goals will be required to

be met as part of the goal scoreIf one goal is to be met, select “or”If both goals are to be met, select “and”

• This flexibility is at the district’s discretion

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“And/Or” Option

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ELA Accountability Points


ACT English Subscore


Level 3 Performance with “Or”: Administrator must hit one of these goals

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ELA Accountability Points


ACT English Subscore


Level 2 Performance with “AND”: Administrator must meet both goals. If only one

goal is reached, the lower score applies.

MPES Components – CTE Directors

Career and technical education (CTE) directors will set schoolwide goals based on:

• Student growth goal for Year 1 students (25%)• Student growth goal for Year 2 students (25%)

These goals will be based on end-of-term CTE-approved assessment data.

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MPES Components – CTE Directors, Cont.

Sample CTE goal may look like this:

By the end of the 2014-2015 academic year, I will increase the number of Year 1 students who receive passing scores on the CTE-approved end-of-term assessment from 16% to 26%. “Passing” is defined as earning a 60 or above on the MS-CPAS2 assessment; “passing” for programs assessed using national certifications is defined as the student successfully receiving the certification.

CTE directors use the customized forms in the Process Manual appendix.

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Setting Organizational Goals

The administrator and supervisor identify two organizational goals that target the school’s areas in greatest need of improvement:

• Can be schoolwide or target subgroup(s)• Can be based on students and/or staff

Setting Organizational Goals, Cont.You have to know where you are to know where you want to go. • Review your current situation: Where is my school

now? • Review your current and past data

- Public reports (e.g., accountability, assessment, and enrollment data)

- School/district/state report cards- Individual student data- Other relevant data

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Setting Organizational Goals, Cont.

Organizational goals shall not be identical to the English Language Arts and Mathematics goals.

Remember: MPES Goals

• ELA, Math, and Organizational Goals should be realistic

• ELA and Math goals for assistant principals should be identical to the head principal’s goals, as they are schoolwide ELA and Math goals

• Be careful in quantifying goals

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Quantifying Goals

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Goal Quantification• Measurable (quantifiable targets)• Ranges/degrees of achievement• Mutually exclusive/contiguous• Realistic/based on data• Attainable• Agreed upon by school administrator and

supervisor

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Quantifying a Goal Is:1. Restating the goal as a

series of numerical targets that indicate the degree to which you will have been successful at reaching your goal(s) at the end of the specified time period

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Quantifying a Goal Is:

2. An agreement between the school administrator and the supervisor regarding how his/her achievement toward the goal will be scored

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Quantifying a Goal

Let’s walk through the steps of quantifying a goal.

Goal: Based on last year’s school accountability report, my school of 200 tested students earned a total of 185.0 points for Mathematics. My goal for this year is to increase the total number of points earned for Mathematics on my school accountability report to 210.3.

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Quantifying a Goal, Cont.• Remember the Scoring Metric

Rubric: Level 4 – Exceeds goal

Level 3 – Approaches or attains goal

Level 2 – Some but insufficient progress

toward goal

Level 1 – Little or no progress toward goal

• Step 1: Start with your numerical

goal and put it on the right side of

the Level 3 range

• This action indicates that the high

end of the Level 3 range is when

you attain your numerical goal

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Quantifying a Goal, Cont.

• Step 2: Move to the Level 4 range. Write “Greater than (numerical goal)”

• This means that if you exceed your goal, you will receive a 4 for that numerical goal

Level 4 – Exceeds goal


Level 2 – Some but insufficient progress toward goal


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Quantifying a Goal, Cont.

• Step 3: Go to the Level 1 range and fill

in “less than or equal to (last year’s

number of points or the data listed in

your goal)”

• The MPES focuses on increasing

student outcomes, so improvement is

imperative. Therefore, last year’s data

represent the higher end (right side)

of the range for Level 1





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Quantifying a Goal, Cont.• Step 4: Move to Level 2 and put the next

available quantity above last year’s data on the

left side of the range

• Make sure that there are no gaps; these should

be contiguous, meaning that there is no score

that is possible that is not covered in ONE of

the ranges (and one only)

• After this step, you have the only two numbers

remaining in the ranges to be completed that

are left to district discretion





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Quantifying a Goal, Cont.• Step 5: With the supervisor, the school administrator

should decide what value should constitute the

beginning of Level 3 and put the number on the left

side to indicate the beginning of that range

• Step 6: Now the school administrator and supervisor

only need to fill in the immediate quantity below the

number at the beginning of Level 3, and put that

quantity at the end of Level 2

• Be sure that they are contiguous; that is, no value is

possible that is not represented on the quantification

table and each value is only represented ONCE





Quantification Errors

30% of MPES participants in 2013-2014 did not quantify

goals clearly

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Quantification Errors, Cont.

First major goal-quantification error: OVERLAP

Increase from 70% to 77% pass rateLevel 4: 77% or aboveLevel 3: 74-77%Level 2: 70-74%Level 1: 70% or below

What if the administrator hits 77% exactly?35


Second major goal-quantification error: GAPS

Pass rate data = 74.5%Level 4: 78% or aboveLevel 3: 75-77%Level 2: 71-74%Level 1: 70% or below

Into which level does 74.5% fall?36


Tip: Avoid gaps by quantifying a goal based on how your data are reported • If data are reported in whole numbers,

quantify your goal in whole numbers• If data are reported in decimals, quantify your

goal in decimals

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RCU Contact

Alexis Nordin

(662) [email protected]

[email protected]

mailto:[email protected]


http://www.msstate.edu/web/visualid/Print/2008_MSU_logo_print_text_mont.eps

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Questions?Visit the MDE’s Educator Evaluation website

http://www.mde.k12.ms.us/educator-evaluations/mpes

Email [email protected]

Lisa White, Ed.S.(662) 561-6274

[email protected]





mississippi principal evaluation system (mpes): goal-setting and quantification august 2014 1

Documents

mathematics goals

schoolwide goals

mpes materials

rt goals

mpes components

english level

technical education

ela goal