Mississippi Principal Evaluation System (MPES): Goal-Setting and Quantification August 2014

Objectives Today Accessing Website Resources Setting MPES Goals 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

Accessing Website Resources CTE Regional Director Meetings, April 2013

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-evaluations 2. Find it under MDE Hot Topics (Note that this office is not yet listed in the departmental drop-down menu)

Website Resources, Cont. Subscribe to the Office of Educator Quality’s opt-in listserv: http://fyt.mde.k12.ms.us/subscribe/subscribe_mpes.html

Setting MPES Goals CTE Regional Director Meetings, April 2013

MPES Components Circle Survey 30%

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.

Setting MPES English Language Arts and Mathematics Goals, Cont. 234.8 Total 245.0 Total ELA Points ELA Points Level 4: 245.1 or above Level 3: 239.6-245.0 Level 2: 234.9-239.5 Level 1: 234.8 or below

Setting MPES English Language Arts and Mathematics Goals, Cont. 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. CTE Regional Director Meetings, April 2013

Setting MPES English Language Arts and Mathematics Goals, Cont. 16.4 ACT 16.8 ACT English 245.0 English Level 4: Above 16.8 Level 3: 16.7-16.8 Level 2: 16.5-16.6 Level 1: 16.4 or below

Setting MPES English Language Arts and Mathematics Goals, Cont. 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 CTE Regional Director Meetings, April 2013

Setting MPES English Language Arts and Mathematics Goals, Cont. “And/Or” Options If setting an additional goal, principals should: Discuss with the supervisor the merit of meeting one or both goals Agree whether one or both goals will be required to be met as part of the goal score If 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 CTE Regional Director Meetings, April 2013

Setting MPES English Language Arts and Mathematics Goals, Cont. “And/Or” Option CTE Regional Director Meetings, April 2013

Setting MPES English Language Arts and Mathematics Goals, Cont. ELA Accountability Points ACT English Subscore Level 4: 245.1 or above Level 3: 239.6-245.0 Level 2: 234.9-239.5 Level 1: 234.8 or below Level 4: Above 16.8 Level 3: 16.7-16.8 Level 2: 16.5-16.6 Level 1: 16.4 or below Level 3 Performance with “Or”: Administrator must hit one of these goals CTE Regional Director Meetings, April 2013

Setting MPES English Language Arts and Mathematics Goals, Cont. ELA Accountability Points ACT English Subscore Level 4: 245.1 or above Level 3: 239.6-245.0 Level 2: 234.9-239.5 Level 1: 234.8 or below Level 4: Above 16.8 Level 3: 16.7-16.8 Level 2: 16.5-16.6 Level 1: 16.4 or below Level 2 Performance with “AND”: Administrator must meet both goals. If only one goal is reached, the lower score applies. CTE Regional Director Meetings, April 2013

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.

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.

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

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

Quantifying Goals CTE Regional Director Meetings, April 2013

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

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

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

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.

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

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 3 – Approaches or attains goal Level 2 – Some but insufficient progress toward goal Level 1 – Little or no progress toward goal

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 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 **If using a new instrument, such as the MKAS2, there might not be data from a previous year. In those instances, it will be at the discretion of the district supervisor and school administrator to complete the ranges as they see fit. CTE Regional Director Meetings, April 2013

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 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

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 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

Quantification Errors 30% of MPES participants in 2013-2014 did not quantify goals clearly

Quantification Errors, Cont. First major goal-quantification error: OVERLAP Increase from 70% to 77% pass rate Level 4: 77% or above Level 3: 74-77% Level 2: 70-74% Level 1: 70% or below What if the administrator hits 77% exactly?

Quantification Errors, Cont. Second major goal-quantification error: GAPS Pass rate data = 74.5% Level 4: 78% or above Level 3: 75-77% Level 2: 71-74% Level 1: 70% or below Into which level does 74.5% fall?

Quantification Errors, Cont. 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

RCU Contact Alexis Nordin (662) 325-2510 alexis.nordin@rcu.msstate.edu helpdesk@rcu.msstate.edu

Visit the MDE’s Educator Evaluation website Questions? Visit the MDE’s Educator Evaluation website http://www.mde.k12.ms.us/educator-evaluations/mpes Email mpes@mde.k12.ms.us Lisa White, Ed.S. (662) 561-6274 lisawhite@mde.k12.ms.us