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

2. 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

3. Accessing Website Resources
CTE Regional Director Meetings, April 2013

4. Website Resources
Check the MDE’s Office of Educator Quality website frequently for materials and announcements about MPES
Access it two ways:
1. Directly at
2. Find it under MDE Hot Topics (Note that this office is not yet listed in the departmental drop-down menu)

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

6. Setting MPES Goals
CTE Regional Director Meetings, April 2013

7. MPES Components
Circle Survey
30%

8. 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?)

9. 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.

10. Setting MPES English Language Arts and Mathematics Goals, Cont.
234.8 Total Total
ELA Points ELA Points
Level 4: or above
Level 3:
Level 2:
Level 1: or below

11. 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

12. Setting MPES English Language Arts and Mathematics Goals, Cont.
16.4 ACT ACT English English
Level 4: Above 16.8
Level 3:
Level 2:
Level 1: 16.4 or below

13. 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 academic year
CTE Regional Director Meetings, April 2013

14. 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

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

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

17. Setting MPES English Language Arts and Mathematics Goals, Cont.
ELA Accountability Points
ACT English Subscore
Level 4: or above Level 3: Level 2: Level 1: or below
Level 4: Above 16.8 Level 3: Level 2: 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

18. 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.

19. MPES Components – CTE Directors, Cont.
Sample CTE goal may look like this:
By the end of the 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.

20. 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

21. 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

22. Setting Organizational Goals, Cont.
Organizational goals shall not be identical to the English Language Arts and Mathematics goals.

23. 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

24. Quantifying Goals
CTE Regional Director Meetings, April 2013

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

26. 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

27. 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

28. 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 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. Quantification Errors
30% of MPES participants in did not quantify goals clearly

35. 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?

36. 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?

37. 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

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

39. Visit the MDE’s Educator Evaluation website
Questions?
Visit the MDE’s Educator Evaluation website
Lisa White, Ed.S.
(662)