Mississippi Principal Evaluation System (MPES): Goal-Setting and Quantification August 2014 1.
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Transcript of Mississippi Principal Evaluation System (MPES): Goal-Setting and Quantification August 2014 1.
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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
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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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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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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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.
Setting MPES English Language Arts and Mathematics Goals, Cont.
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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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
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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 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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Setting MPES English Language Arts and Mathematics Goals, Cont.
ELA Accountability Points
Level 4: 245.1 or aboveLevel 3: 239.6-245.0Level 2: 234.9-239.5Level 1: 234.8 or below
ACT English Subscore
Level 4: Above 16.8Level 3: 16.7-16.8Level 2: 16.5-16.6Level 1: 16.4 or below
Level 3 Performance with “Or”: Administrator must hit one of these goals
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Setting MPES English Language Arts and Mathematics Goals, Cont.
ELA Accountability Points
Level 4: 245.1 or aboveLevel 3: 239.6-245.0Level 2: 234.9-239.5Level 1: 234.8 or below
ACT English Subscore
Level 4: Above 16.8Level 3: 16.7-16.8Level 2: 16.5-16.6Level 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.
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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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 3 – Approaches or attains goal
Level 2 – Some but insufficient progress toward goal
Level 1 – Little or no 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
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
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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
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
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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
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, 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
Quantification Errors, Cont.
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
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
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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