District Determined Measures aka: DDMs

1. District Determined Measuresaka: DDMs

2. What is a DDM? • Think of a DDM as an assessment tool similar to MCAS. • It is a measure of student learning, growth, and achievement related to MA curriculum frameworks or other relevant set of standards for a particular discipline. • But, a DDM can also be unlike MCAS: • A portfolio • A capstone project • A commercial assessment (e.g., DRA2, Lexia Core5) • ACCESS for ELLs • Indirect measures: Attendance/discipline/graduation rates, course taking patterns, social/emotional/behavioral learning over time. Useful for Specialized Instructional Support Personnel (SISP).

3. What is Required of All Educators? • At least 2 DDMs per educator used over a 2 year period to measure Impact on Student Learning (typically for not the same students). • 2013-14: Pilot as many DDMs as possible. • 2014-15: 1st year implementation of joint committee approved DDMs. • 2015-16: As part of new Educator Evaluation System, educators receive first round of Impact ratings (high, moderate, low) based on two years of data and collaborative (educator/evaluator) professional judgment. Note: “Moderate” growth is defined as 1 year’s progress over 1 year’s time.

4. Two Ratings for All Educators Impact Rating on Student Performance

5. Four Basic Types of DDMs • Pretest and Posttest • Repeated Measures (e.g., DRA2 or running records, Lexia Core5 or Strategies for Older Students) • Holistic Evaluation (e.g., portfolio) • Posttest only (e.g., end of unit, term, or course assessments; capstone project) Note: A DDM should show growth over a year. One can use a series of units to do so.

6. What Qualities Must a DDM Have, especially since it is tied to teacher evaluation? • Must be aligned to and target most the important learning standards, or objectives/student outcomes, for grade level & content area (content validity). • Must be informative: informs educators about where students fall short or excel; measures students’ progress/growth effectively. • Must be free of any bias (e.g., quiet students, vocabulary backgrounds). • Has common administration protocols. Note: Testing accommodations on a student’s IEP must also be implemented for DDMs. [Update on accommodations #26 & #30] • Has a common scoring process. • Will yield a range of performance & growth: high, moderate, low. Moderate = 1 year’s progress. Needs to discriminate between strong and weak performers. • Are equally rigorous across schools, grades, and content areas.

7. 2 DDMs over 2 Years: Some Scenarios If you teach or do… You need or can use… 1 DDM for ELA; 1 DDM for math (must use 1 MCAS SGP; can use both ELA & Math SGP). 2 DDMs for that subject or course for all sections (1 must be MCAS SGP for ELA & math teachers). You and your supervisor will need to identify which two courses’ DDMs to use that best capture the core of your work. Portfolio; Indirect Measures (e.g., attendance, discipline, or behavioral data, etc.). • Multiple subjects (e.g., K/elementary level). • One subject or grade level course only (e.g. middle school). • Multiple courses and/or grades (e.g., high school). • Specialized Instructional Support (for SISP). • “Co-teachers” (e.g. Title 1, ELL, SpEd): use same DDMs/SGPs.

8. What Needs to be Done by When? • By June 1, 2014, all districts need to submit to DESE a DDM implementation plan for 2014-15 onward. • Plan needs to indicate the two-three DDMs to be developed and used for each grade level, course, or role. • Recommendation: Use what assessments you currently have and modify them to meet DESE standards for DDMs. • A joint committee (elementary & secondary) has been formed to review and approve all DDMs before they are used as part of the Educator Evaluation System. This group will also determine how to use DDM results to determine Impact Ratings. Note: All DDM work will be eligible for PDP credit. The End Q&A

9. Essential Questions: • How can I show, in a reliable and valid way, my impact on students’ learning something important ?