District Determined Measures

DDM Presentation May 2014

DDM Worksheet

Quick Reference Guide

District-Determined Measures (DDMs) play a key role in the Commonwealth’s new educator evaluation framework. Common measures across grade levels and subject areas provide a groundbreaking opportunity to better understand student knowledge and learning patterns. Selecting DDMs gives districts a long-sought opportunity to broaden the range of what knowledge and skills they assess and how they assess learning. Such comprehensive measures will lead to opportunities for robust conversations about student achievement, ultimately improving educator practice and student outcomes.

Role of DDMs

Every educator will receive two independent but linked ratings under the new MA educator evaluation framework: a Summative Performance Rating and a Student Impact Rating. These two ratings reflect the nexus between educator practice and educator impact and will provide educators with a previously unavailable level of information and feedback about their performance. While DDMs may be a source of evidence to inform both ratings, they play a particularly critical role in the determination of the Student Impact Rating.

The Student Impact Rating of high, moderate, or low is based on trends and patterns in student learning, growth, and achievement.

Trends refer to results over time of at least two years.

Patterns refer to results on at least two different measures of student learning, growth and achievement.

Every educator will need annual data from at least two state or district-determined measures in order to establish trends and patterns. Statewide growth measures (e.g., MCAS SGPs) must be used as one measure where available. However, while statewide growth measures provide districts with a solid starting point for this work, they are available for fewer than 20 percent of educators throughout the Commonwealth. As a result, districts will need to identify or develop DDMs for most grades and subjects.

Revised Implementation Timeline

On August 15, 2013, the Commissioner issued a memorandum announcing adjustments to the DDM implementation timeline to afford districts additional time to research and pilot DDMs. The following timeline revisions were made in response to feedback ESE received regarding the challenges of identifying, developing and implementing DDMs:

In 2013-2014, all districts and RTTT charter schools research and pilot DDMs.

At a minimum, districts pilot at least one DDM that is aligned to the MA Curriculum

Frameworks in each of the following areas: (1) early grade (K-3) literacy, (2) early grade (K-3) math, (3) middle grade (5-8) math, (4) high school writing-to-text, and (5) traditionally non-tested grades and subjects (e.g., fine arts, music, p.e.).

Districts submit lists of their selected pilot DDMs in September 2013 using the DDM Piloting Plan Template.

In 2014-2015, all districts and RTTT charter schools implement DDMs and collect Year 1 Student Impact Rating data for all educators.

Districts must submit final plans for implementing statewide growth measures and DDMs for the purpose of collecting Year 1 Student Impact Rating data during the 2014-15 school year by June 1, 2014.

In conjunction with the June 2014 submission, districts may apply for a one-year extension of the implementation of DDMs for specific grade(s)/subject(s) or course(s) for which the district has yet to identify DDMs. More information about the extension request process will follow in early 2014.

In 2015-2016, all districts and RTTT charter schools implement DDMs, collect Year 2 Student Impact Rating, and determine and report Student Impact Ratings for all educators (with the exception of educators who teach the grades/subjects or courses for which a district has received an extension).

District Planning Activities

Districts should be actively engaged in the process of identifying and selecting DDMs. The following suggested steps will help districts position themselves for success:

Identify a team of administrators, teachers and specialists to focus and plan the district’s work on DDMs.

Provide clear communication to educators, school board members, and other stakeholders about the development and use of DDMs.

Create a collaborative process to involve educators in the district in the process of researching and/or developing DDMs.

Complete an inventory of existing assessments used in the district’s schools and assess where there are strengths to build on and gaps to fill.

Discuss with the district’s educational collaborative and other district partners, their interest and capacity to collaborate around identifying and evaluating assessments that may serve as DDMs.

Plan for DDM implementation (e.g., administration, scoring).

ESE Supports

ESE will continue to provide support and technical assistance through each step of the process. Current and upcoming supports include the following:

To support districts in integrating implementation of the MA Curriculum Frameworks with the new educator evaluation framework, ESE released a guide for using current assessments as a starting

point for DDMs that features the Curriculum Embedded Performance Assessments included in each of ESE’s Model Curriculum Units. The content of this guide was featured at the 2013 Curriculum Summit.

ESE has identified example assessments aligned to the MA Curriculum Frameworks that districts can use as DDMs. As a component of this work, ESE provided a process districts can use to identify Core Course Objectives that will represent the key content to be assessed by a DDM.

To foster inter-district collaboration, ESE analyzed the DDM Pilot Plans and connected districts that identified the same or similar assessments as pilot DDMs. For information about district pilot plans that are similar to yours, contact educatorevaluation@doe.mass.edu.

During Winter 2014, ESE will be releasing a series of Implementation Briefs designed to provide specific guidance on topics such as scoring, fairness, attribution and roster verification, using SGPs, and considerations for special education and English Language Learners.

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