District Determined
Measures
Overview
Chicopee Public Schools
August 2014
What are DDMs?
Measures of teacher impact on student learning, growth,
and achievement

Aligned to MA Frameworks

Comparable across grade/subject are District-wide

Can be district-or teacher=developed, or text=book based.
Test common among like components, i.e. sixth grade math,
Spanish 1
MA Education Laws and Regulations
Final Regulations on Evaluation of Educators
603.CMR 35.02
2
http://www.doe.mass.edu/lawsregs/603cmr35.html?section=02
Breaking It Down….

Think of a DDM as an assessment tool similar to *MCAS/PARCC.

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., DIBELs, Discovery and SRI)

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).
*Any further reference to MCAS will include PARCC
3
What Qualities Must a DDM Have, especially
since it is tied to teacher evaluation?
1.
Must be aligned to and target the most the important learning standards, or
objectives/student outcomes, for grade level & content area (content
validity).
2.
Must be informative: informs educators about where students fall short or
excel; measures students’ progress/growth effectively. Tells us something
useful.
3.
Must be free of any bias; all groups of students should have an equal chance to
demonstrate growth.
4.
Has common administration protocols. Note: Testing accommodations on a
student’s IEP must also be implemented for DDMs.
5.
Has a common scoring process. Current scoring processes will be reviewed
during 2014-15 pilot year.
6.
Will yield a range of performance & growth: high, moderate, low.
Recommended Moderate = 1 year’s progress. Needs to discriminate between
strong and weak performers.
4
7.
Are equally rigorous across schools, grades, and content areas.
Four Basic Types of DDMs
1.
Pretest and Posttest
2.
Repeated Measures (done in short, regular
intervals: e.g., DIBELs Next, District Writing
Benchmarks)
3.
Holistic Evaluation (e.g., portfolio)
4.
Posttest only (e.g., end of unit, term, or
course assessments; capstone project)
Note: A DDM should show growth/achievement
over a year/course.
5
6
7
Key Questions Our Committees
Used When Developing DDMs
8
DDM Options Used By Our District
9
Each DDM Includes:
10
11
1.They access growth/achievement in a specific
subject-area/grade-level over time.
2.They use baseline and end-of-year (or unit, term,
etc.) assessment data to measure
growth/achievement
12
Examples of Growth and Achievement
Growth

SGP (student
growth percentile):
The result of a
statistical model that
calculates each
student’s change in
achievement between
two or more points in
time on a State
assessment or other
comparable measure
and compares each
student’s performance
to that of similarly
achieving students
Achievement

Pre-Posttest
Student gains to be
measured as a change
in student learning
over time; that is, it
should measure the
difference between a
baseline assessment
and a post-assessment
covering similar
concepts and
content
13
CPS Rubrics: 2 Definitions
Scoring Rubric

A scoring rubric is an
evaluation tool to measure
progress against a
consistent set of criteria.
Rubrics clearly define
academic expectations for
students and help to
ensure consistency in the
evaluation of academic
work from student to
student, assignment to
assignment, or course to
course. Rubrics are used as
scoring instruments to
determine the degree to
which learning standards
have been demonstrated or
attained by students over
time.
Student Impact
Rubric

A student impact rubric is an
evaluation tool to measure the
growth/achievement students
have made on designated
DDMs. These rubrics can be
developed for subgroups as
well as general education
students. The designation will
be either low, moderate or
high impact.
14
DDM Results
1.Should be compiled and reported by
educators to evaluators using text,
graphs, or images.
2.Should assist educators to draw
conclusions.
3.Should guide educator’s instruction and
drive meaningful change.
4.Should align with an educator’s goals, as
they will serve as evidence of progress.
15
16
*Educator’s Student Impact Rating indicator not reported
for SY14-15
What is Required of All Chicopee 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 (SY14): Piloted as many DDMs as possible.

2014-15 (SY15): Chicopee has been granted an extension; so we have
SY15 to pilot all measures with the goal of student impact rating to be
in place for SY16.

2015-16 (SY16): As part of Educator Evaluation, educators receive first
data collection for Student Impact Rating (high, moderate, low).

2016-17 (SY17): As part of Educator Evaluation, educators receive
second round data collection and first report of Student Impact Rating.
Rating will be based on two years of data and collaborative
(educator/evaluator) professional judgment.
Note: “Moderate” growth is defined as 1 year’s progress/growth over 1
year’s time and relative to one’s academic peers; the amount of growth
we would reasonably expect for a student over one school
year relative
17
to his/her academic peers.
Why 2 DDMs??
The state is requiring each educator to have a minimum of 2
DDMs in place for Student Impact Rating reporting by SY 2017.

More than 2 DDMs for content and indirect measures
may be identified.

Once an assessment has been identified as DDM, ALL
students in similar classes/subjects MUST take the DDM.

The educator/evaluator choose the DDMs to be used as
part of the student impact rating. Even if the DDM
data is not being used for Evaluation – students must
take DDMs once the assessment is identified as a
District Determined Measure.
The thought is that in the future educators/evaluators
might want to look at results of more than 2 DDMs to enrich
professional discussions about student learning.
18
19
Two Ratings
20
Summative Rating
Example 1
Exemplary
Proficient
1-yr SelfDirected Growth
Plan
2-yr Self-Directed Growth Plan
Needs
Improvement
Directed Growth Plan
Unsatisfactory
Improvement Plan
Low
Moderate
High
Rating of Impact on Student Learning
21
Summative Rating
Example 2
Exemplary
Proficient
1-yr SelfDirected Growth
Plan
2-yr Self-Directed Growth Plan
Needs
Improvement
Directed Growth Plan
Unsatisfactory
Improvement Plan
Low
Moderate
High
Rating of Impact on Student Learning
22
Summative Rating
Example 3
Exemplary
Proficient
1-yr SelfDirected Growth
Plan
2-yr Self-Directed Growth Plan
Needs
Improvement
Directed Growth Plan
Unsatisfactory
Improvement Plan
Low
Moderate
High
Rating of Impact on Student Learning
23
Student Impact Rating

Evaluators must assign a rating based on
trends (at
least 2 years) and patterns (at least 2 measures).

First Student Impact Rating data collection will be done in
SY2016 and reported in SY2017.

Options – 603 CMR 35.09(3)(a-c)

high indicates significantly higher than one year's growth relative
to academic peers in the grade or subject.

moderate indicates one year's growth relative to academic peers
in the grade or subject.

low indicates significantly lower than one year's student learning
growth relative to academic peers in the grade or subject.
24
Student Growth Percentile (SGP) from
MCAS as Growth Measure

Scores not available until fall of following year

Student impact rating only determines a one, or twoyear plan, and is a separate rating from the
Summative Rating, which determines the type of
Plan you will be on

The State determines the SGP range annually
LOW
MODERATE
HIGH
34
35 - 65
66
25
2 DDMs over 2 Years: Some Scenarios
If you teach or do…
You need or can use…
Multiple subjects (e.g., K/elementary
level).
1 DDM for ELA; 1 DDM for math (must
use 1 MCAS SGP; can use both ELA &
Math SGP).
One subject or grade level course
only (e.g. middle school).
2 DDMs for that subject or course for
all sections (1 must be MCAS SGP for
ELA & math teachers).
Multiple courses and/or grades (e.g.,
high school).
Specialized Instructional Support (for
SISP).
Co-Teachers/“Interventionists” (e.g.
Title 1, ELL, SPEd): use same
DDMs/SGPs.
You and your evaluator 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.).
Use same DDMs and SGP as classroom
teachers. MCAS mandated for 20+
students in each grade.
26
All students must take required DDMs regardless of use for educator evaluation.
MCAS Science not tested every year; SGP unavailable.
27
Our Impact

‘My role, as teacher, is to evaluate the effect I have
on my students.’ It is to ‘know thy impact’, it is to
understand this impact, and it is to act on this
knowing and understanding. It requires that teachers
gather defensible and dependable evidence from
many sources, and hold collaborative discussions with
colleagues and students about this evidence, this
making the effect of their teaching visible to
themselves and others”
~John Hattie
28
Visible Learning For Teachers
What Needs to be Done by When?
 By June 1, 2014, all districts submitted to DESE a
DDM implementation plan for 2014-15 onward.
Chicopee has been granted an extension.
 District DDM Plan indicated two DDMs to be
developed and used for each grade level, course, or
role.
 District committees (elementary & secondary) have
been formed to design all DDMs before they are
piloted as part of Educator Evaluation. The pilot will
include how to use DDM results related to Student
Impact Rating.
29
30
31
Any Questions ????
32