District Determined Measures (DDMs) Information:
The next phase of the state’s new educator evaluation system requires educators to begin identifying and implementing District-Determined Measures – DDMs – of student growth. DDMs must be developed for all licensed educators in all grades and subjects, as well as for all administrators (for example, guidance counselors, physical education teachers, principals, superintendents, reading specialists and art teachers).
The primary purpose of DDMs is to help determine an educator’s “impact on student learning.” That impact, in turn, will be used to inform the Educator Plan.
Because student achievement results fluctuate greatly and are often affected by circumstances beyond the educator’s control, DDMs are not to be used to determine a teacher’s rating of exemplary, proficient, needs improvement or unsatisfactory.
State regulations specify that at least two DDMs must be developed for every educator. For those who teach English language arts and math in MCAS-tested grades, one of these DDMs must measure trends in their students’ Student Growth Percentiles. The regulations state that a trend for both SGP and other DDMs must consist of at least two years of data.
The second measure (or both measures, for those in non-MCAS subjects) must be locally developed or identified assessments of growth. For example, these could include portfolios, performance assessments, locally created pre- and post-tests or textbook-based assessments. The assessments are also supposed to look at patterns, which refer to results on at least two different measures of student learning, growth and achievement.
MTA asserts that the selection of DDMs is a mandatory subject of bargaining and has advised local association leaders to demand to bargain over them. Please know that the LEA is currently involved in this process.