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. Confer with your MTA field representatives if your school committee refuses to bargain.
District-Determined Measures Overview
According to the regulations (603 CMR 35,02), District-Determined Measures shall mean measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grade or subject level districtwide. These measures may include, but shall not be limited to, portfolios, approved commercial assessments, district‐developed pre- and post-unit and course assessments, and capstone projects. This page will be updated as new information from USED, DESE, school districts and local associations becomes available.
Educator Evaluation Framework Ratings
As part of the new Educator Evaluation Framework, all licensed educators will receive a summative evaluation rating and an impact on student learning rating.
Student Learning Goal vs. Impact on Student Learning
Part of the five-step evaluation cycle, the student learning goal requires educators to complete a self-assessment as part of the educator plan.
Relevant State Statutes and Regulations
Chapter 150E is the state statute governing public-sector collective bargaining, requiring negotiation with respect to wages, hours, standards of productivity and performance, and any other terms and conditions of employment.
Chapter 71, section 38 governs school committees’ bargaining performance standards and establishes binding interest arbitration to resolve issues when parties are unable to reach agreement.
Final Educator Evaluation Regulations adopted by the Board of Elementary and Secondary Education.
Department of Education Documents
Rating Educator Impact on Student Learning Using District-Determined Measures of Student Learning, Growth and Achievement , Part VII of the Massachusetts Model System for Educator Evaluation (August 2012).
Massachusetts Educator Evaluation: Rating Educator Performance (April 2013).
Technical Guide A: Considerations Regarding District-Determined Measures (May 2013).
Technical Guide B: Measuring Student Growth and Piloting District-Determined Measures (September 2013).
Commissioner’s Memos Related to District-Determined Measures
Commissioner Chester to superintendents and charter school leaders regarding new educator evaluation requirements, including identification and selection of measures of student learning to determine impact rating. (February 22, 2013).
Commissioner Chester regarding District-Determined Measures (DDMs), revised implementation timeline and support (April 12, 2013).
Dr. Alan J. Ingram, Deputy Commissioner regarding adjustments made and support to districts, pace of implementation (June 26, 2013).
Commissioner Chester to superintendents and Race to the Top charter school leaders regarding District-Determined Measures: Supports, Timeline, and Pilot Expectations (August 15, 2013).
The regulations are clear that District-Determined Measures must be grounded in the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks or other relevant frameworks. The Massachusetts 2011 English Language Arts and Mathematic Curriculum Frameworks include all of the Common Core State Standards. District and Association leaders may find that the overarching shifts of the Common Core State Standards may provide significant guidance in mapping out how to do this work. Some helpful links include:
MTA in Action
MTA's District-Determined Measures Guidance Chart
. Information on DESE and MTA documents providing specifics related to DDMs.
MTA's Center for Education Policy and Practice worked with Holyoke public schools from January 2012 through June 2013 on full district implementation of the Educator Evaluation Frameworks, including the identification of district-determined measures. MTA and the Holyoke Public Schools presented this work at the Department of Elementary and Secondary Education's Spring Convening on Evaluation. Click here for a four-page review of this work.
An MTA user name and password are required to view the following documents:
From the NEA NEA’s Teacher Evaluation
: A Resource Guide for National Education Association leaders and staff.
QUESTIONS? MTA members with questions about the Common Core, PARCC or ACCESS may send an e-mail to DDMs@massteacher.org.