Measuring Student Growth
The identification and implementation of Measurements of Student Growth (DDMs) is a collaborative process that includes representatives of the collective bargaining unit as well as district leadership. Staff from various grade levels and schools within the district are represented in an effort to ensure fairness, equity, and an open communication among all stakeholders. 

Measurements of Student Growth (DDMs) 
  • must be standards based and comparable across grade and /or subject district-wide
  • MCAS student growth percentiles must be used as measures grades 4-8
  • must inform practice
Four questions should guide the decision making about the selection or development of Measurements of Student Growth that are appropriate for assessing student learning over the course on the instructional period:
  • Is the measure VALID? Does it measure what it is suppose to measure?
  • Is the measure RELIABLE? If a student completed the assessment on a Monday and again the following Monday, would the results be about the same?
  • Is the measure FAIR?  Is the assessment free of barriers that would prevent some students from demonstrating what they know and are able to do?
  • Is the measure FREE FROM BIAS? Is the assessment dependent on the student having an understanding of something not taught, but known culturally or geographically?
Impact Rating
  • must be based on a pattern of at least two measures
  • a trend of at least two years
Levels of impact on student learning:
High - growth in content knowledge and mastery is more than one year
Moderate- growth in content knowledge and mastery is a year's worth of learning in a year
Low- growth in content knowledge and mastery is less than a year
(A year's worth of learning will be determined jointly by members of the Working Group and the Cadres.)

Measurements of Student Growth  +   Impact Rating  =  Self-Assessment                                                                                                                                    Collaborative Inquiry
                                                                                               Conversation and Action Plan

There are multiple ways to determine how much growth students have achieved on DDMs- depending on the type of measure. The important factor in scoring and determining growth outcomes is a consistent, transparent, and agreed-upon method that is fair to the student and the educators to whom it applies. It is understood that one method may be more appropriate than another for a particular group of students based on the educator's role.

In determining student performance, the educator, his/her colleagues and eventually the evaluator must exercise professional judgment in reviewing DDM outcomes. All assessments are administered within a context that must include an assessment of who the students are and the learning environment itself. Evaluators are encouraged to bear in mind an educator's student population and specific instructional practice. Considerations related to a specific measure or a combination of measures may also factor into an evaluator's determination of an educator's Student Impact Rating.

Resources for learning more about District Determined Measures:
MTA Guidelines for District Determined Measures     

Cathy Knowles,
Jul 15, 2015, 5:44 AM