What if the grand edifice supporting DDMs crashes at some point in the next 18 months? What might be salvaged from the wreckage?

At the center of the work required to measure student growth lie three valuable components: collaboration among teachers, improved access to and use of data to improve instruction, and increased data literacy. These are all practices that improve assessment and instruction and contribute to improved student outcomes.

If district  DDM work emphasizes these aspects, the capacity that has been built through this work will not be lost even if DDMs are.

Recent communications from ESE have emphasized these same components– see the slide from their most recent DDM webinar (number nine).