I recommend taking a look (if you haven’t already) at the Massachusetts Teachers Association’s DDM Guidance. It explains 
many complex topics clearly and explores new ground as well: see the crosswalk between assessment type and Bloom’s taxonomy on page 9!
Also worth a visit is DESE’s May report on Rating Educator Impact, which includes scenarios illustrating how professional judgment can inform the rating decision.
One page vs. hundreds of pages.
All of the state’s regulations for DDMs can be viewed on this single page: State DDM Regs. The recommendations amount to hundreds of pages of text, webinar minutes, and powerpoint slides.
When building measures of student growth, it’s important for educators to be clear about the difference between regs and recs.
The adjective ‘district-determined’ was chosen because districts have been granted a great deal of control over the creation and implementation of DDMs.
Brockton High School, building on work done at Plymouth High 
School, has created sets of pre- and post performance assessments for most of their science courses. The tasks focus on experimental design. Here are the grade ten performance tasks: Brockton Grade 10 Experimental Design. And I hope to gain permission to share the accompanying scoring rubric that Plymouth designed.
Email me (ddouglas@collaborative.org) if you would like to get in touch with the hard-working folks behind all of this work.
Spent today working with English Language Arts teachers on methods for measuring the growth of their students’ reading and writing skills (#DDMs). Because the results will be used to evaluate teachers, it’s challenging to find a balance between genuinely measuring a young adult’s improvement and fairly capturing the teacher’s impact on that student. Here are some concerns:
Avoiding a Low Impact Rating
No teacher who takes pride in her work wants a low impact rating. And yet, as growth measures are used for the first time, they can generate numbers that do not accurately reflect what students have learned.
Capturing Student Growth
Here are some practices these teachers propose for raising the odds that a measure of growth will reflect student improvement over the course of the year (Note: these suggestions are specific to writing to text in the high school):
Northampton Public Schools are asking teachers to submit DDM information via a DDM Google Form – Northampton. The information they provide 
is automatically tallied on a google spreadsheet, in a format that can be sent to DESE in June. The district is willing to share their work if there’s interest. Let me know through a comment or email: ddouglas@collaborative.org.