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Candidates urge evidence-based curriculum and multiple measures to assess student learning
Summary
Forum candidates said standardized tests, growth measures and classroom observation should inform whether curriculum and instruction improve outcomes, while emphasizing teacher input and intervention supports.
Candidates at the Academy School District 20 board forum told voters they would use a mix of metrics — including standardized tests, growth measures and classroom-level evidence — to assess whether curriculum and instructional practices are improving student outcomes.
"We definitely want to keep track of what those scores look like, and we want to move the needle on those and make sure that we're hitting high levels," said Holly Tripp, a candidate, while also stressing attention to growth and special education gains. Several others named CMAS, PSAT and reading benchmarks such as DIBELS as useful data points.
Brandon Clark said the board should avoid relying on a single metric: "Test scores don't do that. So I think it is important that we have a two-way conversation with the superintendent, with the teachers, with the principals...not just one metric." Candidates repeatedly recommended that the board rely on classroom walkthroughs, professional learning communities and evidence-based curricula taught with fidelity.
Several candidates cited literacy and early intervention as priorities. Jennifer Stites described how timely reading intervention helped her child reach grade-level reading by third grade and emphasized that staffing and interventionists are essential to sustain gains. Eddie Waldrop, who teaches a cognitive assessment course at UCCS, said standardized scores remain predictive of future success but should be paired with evidence-based curriculum and coaching.
Incumbent Susan Payne noted the district is tracking measurable outcomes and called for integrating successful practices districtwide. "Part of the strategic plan would be where we see it working and how do we integrate those consistently across the district," she said.
No board action was taken at the forum. Candidates expressed broad agreement that evidence-based programs, measurement of growth and teacher supports should shape district curriculum decisions.
