Putting the Pieces Together: Educators on Colorado Academic Standards | Page 3

LDC, MDC, and the Colorado
Academic Standards

Figure 3. Teacher Perceptions of Curriculum and Assessment
Alignment to the Colorado Academic Standards

LDC and MDC provide teachers with a researchproven framework, including high-quality tools and
resources, to help them make instructional shifts that
will effectively implement the Colorado Academic
Standards (CAS). As shown in Figure 3, teachers
trained in LDC, MDC, or both report a higher level
of understanding of, support for, and preparation
to implement the standards compared to teachers
not trained in LDC or MDC. Additionally, a greater
percentage of LDC and MDC teachers report that they
have access to tools that help them in their practice.
Over three-quarters of LDC and MDC teachers report
that using the LDC and MDC tools in their classes helps
them incorporate the standards into their instruction.

82%
68%

Understand
the CAS

75%

79%
68%

72%

78%
63%

Support the CAS
Feel prepared to Have access to tools to
in their district implement the CAS help in their practice
Teachers trained in LDC, MDC or both
Teachers not trained in LDC or MDC

Connection with Other Initiatives
It is also important to highlight the connections between standards and the evaluation system and assessments. The findings
suggest that districts that integrate their work in these three areas are also able to build more responsive systems for their
educators and students. To better understand this dynamic, both teachers and principals were asked about their overall
perceptions of the interconnectedness of assessments, standards, and evaluation systems in their districts. As shown in
Figure 4, the majority of teachers and principals believe their district policies are aligned with assessments, standards, and
evaluation systems, with the strongest perceived alignment between the new standards and assessments. A majority of
teachers and principals also report that they are optimistic about the ability of these initiatives to positively impact instruction,
student outcomes, and the quality of professional support for teachers (see Figure 5).

Figure 4. Educator Perceptions of Alignment in District
Policies Regarding Assessments, Standards, and Evaluation

Pe
rc
en

t:
lignmen
ee a
os
hers
wh teac pals
ci
ge of
ta % f prin
77 o
9%

Percentag
e
84% who s
92% of te ee a
of p ach lig
rin er
cip s
al

t:
en
m
n

Figure 5. Educator Optimism
about Initiatives
Percentage who are optimistic about the
ability of assessments, standards, and
evaluations to improve:

8

s

Assessments

Standards

Evaluation

The instruction in their classroom.
67% of teachers
87% of principals4

Student outcomes.
63% of teachers
82% of principals

The quality of the professional
support they receive.
58% of teachers
76% of principals4

Pe
:
rce
ent
ntag
gnm
e who see ali
81% of
teachers
90%
of principals

3

4
The principal versions of these two items are slightly different: “instruction in their school” rather than classroom and “professional support they can provide teachers in their school” rather than
what they receive.