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Johnston County Schools adopts new elementary grading scales for 2025–26

5797133 · September 12, 2025
AI-Generated Content: All content on this page was generated by AI to highlight key points from the meeting. For complete details and context, we recommend watching the full video. so we can fix them.

Summary

The Johnston County Board of Education heard details of changes to elementary grading practices for the 2025–26 school year, moving K–2 to a 1–4 standards-based indicator and grades 3–5 to a 10-point scale, with guidance on special-area reporting and staff training.

Paige Barnes, executive director of elementary education, told the Johnston County Board of Education that the district will implement new elementary grading practices for the 2025–26 school year intended to make grades “clear, fair, and meaningful.” Barnes said the changes came from feedback from parents, guardians, educators and students. The new system keeps standards-based grading for kindergarten through grade 2 but replaces letter or narrative markers with a numeric indicator of 1–4, with 1 meaning “little to no mastery,” 2 “partial mastery,” 3 “meeting expectations or mastery,” and 4 “advanced understanding.” Barnes said, “Please note that students have met grade level expectations at a level 3.” Barnes said grades 3 through 5 will move to a 10-point scale (A = 90–100, B = 80–89, C = 70–79, D = 60–69, F < 60) to give families a “clearer picture of academic performance.” She added that special-area courses — art, music, physical education and STEM — will use a three-level scale focused on mastery of standards rather than participation or behavior. Barnes described how teachers will determine indicators for early grades using classroom observations, student work and short assessments, and said proficiency will be measured against end-of-year expectations. She said comments will be available in the parent portal Infinite Campus to note when a standard “has not yet been fully taught.” District staff are providing training for teachers and principals to ensure consistent application and the district will publish proficiency scales and a living frequently asked questions document on its website, Barnes said. She encouraged questions to be directed to schools and said the changes are intended to show “where students are and how we can support them.” The board did not take a formal vote on the policy during the meeting; Barnes presented the plan and answered clarifying questions from board members about reporting, progress checks and resources for families.