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Decatur schools report instructional gains; board to consider semester grading, drop per‑standard grades in 6‑12
Summary
District staff reported measurable gains in tier‑1 instruction and teacher feedback after shifting to 90‑day improvement cycles and identified next steps including work on grading/reporting: semester grading, discontinuing per‑standard grades in grades 6‑12, and continued work on retake guidance and family communication.
District leaders told the City Schools of Decatur board that a concentrated, 90‑day cycle approach to instructional improvement produced measurable classroom gains this year and that further work on grading and reporting will follow.
Karen Newton Scott, deputy superintendent, said the district focused two "big rocks" this year: delivering high‑quality tier‑1 instruction and providing consistent, substantive feedback to teachers. "As a result of this focused work, all indicators of high quality tier 1 instruction showed measurable growth from fall to spring," Newton Scott said, citing an 18 percent increase in classrooms with aligned learning targets, a 24 percent increase in engagement strategies, and a 25 percent increase in learning tasks meeting the rigor of standards.
Newton Scott said next steps include shifting K‑12 grading to a semester model, discontinuing assigning a grade to each standard in grades 6‑12, and continuing work to increase consistency in retake guidance and family communication. She also said the district will begin the accreditation process and sustain supports such as SAT/ACT preparation and an "1 goal" program at Decatur High School.
Board members asked for context on the instructional gains. Trustee questions included baseline levels for the percentage increases and concerns about how grading changes align with college expectations. Newton Scott responded that while some community members requested the return of plus grades, area districts and many colleges do not use plus grades; she said aligning with regional practice reduces the risk of misinterpretation by colleges.
Why it matters: The proposed grading/reporting changes affect how families and colleges will see student performance and could change how teachers assess mastery and retake opportunities. The board flagged communication and transparency as priorities as the district plans next steps.
What the board approved: This was an informational update and planning discussion. The board did not take a formal vote on grading policy changes; Newton Scott asked trustees for continued direction and public discussion in upcoming work sessions.
