Dothan City Schools board tables strategic improvement plan after 100‑Day report shows widespread math and literacy shortfalls

Dothan — The Dothan City Board of Education on Dec. 16 received a 100‑Day Report that outlined significant declines in student learning and then voted to table a proposed set of strategic initiatives intended to address those gaps.

Dr. Cheryl James Ward, presenting mathematics findings, said the district’s math proficiency rates were “approximately 30–31% proficiency in grades 3–4 and decreasing to approximately 11–12% proficiency by grades 7–8,” and cited foundational gaps in conceptual understanding, basic operations and fractions as drivers of the decline. She described Swun Math as a partner for long‑term professional development and recommended fidelity, coherence and monthly on‑site coaching for targeted schools.

Dr. Kendra DeWalt, who delivered a literacy evaluation and turnaround review, told the board that “more than 60% of students in the district are not reading on grade level.” DeWalt said she assessed roughly 1,600 students over two weeks, identified widespread weaknesses in decoding and fluency, and recommended a districtwide literacy framework, shared instructional language, consistent assessments, clearer intervention tiers and the possibility of serving as a literacy expert‑in‑residence for 10–15 days per month to provide intensive on‑site support.

The findings prompted a policy debate over how quickly to move and how much detail the board needed before approving contracts and spending. Superintendent Dr. Garrick Askew said the initiatives — eight items ranging from literacy and math turnaround to central office reorganization and teacher recruitment — were aligned with the report and that many efforts would be funded primarily through federal sources. He provided preliminary cost estimates, including an estimated $200,000 for literacy and turnaround over two years and about $100,000 annually for math instructional coaching, while noting that specific contracts and deliverables would return to the board for approval.

Board members split over whether to authorize the initiatives now or require more detailed plans. Mrs. Taiisha Walton argued for urgency, saying teachers “were not the problem; rather, systemic issues were preventing consistent academic results” and that delay could prolong student harm. Mrs. Aurie Jenkins expressed support for the goals but repeatedly asked for clearer implementation benchmarks, measurable outcomes and a work session to review proposed providers and contracts before approval, saying she could not support immediate authorization without that information.

After extended remarks and questions about funding and accountability, Mrs. Aurie Jenkins moved to table the recommendation and seek additional information; Ms. Ashley Davis seconded. The motion to table passed with four Yes votes and three No votes (the board recorded Yes: Dr. Julie Mullins‑Turner, Mr. Scott Childers, Ms. Ashley Davis, Mrs. Aurie Jenkins; No: Mrs. Brenda Guilford, Dr. Franklin Jones, Mrs. Taiisha Walton).

The tabling leaves the superintendent authorized to develop contract language and return with specific deliverables, according to Dr. Askew’s explanation that contracts would include timelines and benchmarks. Board members also noted that federal funding levels can change and cautioned against relying on grant sources as guaranteed long‑term revenue.

What happens next: The board requested more detailed implementation plans and a work session to review the proposed provider options and contract deliverables before voting to move forward. The superintendent said any contract for further support would be brought back to the full board for approval.

The meeting record shows the board will revisit these items at a future meeting or work session; no contract approvals for the strategic initiatives were completed at the Dec. 16 session.