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City Schools of Decatur is a small, independent district serving Decatur, Georgia and separate from the DeKalb County School District. The district emphasizes (i) neighborhood immersion;  (ii) collaborative governance;  as well as (iii) a strong focus on equity and high expectations for all students.  Decatur is known for a progressive, engaged community with high value placed on education, diversity and civic participation. School staff & faculty can expect active involvement from families, local nonprofits, and higher-education partners. Community events, parent governance committees, and strong school-to-community partnerships are common.  The teaching and learning philosophy emphasize student-centered approaches; project and inquiry-based learning; as well as a culture prioritizing:

• Social-emotional learning
• Inclusivity
• Critical Thinking

Smaller school sizes support both personalized attention and close-knit school communities.  The district highlights equitable access to advanced coursework, specialized programs, and wrap-around supports. Programs often address language accessibility, special education, and diverse cultural representation in the curriculum.

Opportunities include a mix of STEM, arts, humanities, and career readiness preparation; partnerships with local colleges/universities; robust arts and athletics; as well as opportunities for dual enrollment -or- advanced coursework (AP/ACE).

Established strong ties with local organizations, universities, and city services, in addition to potential collaboration with Decatur’s local businesses, libraries, and youth-serving organizations, all serve to create enrichment and mentorship opportunities.

Potential near-term and future challenges include:

1. balancing growth with maintaining small district feel
2. ensuring ongoing equity across schools
3. funding limitations
4. recruiting/retaining qualified staff; and
5. addressing facility needs as the district evolves.

City Schools of Decatur (CSD) is a public charter district,  serving the four‑square‑mile City of Decatur, GA with strong community partnerships and above‑state academic outcomes. The district operates 9 schools, beginning in pre-K, thru grade 12, and emphasizes inquiry‑driven learning, including both:  (i) English Language Education in K–2;  and  (ii) International Baccalaureate in grades 3–12.  Key Metrics:

1. Enrollment:                                                  5,509 students
2. Graduation Rate:                                        95.25%              (Class of 2024)
3. Student–Teacher Ratio:                            12:1                   (2023–24)
4. Diversity: ~40% minority enrollment:      ~ 8% economically disadvantaged
5. Per‑Pupil Expenditure (current):              ~ $16,600           (FY2022)

Metrics reflect best available official sources (NCES / district / GA reporting) and may lag by one fiscal or school year.

Qualitative Themes – A highly engaged, educated community with strong civic traditions and volunteerism, where median household income is well above state average, and a cultivated walkable, transit‑served,  small‑city feel.

District culture emphasizes visibility and accessibility, including regular forums, budget input cycles, and school‑based parent organizations.  Rich local assets include city parks, Agnes Scott College  -and-  nearby Emory University and Center for Disease Control, all contributing to collectively broaden learning experiences.

Decatur defines equity as aligning practices, policies and resources, so every student can access high‑quality learning – Decatur’s Strategic Plan centers on closing opportunity and outcome gaps.  Ongoing refinement of equity functions to emphasize measurable student outcomes,  discipline fairness & access to advanced coursework.

Focus on support for multilingual learners, students with disabilities, and economically- disadvantaged students is an ongoing & sustained commitment, supported by significant resources.

1. PROGRAMS:
2. K–2: EL Education / expeditionary learning model builds literacy, character, and community‑connected projects.
3. 3–12: International Baccalaureate (PYP/MYP/DP/CP) pathway with inter-disciplinary inquiry, service and global competencies.
4. Robust world language progression includes:
   1. Spanish in Elementary
   1. Multiple languages in Secondary school
5. Dual-enrollment options include AP, CTAE Pathways, Arts and Athletics.

1. PARTNERSHIP – Strong ties with:
2. Decatur Education Foundation
3. City of Decatur
4. Neighborhood associations  -and- 
5. Local businesses

Proximity partnerships with Agnes Scott College,  and other Atlanta‑area institutions, expand dual enrollment, mentorships, and experiential learning.

Community organizations collaborate on wellness, after‑school enrichment, and workforce exploration.

1. STRENGTHS:
2. Cohesive PK–12 IB/EL pipeline
3. Top‑tier graduation outcomes
4. Low student–teacher ratio
5. Strong community resources and engagement

1. POTENTIAL ISSUES – May Include:
2. Managing enrollment growth vs. facilities
3. Sustaining equity gains across student groups  -and- 
4. Keeping per‑pupil investment aligned with program ambitions

City Schools of Decatur is comprised of 7 Elementary Schools [Clairemont, Glenwood, Oakhurst, Westchester, Winnona Park, Talley St. (Upper)  -and-  5^th Ave. (Upper)];  as well as 1 middle school (Beacon Hill)  -and-  Decatur High School, having approximately 1650-1700 students.

In recent years the Decatur community has grown more ethnically diverse, while incrementally becoming less diverse by socio-economic metrics.  Decatur’s population has evolved towards being both more white, and inclusive of a broader ethnic population, including more Asian and many more multi-racial families, while seeing a decline in African American students.  On average the education level of parents is high, with a significant portion of highly educated parents, likely reflecting the high proportion of medical professionals.  Overall, City School of Decatur (CSD) comprises a community with strong focus on post-secondary achievement & outcomes,  including a keen commitment to college preparation, and developing students for success in post-secondary education.

Diversity, equity & different cultural practices have noticeably improved over time at DHS, and now includes a broader representation across ALL student organizations, reflected in formation of Asian, Black & Jewish Student Unions.  These Unions are student run & faculty-supported,  enabling celebration & sharing of cultures and legacies.  At DHS all groups are welcome, and both a gender & sexuality alliance, as well as trans-student union have formed. Note:  DHS organizes an annual, well-attended homecoming parade, where all groups are well-represented & honored in the parade.  Overall,  DHS is steadily moving towards greater inclusivity in advanced context classes.  In particular,  DHS is no longer requiring rigid pre-requisites, and has replaced strict requirements with established, discussed measures of readiness – students now decide and are open to take all classes, in contrast with passing screens and/or having to pass entrance requirements.  Teachers must be deliberate & intentional in modeling skills and newly learned capabilities.

At DHS all of the practices and deliberate, modified instructional routines, are intentional to enable support – regular examples in my Mentor Teacher’s classroom include:

1. Ensuring routines in place – ex:  always a warm-up
2. Having materials available, so no kids are left out because they lack a calculator, pencil, etc.
3. Collecting cell phones to avoid distractions, and enable students to be successful independent learners
4. Design instructions to promote equity -and- be successful independent learners

Furthermore, direct & indirect messages about teaching & learning are encouraged – examples include daily opening questions, which are culturally & seasonally-focused (example – Diwali and Passover).

DHS was the first Charter School District in Georgia.  In addition to being an INTL Baccalaureate (IB) World School, and fully participating in IB Program events, DHS’ corresponding milestones and requirements begin in the 4^th Grade.  During High School students can take either IB Diploma or Career Programs.  The DHS Curriculum structure promotes INTL mindedness, and includes how students experience and can deploy their education to improve their world – a key premise of IB schools.  DHS daily schedule follows a modified block sequence, comprised of a 90 minute Odd : Even Program over 4 days, and 1 day having all students follow an abbreviated schedule with 10 periods each Friday;  this schedule is recognized as being very effective for Science, and enables Chemistry teachers to see all students a minimum of 3X/week.  DHS also follows a balanced calendar – 1 week off, every 6 weeks – and consequently starts the school year earlier in 3Q to:  (i) accommodate this schedule approach;  while both       (ii) reducing learning loss;  -and-  (iii) improving teacher retention.

Each week one-half of the INTL Baccalaureate (IB) Standard in Chemistry is taught over course of the DHS Student’s Sophomore Year.  Although incrementally slower than similar school programs, the learning pace at DHS is deliberate to be more accessible to ALL students, and prepare them for the IB Diploma Program – similar to other advanced secondary-school Chemistry courses.  Overall, the DHS Chemistry Curriculum includes two years, across a broad range of Chemistry disciplines and including Organic Chemistry, an exceptional core Chemistry subject to which students do not typically have exposure earlier than their sophomore year of college.  The DHS Chemistry Curriculum also includes summative assessments, comprising both a written exam and lab summative portions.  There are three DHS Chemistry Teachers – two leading IB Chemistry Instruction during the Sophomore Year, and a third Teacher instructing DHS’ Advanced Placement Chemistry curriculum.

I’ve begun student teaching by observing and supporting my Mentor Teacher each day, with occasional opportunities to add relevant input for depth;  I was fortunate to have one day, while my Mentor Teacher was absent, to directly teach the day’s curriculum, supported by a substitute teacher.  Through preparation, supervision and ongoing collaboration with my Mentor Teacher – I am optimistic there’ll be additional, and eventually regular occasions to teach the daily IB Chemistry Curriculum in her class, as well as provide support for select topics in the AP Chemistry Class.

DHS deliberately includes required pacing, and teachers are required to share a pacing plan w/school administration.  A year-long pacing plan has been established to demonstrate & document meeting obligated requirements, and includes a summative  calendar, to be more accountable and demonstrate both planning, as well as commitments to scheduled summative & formative assessments.  Collaborative Planning between Chemistry Teachers is intense & deliberate, utilizing common planning periods, while enabling close alignment between teachers and staff partners.  Of note:  following implementation,  collaborative planning has since significantly improved teacher morale and is consistent with DHS Staff intentions – always seeking to improve, adapt & advance over time, vs. being rigid & repetitive, in how the teaching curriculum is delivered.  DHS Chemistry Teachers are keen to utilize re-assessments, as means to enable retakes and champion ongoing learning improvement over time.  Students are further supported in this process by utilizing a Tier System, structured as follows:

Tier 1 – Basic instruction, with multiple approaches deployed for all learners

Tier 2 – Students needing additional support are identified via an ESOL, 504 and/or IEP,  but still provided instruction within the classroom environment, or by modifying the process, flexing to students and enabling accommodations.

Tier 3 – Via specified sessions – examples:  Math or Reading Education classes

Tier 4 – Special Ed – Includes a Special Ed Teacher, or small group teaching with qualified / certified teachers

An online textbook, published by Cognity, is utilized to support the DHS Chemistry Team’s focus on a IB Curriculum – Cognity’s platform is both interactive & contemporary.  To further enable students’ online and independent practice, Chemistry Teachers use the Texas Quest Platform.  Additionally, a flipped classroom model has been deployed, and includes having teachers provide a weekly, staff-produced video for review & note-taking.  Students thereafter apply content in the classroom, so they can practice problems & utilize their learning in class.  The Multi-Tiered System of Support (MTSS) Model is routinely deployed to support Chemistry learning objectives.  Similar to recent years, DHS Sophomore IB Chem students include 2-3 English-language learners from Vietnam (Vietnamese), China (Mandarin)  and  Mexico (Spanish).

In context of DHS’ Community Connections,  the following, embedded file illustrates the Decatur High School’s geographical context and relevant, local non-profit organizations, as well as established, or potential future relationships:

Our classroom is organized and equipped with both Chemistry instruction and lab-based investigations, consistent with the IB Curriculum.  All Chemistry classrooms are on the top-level of DHS three-story building, and consist of:

1. Portable desks clustered into multiple 4-student groups, located in the middle of the room
2. 6 Lab Tables – 3 to a side – configured on the periphery, and having the option for two students to sit during instruction.
3. Copious shelving and lab drawers, to store glassware & a broad range of standard lab equipment, as well as supplemental, topic-specific books and other references appropriate for science Instruction.
4. Essential Safety Equipment is fully integrated and supported, while being readily accessible in center-back of the classroom.  Equipment includes a first-aid kit, fire blanket, safety shower and other resources for immediate accident response.
5. During our first week of school each Chemistry class reviewed safety equipment, as well as standard lab equipment in detail.  An exercise, wherein each student illustrated a piece of equipment, was celebrated by posting the best examples around the classroom.

In addition – each & every lab drawer was inventoried during the week preceding student’s beginning school, to ensure all equipment was both present and organized to support lab work from the beginning.  In addition, common symbols and protocol were reviewed to clarify communication expectations, when/if should issues arise during laboratory exercises.

DHS IB Chemistry classes consist of between 18-30 co-ed, sophomore-year students per class.  Students are deliberately seated by each Chemistry Teacher, with priority consideration for where those students, having 504 or Individual Education Plans (IEP), are seated for appropriate support & minimizing distractions.  In Chemistry, there are both IB (higher-level) and Standard-level instruction classes, during student’s sophomore year.  Students are offered to select IB Chemistry, and there are no restrictive tests or academic achievement background required.  A second year of AP Chemistry is also offered at DHS – again, students can elect AP Chemistry, following IB Chem, vs. qualify via exam or pre-requisite academic performance.

IB Chem Teachers begin each day with a warm-up activity, typically assigned via written instruction on the board, and attendance is taken.  Curriculum and Event Planning is deliberately scheduled during two periods each school day to facilitate collaboration, flexible alignment and synchronized instruction.  At least 1-2 days each week a Chemistry Club meets, after the last school period, to establish and review group & individual objectives;  accomplish planning;  and  align activities.  Other (apparently) informal, encouraging & spontaneous interactions are naturally part of each DHS Teacher’s school day with students, colleagues and administration.

I’ve observed nor am I aware of any political, or other community & social ideologies.  Other than clear commitment to a broadly valued IB curriculum, I’ve also not observed any prevailing bias influencing observed practices or instruction.  There is clearly a widely accepted & recognized philosophy of inclusion, acceptance and integration across all socio-economic, racial and ethnic elements represented in DHS’ diverse student-body, teacher staff and administration.

Overall, I feel very fortunate, without exception, to be serving the City Schools of Decatur High School Community, and have been warmly welcomed by my Mentor Teacher, and all her teacher colleagues.  My emerging education philosophy has only been reinforced and expanded through my introductory experience to date.

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REFERENCES

1. GA Charter Schools, peer-reviewed for academic citation:

1. American Institutes for Research. (2019). Charter School Performance in Georgia. Report evaluates academic performance & accountability of GA charter schools.

• Barth, P. (2017). “Understanding Charter School Effectiveness: Evidence from Georgia.” Journal of Education Policy, 32(4), 432-447.)

1. Cognity Chemistry Curriculum:

1. Cognity, Inc. (2018). Cognity Chemistry Curriculum: Research-Based Approach to Science Education. This curriculum is designed based on extensive pedagogical research and includes assessments of its effectiveness.

• Tytler, R., & O’Neal, B. (2019). “Designing engaging chemistry curricula: A case study of Cognity.” Journal of Science Education and Technology, 28(2), 150-162.)

1. Decatur School System & City of Decatur High School Chemistry Teaching:

1. Johnson, L. M., & Smith, K. (2020). “Effective Chemistry Instruction in Urban High Schools: Case Study from Decatur.” Journal of Chemical Education, 97(3), 592-600.

1. International Baccalaureate (IB) Chemistry Curriculum:

1. International Baccalaureate Organization. (2014). Diploma Programme Chemistry Guide. This official curriculum guide provides detailed insight into IB chemistry requirements and pedagogy. [Available through IB resources]

• McKenzie, R., & Kember, D. (2017). “International Baccalaureate Course Design and Student Outcomes in Chemistry.” International Journal of Science Education, 39(12), 1717-1735.

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