We don't really want any grade distribution standards. The grade distribution seems to flow naturally. We are most interested in teaching for mastery. We really haven't received a lot of messages about grading, those we have received have been subtle. There is room for rewarding excellent work by creative methods in the classroom-awards, handing out excellent papers as examples, etc.
Grades represent measurable individual effort and progress.
Reclaim the C as adequate, B as exceeds, and A as excels. When student work is graded on mastery and not in relation to other students' work, there tend to be less D and F grades. We need a policy statement on grade distribution. When using a point system, the bar seems to be lowered. What is actually reflected is a student's relative level of performance.