Georgia Lighthouse Schools to Watch - School Tours





Chapel Hill Middle School



Designated 2004, Redesignated 2007, 2010
Chapel Hill Middle School • Douglas County School District Douglas County • Georgia • Principal Bill Foster 3989 Chapel Hill Road Douglasville, GA 30135 • Phone (770) 651-5000 Fax (770) 920-4242 E-mail: www.douglas.k12.ga.us (select Chapel Hill Middle)


2009-2010 School Statistics

Community: Suburban community with urban characteristics.
Enrollment: 1000
Grade Levels: Six through Eight
School Schedule: 7 periods daily, students rotate class times.

Student Demographics
5 %   Hispanic
34%   White
56%   African American
4%   Multi- Ethnic
1%   Asian
0%   Pacific Islander

36%   Free/Reduced Lunch
Below 1%   English Learners

2005 AYP:   Met AYP
2006 AYP:   Met AYP
2007 AYP:   Met AYP
2008 AYP:   Met AYP
2009 AYP:


School Characteristics and Replicable Practices

Academic Excellence

  • Rigorous Standards-Based curriculum
  • Rotating Schedule to meet the needs of diverse learners
  • Highly-qualified experienced/stable faculty
  • Instructional time is valued and maximized
  • Academic focus in Physical Education and Fine Arts classes
  • Professional Learning Community which emphasizes teacher collaboration
  • An individualized instructional program that includes skill development and hands-on experiences in both the academic and exploratory areas.
  • Continuous School Improvement Model which emphasizes improvement in ALL areas yearly
  • Consistently rated in the Top 15% of middle school in Georgia
  • Earned Adequate Yearly Progress for ALL measured years in Georgia


Developmental Responsiveness

  • A school-wide mission which focuses on educating the WHOLE child (Academically, Physically, Socially, Emotionally and Creatively)
  • A comprehensive Guidance & Counseling program which supports individual students and provides guidance and encouragement to all students.
  • Clubs and activities appropriate to the middle school learner
  • Exploratory and physical education offerings which provide students with opportunities to explore the fine arts and discover new interests and/or talents outside of the academic classroom.
  • Experiences through curricular and extra-curricular activities that provide opportunities for the development of leadership and positive social skills.
  • Educators who are prepared to work with young adolescents, who are themselves, lifelong learners and committed to their own ongoing professional development and growth.
  • An instructional staff with an understanding and respect for the “inbetweenager,” varied instructional strategies, positive classroom management, content knowledge, collaboration skills, with a genuine desire to provide the best possible program.
  • A learning environment where trust and respect are paramount and where family and community are actively involved.
  • A support staff that leads the school in implementing a Pyramid of Interventions to assess individual students’ responsiveness to needed interventions.


Social Equity

  • A school climate that provides a safe and secure learning environment with an emphasis on high expectations and continuous improvement.
  • A smooth transition from elementary school to middle school through A Sixth Grade Academy Educational Model.
  • Programs for the development of self-respect, good character, ethical values, principles, and the ability to respect and get along with others.
  • Need-based programs implemented to address specific student body needs.
  • Students with exceptional needs are educated in the least restrictive environment; all resource program students are 100% mainstreamed into general education social studies and science classes.
  • Recognition programs in place to support students who show improvement in school.
  • Adult advocates (homeroom base teacher) work to know each student and to make home/school connections with each student.


Organizational Supports

  • A structured organizational program that includes the Agenda Book, a One-Notebook System and consistent School-Wide Procedures.
  • A discipline program where students accept responsibility and consequences for choices and actions with opportunities for guided decision-making.
  • School-Wide organizational systems in place for teachers to streamline non-instructional tasks.
  • A focus on protecting teachers’ instructional time and instructional planning time.
  • A systematic approach and school-based program to induct and orient new teachers into “The Chapel Hill Way”.