The Bulloch County Board of Education met for a work session on Thursday, April 24, 2025. On the agenda was a school spotlight on Langston Chapel Middle School, an in-depth FY26 budget discussion, and the election of a board delegate to the Georgia School Board Association Conference.
School Spotlight: Langston Chapel Middle School
While many schools are still catching their breath from the long shadow of the pandemic, one school in Bulloch County is leaning forward—with intention, innovation, and inspiring results. Langston Chapel Middle School (LCMS), once considered one of the lower-performing middle schools in the district, has undergone a transformation that defies statistics, disrupts assumptions, and draws statewide attention.
From pioneering instructional strategies and personalized interventions to lowering disciplinary incidents and maximizing academic growth, LCMS is not merely improving—it’s leading. And while the spotlight was placed on Langston Chapel during a recent board presentation, the story it told was far bigger than one school. It was the story of what happens when a community of educators, students, administrators, and board members commit to a shared vision: Every child can succeed—and it is our job to ensure they do.
Planting the Seeds—Leadership, Continuity, and the Power of a Team
When Principal Dr. Willie Robinson stepped to the podium to open LCMS’s presentation, he introduced the people standing with him not as a staff—but as a family. “This is the dream team,” he said proudly. “We started the 2023–2024 school year together, and not a single member has left. That kind of consistency matters.”
LCMS’s unwavering leadership core has become its most significant asset in a profession known for turnover. It’s allowed teachers and administrators to build a common language, refine systems, trust one another, and focus intensely on what matters most: student learning.
Teacher Clarity—Empowering Students With Purpose
At the instructional core of LCMS’s resurgence is the implementation of Teacher Clarity, a teaching framework that guides students through clearly defined learning targets and success criteria. The approach piloted at LCMS and later adopted district-wide transforms vague lesson plans into intentional, outcome-driven learning experiences.
“What I love,” said one instructional coach, “is that students don’t just know what they’re doing—they know why. They leave class saying, ‘Today, I learned how to summarize a nonfiction article using supporting details.’ That’s clarity.”
District walk-throughs, ongoing professional development, and teacher-led PLCs have made this clarity model a living, breathing component of the school’s instructional fabric. The data shows its impact—and so do the students.
The Climb—From Below the Bar to Closing the Gap
Historically, LCMS trailed other district middle schools by significant margins—at times 14 to 16 points behind on the College and Career Ready Performance Index (CCRPI). However, Dr. Robinson revealed during the spotlight that those days are over.
Today, LCMS is just 8 points behind its closest peer and only 10 points below the district’s top-performing middle school. Even more importantly, their overall scores have rebounded to pre-pandemic levels.
In the 2023–2024 school year alone, the school recorded a 4.4% increase in content mastery across all core content areas. Their English Language Arts, Mathematics, Science, and Social Studies scores all improved. “And this year,” Robinson said, “we plan to break through the 50-point mastery barrier. It’s more than a goal—it’s an expectation.”
Special Education Excellence—The SDI Revolution
A seventh-grade math teacher described her evolution from overwhelmed co-teacher to SDI champion. Specially Designed Instruction (SDI), which supports students with Individualized Education Plans (IEPs), has become one of LCMS’s most impactful initiatives.
With the support of SDI coaches and structured professional learning, co-teaching models like Parallel, Station, and One Teach/One Assist are now the norm. “Every student has a plan, and every lesson has a purpose,” the teacher stated.
All 19 students demonstrated measurable growth on i-Ready assessments in her co-taught classroom. “Some students grew by leaps. Others took small steps. But no one went backward. That’s a success.”
WIN Time—A Masterclass in Tiered Intervention
In many schools, enrichment and intervention time is an afterthought—if it exists at all. But at LCMS, WIN Time (“What I Need”) is a centerpiece of the daily schedule.
Targeted initially toward Tier 2 and Tier 3 students, WIN Time now supports every student in the building. Data from i-Ready and GMAS determines placements, and specific gaps and strengths drive instruction. High-performing students explore robotics, leadership, and advanced ELA. Struggling students receive math and reading interventions supported by small-group instruction.
Even Social Studies and Science teachers contribute to WIN Time, ensuring the entire staff is part of the solution. “We don’t want students to leave here just caught up,” said one administrator. “We want them ahead.”
Reading 180—Changing the Narrative, One Reader at a Time
A English teacher, along with her co-teacher, spearheads LCMS’s Reading 180 program, a targeted literacy intervention for students reading below grade level.
With rotations that include direct instruction, small group conferencing, and adaptive software, the results speak for themselves: 47% of sixth graders, 60% of seventh graders, and 58% of eighth graders showed reading growth. One standout, Tyree Sanders, earned national recognition from HMH for his progress.
“This program isn’t just helping students read. It’s helping them believe in themselves.”
Climate Shift—A Cultural Reset on Student Behavior
A few years ago, Langston Chapel logged over 400 days of in-school suspension (ISS) and more than 300 days of out-of-school suspension (OSS). Today, those numbers have been cut in half.
Assistant Principal Zachary Yaeger attributes the shift to a reimagined approach to discipline, rooted in restorative practices and reflection rather than punitive reaction. With the help of district leaders, the school embraced a Multi-Tiered System of Support (MTSS) that prioritizes early intervention and structured behavioral support.
Students are no longer immediately referred for minor infractions. Instead, teachers are trained to de-escalate, re-teach expectations, and implement classroom-based strategies. This has resulted in fewer suspensions, stronger relationships, and a culture of respect.
Data-Driven Growth—Whole-School i-Ready Gains
The school's MTSS Academic Coordinator shared remarkable full-campus growth data. In reading, LCMS students averaged 147% typical growth—exceeding national expectations. In math, they hit 92%, just shy of full-year goals.
The number of students two or more grade levels below in reading dropped from 59% to 46%. In math, that number fell from 59% to 45%. Meanwhile, students performing at or above grade level increased by double digits.
“It’s been a beautiful thing to watch, and yes—we’ve had to order a lot more pizza than planned for our incentive parties.”
Dr. Robinson closed the LCMS spotlight with grace and gratitude. “This is more than a turnaround story. It’s a love story. It is a story of what happens when educators love their work, their students, and the potential of a better tomorrow.”
As the board applauded, one member summed up the evening: “This is what public education is supposed to be. Keep going. We’re behind you.”
Budget Discussion
The work session's budget discussion focused on three areas: follow-up on previous questions, a review of the Capital Projects Fund Revenue Budget, and a review of the General Fund Revenue Budget. Grice Connect is working on an additional article with more in-depth information about these impactful changes to the budget.
Pre-K Lottery—Early Access, Uneven Demand
A special point of interest during the budget discussion was data from the recent Pre-K lottery. This year, 426 families applied for 390 available seats, leaving 69 students on waiting lists. The challenge, however, isn’t just a lack of seats—it’s mismatched distribution.
While Sallie Zetterower Elementary had a long waitlist, Langston Chapel Elementary had 21 open seats. The district acknowledged the need to consider teacher reallocations and family outreach over the summer to ensure equitable access. The county office will first work through the in-zone waiting list before offering spots to those children on the out-of-zone waiting lists to see if they would like to attend pre-k at a school besides their zoned school.
For example, a student living in the Sallie Z. zone whose parent has elected to put them on the out-of-zone waitlist could be offered an open spot at Langston Chapel. This is a process that continues throughout the summer, as people accept or decline spots.
“We owe it to our families to make the process smoother,” said one board member. “And we owe it to our students to make early learning accessible.”
District Budget—Doing More With Less
Currently, the district faces a complex financial landscape. The superintendent and board members reviewed a FY26 budget projection that includes a $5.9 million decrease in state education funding, primarily due to a sharp decline in equalization dollars—a formula meant to support lower-property-wealth districts.
To compound the challenge, the state increased the district’s local five-mill share by $2 million, reducing the QBE allotment even further. Despite receiving $2.3 million from the state to offset rising TRS and health insurance costs, the district faces a $2.5 million local funding shortfall to cover those expenses.
“This is not a crisis—but a call for caution,” the superintendent said. “We must prioritize smart investments in people, programs, and schools—like LCMS—delivering real results.”
Georgia School Board Association Summer Conference
The conference will be held in Savannah this June, and the Board elected Chair Elizabeth Williams as the official delegate to represent the Bulloch BOE with Glennera Martin serving as the alternate. Lisha Nevil indicated that she would also like to attend and it was clarified that all board members are welcome to attend the conference.
Executive Session
The board entered executive session. After returning, they approved the personnel recommendation list and FY26 contract recommendations for April 24.
The meeting was adjourned.