CHCS offers a dynamic curriculum that fuses all core-content areas with the arts, environment, and agriculture. Our teachers craft engaging lessons that enable students to master all grade-level Georgia Standards of Excellence while exploring our community’s natural surroundings, sustainable farms, and thriving arts community as a platform for their learning. This integrated, experiential approach empowers students to construct their own meaning and build connections in their minds here in Chattahoochee Hills.
Our students are guided in this process by our outstanding teachers and administrators. They not only perform well on exams, but go on to have rich and meaningful lives. They solve problems, work with others, make discoveries, and develop into independent thinkers.
Most importantly, our students are happy and well. They come to school curious, and head home engaged with their surroundings and community. Historically our school has some of the lowest absence rates of any school in the area because our students want to be at our school.
Our vibrant instructional approach makes learning fun and even messy! A student can explore our bird sanctuary to gather data and be inspired to show that data as a piece of art. While caring for our farm animals, a child can be guided to a connection that might help him or her better understand a concept in math. An observation made in a notebook on the first day of school may inspire meaningful writings a student can develop throughout the year. Our students have voice in the direction lessons may go, as their curiosity also inspires our teachers. This type of curricular culture develops a sense of community and fellowship that is the bedrock of meaningful learning.
Asher(K, 1 & 2)
Asher (3,4 & 5)
Ms. Eston Jennings (Director of Individualization)
If you have a question about your child's class please speak with your child's teacher or visit your child's teacher's page. If you have already talked to the teacher, please visit the Director of Curriculum and Instruction's (DCI) page above or reach out to the DCI for you child's grade level.
It takes a village to raise a child. It also takes a village to educate one. See how you can reinforce the learning going on at school, whether it's by reading to your child, having them read to you and explain key concepts, having them practice keyboarding, checking out their teacher's class page, or practicing our GROWING Traits.
Make sure your child is reading EVERY SINGLE NIGHT, even on weekends and holidays. Scholars should read at at least 20 mins for K-2, 30 for 3-8. Push your child to read more and more non-fiction as the common core requires more of those texts. Have your child explain to you what they read, ask them questions about it, "Why did the character do that? How would you feel if that happened? Is it fiction or non-fiction, how do you know? What is the significance of what you read?
Keyboarding is becoming increasingly important in the real world as well as in the academic world. This year all of our state tests must be completed online. Please try the following programs to help increase scholar typing ability. We want state tests to measure how much scholars know, not how well they can type. Please make sure this is not an obstacle by making sure scholars are practicing at least 15 minutes EVERY night. Please see the following typing programs you can use. BBC Dance Mat Typing Typing Games Zone, Typing.com,
Monthly GROWING Trait and Weekly Messages:
October Growing Trait: GENEROUS
When you are generous you part with goods and benefits for the sake of those around you, your community, your environment, and your world. You relinquish self-interest at times for the interest of others. You are charitable in your assumptions of other. You are helpful and seek to empower others. Give what you can, when you can, and be happy about it.
Week 1 Message:
We are generous by giving what we value, and not asking for anything in return. What of value, could we give, and to whom or what? Why?
Week 2 Message:
We are generous with our time by volunteering in our community and helping others. In what ways could you spend an hour that would be helpful to someone else?
Week 3 Message:
We are generous and we are charitable with our assumptions. We think the best of people. What has someone done that you did not like? What could you think of, that might explain their behavior in a more positive way.
Week 4 Message:
We are generous by sacrificing, putting others before ourselves, and giving even when it means we have less of something. What could you give up, that you really like, that someone else would also enjoy?
Math & Reading
Any pre-designed curriculum used at Chatt Hills is incomplete. We must tailor those curricula and materials to fit our artistic, agricultural, and environmental lenses. With that said, we are using Eureka math also known as Engage NY, a common core aligned math program to serve as the foundation on which our math curriculum is built. We use STEP (Strategic Teaching and Evaluation of Progress) K-5 for reading. STEP includes phonics as well as reading comprehension and not only assesses to see where scholars are in their reading abilities but then provides the next steps and reading materials for teachers to use to get them to the next step.
From the Eureka website: "Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression from grade PK—12. This coherent approach allows teachers to know what incoming students already have learned and ensures that students are prepared for what comes next. When implemented faithfully, Eureka Math will dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math."
From the STEP website, "STEP is a research-based formative assessment, data management, and professional development system that has been proven to significantly improve student achievement in literacy. STEP assesses children’s literacy skills, provides key data to educators, and trains teachers how to interpret that data in a way that moves children reliably through a 13-level system toward reading proficiency."