Title I School-wide Plan for
Written/Revised during the
School Year:
Revision Dates 05 /31, 07/12. 08/12, 09.12 / 10/12
Principal’s Signature
1
Title I School-wide Plan
Name of School
Lindley Middle 7th/8th
NAME
POSITION/ROLE/PARENT
Bivens, Mike
Principal
Adams, Jeanolyn
Parent Facilitator
Baker, Thomas
ELA Contact & 8th Grade ELA Contact
Bounds, Damian
Assistant Principal
Brown, Kasisi
S.S. Coordinator
Bryant- Young, Necole
7th Grade Counselor
Dixon. Scott
Enrichment Contact
Dominick, Tiana
8th Grade Science Contact
Dupree, Terri
Math & Science Coach
Dye, Julia
Assistant Principal
Fulwood, Njeri
Student Support Specialist
Henry, Latoya
Enrichment Coordinator
Jones, Joy
7th Grade Science Contact
Jones, Marcella
8th Grade Math Contact
Leach, Amanda
8D Team Leader
Lewis, Terri
ESOL Contact
Morris, Ashley
Academic Literacy Coach
Price, Ronda
Fine Arts Contact
Richard, Glenn
7D Team Leader
Richardson ,Sabrina
Assistant Principal
Rikard, Bradley
Fine Arts Contact
Roberts, Dana
7B Team Leader
Roberts, Michelle
8A/Team Leader & S.S. Contact
Robinson, Terri
Parent
Shull, Angela
7C Team Leader & Science Co.
Tartaro, Marc
Physical Ed. Contact
Weisman, Jeri
Cafeteria Manager
Williams, Kerri-Ann
7th Grade Math Contact
SIGNATURE
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Table of Contents
Pages
1. Comprehensive Needs Assessment
A. Participation of Individuals……………………………………………
B. Instruments, Procedures, or Processes…………………………………
C. The Needs of Homeless, Neglected, and Migrant Children……………
D. Current Achievement Data……………………………………………..
E. Information about All Students………………………………………...
F. Data, Conclusions………………………………………………………
G. Measurable Goals/Benchmarks………………………………………...
5-13
2. Schoolwide Reform Strategies That Are Scientifically Researched
A. Schoolwide Reform Strategies That Provide Opportunities For All
Children………………………………………………………………..
………………………………………………..
B. Effective Means of Raising Student Achievement…………………….
C. Effective Instructional Methods That Increase Learning Time………...
D. Address the Needs of All Children……………………………………..
12-16
3.
Instruction by Highly Qualified Professional Staff
A. Strategies to Attract Highly Qualified Teachers……………………….
B. School Status of Highly Qualified Teachers…………………………...
16
4. Professional Development For Staff
A. Include Teachers, Principals, Paraprofessionals, and Others…………
B. Aligned Professional Development with the State’s Academic
Content…………………………………………………………………
C. Professional Development Activities that Address the Root Causes…..
D. Include Teachers in Professional Development Activities Regarding
the Use of Academic Assessments……………………………………..
E. Schools Yearly Professional Development Schedule………………….
19
5. Strategies to Increase Parental Involvement
A. Involved Parents in the Planning of the Comprehensive School-wide
Program………………………………………………………………...
B. Parent Involvement Policy and Parent Compact………………………
6. Plans for Assisting Preschool Children in the Transition From Early Childhood
22
Programs and/or Students Entering Middle School or High School………………….
23
7. Measures to Include Teachers in the Decisions Regarding the Use of
Assessment……………………………………………………………………..
24
3
8. Coordination and Integration of Federal, State, and Local Services and
Programs
A. List of State and Local Educational Agency Programs and Other
Federal Programs that will be Included………………………………
B. Description of How Resources from Title I and Other Sources will be
Used……………………………………………………………………
C. Plan Developed in Coordination with Other Programs………………..
9. Activities to Ensure that Students who Experience Difficulty Mastering
Standards shall be Provided with Effective , Timely Assistance
A. Measures to Ensure that Students’ Difficulties are Identified on a
Timely Basis……………………………………………………………
B. Periodic Training for Teachers in the Identification of Difficulties……
C. Teacher-Parent Conferences……………………………………………
10. Description of how Individual Student Assessment Results will be Provided
to Parents……………………………………………………………………….
11. Provisions for the Collection and Disaggregation of data…………………….
25
26
26
27
12. Provisions to Ensure the Disaggregated Assessment Results are Valid and
Reliable…………………………………………………………………………
27
13. Provisions for Public Reporting of Disaggregated Data………………………
27
14. Plan Developed During a One-Year Period…………………………………...
28
15. Plan Developed with the Involvement of the Community to be Served………
28
16. Plan Available to the LEA, Parents, and the Public…………………………...
17. Plan Translated………………………………………………………………...
28
29
18. Plan is Subject to the School Improvement Provisions of Section 1116 ……...
30
1. Comprehensive Needs Assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
A. Participation of Individuals
This is the charge, the vision, of Lindley 7th & 8th Grade Academy. We are excited for the
upcoming and continued growth in the 4-core academic areas of math, science, social studies,
language arts, and literature. All content areas will emphasize reading and writing components
to enhance student learning. It is our hope that Lindley Middle School students will improve in
their ability to self-assess and self-monitor their own progress by utilizing data. This will develop
4
higher order thinking skills and independent learners. Decisions made from this data will
improve the performance of individual students and the overall instruction program. The
utilization of information by teachers, students, and administrators will move students to higher
levels of performance on the Georgia Performance Standards aid in the development of lifelong
learners. If we are to soar to new heights, teachers, administrators, and students, must know
where our students stand academically. We must build relationships and successfully move
students through levels of Blooms’ Taxonomy in order to increase the level of rigor required to
master Georgia Performance Standards (GPS) and to be successful contributing members of
society.
All Lindley students take classes from the state approved core-curriculum. The staff strives to
assist all students in their area(s) of strength or weakness. Some students have a double dose of
math and/or reading depending on their current performance level. We also offer advanced
classes which include Spanish I, Accelerated Math 1, and Advanced Learning Program classes in
all subject areas. Students are able to earn high school credit in the eighth grade for Spanish I and
Accelerated Math I. The connections offerings are Chorus, Band, Orchestra, Music, Physical
Education, Math Connections (Title I), Reading Connections (Title I), Health, Dance, Guitar,
Keyboarding, Lindley Café’ Poetry, Helen Ruffin Reading Bowl and Art. This allows a wide
variety of choice and ensures that all learning styles are met through these offerings.
Lindley students benefit from a variety of extracurricular activities including: After School
Reading & Tutorial Program, Band, Chorus, Dance Ensemble, Drama Ensemble, Green Thumbs
Gardening Club, Intramurals, Orchestra, Pre-College Readiness Enrichment Program (PREP),
Step Team, Student Ambassadors, Student Government Association (SGA), the Leading Ladies
of Lindley Mentorship Program, Male Mentor Program, Japanese Language Lessons, Science
Club, Top Secret Writing Club and Yearbook Staff. At Lindley, we strive to find every child a
place to grow outside of the classroom. School should help develop the well-rounded student.
The selection of electives and extracurricular activities is based on student and teacher requests.
The qualifications for participating in extracurricular programs vary based upon advisor
mandates and/or standardized criteria. Students are informed of upcoming events via daily
school-wide television broadcast, WLMS, which is produced by Lindley students.
This plan outlines the goals and steps to ensure students reach their highest academic level. This
plan is a living document that will be monitored, evaluated, and adjusted as needed in order to
maximize student accomplishment. Lindley teachers are involved in the practice of shared
governance. The School Leadership Team is comprised of Subject Coordinators, Team Leaders,
Administrators, District Support Staff, and the Parent Facilitator. The Leadership Team makes
decisions that directly affect student achievement and school organization. The members of this
team along with other stakeholders were instrumental in the development and revision of
Lindley’s School-wide Plan. The development of the plan was carried forth by a committee of
stakeholders that includes representatives from the leadership team, volunteer members of the
staff, district support staff, parents and community members.
We have developed our school-wide plan with the participation of individuals who will carry out the
comprehensive school-wide/school improvement program plan. Those persons involved were key
staff members, as well as parents/community members. (See above list)….These individuals were
involved by attending meetings in which the school’s leadership team met to discuss the year at a
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glance. During this time, former GAPSS data (2008), as well as the corresponding Title I and School
Strategic Plans were revisited to discuss significant gains in student achievement and parental
involvement, as well as critical areas of need. Climbing Mount Lindley to Reach the Summit-No
Excuses. This is the charge, the vision, of Lindley 7th & 8th Grade Academy. We strive strategically,
every day to reach those heights. We are excited for the continued growth in the 4-core academic areas
of math, science, social studies, language arts/literature. It is our hope that Lindley Middle School
students will improve in their ability to self-assess and self-monitor their own progress by utilizing data.
This will develop higher order thinking skills and independent learners. Decisions made from this data
will improve the performance of individual students and the overall instruction program. The
utilization of information by teachers, students, and administrators will move students to higher levels
of performance on the Georgia Performance Standards aid in the development of lifelong learners. If
we are to reach the summit of Mount Lindley all teachers, administrators, parents and students, must
know where our students stand academically. We must build relationships and successfully move
students through levels of Blooms’ Taxonomy in order to increase the level of rigor required to master
Georgia Performance Standards (GPS) and to be successful contributing members of society.
The GAPSS analysis conducted in March of 2008 revealed several challenges. The
challenges with the highest priority were:
• A need to further unpack the state standards
• A need for standards based instruction in all classrooms
• A need for differentiation of instruction practices
• A need for additional higher order thinking questions and activities
• A lack of integration of 21st Century technology
• A need to further align curriculum, assessment, and instruction with state standards.
Significant Challenges
The GAPSS analysis conducted in March of 2008 revealed several challenges. The
challenges with the highest priority were:
• A need to further unpack the state standards
• A need for standards based instruction in all classrooms
• A need for differentiation of instruction practices
• A need for higher order thinking questions and activities
• A lack of integration of 21st Century technology
• A need to further align curriculum, assessment, and instruction with state standards
Additional challenges include:
• High teacher turnover (result of RIF process)
• High student transiency rate
• Large number of students entering below grade level in reading and in math
• Large number of Special Education students with significant academic needs
• Large number of ESOL students with significant academic needs
• A small number of parents who participate fully but overall parental and community
involvement presents a challenge as well
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This Systematic Approach provides a more challenging, supportive, and rigorous
academic program for all students.
The Systematic Approach emphasizes:
o
Having high expectations for ALL Students
o
Increasing academic rigor within all subject areas
o
Determining the academic strengths and improvement needs of each student
o
Connecting with each student and forming positive relationships within a more
caring school environment
o
High levels of teacher content collaboration-once a week for content (Tuesday)
o
Weekly Staff Development- weekly on Mondays
o
Weekly Leadership Meetings
o
Weekly Team Meetings
o
Weekly Data Team Meetings
Lindley Middle School made positive improvements during the 2007-2008, 20082009, 2009-2010, 2010-2011 and the 2011-2012 year. Specifically, over this span of
time, our students’ score significantly escalated from a 68% passing rate to the most
recent 90% passing rate on the Middle Grades Writing Assessment. Our students used
their knowledge and skills in writing expository and persuasive essay to guarantee
success.
Lindley Middle School utilizes a traditional schedule for the core-academic and
connections areas (60 minutes). We attribute these significant improvements in student
performance to the intense levels of common content teacher planning. All of our
teachers meet weekly before/after and during school hours. They compose weekly
lesson plans, as well as create common assessments, which are directly aligned to the
CCGPS. According to Robert Marzano, effective schools promote a viable
curriculum. A viable curriculum is one in which teachers clearly understand the
standards for their designated, taught grade levels, as well as a grade level above and
below. We are proud of our unique, pure middle school model that employs a certified
teacher for each subject area on every team in the building.
The 2012-2013 grade level teams consist of the following configurations:
1)
7th grade – four 4-man teams, Literature/ Language Arts, Math, Science, Social
Studies
2)
8th grade – four 4-man teams, Literature/Language Arts, Math, Science, Social
Studies
We must make certain that our targeted interventions are implemented based on
student learning needs and a full-time paraprofessional has been assigned to the class
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to assist with implementation. In addition to this initiative, the school has adopted the
Inclusion Model, based on the students’ IEPs, which is used to strengthen and increase
teaching effectiveness and student learning.
Each instructional subject has an interrelated special education and general education
teacher. The special education teachers were placed in accordance with their
certification. The teachers collaborate weekly to meet the needs of all subgroups. This
is beneficial to all students in the inclusion class. We pride ourselves on the
cooperative nature of the class. Every student is gaining skills from both
professionals.
We at Lindley Middle School know that the success of our students depends on that of our teachers.
With this goal in mind, all beginning teachers and teachers new to the school are assigned mentors. The
mentors meet with their assigned teachers on a regular basis and perform classroom observations twice
a quarter to monitor the success of their mentees. These mentors also work with new teachers on
effective instruction through the Direct Instruction Program. Mentor teachers ultimately serve not only
to guide our new teachers, but to support them as well.
B.
Instruments, Procedures, or Processes:
At Lindley Middle School, we follow a sequential, data-driven process to warrant our students’
instructional needs. We administer weekly, teacher-made common assessments, 12 (twelve) and 24
(twenty-four) week benchmark assessments, Checkpoints, and spring CRCT assessments. We carefully
analyze and disaggregate our students’ data. We examine the full scope of our students’ performance;
all students, as well as by delineated subgroups. Subsequently, we provide professional learning
sessions for our staff to align their instructional practices with students’ instructional needs.
C. The Needs of Homeless, Neglected, and Migrant Children:
We have taken into account the needs of homeless, neglected and migrant children by
ensuring that upon enrollment, the counselors and social worker make an outreach to
the families in need. According to the state we need to include the following statement
for Cobb County students that reside in a Neglected and Delinquent Residential
Facility:
“In cases where the student(s) reside in a Neglected and Delinquent Residential
Facility, a representative from that Facility can serve as a proxy for the parent(s).”
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D.
Current Achievement Data:
We have reflected current achievement data that will help the school understand the subjects and
skills in which teaching and learning need to be improved. For example, we will focus on school –
wide literacy across all content areas as well as connection classes. We will continue to work to close
achievement gaps among subgroups as we embrace the Common Core Standards and explore ways
to increase text complexity.
CRCT
Level
Reading
Grade 7
Grade 8
90
94
ITBS
Level
Reading
Grade 7
40
Language
Arts
89
95
Math
Language
Arts
35
Math
84
71
35
Science
80
59
Science
37
E.
Social
Studies
75
71
Writing Assessment
Social
Studies
46
Composite Score
--------83% On Target
1% Exceeding Target
40
Information About All Students:
We have based our plan on information about all students in the school and identified students and
groups of students who are not yet achieving to the State Academic content standards and to State
student academic achievement standards including: economically disadvantage students, Black and
Hispanic students, with disabilities as well as Limited English proficiency students.
READING
(% of Students Meeting/Exceeding Standards)
Grade
20052006-2007 2007-2008 2008Level
2006
2009
2009-2010 2010-2011 20112012
Grade 6
76
81
85
---
---
---
---
Grade 7
67
73
83
86.7
88
89
90
Grade 8
84
78
83
91.6
95
97
94
9
Language Arts
(% of Students Meeting/Exceeding Standards)
Grade
2005200620072008Level
2006
2007
2008
2009
20092010
20102011
20112012
Grade 6
76
79
77
---
---
---
---
Grade 7
72
83
84
85.4
91
92
89
Grade 8
76
82
82
89.6
92
94
95
20092010
20102011
20112012
Math
(% of Students Meeting/Exceeding Standards)
Grade
2005200620072008Level
2006
2007
2008
2009
Grade 6
38**
48
54
---
---
---
---
Grade 7
68
51
63
72.3
76
83
84
Grade 8
63
68
29
59
57
63
71
Science
(% of Students Meeting/Exceeding Standards)
Grade
2005200620072008Level
2006
2007
2008
2009
20092010
20102011
20112012
Grade 6
36
35
42
---
---
---
---
Grade 7
33
49
54
64
71
76
80
Grade 8
55
52
25
49
39
47
59
Social Studies
(% of Students Meeting/Exceeding Standards)
Grade
2005200620072008Level
2006
2007
2008
2009
20092010
20102011
20112012
68
67
75
Grade 6
73
68
Grade 7
78
74
10
Grade 8
83
73
37
Eighth Grade Writing
(% of Students Meeting/Exceeding Standards)
2005200620072006
2007
2008
Scale
355
200
201
Score
49.3
70
68
71
20082009
203
20092010
207
20102011
212
20112012
212
% on
Target
75
60
66
68
74
87
83
%
Exceeding
Target
8
1
2
1
1
3
1
Grade 8 ITBS COMPOSITE – 2010/2011 – 7th Grade ITBS COMPOSITES
Average Percentile Rank
Year
20022003200420052006200720082003
2004
2005
2006
2007
2008
2009
Composite
38
37
33
36
32
27
34
Reading
36
32
29
35
28
25
32
Mathematics
40
37
34
36
34
26
31
Language
43
42
36
38
34
29
33
Science
38
36
34
37
32
31
38
Social
37
35
31
36
37
31
35
Studies
20102011
38
33
34
38
41
38
20112012
40
35
35
37
46
40
F. Data, Conclusions:
The data has helped us reach conclusions regarding achievement or other related data. In all subject
areas our students met or exceeded the standards with at least an 70% or higher. The major strengths
included the 91.67% pass rate of all students in Reading/Language Arts. Our teachers utilize Folio
Writing to help prepare for the 8th Grade Writing Assessment. The compositions are submitted
electronically and students receive specific feedback about how to improve their writing. Teachers
place special emphasis on the domain of ideas, which accounts for 40% of the Writing Assessment.
The major needs that the data revealed showed our SWD and ELL subgroups are significantly lower than
others in all core subjects on the CRCT. For example in Math the percent meeting and exceeding
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standards among our entire student body reflects 77.77%, while our black students are at 78.30 % and our
white students are at 83.87% our ELL students are only at 63.70% and our SWD population are even
lower with 46.40% meeting or exceeding the standards. This substantial decrease is evident across the
board.
STUDENT LEARNING PRIORITIES
Our student learning priorities and school performance priorities are driven by student performance on
the Georgia Performance Standards as measured on the Criterion Referenced Competency test (CRCT)
and Iowa Test of Basic Skills (ITBS).
Priorities for Student Performance
•
All students shall meet/exceed standards in Reading/Language Arts at or above
grade level equivalency
•
All students shall meet/exceed standards in Mathematics at or above grade
level equivalency
All students shall meet/exceed standards in Science at or above grade level
equivalency
All students shall meet/exceed standards in Social Studies
Priority for School Performance
•
Provide all employees with high quality professional learning opportunities to
promote individual development and improve student performance, particularly in the
content areas of mathematics and science
Increase the number of certified teachers trained in Highly Effective Teachers
(HET) strategies
Increase the number of certified teachers who are proficient with implementing
technology within daily instruction (student-centered)
Increase students’ proficiency levels in the area of science
Increase students’ proficiency levels in the area of social studies
Increase students’ perceptions about school and self-efficacy levels through the
implementation of a school-wide staff/student mentor initiative
Our goal is to raise the achievement level in Mathematics, Literacy, Science, and Social Studies for all
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Lindley students with particular focus on students who are in Special Education and ESOL programs.
We will also increase the number of students enrolled in advanced content classes. Our target goal is to
reduce the disparity in performance of our Students with Disabilities (SWD).
G. Measurable Goals Benchmarks:
The measurable goals/benchmarks we have established to address the needs of our learners
included increases in the areas of mathematics and science, as well as increases in students’
composite ITBS scores. Below, there is a listing of initiatives that we have implemented to
assist us with attaining our goal of increased student achievement.
2. School-wide Reform Strategies That Are Scientifically Researched
A. Effective Means of Raising Student Achievement:
In order to reach our goals set out in this improvement plan in math and
literature/language arts, writing, science and other content areas, teaching strategies must
meet the learning needs of all students enrolled in our school. ALL students must be
placed in a position to improve performance.
The research-based strategies that we put into practice follow an
implementation/monitoring cycle. We provide professional learning sessions in which
teachers receive explicit training on implementing best practices that align with our
students’ instructional needs. Lindley Middle School will embrace the co-teaching model,
with training provided by GLRS, and develop techniques effectively implementing highimpact teaching strategies within the classroom (research-based best practices) as key
tools in helping ALL students perform at higher levels. Teachers will collaborate to
complete weekly lessons and unit plans that are performance based designs that focus on
student understandings. General Education, ESOL, and enrichment teachers will design
units, plan activities, and teach collaboratively. This will provide academic opportunities
for all of Lindley’s students.
Performance based instruction, as outlined by the Georgia Common Core Performance
Standards, necessitates a paradigm shift for educators. By the use of Backwards Design,
model instruction is focused on student understanding of the standards and applicable
elements. Professional Development, as well as collaborative planning will transition
teachers from activity based instruction to standards-based instruction.
B. Other measures that were/ will be taken to ensure a transformation at Lindley
Middle School include:
•
Key group of teachers attended the Model Schools Conference in Orlando, FL to
glean best practices and strategies used in model schools to increase student achievement
13
•
Key group of teachers attended the ASCD Differentiation Conference in Orlando,
FL to glean strategies to reach all learners where they are
Key groups of teachers attended the Highly Effective Teachers summer training
sessions
•
Based on the GAPSS recommendations we had a consultant from the
International Center for Leadership in Education to come in and train the teachers on the
Rigor/Relevance Framework
•
Based on the GAPSS recommendations, the state Leadership Facilitator and
content area representatives have conducted professional learning sessions on unpacking
the standards and standards based classrooms
•
We have implemented the 25 Book Campaign
•
All teachers provide daily warm-ups with test prep material
•
21st Century Technology is being implemented in all classrooms- $1,200.00 Title
I funded
•
Manipulative’s are used in order to make certain abstract concepts become more
concrete
•
Data team training and weekly data team implementation
•
Weekly staff development held on Mondays based on teacher needs
•
Annual Best Practices Conference showcasing a variety of national presenters that
focus on areas of student need such as differentiated instruction, effective co-teaching,
and writing in the content areas
Advisement Time for skill reinforcement
Common content planning times
ESOL Endorsement Classes offered at local school site
Specific training opportunities to address explicit vocabulary instruction, teacher
commentary, purposes and proper use of checklists and rubrics
Intense content teacher collaboration (vertical and horizontal)
Collaboration with feeder schools to align instructional framework
Curriculum mapping
Monthly Math/Literacy Nights and Saturday School
Teacher and student writing strategies training- Eric Cork-$4,800.00
Vocabulary Strategies-Differentiation- Sharon Faber- $2,500.00
Training on explicit content vocabulary and writing instruction-Bernadette
Lambert- $1,500.00
Training on Common Core Implementation and Differentiated Instruction- Debby
Raper- $6,000.00
Key teachers will attend Georgia Middle School Association Conference$3,000.00
Training for teachers and students- Test Taking Strategies-Devante Parks$1,500.00
Author Study-Author to be decided upon- $1,500.00
Additionally, based on our students’ performance on the 2011 ITBS (7th graders) and
2012 CRCT, our students will benefit from receiving additional instructional assistance in
the areas of mathematics and science (subgroups). Therefore, we have decided that all
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teachers will receive intense trainings regarding teaching content vocabulary, as well as
the inquiry method. Our focus on these areas has been warranted based on our students’
performance data on the above-mentioned assessments. We have also incorporated a
Lunch/Advisement period within our daily schedule. This allotted time provides students
the opportunity for skill refinement. Teachers have ample time to gather data regarding
students’ performance in specific content areas being taught. In turn, the teachers provide
relevant and rigorous instruction to refine students’ skills.
Reflex Math Program Lindley 7th & 8th
Extensive research has shown that students who are not fluent with their basic math facts have
major challenges mastering higher level math concepts. The National Math Advisory Council
has recently highlighted math fact fluency as a central pillar of every student’s mathematical
education. We will assist students in reaching mathematical fluency by adding Reflex online
math fluency program. This program answers our fluency challenges by covering the complete
process of fact mastery from initial acquisition of previous unknown facts through automaticity.
The program continuously differentiates instruction and adapts practice to each student’s current
ability and needs throughout the entire session. Reflex provides educators with intuitive
insightful reports to monitor fluency gains and system usage. Students who are fluent in their
math facts are able to focus their working memory on learning the math at hand. In addition to
helping students attain this necessary fluency, Reflex is also designed to foster a change in
student attitude. Instead of believing that mathematics is for a chosen few, Reflex helps students
understand the relationship between effort and success, an important connection for middle
school students. Finally, retrieval speed (as a measure of fluency) is a significant predictor of
performance on standardized tests.
C. Effective Instructional Methods That Increase Learning Time:
Robert Marzano’s research indicates that effective schools incorporate a “viable curriculum”.
This curriculum is described as one in which teachers are aware of the standards in which
students are responsible to master in their designated grade level, as well as one grade level
below and above. Therefore, our teachers meet weekly to discuss and plan meaningful lessons
which foster student achievement for all. Additionally, we increase the amount and quality of
learning time by offering before/after school tutorial sessions, Saturday School, as well as our
Extended Learning Program which primarily serves our CRCT Level I students. (Offer sessions
two days per week in literacy and math content areas).
In addition to help with the implementation of effective instructional methods we purchased a
literacy coach as well as a math coach to assist our teachers, their primary roles include but are
not limited to the following:
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
First and foremost, to assist teachers with effective ways to improve quality instruction in
their classrooms.

Model lessons and strategies.

Observe and provide positive construct feedback.

Advise and support teachers with instruction (materials, planning, instruction, and
assessment).

Team teach

Collaborate with teachers in grade level and vertical team meetings.

Provide professional development.

Help with organization and management of their materials.

Develop intervention plans for struggling teachers

Demonstrate data disaggregation and ways to use data effectively

Meet with principal and administrators on a regular basis about teachers regarding
instruction, progress, concerns, etc.
3. Highly Qualified Professional Staff
For the current school year, 2012-2013 year, there are 74 certified staff (both on Provisional and
Clear Renewable Certificates) and 27 classified staff members. Many of our staff members hold
advanced degrees and are currently continuing educational efforts through graduate study.
Adhering to the mandates of the Elementary and Secondary Education Act of 1965, we currently
have one core teacher who does not meet the highly qualified teacher status. We participate in
the hiring and maintenance of “Highly Qualified Teachers”, as determined by the State of
Georgia, through Human Resources within the Cobb County School District. Thus, the one staff
member who does fit the “highly qualified” status has been preparing to take the GACE in the
designated content area to gain the above-mentioned status. We also attend and participate in the
hiring and selection of highly qualified teachers through job fairs and aggressive recruitment. As
we are striving to change the culture of our school, we are noticing that more teachers are
becoming attracted to Lindley Middle School. Additionally, all teachers new to Lindley Middle
School will participate in a new teacher mentoring program in which new teachers meet on a bimonthly basis with their mentors. This learning community will provide opportunities for
professional growth to ensure both student and teacher success.
4. Professional development for staff to enable all children in the school:
We provide high quality and ongoing professional development on a weekly basis, as
well as respond to the needs of our students and staff. We have deployed a system of “job
16
embedded” professional development in order to equip our teachers and support staff
with proven strategies that not only address our students’ needs, but are easily transferred
and translated into higher student achievement.
Lindley’s teachers and administrators have participated in a variety of research based
training programs. Our teachers have effectively collaborated through subject planning
to produce unit lesson plans, standards based lessons, and review of student work for
evidence of learning. This collaboration affords them the opportunity to use researchbased strategies in their daily lessons.
Some of the Professional Development Activities include:
•
Text Complexity/Common Core by Debby Raper -Title I funded
•
Book Study-Middle School-Living In The Fast Lane by Sharon Faver-Title I
funded
•
Vertical and Horizontal Alignment
•
Academic teachers participate in horizontal Data Teams which maintain a data
notebook
•
Training in the Rigor/Relevance Framework
•
Training in unpacking the common cores standards
•
Professional Development bi-weekly on Mondays
•
“Learning Folio Express” training that will assist in increasing student
achievement on the Georgia Writing Assessment-Title I funded
•
Training on the Common Core Anchor Standards promoting increased
implementation of 21st Century technology in the classroom
•
Training on effective collaboration
Summer teacher content planning
Training on effective ways to teach content vocabulary-Sharon Faber-Title I
funded ($2,500.00)
Training on providing timely, relevant teacher commentary
Training on conducting meaningful teacher/student conferences
Training on incorporating higher order questioning within daily instruction
Training on differentiation by content/process
Training on best writing instructional strategies from consultant, Eric Cork-“Write
On” –Title I funded ($4,800.00)
Training on writing across the curriculum (thematic approach)
Training on science vocabulary and activities to promote learning- Michael
Green- Title I funded
•
Annual Best Practices Conference showcasing a variety of national presenters that
focus on areas of student need such as effective co-teaching, content vocabulary and
writing in the content areas- Bernadette Lambert- Title I funded ($1,500.00), and
Common Core Implementation with Differentiation Strategies- Dr. Kay Burke-Title I
funded ($6,000.00) Performance contracts will be completed and submitted to the Title I
Office in accordance with the six weeks prior to services being rendered policy.
A. Include Teachers, Principals, Paraprofessionals and Others:
17
We include teachers, parents, paraprofessionals and administrators within the
professional development process. All certified staff members and paraprofessionals
attend weekly sessions. We conduct monthly Literacy/Math Nights to inform parents
about the best instructional practices in which we charge them to reinforce in the home;
yielding increases in student achievement.
We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems. For example
we have allocated monies to purchase books to be utilized during staff book studies, as
well as supplemental resources such as Achieve 3000, Efolio Writing, Gizmos, Elmos,
Brainpop, Scholastic Magazines.
We have included teachers in professional development activities regarding the use of
academic assessments to enable them to provide information on, and to improve, the
achievement of individual students and the overall instructional program in the following
ways….
B. Aligned Professional Development with the State’s Academic Content
We have aligned our professional development sessions with the state’s academic
components of the required, grade-specific Georgia Professional Standards. We have
carefully required our teachers to participate in curriculum mapping sessions, weekly
content planning sessions and vertical teaming content sessions. Our teachers also
participate in county professional development sessions (as participants and
facilitators) to further their thorough understanding of state academic content.
C. Professional Development Activities that Address the Root Causes:
Lindley’s professional development activities are focused around the root causes of
students’ deficit areas. Our teachers have been trained to plan by the backwards
design approach, as well as embed rigor and relevance within their daily instruction.
As we study our data, we concluded that we must maintain rigor within our daily
instruction to ensure that students’ areas of need are extended and refined, which will
ensure achievement level increases.
D. Include Teachers in Professional Development Activities Regarding the Use of
Academic Assessments:
We analyze our students’ performance data and make instructional decisions based on
students’ academic needs. Thus, all teachers participate in weekly data team
meetings. Each content team is required to administer a common assessment (both
formative and summative), then present his/her students’ performance data. Teachers
determine the trends in the data and make logical instructional decisions for further
18
units of study. Teachers also conduct error analysis with all students in order to
provide timely feedback to students.
2012-2013 Professional Development For:
Month
Lindley Middle School
Core Academic Addressing
Location
October
Bill Daggett Next Step Strategies
Vocabulary StrategiesDifferentiation-Sharon Faber
November
Data/Technology Integration-
November
Write On Academy-Eric Cork
December
Pacing/Mapping out 2nd Semester
Inquiry Teaching/Reciprocal
Teaching
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
National Title I Conference
Journaling with Stances- all content
areas
Nashville TN.
Lindley Middle
School
Georgia Middle School Association
Test Taking Strategies-Acceleration
and Remediation
Savannah, GA
Lindley Middle
School
Lindley Middle
School
Lindley Middle
School
August
August
September
September
January
January
February
February
March
March
Readiness for Common Core
Quadrant D Lesson Study –
Bernadette Lambert
Vocabulary Strategies – Bernadette
Lambert
May
Testing Taking Skills-Devante Parks
Test Taking Strategies-Acceleration
and Remediation
Highly Effective Teaching
Conference- Susan Kovalic
Engaging Science Vocabulary and
Activities to Promote Student
Achievement Value Added Accountability-Year in
Review
May
Ron Clark Academy Visitation
April
April
April
Denver, CO
Lindley Middle
School
Lindley Middle
School
Atlanta, GA
Estimated Cost
0
$1500.00-Title I
funded
$1500.00-Title I
funded
$2000.00-Title I
funded
$2,500.00-Title I
funded
$1,200.00-Title I
funded
$4,800.00-Title I
funded
0
0
$750.00
0
$3,000.00Title I funded
0
$1,500.00-Title I
funded
0
$5,000.00-Title I
funded
$1,800.00
$3,000.00-Title I
funded
19
June
Model School Conference
$6,000.00-Title I
funded
* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!
5. Parental Involvement
Parental involvement is critical in the process to close the achievement gap between
disadvantaged and minority students and their peers. The goal is to change the culture of
schools so that they invest in and define success as the academic achievement of every child.
Here at Lindley, we have a Parent Facilitator to assist with increasing parental involvement.
The duties and responsibilities of the Parent Facilitator include but are not limited to the
following:

Assists in planning meetings with parents for the purpose of enhancing the effectiveness
of relationships between the parent, school and student.

Coordinates educational opportunities , or other professionally developed modules (e.g.
parenting skill workshops, etc.) for the purpose of promoting student achievement,
student attendance and home-school partnerships.

Develops programs and/or activities for parents to be involved in with their children for
the purpose of promoting successful participation in all phases of school life.

Assist with providing interpreters Spanish/English at gatherings, home visits, and social
visits regarding school activities for the purpose of better communication between staff,
students and school.

Orients volunteers for the purpose of accomplishing assigned functions.

Participates in meetings, workshops, trainings, and conferences for the purpose of
conveying and/or gathering information required toperform functions.

Prepares written materials (e.g. invitations, memos, letters, etc.) for the purpose of
documenting activities, providing written reference, and/or conveying information.

Processes Title I documents and materials for the purpose of disseminating information to
appropriate parties.

Recruits parent volunteers for the purpose of assisting the school in its activities.
20

Responds to inquiries (e.g. community programs, assistance, etc.) for the purpose of
providing information and/or direction.

Seeks out and visits community facilities for the purpose of helping bridge
communication between home,
o school, and community.

Supports administrative team and serve as a member of the leadership team
Our parent facilitator has devised strategies intended on securing the input of the whole
family. Student and parent book clubs will foster a higher interest in reading. Monthly
“Moms and Muffins” and “Dads and Doughnuts” dates paired with an academic focus are an
inviting way to provide parents with a deeper understanding of educational programs and
how the school works. Monthly Literacy/Math Nights are aligned to reinforce teachers’
professional learning sessions; thus establishing a connectivity between school and home
(increased student achievement). An informational session on the Magnet Programs provided
throughout the district has also been added to our events calendar to allow parents the
opportunity to be informed about the magnet application process. Parental participation in
our PTSA, invitations to lunch with their student on special holidays, heritage celebrations,
literacy trainings, Family Fitness Nights will contribute to students’ positive attitudes and
behavior. Parents are involved within the planning, review and improvement of our schoolwide program as we welcome their input and solicit their assistance to improve the
educational processes for all learners. Parental involvement in the yearly planning sessions
allows for community input regarding operational and academic procedures. Banding with
teachers and administrators to create instructional and informational sessions establishes a
supportive school community. Additionally, the school works cooperatively with the
International Welcome Center to provide English and Spanish courses for parents. By parent
requests, we are also providing the opportunity for our families to begin a study of basic
Japanese. (offered at the Lindley Sixth Grade Academy) Finally, parents are encouraged to
play an integral role in decision-making, as well as being a part of the advisory committees to
assist in the education of their student(s).
Parents are also encouraged to complete Parent Compacts. In January, we also host four
different curriculum nights 7th grade, 8th grade, ESOL, Enrichment (SWD population) to
inform parents regarding their students’ current performance, as well as prior assessment data
on the ITBS, CRCT. We also discuss post graduate opportunities with students and parents to
ensure that all stakeholders establish and maintain goals for student success.
A. We have involved parents in the planning, review, and improvement of the
comprehensive school-wide program plan by….
B. We have developed a parent involvement policy included in our appendices that
21
 Includes strategies to increase parental involvement (such as family literacy
services)
 Describes how the school will provide individual student academic
assessment results, including an interpretation of those results
 Makes the comprehensive school-wide program plan available to the LEA,
parents, and the public (internet, newspaper, newsletters)
 Compacts required-include with policy
 Parent involvement checklist included
Parent Calendar
Lindley 7/8 Academy Event Dates 2012-2013
August
7th grade 3:30 – 5:00 Sneak- a - Peak
8th grade 6:00 – 7:00 Sneak- a - Peak
August 23
6:00 pm - Enrichment Night
August 23
7:00 pm – PTSA Committee Meeting
September
September 4
PSTA Membership Drive Celebration
September 4 -6 CogAT
September 7-14 7th Grade Students ITBS / Testing
September 10 6:30 pm - Math & Literacy Night
September 20 6:30 pm - PTSA / Open House & Annual Title I Session
October
October 8
6:30 pm - Math & Literacy Night
October 11
6:30 pm - PTSA
6:30 pm- Hispanic Heritage Night
October 22-26 Early Release Week (out 2Hrs early)
October 31
Awards Day (various times)
November
November 5
6:30 pm - Math & Literacy
November 5-16 Benchmarks #1 (Required)
November 15 6:30 pm – PTSA
December
December 12 6:30 pm- Fine Arts Holiday Concert
6:30 pm- PTSA
December 17 6:30 pm Math & Literacy Night
January
January 22-March 5
ACCESS (ELL students only)
January 23
Writing Assessment 8th Grade Students
January 24
Make-up Writing Assessment 8th Grade Students
January 24 – March
21 Century Skill Assessment
February
February 13 6:30 pm - PTSA with
6:30 pm – Lindley’s Finest (Performing Arts Program)
February 25
6:30 pm - Math & Literacy Night
February 25 – March 18
Benchmarks #2 (required)
August 9
22
March
4:30 pm - Crunch Night
6:30 pm- PTSA
March 25
6:30 pm- Math & Literacy Night
April
April 18
6:30 pm- PTSA
April 22-May 1 CRCT Testing
May
May 2
6:30 pm -Volunteer Dinner
May 9
6:30 pm-PTSA
6:30pm - Spring Concert – Mable House Amphitheatre
May 20-22
CRCT RE-Test (8th Grade Only)
March 14
6. Plans for assisting preschool children in the transition from early childhood
programs to local elementary school programs and/or students entering middle
school or high school
Transition for Preschool and Fifth Graders
The transition from the 6th grade Academy to that of the 7th and 8th grade allows for
rising 7th graders to become acclimated to the environment of the 7th and 8th grade
Academy. Students are involved in many activities to introduce them to life as a student
in the upper Middle School. Students participate in an articulation process where they
come to the 7th and 8th grade Academy to tour the building and visit classrooms.
Additionally, a parent information session is held to allow parents of rising 7th graders to
gain insight into the 7th/8th grade Academy and offers parents an opportunity to
participate in a question and answer session. We host summer transition programs which
serve rising 7th and 9th graders.
Students transitioning from 8th grade to high school also participate in a familiarization
process. Key faculty members and students from Pebblebrook High School come to
Lindley to discuss the high school experience, expectations and extracurricular activities
with all 8th grade students. Parent meetings are held both at Lindley Middle and
Pebblebrook High School to assist with the orientation process, address appropriate social
skills and bring ease to the overall transition process. A guest speaker from College
Bound Dreams will address such areas as goal setting and mapping out a 4-year college
plan.
7.
Measures to include teachers in the decisions regarding the use of assessment to
provide information on, and to improve, the performance of individual students and
the overall instructional program.
The ways that we include teachers in decisions regarding use of academic assessment are as
follows:
23
Including Teachers in the Decisions
Data teams convene weekly to provide opportunities for teachers to address student needs,
student performance, and to develop strategies to move students to a higher level of learning.
Lindley teachers participate in the school improvement process through collaboration, subjectarea meetings (vertical planning), grade-level meetings (horizontal planning), student academic
reviews, professional development, and faculty meetings. Through this school improvement
process, teachers cooperatively plan activities that support the School Strategic Plan goals and
strategies. Along with planning lessons, teachers analyze data as a subject area and for their
individual classes. All collaborative meetings focus on staff development and school
improvement through the examination of data collected by common assessments and
benchmarks that are aligned to GPS. This progress testing is aligned to GPS, state unit pacing,
weekly skills taught and CRCT. Pretest, Quarterly Benchmarks, Mid-Year Review, Common
Assessments, Checkpoints and Post-Test results are analyzed for use with indicating school-wide
progress. This data is organized to illustrate trends for individual students, class period, team,
and grade-level. Through analysis of this data, appropriate instructional and needs adjustments
can be made, if necessary.
Weekly student academic reviews of student progress,
analyze/identify specific student needs, evaluate the effectiveness of lessons/teaching,
plan/adjust instruction and develop (objective-focused) learning activities that
engage/accelerate/challenge students to master analytical/critical-responsive thinking. We are
increasing our focus on the area of making critical instructional decisions based on students’
data. Current research indicates that the single most important factor that affects student
achievement is the teacher. Therefore, we deliberately include teachers within the decisionmaking process regarding professional learning, instructional resources to purchase, as well as
the daily instructional operations that occur within all classrooms, for all students.
8. Coordination and integration of Federal, State, and local services and programs
A. Lindley Middle School receives funding from various sources. Specifically, we receive
funding from Title I, Title II, Title III, Impact Grant. We also receive community support from
Publix, The Strand, Atlanta Braves, Atlanta Falcons, Cheesecake Factory. These funding
sources and local services supplement our students’ instructional learning by providing
resources, incentives and authentic experiences.
Lindley addresses instructional extension in a variety of ways: Before School Extended Learning
Program, Saturday School, and the Summer Enrichment Program, which are funded through a
variety of federal and state sources. We are careful to be sure the resources, incentives, and
experiences are coordinated to support student achievement based on data from both formative
(class observations, etc.), as well as summative assessments. (ITBS, CRCT-new assessment,
Middle Grades Writing Assessment)
Title I resources such as Success Maker, Achieve 3000, Efolio, Write On, Reflex Math!
Brainpop, Scholastic READ 180, etc. will be utilized to increase student achievement in key
24
areas such as written expression, reading fluency, reading comprehension/vocabulary, logical
reasoning, problem solving, numbers and operations, as well as specific scientific concepts for
both life and physical science. The above-mentioned resources will serve as a guide for students
to refine their current skills sets in designated areas.
B. We offer many opportunities for our students to gain knowledge about career programs,
community service programs and college awareness. Our school counselors plan the year’s
events in alignment with the three counseling domains: 1) personal/social, 2) academic, 3)
career. In order to comply with the mandates of The School-To-Work Opportunities Act of 1994,
we ensure that all of our students receive instruction regarding career awareness. Specifically,
our 8th graders participate in the Career Cruising initiative which offers tiered lessons, career
inventories, skills inventories, learning styles and interest inventories, all of which are presented
to our students. The data is compiled (individually) and students are provided with profile sheets
which indicate their areas of career/skill strength. Additionally, these sheets are utilized to
provide details for our students when selecting their high school electives for the ninth grade.
9. Activities to ensure that students who experience difficulty mastering standards
shall be provided with effective, timely assistance, which shall include:
Activities to Ensure Mastery for Students Who Experience Difficulty Mastering
Standards
All lessons are planned utilizing Backwards Design. Through research, we understand that
Understanding by Design (Backwards Design), presents information in a format which
minimizes student incomprehension. By analyzing the data team findings, teachers identify if
any specific students or classes still require further assistance. The strategies implemented as a
result of the analysis of this data are constructed to address any unmet educational needs.
Students who demonstrate continued difficulty are supported daily through the use of Sponge
Activities as review for the CRCT and other key standardized exams. Tutoring is also offered in
every content area for students who continue to experience difficulty. (both specific
teacher/content tutoring and Extended Learning Program-Tuesdays-Math and Thursdays –
ELA/Reading)
•
Provision to ensure that the assessment results are valid and reliable
The weekly collection and evaluation of data through data team meetings and data talks ensures
the validity and accuracy of that data. CRCT simulated testing samples are administered with
accommodations. Performance-Based Instruction utilizes “Learning by Doing,” emphasizing
exploratory activities, expecting students to use all resources (human/non-human) to demonstrate
final products and proficiency as outlined by GPS, district, state, school, and teacher
expectations. Acceleration is expected, planned, delivered and assessed for all students.
25
10. Description of how individual student assessment results and interpretation will be
provided to parents
Parents are notified of their child's progress and performance in a variety of ways: personal
and telephone conferences, progress reports, report cards, U.S. mail, individual or team group
emails, and student academic review conferences. Additionally, parents are provided an
opportunity to attend an informative, evening session with teachers and administrators to
discuss the components of the CRCT. Scale scores are explicitly discussed with
parents/students. Additionally, in January of each year, our school hosts four curriculum
nights (7th grade, 8th grade, ESOL, SWD) to ensure that all stakeholders are informed about
students’ academic performance, as well as set goals for post middle school opportunities.
Each parent receives a folder which includes students’ CRCT/ITBS/MGWA scores,
Scholastic Reading Inventory (SRI scores), attendance, discipline, current report card. The
purpose of this meeting is to ensure that all stakeholders clearly understand how to read the
results of given assessments, as well as gain insight regarding students’ academic/behavioral
performance. Research indicates that students whose parents are involved within their
educational experiences tend to experience higher levels of success than those who do not
have parental involvement/support.
11. Provisions for the collection and disaggregation of data on the achievement and
assessment results of students
Lindley Middle School uses a variety of data to guide its decision making in order to provide
focus on instructional and organizational effectiveness. The major sources of this data are
assessments at state, county, and local levels. These assessments, referred to as standardized
testing instruments, provide both norm-referenced and criterion referenced measures of
student learning. The major assessment administered across all grade levels was the state
required Criterion-Referenced Competency test. This assessment is administered each year
which helps to document longitudinal results. CRCT results provide important data for the
reporting required by the federal government’s No Child Left Behind legislation since this
criterion referenced assessment is based on the Georgia Performance Standards (GPS),
Lindley Middle School uses the CRCT to identify and target areas for academic gains.
During vertical planning meetings, teachers analyze prior year CRCT scores to determine
areas needing improvement. The purpose of this analysis is to group students into subgroups
according to academic needs. These subgroups are referred to as Level One, Level Two, and
Level Three. Students in the level one subgroup did not meet the standards on the CRCT
tests. They are given such services as Title I Reading/ Math, as well as receive supplemental
reading instruction via Scholastic READ 180. These students are also enrolled in our
Extended Learning Program. Level Two students met the standards in the required academic
areas. They are provided with differentiated instruction which enables them to achieve at a
higher level than previously shown on the CRCT. Level Three students exceeded the
standards on the CRCT test. These students are identified and provided differentiated
instruction, which enables them to achieve at a level aligning with their ability. Also, they are
26
offered services such as Advanced Content in all subject areas. Specifically, increasing the
number of students enrolled in Advanced Content courses is one of our primary goals for the
2012-2013 year.
The analysis of data collected at the classroom level, school level, and county level will
continue. Teachers will meet weekly in grade level collaborative planning meetings to
develop data driven lesson plans. Teachers also meet in weekly data team meetings to
analyze students’ performance on weekly common assessments. The core School Leadership
Team will meet monthly to ensure that teachers’ instructional decisions are yielding student
achievement.
12. Provisions to ensure that disaggregated assessment results for each category are
valid and reliable
The weekly collection and evaluation of data through data team meetings and data talks
ensures the validity and accuracy of that data. CRCT-new Common Core Assessment
simulated testing samples are administered with accommodations. Performance-Based
Instruction utilizes “Learning by Doing,” emphasizing exploratory activities, expecting
students to use all resources (human/non-human) to demonstrate final products and
proficiency as outlined by GPS, district, state, school, and teacher expectations. Acceleration
is expected, planned, delivered and assessed for all students. Teachers ensure that
assessments are directly aligned to content standards, based on what students should know
and be able to do.
13. Provisions for public reporting of disaggregated data
Parent letters providing an explanation of the Lindley’s AYP status will be sent out.
Additionally, student test results will be sent home with students along with an explanation
of how to interpret them. A Town Hall Meeting will also take place such that conversations
can be had centering on individual test results. This meeting and all public meetings will
employ translators for non-English-speaking parents and guardians through the International
Welcome Center.
27
14. Plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
This plan was developed for the 2012-2013 school year. It is subject to mid-year and end-of-year
review by the county Title I office. The plan was developed in compliance with all state and
federal mandates. The plan will be revised yearly.
15. Plan developed with the involvement of the community to be served and individuals
who will carry out the plan including teachers, principals, other staff, and pupil
service personnel, parents and students (if secondary)
This plan was developed and reviewed by the members of the School Improvement/Title I Team
listed on page 2 of this document. The members of the team are stakeholders involved in various
aspects of Lindley Middle School including team teachers, administrators, special education, and
a parent.
16. Plan available to the LEA, parents, and the public
In an effort to ensure that all stakeholders have access to the information included in this
plan, Lindley will make this document available to the LEA, parents, and the public by
providing a copy to Central Office personnel, keeping a copy in the front office, the Parent
Resource Center, ensuring that all members of the PTSA board have copies, and making
copies of the School Strategic Plan available at all PTSA meetings. Additionally, the plan
will be available on the Lindley homepage at www.cobbk12.org.
17. Plan translated to the extent feasible, into any language that a significant percentage
of the parents of participating students in the school speak as their primary
language
The Title I Office will provide each school with a generic Title I Plan, which will include all
components of a Title I Plan, written in Spanish or any other desired language based on the
needs of the local school. During our annual Title I meeting, the Title I and School Strategic
Plans will be discussed and a translator will be provided to support parents with little to no
proficiency in English.
28
18. Plan is subject to the school improvement provisions of Section 1116
This plan is subject to the school improvement provisions of Section 1116. In the event
Lindley Middle School entered the Needs Improvement status, we will participate in and
comply to all state and federal guidelines.
Appendix
Lindley Middle School
Cobb County School District
Mike Bivens
Principal
mike.bivens@cobbk12.org
Empowering Dreams for the Future
School Compact
LINDLEY 7TH & 8TH COMPACT
Revised 9/14/12
2012-2013
29
SCHOOL MISSISON: The mission of Lindley 7th & 8th is to provide an educational environment conductive to
learning and responsive to the uniqueness of every learner, enabling every learner to have a successful experience
toward becoming responsive, productive, caring citizens and lifelong learners.
TEACHER AGREEMENT – I believe that each child can be successful: I will:
 Believe that each child can learn
 Show respect for each student and his/her family
 Enforce school and classroom rules fairly
 Demonstrate professional behavior and a positive attitude
 Come to class prepared to teach
 Seek ways to involve parents in the school program
Teacher Signature _______________________________ Date _______________________
STUDENT AGREEMENT – I believe that I can be successful. I will:
 Attend school regularly and on time
 Show respect for myself, my school and other people
 Believe that I can and will learn
 Obey the school and bus rules
 Always try to do my best in my work and in my behavior
 Work cooperatively with my classmates, teachers and other school staff
Student Signature ______________________________ Date ________________________
PARENT AGREEMENT- I believe that my child can be successful. I will:
 See that my child attends school regularly and on time
 Communicate with my child’s teacher on a regular basis
 Support the school in developing positive behaviors
 Provide a home environment that encourages my child to learn
 Monitor television and video game times
 Stay aware of what my child is learning
Parent/Guardian Signature ______________________ Date ________________________
ADMINISTRATIVE TEAM AGREEMENT- I believe Lindley 7th & 8th will continue to be successful. We
will:
 Provide an environment that allows for positive communication between the teacher, parent and student
 Support the teachers in providing high quality instructions
 Provide a safe and orderly environment conductive to learning
 Encourage students, their families and staff to keep this compact
Principal Signature ____________________________ Date ________________________
Lindley Middle School
Cobb County School District
Mike Bivens
Principal
mike.bivens@cobbk12.org
Lindley 7/8 Grade Academy
Parent Involvement School Wide Policy
2012-2013
Revised: September 14, 2012
Lindley 7/8 Grade Academy is a Title I School-wide Program. Lindley 7/8 Grade Academy has
jointly developed this policy and compact with our parents to describe how we will support the
30
important role of parents in the education of their children. In cases where the students reside in
a Neglected and Delinquent residential facility, a representative from that Facility can serve as a
proxy for the parent (s). At Lindley 7/8 Grade Academy, we build capacity for
parent/community involvement by implementing the six types of involvement: Parenting,
Communications, Parent Volunteering, Learning at Home, Decision-making and Governance,
and Collaboration and Exchanges in the Community. This policy will be distributed in the
school’s Parent Involvement Documents Handbook and at our Annual Title I meeting.
Based on the requirements of Title I Elementary and Secondary Education Act of 1965 (ESEA),
Section 1118 and the needs identified by our parents and school staff surveys, we will provide
reasonable support for parental involvement activities as parent may request. The following
strategies were outlined:
I. An annual Title I information session and other flexible scheduled meetings will be held
throughout the school year. These meetings will cover the following information:
a. Title I Programs
b. College and Career Ready Performance Index
c. Parent’s right to know about Teacher and Paraprofessional qualifications
d. Parent Information Workshops & Parent volunteering
e. School policies and procedures
f. School curriculum
g. Student assessments
h. Local and State assessments
i. Common Core Georgia Performance Standards (K12)
j. Transitioning from Lindley 7/8 to Pebblebrook High School
II. Parents will receive information from our school in their child’s home language in a
timely manner. Lindley 7/8 Grade Academy uses the following communication methods
to provide parent with timely information:
Weekly phone trees, monthly parent information sessions (All Pro Dads and
Moms Breakfast), monthly PTSA meetings, newsletters, information sheets
distributed to children to take home to parents, bulletin boards and all information
(past and current) available in the Parent Resource Center.
III. We encourage all families to be education partners in their children’s school success by:
a. Inviting parents to attend all meetings by giving them the Lindley 7/8 Grade
Academy Parent Involvement Activities Plan.
b. Inviting parents to serve on committees such as the School Council, School
Improvement Plan Committee, Parent Policy/Compact Action Planning
Committee, and the PTS
c. A. Providing meetings held during the school day and outside school hours.
These dates and times are listed in the Lindley 7/8 Grade Academy Parent
Involvement Activities Plan.
d. Visit our Parent Resource Center, located in room 545 available daily from
9:00AM-4:00PM, where materials are provided for check out. Various topics
might include child devolvement, academic strategies, self-help strategies, and
multiple games and books to increase student achievement.
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IV. Parents will be provided information on school performance and student’s individual
assessments:
a. Information on school performance is sent home in newsletters and other school
correspondences. Additional copies are available in the Parent Resource Room.
b. The results of CRCT and ITBS are sent home by mail and are also available
through the counseling department by parent request.
c. Parent-Teacher Conferences will be held to further assist parents the opportunity
to give input on how to work with their children.
V. Parents and community members will be given timely responses to their concerns and
suggestions.
a. All concerns and suggestions submitted in writing or verbally are responded to in
a timely manner. Concerns and suggestions regarding the School-wide Plan will
be submitted to the Title I Office. Information from parent surveys has resulted in
the development of the Lindley 7/8 Grade Academy Parent Activities Plan.
VI. School Parent Compact
a. The parent compact was developed jointly with our parents, staff, and students.
All families, school staff, and students are asked to participate by signing the
compact to show their support. The compact will be distributed during the week
of November 11, 2012.
VII. School and Community Partnership
a. Our school builds ties between home and school by educating teachers, pupil
services personnel, administration, and other staff by gathering input from parents
on how to reach out to, communicate with, and work with parents as equal
educational partners.
b. Our school partnerships with the local community. Some of our partners are Stevi
B’s Pizza; The Cheesecake Factory; Howard & Associates; Vinings Lake Church;
Dad’s Initiative; and Chick-fila. Our partners support our school by establishing
and maintaining mentorships, assisting with resources, participating in events and
providing donations.
If you have additional questions or concerns about this policy, you may contact Mr. Mike Bivens,
Principal at Lindley 7/8 Grade Academy; call me at 770-819-2496 or email me at
Mike.bivens@cobbk12.org.
Sincerely,
Mike Bivens,
Principal
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