Title I School-wide Plan for
Lindley Middle School (7/8)
Written & Revised during the 2014-2015 for the 2015-2016 School Year
Plan Submitted:
June 25, 2015
Revised August 25, 2015
Revised October 20,2015
Principal’s Signature
Ms. Lisa Moore Williams
1
Planning Committee Members for School-wide Plans Review
Date of Meeting: Tuesday,
May 26, 2015
Name of School: Lindley Middle 7th/8th
NAME
Williams, Lisa M.
POSITION/ROLE/PARENT
Principal
Brooks, Darsha
Assistant Principal
Richard, Glenn
8th Grade Assistant Principal
Richardson, Sabrina
Assistant Principal
Young, Sheleta
7th Grade Assistant Principal
Allen, Melanie
7th Gr Co Chair /Art Team Representative
Bolton, Myra
Science Lead
Brigham, Joseph
Math Lead
Coaxum, Tawanda
Media Specialist
Cross, Rosaline
8th Grade Counselor
Dixon, Scott
Enrichment Chair
Dupree, Terri
Academic Coach
Fulwood, Njeri
Student Support Specialist/Parent Liaison
Harris, Sheila
Fine Arts Lead
Hernandez, Daphne
Instructional Technology Support Liaison
Johnson, Sara
8th Grade Chair/ ELA Lead
Jones, Marcella
Project Based Learning Lead
Morris, Ashley
Academic Coach
Norah, Tonya
Campus Police Officer (CPO)
Roberts, Dana
Gifted Coordinator
Roberts, Michelle
Connections Chair
Robinson, Diane
7th Grade Chair / Tech. Team Representative
Sherman, Gregory
8th Gr Co Chair/ School Incentive Team/
Simmons, Camelle
ESOL Chair
SIGNATURE
2
Tartaro, Marc
SLO Lead
Wesley, Sherylanne
Social Studies Lead
Wiseman, Jeri
Cafeteria Manager
Delancy, Monica
Parent/PTSA Co-President
Jones, Susie
Parent/ PTSA Co-President
1. Comprehensive Needs Assessment of the entire school that addresses all academic
areas and other factors that may affect achievement.
A. Participation of Individuals
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: all
members of the administrative team, academic coaches, departmental chairs, team leaders,
enrichment teachers, fine arts coordinators, the cafeteria manager, parent facilitator, parents and
members of the school council. The ways they were involved were meeting throughout the year to
discuss pertinent information that supports and aligns with the school-wide improvement plan. Our
building leadership team collected assessment, partook in collaborative data discussions, and
devised next steps that are conducive to school-wide improvement plan and the needs of all
students here at Lindley 7/8. These individuals were involved by attending meetings in which the
school’s leadership team met to discuss the year at a glance.
3
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………………………………………...
6-12
2. School-wide Reform Strategies That Are Scientifically Researched
A. School-wide 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. Highly Qualified Professional Staff…………………………………………...
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………………….
17-19
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………………………
19-22
6. Plans for Assisting Preschool Children in the Transition From Early
Childhood Programs and/or Students Entering Middle School or High
School…………………………………………………………………………
7. Measures to Include Teachers in the Decisions Regarding the Use of
Assessment……………………………………………………………………..
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………………..
22
22
23
4
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…………………….
24
25
25
12. Provisions to Ensure the Disaggregated Assessment Results are Valid and
Reliable…………………………………………………………………………
26
13. Provisions for Public Reporting of Disaggregated Data………………………
26
14. Plan Developed During a One-Year Period…………………………………...
27
15. Plan Developed with the Involvement of the Community to be Served………
27
16. Plan Available to the LEA, Parents, and the Public…………………………...
17. Plan Translated………………………………………………………………...
27
27
18. Plan is Subject to the School Improvement Provisions of Section 1116 ……...
27
B. Instruments, Procedures, or Processes:
At Lindley Middle School, we follow a sequential, data-driven process to warrant our students’
instructional needs. We carefully analyze and disaggregate our students’ data. We administer
formative assessments, common assessments, summative assessments, and spring EOG
assessments. Content meetings, teachers track and record instructional adjustments. To evaluate
common assessments we meet with their content teams weekly to discuss student progression, as
well as student strengths and weaknesses to adjust instructional approaches and differentiate
instruction based class to class needs. To evaluate benchmark data, teachers met within
professional development sessions to discuss scoring rubrics and student work. These discussions
revealed data trends. These trends were noted and recorded by teachers and considered when
moving forward with daily instruction. Benchmark data served as a teaching tool and point of
reference for teachers. EOG assessment data will be evaluated by the leadership team and analyzed
so that school-wide trends are revealed and noted. 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. All
homeless, neglected, and or migrant students will receive services through any program for which
5
they qualify. The counselors and social worker will also coordinate access to other community
resources for the students and families.
D. Current Achievement Data:
We have reflected upon current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. For example, 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 Georgia Standards of
Excellence and explore ways to increase text complexity. The tables, Tables 1-5, found below,
outline content specific EOG data results. These results outline data from the 2009-2014
academic school years.
Table 1
Reading
Cobb
County
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
94
91
92
89
90
100
N/A
100
62
81
90
2010-2011
94
93
95
94
90
100
N/A
90
69
84
92
2011-2012
95
92
93
93
81
100
N/A
91
68
78
91
2012-2013
95
95
96
95
84
100
N/A
92
78
84
95
2013-2014
96
95
96
97
92
N/A
N/A
N/A
82
75
The table above outlines reading data from the 2009-2014 academic school years. This table
demonstrates the trend of achievement gaps among African-American students, Hispanic students,
students with disabilities, students with Limited English Proficiency, and students who are
economically disadvantaged.
Table 2
ELA
Cobb
County
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
92
92
92
88
91
100
N/A
100
55
83
91
2010-2011
93
93
96
97
88
100
N/A
90
74
79
92
2011-2012
95
95
93
94
78
100
N/A
91
61
81
92
2012-2013
94
92
93
96
80
100
N/A
75
65
80
92
6
ELA
Cobb
County
2013-2014
97
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
98
94
96
89
N/A
N/A
N/A
69
76
Econ
Disadv
The table above outlines CRCT English language arts data from the 2009-2014 academic school years.
This table demonstrates the trend of achievement gaps among African-American students, Hispanic
students, students with disabilities, students with Limited English Proficiency, and students who are
economically disadvantage.
Table 3
Mathematics
Cobb
County
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
85
55
67
79
70
N/A
N/A
87
51
57
68
2010-2011
87
83
84
84.
82
N/A
N/A
92
74
73
82
2011-2012
86
78
78
84
75
100
N/A
83
46
64
76
2012-2013
89
83
82
80
85
N/A
N/A
90
57
69
82
2013-2014
89
78
79
91
75
N/A
N/A
N/A
41
47
The table above outlines CRCT mathematics data from the 2009-2014 academic school years. This
table demonstrates the trend of achievement gaps among African-American students, Hispanic
students, students with disabilities, students with Limited English Proficiency, and students who are
economically disadvantaged.
Table 4
Science
Cobb
County
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
79
56
51
53
34
N/A
N/A
28
18
30
53
2010-2011
80
63
64
71
59
N/A
N/A
85
30
42
61
2011-2012
82
71
72
74
66
99
N/A
82
36
51
69
2012-2013
85
78
80
84
75
N/A
N/A
82
39
47
77
2013-2014
86
76
77
73
73
N/A
N/A
N/A
37
40
The table above outlines CRCT science data from the 2009-2014 academic school years. This table
demonstrates the trend of achievement gaps among African-American students, Hispanic students,
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students with disabilities, students with Limited English Proficiency, and students who are
economically disadvantaged.
Table 5
Social Studies
Cobb
County
% Meeting/Exceeding Standard on CRCT
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
78
69
70
76
64
N/A
N/A
93
28
45
67
2010-2011
78
66.9
68.9
67.7
61.3
N/A
N/A
66.7
31.5
45.8
64
2011-2012
82
73
74.6
83.9
68.2
N/A
N/A
50
32
51.2
68.8
2012-2013
85
77
78
67
74
N/A
N/A
82
38
44
76
2013-2014
87
74
74
57
70
N/A
N/A
N/A
31
39
The table above outlines CRCT social studies data from the 2009-2014 academic school years. This
table demonstrates the trend of achievement gaps among African-American students, Hispanic
students, students with disabilities, students with Limited English Proficiency, and students who are
economically disadvantaged.
Table 6
8TH Grade Writing
Assessment
Cobb
County
% Meeting/Exceeding Writing Standards in Grade 8
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
85
75
74
76
73
N/A
N/A
0
10
60
75
2010-2011
89
90
92
83
88
N/A
N/A
100
61
84
90
2011-2012
86
84
92
83
88
N/A
N/A
86
33
77
84
2012-2013
87
79
80
86
76
100
N/A
60
35
59
78
2013-2014
73
8
The table above outlines data for 8th grade students meeting and/or exceeding on the writing test. This
table reveals that all 8th grade students have made increases each year on the state writing assessment.
This table also demonstrates the trend of increasing gains in all subgroups
Table 7
ITBS
% of students meeting or exceeding national average (50%)
on the composite ITBS in grade 7
All Students
2009-2010
30%
2010-2011
40%
2011-2012
50%
2012-2013
32%
2013-2014
28.1%
2014-2015
23.5
The table above outlines all student data on the ITBS national test. This table demonstrates the trend of
a small increase followed by a decrease in student performance during the 2012-2013 and 2013-2014
academic school years. Upon our analysis we noted a significant decline in meeting or exceeding
national averages on the composite ITBS test. There was a decrease in the performance of all students
school-wide. Offering summer bridge enrichment opportunities for incoming 7th grade students will
be conducted to help close the gap between the Lindley 6th grade Academy students and Lindley 7/8.
Support personnel was hired to address deficits in Math and ELA. This analysis was based on the
data that is currently available, because of delays in the most recent state assessment results, we
will update our analysis when they become available.
Lexile Levels – as measured by the CCRPI
Lexile Level Measured
LMS 8th grade (D.S. CCRPI)
2014
74.9%
2013
65.3%
2012
67.8%
Lexile Level 2014
District Mean
Middle School
85.8%
Percent of students in grade 6, 7, 8 achieving a Lexile measure greater than or equal to the
following on the EOG: grade 7: 984, grade 8: 1050
9
Lexile Levels for Comparison
Grade Band
“Stretch Lexile” Bands
K-1
N/A
2-3
420L-820L
4-5
740L-1010L
6-8
925L-1185L
9-10
1150L-1335L
The table above indicates that our 8th grade students are performing 11% below the district average
of 85.8% of meeting Lexile level bands at grade level. According to the set strands only 74.9% of
our 8th grade students performed at the grade level expectations in 2014. It does demonstrate an
increase from the prior two years recorded.
E.
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 all yet achieving to the State Academic content standards and to State
student academic achievement standards including: economically disadvantage students, Black and
Hispanic students, students with disabilities as well as Limited English proficiency students.
Lindley 7th and 8th 2014 CCRPI Performance Flags Table
PERFORMANCE FLAGS
Legend:
Not
Applicable
Subgroup met
both State and
Subgroup
Performance
Targets
Subgroup met Subgroup
but not State
Performance Target
Subgroup met
State but not
Subgroup
Performance
Target
Subgroup did not
meet either the
State or Subgroup
Performance
Targets
Subgroup met
Participation Rate,
State Performance
Target and
Subgroup
Performance
Target
Subgroup met
Participation Rate and
Subgroup Performance
Target but not State
Performance Target
Subgroup met
Participation Rate
and State
Performance
Target but not
Subgroup
Performance
Target
Subgroup met the
Participation Rate,
but did not meet
either the State or
Subgroup
Performance
Targets
Criterion Reference Competency Tests
Subgroup Performance
English Language
Arts
Reading
Mathematics
Science
Social Studies
American Indian/Alaskan
Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
10
Economically
Disadvantaged
English Learners
Students With Disability
F. Data, Conclusions:
The data has helped us reach conclusions regarding achievement or other related data. In two
subject areas our students in one subgroup met or exceeded the standards with at least a 70% or
higher.
The major strengths:

Meeting or exceeding of state standards in both reading and ELA in the black subgroup.

Horizontal Content collaboration
o Teachers meet weekly to discuss the standards based instruction, common
assessments, student mastery of standards, collaboration on what is working, how
to address student gaps and to address needs of subgroups. This strength is
reflected through the student gains from the common pre to post assessment on
the standards.
Data Teams
o Utilization of common assessments by content area. Teachers meet after every
common formative and summative assessment to adjust curriculum needs. This
strength is reflected in the student gains from the common pre to post assessments
on the standards.
Student Team Scheduling
Students are scheduled on teams where teachers from core content areas work closely
together in order to facilitate and monitor student academic success. The strength of
this process allows critical conversation regarding student achievement across
content.


The major needs:




Increase students’ mathematics achievement on state standardized assessments.
Increase students’ English language arts achievement on state standardized assessments.
Improve students’ average Lexile scores on SRI and state assessments.
Decrease the number of students who are at a high risk of academic failure and/or retention
11

due to deficits in Math and ELA.
Develop teacher capacity in implementing innovative instructional strategies to address
students’ academic needs, learning styles, and self-efficacy.
We will address the needs of all of our learners through:






Provide cross curricular literacy teams: team will aim to increase performance of
students; this team will increase cross curricular literacy skills through the integration of
a wide range of art integration (performing, drama, speech, music, visual, etc.)
Implement project based learning initiatives: This initiative will aim to increase academic
achievement in all content areas through the use of project based learning. This will give
students a hands on approach to their learning and will give them the ability to explore
the standards. Instead of telling students what they need to know, it will give students the
ability to discover the information with the purpose of why they should know.
Provide academic advancement teams: team will aim to increase the performace in all
subgroups though integration of technology, podcast production, use of digital
applications in student learning. All of the learning initiatives will align to content
standards.
Provide innovative instructional strategies for content area teachers to present core
contenct concepts and vocabulary instruction to students in a fun and easy to remember
format. Students will be able to experience content vocabulary through a variety of media
with visuals and muscial beats that make it easier for them to recall.
Provide intensive instructional support in the area of math for most at risk students to
improve students’ math deficiencies.
Provide concentrated literacy instructional support for most at-risk students for English
language arts to improve deficits in ELA and to increase student’s Lexile levels.
G. Measurable Goals Benchmarks:
Measurable goals include the following:
 Goal #1 To increase student Lexile levels by 3% as measured by SRI and State
Assessments.
 Goal #2 To utilize baseline data for all EOG scores in Reading, Writing, and Math,
Science, and Social Studies as measured by the 2014-2015 EOG Milestone
Assessments to facilitate instructional planning.
 Goal #3 To increase students’ academic engagement and self-efficacy in classroom
instruction; which will be determined by walkthrough data and goal-setting results.
 Goal #4 To increase student progress in conceptual mathematics and ELA concepts
through local school common assessments and state assessments.
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2. School-wide Reform Strategies That Are Scientifically Researched
A. School-wide Reform Strategies That Provide Opportunities For All Children:
The following researched based approaches will be utilized daily to ensure that the
needs of all students are met.
Title I funds will support the
following supplemental
strategy/initiative so that all
children have the opportunity
to meet or exceed standards
Tutoring
Targeted supplemental
tutoring provided after hours
(Weekdays and some
Saturdays) by teachers to
assist all students to be
academically successful in
the core academic areas
(Math, Language Arts,
Science, Social Studies). Title
I funds will be used to
support the tutoring through
providing teacher pay.
Academic Coaches (2)
coaches will be used to
provide support with the
implementation of the
Georgia Standards of
Excellence as well as
research-based instructional
methods in all grade levels.
The academic coaches will
develop and present a variety
of curriculum-based trainings
and routinely conduct walkthroughs to ensure that the
level of rigor and standardsbased instruction are
maintained. The academic
coaches will meet with
teachers on an individual
basis providing strategies and
coaching as needed. Finally,
Academic Goal Addressed
Cost
$25,000
Goal1Increase students Lexile
levels
Goal 2 Utilize baseline data for
all EOG scores in Reading,
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 1 Increase students Lexile $184,500
levels
Goal 2 Utilize baseline data
for all EOG scores in Reading,
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA through
local school common
assessments and state
assessments.
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the academic coaches will
review and share school-wide
data to with all teachers on a
regular basis so adjustments
in instruction can be made as
needed.
Parent Liaison
Promote and encourage
parental involvement &
engagement as a way to
promote and increase student
achievement
Goal 1 Increase students Lexile $83,906
levels
Goal 2 Utilize baseline data
for all EOG scores in Reading,
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA through
local school common
assessments and state
assessments.
2-Math Connections Teacher
Support and provide at-risk
students with addition math
support. The double dose
approach will be utilized to
expose students to upcoming
standards and elements to
promote student achievement
Goal 1 Increase students Lexile $120,00
levels
Goal 2 Utilize baseline data for
all EOG scores in Reading,
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA through
local school common
assessments and state
assessments.
Language Arts Connections
Teacher (1)
Support and provide students
with additional reading
support. The double dose
Goal 1 Increase students Lexile $60,000
levels
Goal 2 Utilize baseline data
for all EOG scores in Reading,
14
approach will be utilized to
expose students to upcoming
standards and elements to
promote student achievement.
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA through
local school common
assessments and state
assessments.
Flocabulary
This program will provide
online activities and
assessments to increase
engagement and achievement
across the curriculum.
Goal 3 Increase students’
academic engagement and selfGoal 4 Increase student
progress in conceptual
mathematics and ELA
Title 1 National Conference
Goal 3 Increase students’
$14,000
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA
Goal 1 Increase students Lexile $25,000
levels
Goal 2 Utilize baseline data
for all EOG scores in Reading,
Writing, Math, Science and
Social Studies
Goal 3 Increase students’
academic engagement and selfefficacy in classroom
instruction
Goal 4 Increase student
progress in conceptual
mathematics and ELA through
local school common
assessments and state
assessments.
Instructional Materials
Instructional supplies for core
academic areas: (paper,
consumables, apps,
composition books, etc.)
$1,600
Total $500,006
Proposed Budget $536,00
15
With a diverse learning population, these research based reform strategies will close
achievement gaps and promote self-sufficient learners. These five research based
reform strategies have been identified by Robert J. Marzano (2000) and cut across all
content and grade levels. Each requires deliberate and specific implementation
techniques.





Direct Vocabulary Instruction
Summarizing and Note-Taking Strategies
Cooperative Learning
Conferencing and Anecdotal Note Taking
Nonlinguistic Representations
In addition to the reform strategies mentioned above and below, we as a school will
implement a daily twenty-five (25) minute literacy block. Curriculum is written with the
Georgia Standards of Excellence for reading and writing standards and addresses
individual student strengths and weaknesses and to enrich and extend student learning.
Units are designed to support student success with EOG testing. Timing was decreased
from 40 minutes we had last year to 25 minutes because teachers will be integrating cross
curricular literacy skills into their lesson plans on a regular basis.
The math connection teachers will be paid through using Title I funds to facilitate math
instruction to most at-risk and bubble students based on standardized test results. Our math
data reveals that it is necessary for struggling students to receive a double dose of math in
order to experience success, because they need to have additional exposure to the
conceptual math functions. The data indicates that math connections is a need in our school
because in the year that no math connections classes were offered the percent of students
meeting or exceeding the standards in math decreased 5%. For this reason, teachers will
work to preload math concepts and information through hands on approaches, giving them
a base of understanding before the information is shared in content classes.
An ELA connection teacher will be paid through using Title I funds to facilitate reading
and literacy instruction to most at-risk and bubble students based on standardized test
results. Our reading and ELA data reveals that it is necessary for struggling students to
receive additional support in strategies that can be utilized to increase reading
comprehension and written expression. During ELA connections, students will be exposed
to upcoming information in advance to ensure success. The ELA connection teacher will
teach best practices strategies using online programs to progress monitor student reading
comprehension and writing.
16
B. Effective Means of Raising Student Achievement:








Direct Vocabulary Instruction- Teachers will use direct vocabulary instruction
to broaden students’ vocabulary and increase comprehension levels. Teachers
will aim to focus on specific and tiered vocabulary that it is important to student
learning and content goals. The National Reading Panel (NRP) stated that
vocabulary plays an important role both in learning to read and in
comprehending text: readers cannot understand text without knowing what
most of the words mean.
Summarizing and Note-Taking Strategies- Summarizing and effective notetaking skills will be used to promote synthesizing and internal connections for
students. This in turn increases comprehension and understanding of content.
Teachers will set the goal of students eventually using their own notes to guide
their learning. Note-taking facilitates both recall of factual information and
synthesis of new knowledge.(CTLS, 2000)
Cooperative Learning- Teachers will utilize cooperative learning groups to
promote both speaking and listening standards and social skills. Cooperative
learning groups support the 21st century classroom and student. Teachers will
use cooperative learning communities to form homogenous and
heterogeneous groups based on ability, interest, and/or leaning goal. Students
in mixed groups (different races, genders, learning styles) tend to have a
deeper understanding of the material and remember more than those in
homogeneous groups (Wenzel, 2000).
Conferencing & Anecdotal Note Taking- Table side, informal, and formal
conferencing allows teachers to provide students wills immediate and timely
feedback. This feedback will increase student awareness of learning
expectations and progress. This will ultimately increase student achievement.
Focused anecdotal records assessment provides teachers with an authentic
tool to record observations in light of content standards. (Boyd-Batstone,
2004)
Nonlinguistic Representations-Because knowledge is usually stored in a
linguistic form imagery form, teachers will use nonlinguistic techniques such
as graphic organizers, pictures, mental images, and pictographs to increase
student achievement (Marzano, 2000).
Academic Advancement Team- Team of teachers effectively integrating
instructional technology into daily instruction. Students will explore the
standards and the elements through technology tools and demonstrate
understanding and mastery though technology based projects and assessments.
(Harris, 2009).
Cross-Curricular Literary Skills-Team of teachers integrating performing and
visual arts into daily curriculum exploration, and delivery. Students will
develop literary skills across curriculum areas through the use of the arts in
instruction and assessment. (Fiske, 1999).
Project Based Learning-Increase rigor and relevance within the classroom by
utilizing teachers as facilitators in a project based learning environment.
17

Students will explore content standards through guided projects leading to
greater understanding for all students. (Buck Institute 2012).
CTLS pilot
C. Effective Instructional Methods That Increase Learning Time
Academic coaches will be purchased with Title I Funds. Two academic coaches will be
utilized to support teachers and effective instruction school wide. Academic coaches will
submit a weekly calendar and provide the administrative team with a SWOT (Strengths,
Weaknesses, Obstacles, and Threats) analysis, via email, of the building based on their
weekly observations. The duties and of the academic coaches includes but is not limited
to the following:










Support cross-curricular literacy instruction and development including
connections classes
Support conceptual understanding of mathematical abilities, fluency, and
numeracy
Support instruction by modeling academic “mini” lessons
Providing professional learning to all teachers (Professional development
based on teacher and school needs)
Provide support for RTI and retention strategies to support the most at-risk,
and struggling learners
Increasing the efficiency of lesson delivery
Support teacher content knowledge of cross-content, interdisciplinary studies
in order for teachers to engage students in extended learning opportunities
(Morning Tutorials/Saturday School/Summer Acceleration Program)
Students will be identified based on state assessment data, local school data
(i.e. benchmarks, common assessments, etc.) and teacher recommendation.
Facilitate content data team meetings, and academic advancement teams
Facilitate lesson collaboration and planning (Weekly Content Team
Collaboration)
Teachers will utilize the workshop model for instructional time.
D. Address the Needs of All Children
• Extending learning opportunities (Morning Tutorials/Saturday School)
• Additional guided math opportunities for the bottom 25 percentile, and most atrisk students through math connection classes
• Lesson collaboration and planning (Weekly Content Team Collaboration)
• Teachers will use a workshop model for instruction allowing for more student
work time both independent and collaboratively.
3. Highly Qualified Professional Staff
For the current school year, 2015-2016 there are 57 certified staff (Clear Renewable
Certificates) and 12 classified staff members. Thirty-Eight of our staff members hold advanced
18
degrees and are currently continuing educational efforts through graduate study. Adhering to
the mandates of the Elementary and Secondary Education Act of 1965. 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, a total of 57 staff
members who do fit the “highly qualified” status have taken the GACE & ETS in the
designated content area to gain the above-mentioned status. The one individual recently
completed educational degrees and each of their current statuses will change to highly qualified
for the 2014-2015 school year. Additionally, teachers who are new to Lindley Middle School
will participate in a new teacher mentoring program, Mentors Matters, in which new teachers
meet on a monthly basis with academic coaches and a bi-monthly basis with their assigned
mentor. 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
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 weekly through subject
planning to produce unit lesson plans, standards based lessons, and review of student data
on common formative and summative assessments for evidence of learning. This
collaboration affords them the opportunity to use research-based strategies in their daily
lessons.
In addition to the year-long professional development that appears on the table below, a
member from the administrative team, and up to four teacher leaders will attend the Annual
Title I Conference. Attendees will follow a redeliver plan to continue to grow the teachers
at Lindley Middle School. The information obtained from Title I schools across the country
will support the growth of the staff and students at Lindley Middle School. Execution of
the professional development redeliver plans is mandatory for any staff member that
attends a state or national training. This supports the vision of professional development
and the manner in which teachers grow.
Lindley Middle School 2015-2016 Professional Staff Development Schedule
(DRAFT; 6/4/2015) Revised August, 25, 2015
19
Session/Support
New Teacher Orientation/Mentor Matters
Student learning objective training (SLO)
Assessment Strategies & Uses (TKES)
Office 365 for teachers & students
Instructional Delivery: Instructional Strategies (TKES)
Date
Facilitator or Trainer
Funding
Source &
Amount
7/28/15
Academic
Coaches
Administration
D. Brooks
Janelle Couch
Technology Specialist
No Cost
Janelle Couch
Technology Specialist
No cost
8/7/2015`
8/18/2015
Instructional technology & media center resources
Instructional Planning & Strategies (TKES)
8/25/2015
Co-Teaching Counts (ESOL & SWD Co-Teaching Pairs)
All staff
Instructional Planning & Strategies, Differentiation
Assessment Of & For Learning (TKES)
Mini Scholastic Reading Inventory (SRI)
Training/Informational Session (ELA teachers)
Assessment Uses & Strategies (TKES)
Mentors Matter Meeting: Model Classroom
Observations
Academically Challenging Environment (TKES)
Utilizing SLDS to Inform Instructional Moves
Assessment Strategies & Uses (TKES)
Title I Building Parent Capacity
9/1/2015
Academic Coaches
No cost
No cost
No Cost
8/24/15
Academic Coach
Sara Johnson
No Cost
8/27/15
Academic Coaches
No Cost
9/15/2015
Academic Coaches
No Cost
Parent Facilitator
Academic Coaches
Sara Johnson
Dr. Brooks
No Cost
Janelle Couch
Technology Specialist
Janelle Couch
Technology Specialist
Administration
Academic Coaches
No Cost
9/29/2015
Conducting Student-Led Conferences
9/30/15
Instructional Technology Training (CTLS)
Test Item Builder
Instructional Technology Training (CTLS)
Assessment Builder
Milestone Data Review
10/27/15
11/3/15
11/5/15
No Cost
No Cost
No Cost
20
Scholastic Math Inventory Orientation
11/9/15
Terri Dupree
Academic Coach
No Cost
Instructional Technology Training (CTLS)
11/10/15
Janelle Couch
Technology Specialist
No Cost
Co-Teaching Model Workshop
11/13/15
Academic Coaches
No Cost
Mentors Matter: Environmental Walk-Throughs
11/17/15
Thinking Routines: Instructional Strategies
12/15/15
Academic Coaches
No Cost
Mentors Matters Meeting: Mid-Year Check Point
(Mentors/Mentees/Administrators)
December
Academic Coaches &
Mentors
No Cost
EOG State Testing Training
4/12/2016
S. Richardson and
Counselors
C. Simmons
(ESOL Department
chair)
No Cost
See Conference
Program
(Houston, Texas)
(6 people)
Title I
$14,000
estimate
Data Analysis
Bridging the Gap (ESOL Training)
1/6/201
Instructional Planning & Strategies & Differentiated
Instruction (TKES)
National Title I Conference
1/28-1/31
Academic Coaches
No cost
No Cost
A. Include Teachers, Principals, Paraprofessionals and Others:
21
We include teachers, parents, paraprofessionals and administrators within the professional
development process. All certified staff members and paraprofessionals attend biweekly
and/or monthly sessions. We conduct content specific Literacy 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 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 Teacher Keys
Effectiveness System (TKES). 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, like Teachers Leading Cobb, as participants and facilitators, to further their
thorough understanding of state academic content and student achievement
expectations.
C. Professional Development Activities that Address the Root Causes:
Lindley’s professional development activities are focused around the root causes of
students’ deficit areas. Teachers will continue to be trained about the backwards design
approach, as well as embed rigor, relevance and differentiation 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. In addition to this, we understand how critical
it is to adjust and differentiate instruction based on individual student needs.
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. 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 units of study. Teachers also conduct error analysis
with all students in order to provide timely feedback to students.
22
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 the
school 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.


Error analysis training
Participates in meetings, workshops, trainings, and conferences for the purpose of
conveying and/or gathering information from required 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.

Responds to inquiries (e.g. community programs, assistance, etc.) for the purpose of
providing information and/or direction.
23

Seeks out and visits community facilities for the purpose of helping bridge
communication between home, school, and community.

Supports administrative team and serve as a member of the leadership team
We have funded a parent facilitator position with our Title I funds. $59,303 is being used to
secure this position. 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 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 and literacy trainings will contribute to students’
positive attitudes and behavior. Parents are involved within the planning, review and
improvement of our school-wide 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. 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).
Below is the event calendar for the 2015-2016 school academic school year. Each of these not
only encourages parental involvement but promotes the building of relationships between
students, teachers and parents.
WORKSHOP
Parent Engagement
Bridge program
Sneak-A-Peek
E-3 Academy
DESCRIPTION OF WORKSHOP
The workshop will provide parents
with an overview of the expectations
and activities their students will
experience at LMS student.
Parents will be providing with
resources and material to prepare for
the first day of school
Parent Workshop on Student Success
Strategies during Sneak-A-Peek.
Parents and student are able receive
class schedules and meet their teachers
for the year.
The program focuses on training and
helping families work together to build
better communities.
Building
Capacity
Standard
Addressed
1,2,3,4,6
DATE
7/21/15
TIME
Cost
6-8 PM
TBA
1,2,4,6
7/27/15
6-8 PM
TBA
1,2,4,6
October 3,
2015
8 AMNoon
TBA
24
October 17,
2015
November 7,
2015
November 14,
2015
December 5,
2015
January 9,
2015
January 28,
2015
Literacy/Curriculum
Nights
Literacy Nights: Promotes parent
understanding of curriculum standards
in each of the content areas of their
student’s schedule.
1,2,4,5,6
Total
1-6
September 17,
2015
November 12,
2015
January 14,
2015
February 11,
2015
March 17,
2015
Oct. 1stSept.30th
6-8 PM
TBA
Yearly
$4541.00
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 sixth graders and Eighth Graders
The transition from the 6th grade Academy 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. This town
hall meeting is led by the principal. Parents have the opportunity to meet the 7th grade
administrator and 7th grade teachers. We also host summer transition programs which serve
rising 8th and 9th graders.
Students transitioning from 8th grade to high school 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.
25
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.
Including Teachers in the Decisions
During weekly content meetings teachers discuss 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, subject-area 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
Georgia Standards of Excellence. This progress testing is aligned to CCGPS and GPS, state
unit pacing, weekly skills taught and EOG. Pretest, Quarterly Benchmarks, Mid-Year Review,
Common Assessments 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, through
content collaboration, 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 in 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
Funding Source
FTE Funds
Funding Use
-Instructional staff
-Consumable supplies (Science, Mathematics)
–Technology
-Enrichment Programs (Morning and
Afternoon Tutorials, Saturday School,
Summer Enrichment)
-Expendable equipment
26
SPLOST Funds
Title I, Part A
-Technology
-Academic coaches
-Parent Liaison/Student Support
-Math Connections Teacher
-Reading Connection Teacher
Title II, Part A
Title III
-Professional Learning
- Translators
- Interpreters
- ELL Teachers
- ELL professional development
C. We offer many opportunities for our students to gain knowledge about career programs,
community service programs and college awareness. We offer a career discovery connections
class for students. 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. 7th grade students 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.
Plan developed in coordination with other programs, including those under the Schoolto-work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied
Technology Act, and National and Community Service Act of 1990.
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, 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 effective openings
(warm ups, activators, hooks, etc.). Tutoring: morning, afternoon and Saturday tutoring is also
offered in every content area for students who continue to experience difficulty.
27
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. Common assessments geared toward Georgia Milestone
preparation 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.
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. Student led parent-teacher conferences will also be
used to support parents in various ways. The purpose of these parent-teacher conferences is to
discuss the academic, behavioral, and social well-being of the child. In these conferences the
student will evaluate their progress and areas for growth, and the teacher, parent, and student can
set goals and discuss academic achievement. Parent-teacher conferences allow parents to gain a
better understanding of where their child stands and how they can continue to support their child
at home. These conferences show the parents that the teachers and school fully support their
child and are working diligently, daily, to meet their child’s needs. During teacher-parent
conferences parents will also have the opportunity to view student work samples, or portfolios,
which will provide pertinent data that can guide the conference discussion.
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 Georgia Milestone
End of Grade Assessment. This assessment is administered each year which helps to document
longitudinal results. Milestone results provide important data for the reporting required by all
Georgia schools as an effort to monitor and increase the College and Career Readiness
Performance Index (CCRPI). Lindley Middle School uses the data disaggregated from
Milestone to identify and target areas for academic gains.
During vertical planning meetings, teachers analyze prior year Milestone 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.
28
They are given such services as Title I Reading/ Math. These students are also enrolled in our
morning and Saturday school tutoring 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 EOG. Level Three students exceeded
the standards on the EOG assessments. These students are identified and provided
differentiated instruction, which enables them to achieve at a level aligning with their ability.
Also, they are 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 2015-2016 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. 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 CCGPS,
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, need and are able to do. Additionally, the
Georgia Department of Education has verified the validity and reliability of the disaggregated
data for EOG and the 8th grade writing assessment.
13. Provisions for public reporting of disaggregated data
Parent letters providing an explanation of the Lindley’s CCRPI status will be sent out.
Additionally, student test results will be sent home with students along with an explanation of
how to interpret them. All public meetings will employ translators for non-English-speaking
parents and guardians through the International Welcome Center.
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 school-wide program
29
This plan was developed for the 2015-2016 school year. It is subject to mid-year and end-ofyear 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.
18. Plan is subject to the school improvement provisions of Section 1116
This plan is subject to the school improvement provisions of Section 1116 as amended by
Georgia’s ESEA Waiver approved by the United States Education Department.
30