• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1961
    ATTENDANCE RATE (%)
    92.7
    student Enrollment
    1091
    Race/Ethnicity (%)
    African American....................... 27.2
    Hawaii/Pac. Islander.......................... -
    White.............................. 42.2
    Multiracial...................... 5.8
    Hispanic......................... 18.3
    American Indian/AK....................... -
    Asian.............................. 5.9
    GENDER (%)
    Male................................ 51.5 
    Female........................... 48.5
    Special Services** (%)
    FARMS........................... 46.2
    504.................................. 5.2
    Special Ed..................... 10.6
    LEP................................. 4.2
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1992; In January, 1996, Lindale Middle moved from the
    Brooklyn Park Middle school into the newly renovated Andover High school building. Brooklyn Park moved right along with them so that their building could be
    renovated. During this time, the two schools decided to use the same mascot, the Jets. In the fall of 2000, Brooklyn Park Middle moved into their renovated
    building and Lindale Middle was finally a middle school with a 6th, 7th, and 8th grade. To celebrate the occasion and its new future, Lindale held a contest to choose a new mascot. In 1991, Lindale Junior moved in with Brooklyn Park . Even though the two schools were combined under one roof, they both still retained their own identity and separate staff. Lindale Middle was still called the Lancers and Brooklyn Park was still called the Bees.The school decided to name itself after an American wild cat, the Lynx.

Lindale Middle School

Strategic Plan Indicators

  • After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.

  • 2018-2019 Strategic Plan Indicator(s) Chosen by the School - 6, 14 (expand to view details)

    View Full List/Descriptions of Indicators

    Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

    Indicator 14. INCREASE THE PERCENTAGE OF STUDENTS (TOTAL AND UNIQUE) INVOLVED ANNUALLY IN CLUBS, ORGANIZATIONS, COMPETITIONS, OR OTHER CO-CURRICULAR OFFERINGS.

  • 2019-2020 Strategic Plan Indicator(s) Chosen by the School - 1, 2, 3, 4, 5, 6, 10, 14, 16 (expand to view details)

    Indicator 1. INCREASE THE PERCENTAGE OF STUDENTS, FAMILIES, STAFF, AND PARTNERS WHO REPORT FEELING LIKE A VALUABLE MEMBER OF THE SCHOOL OR SCHOOL SYSTEM COMMUNITY

    According to the MDS3 2017-2018 survey 79% of staff members report feeling that they belong as part of the LMS community. The percentage of students reporting that they feel as if they belong is at 54% based on the 2017-2018 MDS3 Survey. The percentage of students who indicate that LMS staff believe they can do well if they try is currently at 77% based on the 2017-2018 MDS3 Survey. The percentage of students reporting that they have someone to whom they can talk is currently at 96% based on our 2018-2019 “Adult With Whom I Can Connect” survey which is an improvement of 5% from the 2018-2019 school year. This year, our leadership team reduced the number of instructional minutes to create a homeroom at the beginning of the school day. During our daily homeroom period, students receive breakfast and participate in community building circles. The purpose of our morning community building circle is to ensure that every student will be connected to one adult and a group of students. Students were assigned to the same homeroom and advisory. As a leadership team, we noticed an improvement in teacher and student relationships at school. The implementation of community building circles and advisory lessons assisted with decreasing our school wide discipline.

    Indicator 2. INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT AACPS STAFF CARE FOR AND SUPPORT THEM

    Indicator 3. INCREASE THE USE OF RESTORATIVE PRACTICES IN SCHOOLS AND OFFICES

    Indicator 4.  INCREASE THE NUMBER OF STORIES STAFF AND STUDENTS ARE ABLE TO SHARE ABOUT ONE ANOTHER’S LIFE EXPERIENCES

    Indicator 5. INCREASE THE PERCENTAGE OF STUDENTS WHO READ ON OR ABOVE GRADE LEVEL BY THE END OF SECOND GRADE

    Academically, Lindale has seen growth within some of our student populations. Student gains in PLDs 4 and 5 in PARCC ELA have risen slightly. We also noticed a slight decrease in our students earning a PLD 4 and 5 in PARCC Math. After reviewing PARCC data, it was determined by the school improvement team to provide our faculty and staff with professional development on pre-assessment, small group instruction, analyzing data, and post assessments. During our school wide content area planning meetings, teachers created and pre and post assessments, analyzed student data from common formative, chapter, and quarterly assessments, and modeled instructional delivery and received feedback from their peers. During our interdisciplinary meetings, teachers identified small groups of students to provide remedial opportunities in reading or math. During after school office hours, teachers provided additional student support based on deficient standards. Finally, our literacy coach initiated a program called Project Lit. The purpose of Project Lit is to promote a love for reading during lunch and after school for struggling readers.

    Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

    Indicator 10. INCREASE THE PERCENTAGE OF STUDENTS ATTENDING SCHOOL ON A DAILY BASIS

    Indicator 14. INCREASE THE PERCENTAGE OF STUDENTS (TOTAL AND UNIQUE) INVOLVED ANNUALLY IN CLUBS, ORGANIZATIONS, COMPETITIONS, OR OTHER CO-CURRICULAR OFFERINGS. (see Co-Curriculars)

    For the 2019-2020 school year, we increased our club and organizational offerings from 22 to 33. Students are notified what’s offered on social media, morning announcements, and during advisory.

    Indicator 16. INCREASE NUMBER OF COMMUNITY-BASED OPPORTUNITIES FOR SERVICE LEARNING FOR ALL STUDENTS AND FAMILIES.

Strategic Journey

  • Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools.  They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

Our Vision of Success: 2021

  • As a district, the vision of success for Mathematics is that “every child will have the opportunity to learn rigorous mathematics.”  In order to support this county-based initiative, Lindale is aligning several school-based actions to strengthen our students’ ability to productively “struggle”, while also building a conceptual understanding of mathematics.  First, in order to engage all students, mathematics classrooms will provide differentiated instructional tasks, while ensuring that specialized instruction is taking place for our Special Education students.  Next, students will engage with discussion protocols, aimed to provide student voice and accountability during small group discourse.  Through the implementation of AACPS model and concept lessons, students will have the opportunity to learn rigorous mathematics utilizing the Concrete, Representational, Abstract (CRA) approach. As a result, our students will demonstrate growth on Maryland Comprehensive Assessment Program (MCAP) scores overall, and in individual student subgroups; thus indicating that students learned, and demonstrated mastery of, rigorous mathematics.

    As a district, the vision of the middle school Language Arts classroom is “a place where students and teachers learn through literature and composing to discuss, challenge, collaborate, disagree, and understand consequences for choices all in an atmosphere of respect.”  In order to support this county-based initiative, Lindale is aligning several school-based actions to strengthen the quality of students’ written expression through daily, routine writing experiences.  First, students will build their capacity to logically integrate evidence when analyzing discipline-specific content by means of student discourse.  In addition, student background knowledge will be elicited through regular use of the writing process (prewriting) across content areas.  As a result, our students will demonstrate growth on MCAP scores overall, and in individual student subgroups; thus indicating that students utilized literature and compositions to effectively discuss, challenge, and collaborate throughout their academic journey. 

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    In order to grow teacher capacity to support student growth in Mathematics and Writing, professional development will be implemented for teachers across content areas.  First, in an effort to support every student, teachers will participate in professional development focused on Specialized Instruction, ensuring that every child is able to access rigorous standards.  In addition, professional development will be delivered surrounding discussion-based engagement protocols.  Through the implementation of these discussion protocols across content areas, all students will be able to access the curriculum, while ensuring equity of voice and student accountability.  Finally, in support of our vision for writing, Lindale Middle School teachers will engage in professional development targeting the use of student-led discourse to integrate evidence and generate background knowledge for prewriting.  As a result of this targeted professional development, our teachers will utilize these strategies in daily instruction, to promote growth in Mathematics and Writing for all students.

    Lastly, Lindale Middle School students have the opportunity to participate in a variety of clubs and extra-curricular activities, with the support and mentorship of Lindale faculty and community stakeholders. Ultimately, the vision of Lindale Middle School’s extra-curricular club offerings is to ensure that all students are able to find a niche, and engage with the Lindale Community beyond the instructional day.  In fact, student voice will continue to be requested, as our students actively work with faculty advisors to develop club options that meet their needs. Through their participation in clubs and extra-curricular activities at Lindale Middle School, our students will have the opportunity to pursue their individual interests, to foster relationships with other students and faculty members with similar interests, and  to deepen their sense of belonging and connection to LMS.