• 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

Lindale

Who We Are: Our Community and School Culture

  • Each of our schools’ leadership teams analyzed the factors that impact their students’ ability to engage deeply and achieve academic success. They shared stories of their students and families, some of whom are facing serious challenges associated with physical wellness, social-emotional stability, unique learning needs, family security, mental health, violence, and food/housing uncertainties. They discussed the obstacles that their students face daily when preparing to come to school on time, ready to learn.

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    Questions such as the following drove discussions around Anne Arundel County: 

    • What are the challenges and obstacles that negatively affect our students’ engagement and achievement most significantly and why?
    • Are we analyzing our data and listening closely to learn about all of our students when we seek to understand our learners’ social-emotional and academic struggles?
    • How do cultural differences, language challenges, transportation difficulties, health problems, and frequent family relocation (mobility) serve as obstacles to school success for our students?
    • What resources and supports are available within AACPS and across our county to support students and families in need?  How do we help our families receive the supports they need?

Our School Culture

  • Below is the school’s story as seen through the eyes of school leaders. They discuss the culture of their school and the community.

    Lindale Middle is a school community comprised of approximately 1091 students who come from varying backgrounds. Ethnically, the student population of Lindale is comprised of 45% white students and 55% of the students represent other populations: 27% African American, 6% Asian, 6% Multi-racial, 15% Hispanic, and less than 1% Pacific Islander. Special education students represent 11% of our population and 52% of the students receive free and reduced meals. Students come to Lindale from George Cromwell Elementary, Hilltop Elementary, Linthicum Elementary, North Glen Elementary, and Overlook Elementary. 4 of our 5 Elementary Feeders are Title 1, therefore all students receive breakfast.

    Approximately 26% of our population are comprised of STEM students that come from all middle schools across northern Anne Arundel County.

    67% of staff members report feeling as if they are a valued member of the LMS community. The percentage of students reporting that they feel as if they belong is also at 67% in the previous year. The percentage of students who indicate that LMS staff supports them is currently at 76%. The percentage of students reporting that they have someone to whom they can talk is currently at 91% based on our “Adult With Whom I Can Connect” survey. Ultimately, every student at LMS should feel as if he/she belongs, and every student should have an adult with whom he/she can connect. To that end, LMS has reinstituted, and will continue doing the “Adult With Whom I Can Connect” survey through Advisory.

     

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    Academically, Lindale Middle School has seen growth within some of our student populations. Student gains in PLDs 4 and 5 in PARCC ELA have risen slightly in our African American and FARMS populations. In the area of PARCC Math, there has been a slight increase in our African American and Special Education populations in reaching PLDs 4 and 5. However, there has been a slight decrease in our FARMS populations for PLDs 4 and 5 for Math. Nevertheless, our Special Education, African-American, and FARMS students have not shown growth that outpaces their white counterparts.

     

CHALLENGES TO STUDENT SUCCESS

  • The leadership team in each AACPS school reviewed all of the factors that may influence their students’ engagement and achievement in school; these challenges include academic data elements, community history, and socio-economic aspects of each community. The school’s leadership team identified the following elements as impactful for their students.

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Principal's Annual Summary*

  • This reflection will include a discussion of data and progress related to the Strategic Plan Indicators on which the school has been focused.

    *This year’s statement will be completed by July 2019.