Title I Supervisors

Dr. Dennissa Brown
Title I Supervisor
678-581-7471
Email

Lou Ferretti
Title I Supervisor
678-581-7470
Email

Cheryl Johnson
Title I Supervisor
678-581-7469
Email

James Milliman
Title I Supervisor
678-581-7472
Email

Patrice Jones
Title I Supervisor
678-581-7468
Email

Delores Thompson
Title I Supervisor
678-581-7467
Email

Lisa Oliver
Administrative Assistant
678-581-7461
Email

Administrative Staff

Title I Academic Coaches

Dr. Sakinah Dantzler
ELA K-5 Coach
Email

Meta Rome
ELA 6-12 Coach
Email

Angela Mack
Math K-12 Coach
Email

Verlynda “Niki” Slaughter Thompson
Math K-12 Coach
Email

Ashley Powell
Math K-12 Coach
Email

Brittany Matthews
Science K-12 Coach
Email

Kelly Bodner
Science K-12 Coach
Email

Wendy Torres
Social Studies K-12 Coach
Email

Laura Franco
Social Studies K-12 Coach
Email

Mission

Title I of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015, provides funding to school districts to help ensure that all children, particularly those who are most academically at-risk, meet challenging state academic standards. Schools participating in the Title I program receive funds based on the percentage of students qualifying for free or reduced-price school meals. Title I programs are designed to ensure high standards for all, increase quality instructional time, improve instruction through professional development, enhance family participation in the educational process and afford schools the opportunity to provide additional educational resources for the most at-risk students.

Forty-three schools within Cobb County School District receive Title I services. Of these, twenty-nine are elementary schools, ten are middle schools, three are high schools, and one is a residential treatment facility school. Forty-two schools offer a schoolwide program where all students, teachers, and families benefit from the supplemental resources and support provided by Title I. Currently, there is one targeted assistance program in CCSD. In a targeted assistance program, funding can only be used to support students identified as most academically at-risk, their families, and the teachers who serve them.

Each Title I school has a parent facilitator or someone who assumes those responsibilities who will support families in promoting the academic achievement of students. Workshops and schoolwide events are offered to build the capacity of families to support their children academically. The local school’s Parent Resource Center offers resources and materials for families to checkout for use at home. Please visit the school’s website to view the dates and times of workshops and schoolwide events.

Program Areas

You are invited to our Stakeholders Meeting for Federal Programs

Thursday, March 30, 2023

6:30 pm

Meeting Location:

Join TEAMS: https://tinyurl.com/mwxrp66r

Any questions, please contact the Cobb County School District at  770-426-3323. 

Thank you for your attendance!

(Spanish and Portuguese translators available)

Title I Assurances

In General – Each local educational agency shall provide assurances that the local educational agency will;

• Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under Section 411(b)(2) of the National Education Statistics Act of 1994;
• Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources;
• Provide technical assistance and support to schoolwide programs;
• Work in consultation with schools as the schools develop the school’sschoolwide plans pursuant to Section 1114;
• Under Section 1115, provide an accelerated, high-quality curriculumminimizing the removal of children from the regular classroom during regular school hours for instruction provided under this part; and on an ongoing basis, review the progress of eligible children and revise the targeted assistance program under this section, if necessary, to provide additional assistance to enable such children to meet the challenging State academic standards.
• Provide services to eligible children attending private elementary schools and secondary schools in accordance with Section 1117, and timely and meaningful consultation with private school officials regarding such services;
• Develop, review, and revise an LEA homeless policy to remove barriers to the enrollment and retention of children and youth in homeless situations;
• Ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification; and
• In the case of a local educational agency that chooses to use funds under this part to provide early childhood education services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act (42 U.S.C. 9836a(a)).
• Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant effectiveness-based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part;
• Work in consultation with schools as the schools develop and implement their plans or activities under Sections 1118 and 1119;
• Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families if a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school;
• Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.
• Use the results of the student academic assessments required under Section 1111(b)(3), and other measures or indicators available to the agency, to review annually the progress of each school served by agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to address low academic achievement and achievement gaps;
• Include the use of the U. S. Department of Education’s Migrant StudentInformation Exchange (MSIX) website in new migrant student records transfer, enrollment and grade/course placement protocols; it will use the Title I, Part C – Migrant Education Program occupational survey for all students during new school year registration for returning students and new student registration during the school year;
• Ensure the annual assessment of English language proficiency in the four language domains of all English learners. [Section 1111 (b)(2)(G)];
• Shall notify the parents of each student attending any school receiving funds under this part that the parents may request information regarding the professional qualifications of the student’s classroom teacher(s);and
• Ensure that all initiatives funded with Title I, Part A are aligned with District’s CLIP and/or school SWP/TA plans and that the district is employing only evidenced-based interventions or working to collect evidence of evidence-based effectiveness for all Title I funded interventions;
• Ensure that it will collaborate with the GaDOE to address participation of students with disabilities in the Georgia Alternate Assessment (GAA) and 1) review local policies, procedures, and practices to ensure these are in accordance with state GAA participation guidelines, and 2) review local GAA participation data and address any student subgroup disproportionality issues.
• Ensure it will annually submit a written equity plan that seeks to reduce identified equity gaps impacting poor and minority children.
• Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with Section 1111(b)(8)(D);
• Ensure that the results from the academic assessments required under Section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;
• Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with Section 1111(b)(8)(D); 
• Include the use of the U. S. Department of Education’s Migrant Student Information Exchange (MSIX) website in new migrant student records transfer, enrollment and grade/course placement protocols; it will use the Title I, Part C - Migrant Education Program occupational survey for all students during new school year registration for returning students and new student registration during the school year; 
• Ensure the annual assessment of English language proficiency in the four language domains of all English learners. [Section 1111 (b)(2)(G)]; 
• Shall notify the parents of each student attending any school receiving funds under this part that the parents may request information regarding the professional qualifications of the student’s classroom teacher(s); and 
• Ensure that all initiatives funded with Title I, Part A are aligned with District's CLIP and/or school SWP/TA plans and that the district is employing only evidenced-based interventions or working to collect evidence of evidence-based effectiveness for all Title I funded interventions; 
• Ensure that it will collaborate with the GaDOE to address participation of students with disabilities in the Georgia Alternate Assessment (GAA) and 1) 

CCSD Family & Community Engagement Policy 2022-2023

Georgia DOE 2020-2021 Title I Reward Schools

To reward successful schools and school districts for significant progress in improving student achievement and/or significant progress in closing the achievement gap, the Georgia Department of Education (Department) honors K–12 Title I schools and school districts for significant progress in improving student achievement and/or making significant progress in closing the achievement gap.

The Title I Achievement Awards program recognizes and honors three categories of schools: Title I Distinguished Schools, Title I Reward Schools, and National Title I Distinguished Schools.

A Title I Reward School is a Title I school among the 10-percent of Title I schools in the state that is making the most progress in improving the performance of the all-students group over the most recent two years on the statewide assessments.

Congratulations to the following eleven schools:

Elementary Schools with Title I Programs

Middle Schools with Title I Programs

High Schools with Title I Programs

Title I Special Schools / Programs

Parents Right To Know

Family Engagement Resources

Complaint Procedure (Amended by the Every Student Succeeds Act (ESSA) of 2015)

Consolidated LEA School Improvement

Annual Surveys

FY 23 Title I Surveys:

Title I families, we value your input.
Please complete the survey below!

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2020 Results in English
Resultados en Español 2020
Resultados en Português 2020

GA DOE

Georgia Department of Education

Georgia DOE Title I Programs

Georgia DOE Family-School Partnership