Title I

Federal Programs (Title I) - Assess. Achieve. Succeed.

Title I Supervisors


Dr. Dennissa Brown
Title I Supervisor

Lou Ferretti
Title I Supervisor

Cheryl Johnson
Title I Supervisor

James Milliman
Title I Supervisor

Dr. Patrice Jones
Title I Supervisor

Delores Thompson
Title I Supervisor


Administrative Staff

Tiffany Childers
Grant Technician
P: 678-581-7462

Lisa Oliver
Administrative Assistant


Title I District Academic Coaches


Dr. Sakinah Dantzler
ELA K-5 Coach

Meta Rome
ELA 6-12 Coach

Dr. Angela Mack
Math K-12 Coach

Verlynda “Niki” Slaughter Thompson
Math K-12 Coach

Ashley Powell
Math K-12 Coach

Brittany Matthews
Science K-12 Coach

Kelly Bodner
Science K-12 Coach

Wendy Torres
Social Studies K-12 Coach

Laura Franco
Social Studies K-12 Coach




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 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. All forty 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


Annual Federal Programs Stakeholders Meeting

Each year in March the District holds our annual Federal Programs Stakeholders meeting. As we strive to continually improve student achievement, we share information about our schools and the District. We hold discussion and gather feedback for the District Improvement Plan; including the Title I  Parent and Family Engagement Policy

The 2024 Stakeholders Meeting is scheduled for March 28, 2024. 
Meeting Location: Join TEAMS: Click here to join the meeting

If you have any questions, please contact the Cobb County School District at 770-426-3323

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 and /or targeted Title IA programs; 
  • Work in consultation with schools as the schools develop school’s Title IA program plans pursuant to Section 1114 and 1115:
  • Under Section 1115, provide an accelerated, high-quality curriculum minimizing 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;
  • Under Section 1118, an LEA may receive funds under Title IA for any fiscal year only if the SEA involved finds that the LEA has maintained the agency’s fiscal effort in accordance with Section 8521; 
  • 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 children in foster care needing transportation to the school of origin will promptly receive transportation in a cost-effective manner and in accordance with Section 475(4)(A) of the Social Security Act (42 U.S. C. 678(4)(A)); 
  • Ensure that all paraprofessionals working in a program supported with funds under this part meet applicable Federal requirements; 
  • Ensure that all teachers working in a program supported with funds under this part meet applicable State certification and licensure requirements for all Special Education service teachers and No Waiver School Systems, including any requirements for certification obtained through alternative route to certification or PQ as determined by the Charter Systems and Strategic Waiver School Systems; 
  • Under Section1118, the LEA may receive funds under Title IA only if State and local funds will be used in schools served under this part to provide services that, taken as a whole, are at least comparable to services in schools that are not receiving funds under Title IA; 
  • Ensure that all LEA required internal controls specific to LEA federal expenditures are in writing according to 2 CFR Part 200 (Allowability, Segregation of Duties, Procurement, Technical Evaluations of Competitive Proposals, Conflict of Interest, Time and Effort, Stipends, Travel); 
  • Ensure that the LEA maintains accounting records that are supported by source documentation and that costs are allowable under applicable laws and regulations per CFR Part 200, ESEA Sections 1118; 
  • 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 Teacher;
  • 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;
  • 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 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);  
  • Ensure that all initiatives funded with Title I, A are aligned with District's CLIP and/or school SWP/TA plans and that the district is employing only evidenced-based interventions and working to collect evidence of evidence-based effectiveness for all Title I funded interventions;
  • Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant effectiveness-based research indicating that service may be most effective if focused on students in the earliest grades at schools that receive funds under this part;
  • 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 that the federal funds do not replace non-federal funds (State and local) the school would otherwise receive if it were not operating a Title IA program; 
  • Ensure that a RAMP, if required, has been developed that equitably distributes State and local funds to all schools in the LEA (methodology is Title IA neutral); and 
  • Ensure that a written equity plan is annually submitted in the District’s CLIP and its effectiveness is accessed in reducing identified equity gaps impacting children who are academically at risk.  

Georgia DOE FY23 Title I Reward Schools


Federal Programs (Title I) Seal

To recognize Title I schools for making significant progress in improving student achievement and/or significant progress in closing the achievement gap, the Georgia Department of Education honors K-12 schools through the Title I Achievement Awards program. This program recognizes and honors three categories of schools: Title I Distinguished Schools, Title I Reward Schools, and National ESEA Distinguished Schools.  

Title I Reward Schools are Title I schools that rank in the top 5% of Title I schools in the state making the most progress in improving the performance of the all-students subgroup by comparing content mastery scores from the most recent two years of reported data on the statewide assessments. 

Congratulations to the following three schools:

Acworth Intermediate School
Bertha Nelson, Principal
Clarkdale Elementary
Dwan Jones, Principal
Hendricks Elementary
Michael Perkins 

Elementary Schools with Title I Programs

Belmont HillsMableton
BryantNorton Park
City ViewPowder Springs
ClarkdalePowers Ferry
Clay Harmony LelandRiverside
Fair OaksSedalia Park
Green Acres


Middle Schools with Title I Programs

Betty GrayGarrett
East CobbSmitha


High Schools with Title I Programs

South Cobb 

Title I Special Schools / Programs

Devereux Ackerman Academy 

Parents Right To Know

This year, CCSD provided the Parents Right to Know on page 10 of the Family Information Guide. This Family Information Guide is available on each Title I school’s website and is available as a hard copy upon request.

 Right to Know Professional Qualifications of Teachers and Paraprofessionals

CCSD Parent & Family Engagement Policy 2023-2024

Decades of research strongly suggest that families have a significant influence on their child’s achievement in school and throughout life. Family engagement in Cobb means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities.


Parent & Family Engagement Resources




School Improvement Input Opportunities  

Federal Programs State of the District
March 28, 2024  
6:30 PM | Join TEAMS: Click here to join the meeting

Spring Input Forum
March – April 2024

Parent Survey
August – October 2024

District Annual Parent Survey
October 2023 - May 2024   

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


Annual Surveys


FY 24 Title I Surveys:

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







Georgia Department of Education

Georgia DOE Title I Programs

Georgia DOE Family-School Partnership