Transferring Math Fact Fluency from School to Home
The Wheels on the Bus Go Round and CCSD Intensive English Programs!
Rosetta Stone Champions: Celebrating ESOL Student Success
Spotlight on Math and Science
Supporting Newcomer Students and Families – Virtually Anywhere!
Summer Literacy Backpacks bring Reading Joy to Winter Days
Unstoppable Virtual Parent Resource Room
From Paper to Digital, In-Person to Online: Supporting Language Needs Across CCSD
Teaching, Leading, and Learning in 2020
Literatura Bilingual Family Literacy Program
South Cobb Cluster Annual State of the School Meeting
Location, Leadership, and Language Services – Changes at the International Welcome Center
Cobb ESOL Teacher Leads in CCSD and Statewide
Welcoming ESOL Students During COVID-19
Here's to New Beginnings!
Devices, Donations, and Distribution... Oh My!
LSGA Honors Their Community Heroes
ESOL in Action: Bridging Content and Language in Science Class
Argument Driven Inquiry at Work
Labelle Chimes in with Engaging ESOL Strategies
Tiny Doors: A Mabry Community Art Project Inspiring ELs Through STEAM
Smitha Students Face Reality in Reality U!
Pebblebrook, Working Together towards a Common Goal
KM4RE: Cobb County Schools’ Only Amateur Radio Club
Powers Ferry 5th Graders Escape!
Imagine Learning with your Parents
The Fair Oaks Way
Belmont Hills English Learners are Riding High on their Literacy Success!
Talking Numbers with Number Talks
Phonics through the Lens of ELs at Austell Elementary
Thriving Former IEL Student Returns to Osborne
South Cobb Eagles Soar with Learning Targets
EL Russell Families Soar to the Summit
Enriching Language and Culture, One Student at a Time through the Public Library System
Super Star Rockin' IWC Interpreter Felix Rentas proudly representing!
Griffin Middle School Celebrates Community and Black History Month
"Banking on Our Future" with Operation Hope
East Cobb Middle School's "Out of This World" Field Trip
Bryant Elementary Celebrates Math Week
Tapp Middle School Band Students Make Top Chair
“Russell has a lot to offer the students”
Title 1 Science Olympiad 2018- Grows by leaps and bounds!
“After 30 years it’s so hard to say goodbye”
Math Prodigies in the Making

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

Cobb County School District Title I Department appreciates the partnerships we have with our families. As the parent/guardian of a child attending a Title I school you are an important part of the Title I team. Your input is vital in the planning and implementation of the family engagement program and activities in our schools and those provided by the District. The focus of all Title I programs is to help eligible students meet the same high academic achievement standards expected of all children, regardless of their socioeconomic status and background. The following surveys are confidential and will be used to assist us with future planning for family engagement initiatives and events.


We appreciate your feedback and thank you for taking the time to complete the survey.


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.

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.

Georgia DOE 2019-20 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:

Barber Middle School Tia Amlett, Principal
Birney Elementary School Monica Howard, Principal
Compton Elementary School Beth Lair, Principal
East Cobb Middle School Leetonia Young, Principal
Garrett Middle School Kristie Brown, Principal
Green Acres Elementary School Ashley Mize, Principal
Lindley Sixth Grade Academy Dr. Denise Magee, Principal
McCall Primary School Thomas Farrell, Principal
Milford Elementary School Dr. Hermia Simmons-Deveaux, Principal
Norton Park Elementary School Michelle Curry, Principal
Powder Springs Elementary School Debbie Broadnax, Principal

Tiffany Honoré
Director of Federal Programs (Title I)

Gaetana DeAngelo
P: 678-581-7461

Ladonna Strickland
Administrative Assistant
P: 678-581-7461

Lou Ferretti
Title I Supervisor
678-581-7470| Email

Natalie Hutchins
Title I Supervisor
678-581-7468 | Email

Cheryl Johnson
Title I Supervisor
678-581-7469 | Email

James Milliman
Title I Supervisor
678-581-7472 | Email

Delores Thompson
Title I Supervisor
678-581-7467 | Email

Fran White
Title I Supervisor
678-581-7471 | Email

Brenda Degioanni
Homeless Liaison Coordinator
678-581-7463 | Email

Anita McCurley
Homeless Liaison Coordinator
678-581-7465 | Email

Dayna Parker
Homeless Liaison Coordinator
678-581-7464 | Email

Tracy Smith-Chandler
Grant Technician
678-581-7462 | Email

Suzanne Webb
678-581-7466 | Email

Dr. Sakinah Dantzler
ELA K-5 Coach

Meta Rome
ELA 6-12 Coach

Angela Mack
Math K-12 Coach

Vinita Prasad
Math K-12 Coach

Ashley Powell
Math K-12 Coach

Dr. Johanna Clark-Melton
Science K-12 Coach

Kelly Bodner
Science K-12 Coach

Wendy Torres
Social Studies K-12 Coach

Laura Franco
Social Studies K-12 Coach

Program Areas

Events are posted on our website at least 30 days before the event date.

S A V E – T H E – D A T E

Cobb County School District State of the District for Federal Programs Webinar

March 30, 2021  –  6 PM

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;
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.

FY20 CLIP Parent Family Engagement Webinar Click Here

FY 21 Title I Surveys:

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




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