• 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................................ 51.5Ā 
    Female........................... 48.5
    Special Services** (%)
    FARMS........................... 46.2
    504.................................. 5.2
    Special Ed..................... 10.6
    LEP................................. 4.2
    Title 1............................. No

    Ā **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 School believes in high academic, behavioral, and social expectations for ALL students. All students are active participants in interdisciplinary teams which focus on the academic, social, emotional, and behavioral supports needed for our students’ success.  Our teams collaborate to align instruction to serve our adolescent learner and to capitalize on possible interdisciplinary connections, explore combining large projects, and focus on promoting active, exploratory learning across all contents. Additionally, our teams function as a way for students to feel connected to our school through a variety of opportunities such as field trips, celebrations, and team-based incentives. 

    Socially, Lindale Middle continues to strive to make deeper connections between our students, our staff and our community. We have deep community connections. Many of our faculty are local to the surrounding neighborhoods and have fond connections to our  building and community, having been students themselves when it was Andover High School. This unique characteristic is something that truly sets LMS apart from other area middle schools. 
     
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    Over the past couple of years, we have intentionally focused on building positive relationships between our students and staff. We have embraced the use of an advisory program to create a bond among students and adults. 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, our goal is for every student at Lindale Middle to  feel as if he/she belongs, and for every student to have an adult with whom he/she can connect.  To that end, LMS will continue to conduct our  “Adult with Whom I Can Connect” survey, which is completed during our student advisory period, during the 2nd Marking Period. This survey initiative ensures that each student has the support of a trustworthy adult, and faculty members are provided with the name(s) of the student(s) who feels connected to them. Our faculty members embrace their roles as “mentors”.  Additionally, students who identified as “not connecting” are supported by faculty members, who willingly chose to build a rapport with those students and work to build up that sense of belonging to the school. 

    Behaviorally, the entire Lindale Middle community participates in Positive Behavioral Interventions and Supports (PBIS), an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety, and support improved outcomes. A variety of initiatives are implemented daily, weekly, and monthly to promote positive student behavior. In addition, students receive daily Lynx Notes for meeting school wide disciplinary expectations. Lindale Middle’s behavioral support team meets weekly to discuss disciplinary infractions and supports for students who need greater interventions. The LMS Interdisciplinary Team creates student intervention plans to provide behavioral, as well as, academic support for students. As a result of the implementation of PBIS, Multi-disciplinary Intervention Team (MIT) , and Behavioral Support Team (BST) interventions, student discipline for the 2018-2019 school year decreased by 42%.

    At Lindale Middle School, our clubs and organizations are considered to be the second half of our curriculum. Club options range from STEM focused, to Art, to Music, to Community Service, and even Athletics. Currently, clubs and organizations are offered after school; and approximately 15% of our 1,127 students participate in our clubs and/or organizations. Some of the clubs we offer are Backpack Buddies, Boys Leadership Club, the National Junior Honor Society, and a Page Piranhas Book Club.

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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