Lincoln Academy receives Title I funds. Lincoln Academy uses Title I funds to provide additional aides and support in the elementary school. This support happens in the classroom and through pull-out groups. Students receive support from qualified paraprofessionals with Bachelor Degrees primarily in language arts and math.
Required Tests and Purpose
State-Provided School Report Card
More About Title 1
How does Lincoln Academy utilize Title 1 for Mastery Time?
Mastery Time is a school-wide differentiation plan for grades 1 – 6. Title 1 and Mastery Time go hand in hand.
Students receive Mastery Time instruction twice a week working with teachers, TA’s, and Title 1 Aides focused on reading or math intervention/enrichment.
Please notify your child’s teacher if you have any more questions about Mastery Time.
Why are we a Title 1 school?
Our school receives state & federal funding based on the socioeconomic status reported by Lincoln Families. Title 1 Policies allow that funding to benefit all students – no matter their socioeconomic status.
Who makes up the Title 1 Program?
Melissa Leeflang is our school’s Title 1 Director. Please feel free to reach out to her directly with questions or concerns. Our Title 1 Aides include: Alicia Long, Meghan Vargason, Karen Beeston, Sabra Kolste, & Corene Jolley. Each of these paraprofessionals are highly qualified educators with Bachelor’s Degrees and several years of experience working with Lincoln students.
What is Title 1?
Title 1 is an elementary-wide program to support at-risk students in Language Arts and Math. Title 1 Aides spend time filling in gaps of learning identified by classroom teachers via assessments.
Will my student be pulled out of the classroom and for how long?
If your student qualifies for pull-out support, they are generally pulled out of the classroom 1-3 times a week for about 15 minutes each. Classroom teachers arrange for these times to not interfere with new instruction or specialty times.
How is Title 1 different from Special Education services?
A student who receives dedicated instructional time with a Special Education teacher and/or related services providers (Speech and/or occupational therapy) has gone through a state-mandated referral process with a large amount of evidence submitted to be legally identified as needing specialized support because of a suspected learning disability. There are a number of legal obligations and accountability pieces that must be tracked when a student has an IEP. Students with IEPs generally work with a SpEd teacher for 1 or more years.
Students who work with Title 1 aides do not have a state-mandated Individual Education Plan and may exit and enter Title 1 services more freely as determined by the data. They are not referred because of a suspected learning disability. They are referred because they require more time to master reading/math concepts with more individualized instruction.