Department of Student Success (DSS)
The Department of Student Success, (DSS), provides structured opportunities for students to reach their academic and social potential. We implement data-driven, research based assessments and interventions to support all of our students. We partner with parents, staff and students through a team approach that focuses on consultation, direct service, observation, analysis and assessment. We seek to challenge all of our students to help them identify and build upon their personal gifts and talents.
DSS Includes:
* Gifted Education & Enrichment - Enrichment for students who need more challenge in specific areas. Advance Learning Plans (ALP)
* Special Education Testing and Services - Individualized Education Plans (IEP)
* English as a Second Language (ESL)
* Support for Parents - Do you want information or materials to work on at home? Your classroom teacher has great ideas and we are also available to help you. If you have a concern regarding your child, do not hesitate to call or email. We can work with you and your classroom teacher to find a solution.
- Pre-K - 4th grade - DSS Director & Learning Specialist
- 5th - 8th grade - DSS Director & Learning Specialist
- Special Education & IEP Plans
- Advanced Learning Plans
- 504 Plans
- Mental Health Team
- Speech & Language
- Occupational Therapy
- English Language Learning (ELL)
- Literacy
Pre-K - 4th grade - DSS Director & Learning Specialist
Jeanne Coyle
Hello! I work with Kindergarten-4th grade students who need extra support in all academic areas. I teach literacy skills to small groups of students, coordinate and implement special education plans, and work closely with teachers & parents to troubleshoot concerns with their students.
I have been working at Lincoln Academy since April 2001 when I signed my oldest son, Anthony, up for Kindergarten. I have loved working with Lincoln families and have enjoyed watching many students grow up.
I have a Master's Degree from the University of Virginia in Elementary Education and Special Education (ages 2 - 21 with concentration areas in mild/moderate academic needs and behavioral disorders). I interned at the McGuffey Reading Center at the University of Virginia and was a research assistant observing students with ADHD in their classrooms. Many things have changed since I went to college and I continue to learn through amazing conferences given by the Colorado Department of Education and curriculum-specific training from intervention programs.
I am Orton-Gillingham trained and completed the Colorado Department of Education’s READ Act Class. I am trained in many curricula including Wilson, Really Great Reading, Burst, 95 Percent Group, and Lindamood-Bell’s Visualizing and Verbalizing program. I recently attended an Understanding Dyslexia online course and am certified in CPR and First Aid.
My husband, Matt, and I have four children who all attended and graduated from Lincoln. We have always enjoyed the small community feel and friendships we developed. My children are still friends with the kids (now adults!) they met at Lincoln. I enjoy spending time with my husband and adult children, (and Luna, my Grand-doggie!) gardening with my husband, hiking with friends, playing the piano, reading, cooking, star-gazing, camping, and relaxing on my deck watching the hummingbirds that come to visit!
5th - 8th grade - DSS Director & Learning Specialist
Special Education & IEP Plans
Advanced Learning Plans
Karen Dwyer
My name is Karen Dwyer and I very much enjoy being a part of the Lincoln Academy DSS Team! I am the GT/Enrichment Coordinator. My job is to be a liaison and provide support to teachers, students, and parents of ALP students.
I am grateful for the opportunity to be working alongside all of our teachers in the support of Gifted and Talented students this year. I will be providing enrichment groups for K-8 students that will concentrate on different strength areas throughout the year in addition to providing help with the goals of ALP students.
I grew up in the Arvada area and I am thankful that our girls are growing up here too, close to our wonderful family and friends. We enjoy spending time traveling, skiing and playing games. Since I love Colorado so much, I received my Bachelor’s Degree from The University of Northern Colorado and my Master’s Degree from Regis University. I have been teaching since 2000 and feel blessed to work in a field for which I am passionate. I also love working with the amazing community of Lincoln Academy!
Advanced Learning Plans
The mission of Lincoln Academy is to help students attain their highest social and academic potential through an academically rigorous, content-rich educational program in a safe, orderly, and caring environment. At Lincoln Academy, we make every effort to provide opportunities to enrich your child’s learning both through classroom enrichment and activities outside of the classroom. Although Lincoln Academy is not a Gifted and Talented school, we recognize there are many bright and gifted students in attendance. We strive to meet the needs of these students while maintaining whole group instruction and supporting the philosophical direction of our programming. We accomplish this by following district guidelines on meeting our student's Advanced Learning Plan (ALP) needs, providing a weekly pull-out program for our gifted students, and supporting teachers in the classroom.
Just like every district school in Jefferson County, students at Lincoln Academy with an ALP are monitored throughout the year both by teachers and the ALP coordinators to make sure each student has opportunities to meet their required goal(s). Some students have multiple strengths identified by an ALP, which might qualify them for attendance at a Jeffco Gifted and Talented Center School. These schools are geared towards highly gifted students and instruction involves acceleration, enrichment, and attention to affective needs. Not all students with an ALP qualify for GT Center School Placement; these guidelines are established by the district.
We do everything we can, within the academic structure of Lincoln Academy, to meet the needs of all students. For more information in regards to Advanced Learning Plans, GT Center Schools, or enrichment provided by Lincoln Academy, please contact our ALP coordinator.
504 Plans
Mental Health Team
Moe Ellison
This is my second year at Lincoln Academy, and I am thrilled to be working with this community. I was born and raised in the Arvada, so it's exciting to be serving the children and families of where I grew up. I graduated from Denver University with my MSW and am passionate about mental health and the importance of social-emotional learning. I believe all students deserve mental health services curtailed to their own individual need. Most of my career has been working in child welfare, in multiple roles. The last ten years, I worked specifically with foster families and foster children. I also worked for several years in a residential setting, working with children and teens who have experienced significant trauma. I believe I carry a unique set of skills regarding trauma informed practices. This is my fourth year of working in the school setting, and I love working with the students. I believe every child deserves to be heard and supported.
I have two very active children, a son and a daughter, that attend school in Denver. In my spare time, I love taking walks with my family, going to the park, yoga, hiking, and hanging out with my friends and family who are my absolute support system
Matt Trowbridge
Krystal Jones
I am thrilled to be on the Mental Health Team here at Lincoln Academy! I am originally from Richmond, VA where I pursued my Bachelors Degree in Social work at Longwood University. I immediately moved to Denver, CO following graduation and began my Masters Program at University of Denver. I completed my internship here at Lincoln Academy from 2018-2019 and obtained my MSW with a concentration in Child Welfare and certification in Animal Assisted Social work.
I am a strong advocate for individuals I work with and am always looking for ways to help strengthen their self-advocacy. I believe mental health services can positively impact a student’s learning experience and am always striving to create a safe and positive space for students. I have past experience in child protection casework, residential care and resourcing for adults with developmental disabilities.
In my free time, I enjoy all things outdoors! Hiking, camping, snowboarding, going to concerts and spending time with my pets. I am looking forward to having a great year! Go Lincoln Leopards!
Speech & Language
Stephanie Houston
Speech Language Pathologist (SLP)
I’ve served as Lincoln Academy’s SLP since 2013. My role is to provide articulation, voice, resonance and language-based therapy to students in grades K-8. Outside of work, I enjoy biking around LoHi with my husband and daughters, hiking, spending time with friends and traveling when I can.
I have an M.A. in Speech Language Pathology from the University of Colorado, Boulder and an M.A. in Counseling Psychology from the University of Colorado, Denver. I've worked in both clinical and school settings at sites including the University of Colorado Speech, Language, Hearing Center, Denver Public Schools and Children's Hospital (Cleft Lip/Palate Clinic, Velopharyngeal Insufficiency Clinic and general speech/language interventions.
Occupational Therapy
English Language Learning (ELL)
Literacy
K-2nd Literacy
These are some of the activities we are working on in small literacy groups. Exact activities will be targeted toward the needs of the specific students in the group.
Kindergarten
August - December
Phonemic Awareness
- First Sound Fluency: "What is the first sound in /dog/? >> Child responds /d/
- Segmenting CVC Words: "What are the sounds in cat?" >> Students tap c/a/t
Letter Recognition & Letter Sounds
Sight Words
Writing
- Handwriting > Letter formation (top>down), proper pencil grip
January - May
These are some of the activities we are working on in small literacy groups.
Phonemic Awareness - Continued review
Read CVC Words (Consonant/Vowel/Consonant)
- Letter Recognition & Letter Sounds - Completed in the context of a word
- Phonemic Fluency - Rhyming Activities with word families
- Move from C/V/C sounding to final rhyme sounding
- Phonemic Fluency - Reading words with the same beginning and ending sound,
Write CVC Words
Sight Words & Sentence Formation
1st Grade
Open Court Readers:
- Reading Books with controlled phonics patterns >> Review patterns from class
- Sight word recognition in context
95% Group: Research-based curriculum which works on phonic patterns.
- Phonemic Awareness
- Sorting word cards for specific phonic patterns > Multi-sensory
- Read phonetically regular words in phrases
- Read passages with phonetically controlled sounds
- Word Writing
- Students are asked to write words with specific vowel patterns
Wilson Reading Systems: Research-based curriculum which works on phonic patterns.
- Systematic teaching of sounds and spelling patterns
- Word Reading - to practice those sounds in words
- Sentence Reading - with controlled vocabulary and sounds
- Passage Reading - with controlled vocabulary
Sight Word Review
Students read words in a group for additional practice.
- Words with similar patterns are compared: (he, she, the, we, be, me -- could, would, should)
- Words with irregular sounds are targeted (for example: “said” sounds like /s/e/d/.)
Read Naturally - Reading prediction, fluency practice, phonics, answering questions:
- Students write a simple, guided prediction regarding what the passage might be about.
- Rhyming “word families” are targeted at the beginning of the year
- Reading sight words in context
- Non-fiction text not controlled for the phonic pattern.
- Reading Comprehension & Vocabulary
2nd Grade
Phonics, Reading Fluency, Vocabulary & Comprehension
95% Group: Research-based curriculum which works on phonic patterns.
- Phonemic Awareness
- Sorting word cards for specific phonic patterns > Multi-sensory
- Read phonetically regular words in phrases
- Read passages with phonetically controlled sounds
- Word Writing
- Students are asked to write words with specific vowel patterns
Wilson Reading Systems: Research-based curriculum which works on phonic patterns.
- Systematic teaching of sounds and spelling patterns
- Word Reading - to practice those sounds in words
- Sentence Reading - with controlled vocabulary and sounds
- Passage Reading - with controlled vocabulary
Quick Reads & 6-Minute Solutions:
- Nonfiction passages on a variety of topics
- Many words are repeated in the passage. This word repetition makes the passage easier to read.
- Repeated words a student can read without sounding them out.
Read Naturally - Reading prediction, fluency practice, phonics, answering questions:
- Students write a prediction regarding what the passage might be about.
- Students read the passage - An emphasis is placed on reading with fluency, good phrasing, pausing for punctuation, and seeking meaning
- Students read and answer questions relating to the passage
- Students write a summary of what they have read.
3rd-4th Literacy
Small Literacy Groups maximize student learning for those who need extra practice on specific skills. DSS Team members work 4 days a week with small groups of students for a 30-minute period. During this workshop time, students that remain in the classroom work on specific tasks in small groups as well. New material will not be introduced during this time, so no make-up work is required by those who are pulled by the DSS team.
The targeted groups work on specific skills which vary depending upon the needs and grade level of the student.
Students are placed in groups based on individual screening assessments, teacher observations, work completed in class, and parent concerns.
These groups are flexible and fluid! Students may be moved from one group to another based on need at any time during the year.
Reading Skills Worked on in group:
-Reading Fluency
-Comprehension
-Vocabulary
-Oral Retell
-Inferencing, Predicting
Writing Skills Worked on in group:
-Writing Stamina
-Writing organization and planning
-Summarizing
-Paragraph writing (topic sentence, details, concluding sentence)
-Spelling
Additional Skills:
In third and fourth grade groups, we work on previewing and reviewing concepts learned within the classroom, including CORE content. Each group is determined based on student needs and activities are planned and implemented to coincide with these skills.