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Title I Schoolwide Diagnostic for ACIP - 2020-21Title I Schoolwide Diagnostic for ACIP _10092020_03:43 - Generated on 12/15/2020

Princeton Alternative Elementary School

continued collaboration with parents is needed ensure a continued decrease in
student tardies for the educational success.

5. How are the school goals connected to priority needs and the needs
assessment?
School goals are directly aligned with the identified academic, attendance, school
climate & culture, technology, and parental engagement goal based on SWOT Needs
Assessment Analysis performed by Instructional Leadership Team (ILT) in July 2020.

6. How do the goals portray a clear and detailed analysis of multiple types of
data?
The goals were selected based on the results of the detailed analysis of summative
test data from iReady Diagnostics; past summative data, BCS 2020 Parent Surveys,
student surveys, and dialogues from Title One Parent Meetings, and grade-level
parent seminars.

7. How do the goals address the needs of the whole school population and special
recognition to children who are disadvantaged?
The goals of the school are based on an analysis of our school-wide data: 2019-20
end-of-year attendance and discipline data, 2019-20 Summative assessment data,
and survey results from students, staff, and parents. These goals address the needs
of the whole school population. Each goal's strategies and activities were designed
to facilitate achievement for all students regardless of level of performance or
socio-economic status. Students will receive additional support as needed or

indicated by data results.

1. Identify the instructional strategies and methods used that strengthen the
academic program in the school, increase the amount and quality of learning time, and
help provide an enriched and accelerated curriculum, which may include programs,
activities, and courses necessary to provide a well-rounded education.
Instructional strategies used to strengthen the academic program were:1-
Differentiated Instruction/Reading: Grades K-5 - All reading content teachers
provided design lessons based on students' learning styles. Small group instruction
was developed for students by shared interest, topic, or ability for assignments.
Assessed students' learning using formative and summative assessments.
Differentiated stations had tiered assignments, which included varied student
responses. Classrooms were managed to create a safe and supportive environment.
2 Differentiated Instruction/Math: Grades K-5 - Math content teachers provided
different types of math standards by setting up learning stations — divided sections
of math classroom through which groups of students rotated using a flexible

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