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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

seating plan. individualize instruction by monitoring the pairs, addressing
knowledge gaps when needed. All students students received small group tiered
instruction during schedule intervention time in reading and mathematics.

2. Address the needs of all children in the school, but particularly the needs of those at
risk of not meeting the challenging State academic standards, through activities which
may include—

• counseling, school-based mental health programs, specialized instructional support
services, mentoring services, and other strategies to improve students’ skills outside the
academic subject areas

• preparation for and awareness of opportunities for postsecondary education and the
workforce, which may include career and technical education programs and broadening
secondary school students’ access to coursework to earn postsecondary credit while still
in high school (such as Advanced Placement, International Baccalaureate, dual or
concurrent enrollment, or early college high schools

• implementation of a schoolwide tiered model to prevent and address problem
behavior, and early intervening services, coordinated with similar activities and services
carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)

Counseling, school-based mental health programs, specialized instructional support
services, mentoring services, and other strategies to improve students' skills were

accommodations, pullouts, resource room sessions with SPED teacher,
Implementation of a school-wide tiered MTSS model to prevent and address
problem behavior, and early intervening services, coordinated with similar activities
and services carried out under the Individuals PST intervention, and establishing
school-wide PBIS initiative.

3. Describe how the school provides opportunities for the most academically needy
students to receive support and reinforcement of academic skills Beyond the Regular
School Day.
During traditional settings, in-house tutors are utilized to provide tutoring for the
most academically needy students. Students also have access to after school
tutoring at 3:30-4:00 pm.

4. Describe procedures/strategies used to address academic challenges for each
group of Migrant, English Learners, Economically Disadvantaged, Special Education,
Neglected and/or Delinquent, and Homeless Students.

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