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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

Procedures/strategies to address academic challenges are: Migrant - 0
enrollmentEnglish Learners -0 enrollment Economically Disadvantaged - 0
enrollmentSpecial Education - A Special Education Teacher is assigned to Princeton
School 2 days per week to provide accommodations and pull-outs for Tier 3
students. IEPs dictate specialized instruction based on students individual needs
which she provides. Neglected/Delinquent/Homeless - 0 enrollment.

5. Describe how the school provides individual student academic achievement
results and interpretation of the results to parents of English Learners in a language they
can understand.
We currently do not have any EL students enrolled for the 2020-21 school year.
However, there are plans in place in the event we have EL students enrolled in the
future.

6. What is the school's teacher turnover rate for this school year?
The school's teacher turnover rate for the 2019-2020 school year is 31%. (4
Retirements, 1 Resignation, 2 Non-Renewals, 1 death)

7. What is the experience level of key teaching and learning personnel?
Professional Educator Experience: 0-3 years- 4%; 4-9 years- 33%; 10-15 years- 19%;
16-20 years- 19%; 21-25 years- 19%; 26-30 years- 4%. Teacher Credentials:24% of
staff possess a Bachelor'sDegree, 63% of staff possess a Master's Degree, 9% of
staff possess an Ed Specialist Degree, 4% of staff possess a Doctorate/Ed.D/PhD.
Certifications: 4% of staff possess NBCT certification, 4% of staff are currently

pursuing National Board Certification.

8. If there is a high turnover rate, what initiatives has the school implemented to
attempt to lower the turnover rate (recruitment and retention strategies)?
Retention strategies of ILT coaching, professional development, and mentoring will
be initiated to eliminate high turnover.

9. Describe how data is used from academic assessments to determine
professional development.
Teacher professional development needs are identified based on Professional
Growth Plan Data, Weekly Observation Data, and student performance on
formative and summative assessments. Professional development needs are also
linked to achievement goals and reflect the priorities of the school and the school
district.

10. Identify the professional development opportunities for teachers, principals,
paraprofessionals, and other school personnel to improve instruction.

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