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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

(See ESSA Sec. 1116, requirements for building capacity and parental and family
engagement).

To ensure effective involvement of parents and to support a partnership among the
school, parents, and the community to improve student academic achievement, our
school:

Shall provide such other reasonable support for parental involvement activities as
parents may request.
Princeton Alternative Elementary School, to the extent practicable, provides
opportunities for the participation of parents with limited English proficiency and
parents with disabilities. Princeton Alternative Elementary School presently does
not have any ELL students; therefore, all notices of parent meetings are sent to
parents in English. At this time, Princeton Alternative Elementary School presently
does not have any migrant students. Every effort is made to accommodate parents
with disabilities. Teachers send information home via students and U.S. mail when
needed.

7. Describe how the school will ensure the provision for participation of parents and
family members (including parents and family members who have limited English
proficiency, parents and family members with disabilities, and parents and family
members of migratory children), including providing information and school reports
required under section 1111 in a format and, to the extent practicable, in a language such
parents understand. (See ESSA Sec. 1117(f))

All students are provided with equal access to academic programming. All parents
are given access to events and training sessions that assist them in the education of
their children. Regardless of students' abilities or disabilities, they are involved in
the fabric of the school and have access to all important information. At Princeton,
no one is disregarded or left out.

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