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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

1 13 students had 20 or more tardies (6%), A large percentage also travel from east
to west using I-59; A low percentage of perfect attendance students (8%). In the area
of Climate and Culture, Strengths: 62% of female and 53% of male students earn an
A average in EOY report card grades. Over 80% of students in grades K-5 earn an A/
B average in EOY report card grades; Only 9 infractions are whole school;
Dispositions included a variety of methods outside of out of school suspensions.
Weaknesses: When compared, standardized performance and report card
performance do not align. 78% of the 9 schoolwide infractions included 2nd
graders. Of the 9 school-wide infractions, physical contact had the most
occurrences.

3. What conclusions were drawn from the results?
66% of K-2 students performed at Tier II (early on or one grade level below) in
Reading. Early/Day One Intervention is needed for all K-2 students with a focus on
Phonological Awareness, Vocabulary, and Informational Text. 82% of K-2 students
performed at Tier II (early on or one grade level below) in Mathematics. Early/Day
One Intervention is needed for all students with a focus on Measurement & Data
and Geometry. Teachers should integrate critical area domains into daily learning
activities, which includes intervention, small group instruction, online resources,
and ARI Coach. There needs to be a strategic way of spiraling geometry into the 1st
Semester and strategic intervention for the twenty students in Tier III (50%). We
need to have a plan in place for this both in school and in remote learning. 3rd-5th
grades demonstrate continuity in using the same online science resources (Mystery
Science/Scholastic). There is also a need for grades 3-5 to create a pacing guide for

science standards. Additionally, teachers should be proactive in planning for a
virtual STEM Fair along with remote learning. As a whole, the high number of
teacher sick days were related to major surgeries, family death, childbirth, and flu
related illnesses. Thereby creating an abnormal calendar year. Also, student related
flu like illnesses caused many of their absences may result in lower achievement
and loss of learning. Prior to COVID-19, technology or the lack thereof, has
adversely affected the PAES students and staff. We have requested to receive
funding from the district and beyond to become a 1:1 school. During and after
COVID-19, our faculty has stepped up to utilize our online resources, collaborated to
be a support through this learning curve, and established a plan of action to tackle
distance learning now and in the future.

4. What information was concluded as a result of analyzing perception, student
achievement, school programs/process, and demographic data?
The Instructional Leadership Team (ILT) analyzed relevant information from three
stakeholders groups; Students/Parents and Community/Culture to measure the
impact on student learning. No conclusions were drawn. ACIP Team concluded

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