COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Standardized Assessment Results (FSA and District Primary End of Year Results) are shared and discussed with teachers to identify areas of strengths and weaknesses. During data chats, instructional practices and professional development are recommended by the curriculum coach, administration and teachers to improve deficient areas. Additionally, each spring parents are given a survey to share their opinions about what they see as successes or areas in need of improvement at the school. The results are shared via a School Advisory Council.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

Sea Castle Elementary does not have any teachers not highly qualified.

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

To attract high-quality, highly qualified teachers to SCE the following will be provided: on-going teacher mentors, on-going support from instructional coaches, professional development opportunities both on-site and off as needed based on teacher feedback and/or student data and performance based incentives/bonuses through the TIF grant. 

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Title I funds provide additional classroom teachers, professional development opportunities, parental involvement activities, i.e. Curriculum night.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

Sea Castle presently does not have migrant students.

Title I, Part D
Neglected and Delinquent

Sea Castle does not have neglected and/or delinquent students at this time.

Title II
(District professional development)

Students will be put in contact with our social worker and guidance counselor to address specific needs. Their progress will be monitored through the RTI process at the CPST meetings.

Title III
(ESOL)

This is not applicable to Sea Castle. 

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

This is not applicable to Sea Castle.

Supplemental Academic Instruction (SAI)

This is not applicable to Sea Castle.

Violence Prevention Programs

Our school implements the Anti-Bullying and Character Traits Program. The guidance counselor and classroom teachers address students on an on-going basis on these two programs. The District's Discipline Matrix is fully implemented and adhered to. Students and parents receive the Code of Conduct Book at the beginning of the year.

Nutrition Programs

This is not applicable to Sea Castle.

Housing Programs

This is not applicable to Sea Castle.

Head Start

This is not applicable to Sea Castle.

Adult Education

This is not applicable to Sea Castle.

Career and Technical Education

This is not applicable to Sea Castle.

Job Training

This is not applicable to Sea Castle.

Other

This is not applicable to Sea Castle.

Pre-School Transition

Kindergarten Round-up is conducted in the spring. Prior to the opening of school, kindergarten students and parents attend orientation. At this event, parents and students visit their new classrooms, meet their teachers, and learn about the expectations and procedures for the school year. Teachers educate parents on ways to help their child at home with reinforcement of the skills that are targeted in kindergarten.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

Based on the results above, we have seen success in communicating with parents and making them feel welcomed at the school. We need to improve upon the number of parents receiving information regarding student progress and curriculum changes that are occurring in the district. Overall the number of parents who attended school related family nights was low.  Therefore, we will continue to work on how to increase parental involvement throughout the year. The results will be used to develop the PFEP for next year.